OfSTED Framework and Study Support - Out of School Hours - Out of School Hours Learning - The London borough of Barking and Dagenham.

Out of School Hours
OfSTED Framework and Study Support

Study Support is now in the OfSTED Framework for Inspection under the heading 'How good are the curricular and other opportunities offered to pupils or students?'

The following extracts are taken from The Handbook for Inspecting Secondary Schools page 58 (Ofsted, January 2000) and have a clear bearing on the activities of OoSHL (Study Support) and the work of the OoSHL (Study Support) Co-ordinator.

Inspectors must evaluate and report on:

The quality and range of opportunities for learning provided by schools for all pupils, highlighting features which are particular strengths and weaknesses, in the Foundation subjects, Key Stages and post-16 including specific comment on:
Extra curricular activities, including study support
Provision made for personal, social and health education, including sex education and attention to drug misuse
Work related education, including careers education and guidance for secondary age pupils
The quality of links with the community and with other schools, colleges or initial teacher training consortia
Whether the school meets statutory curriculum requirements, including provision of religious education where appropriate
How well the school cultivates pupils' personal learning including spiritual, moral, social and cultural development.

In determining their judgments, inspectors should consider the extent to which schools:

Provide a broad range of worthwhile opportunities, which meet the
aptitudes, and particular needs of pupils, including those having special
educational needs
Have effective strategies for teaching the basic skills of literacy and numeracy
Provide enrichment through its extra-curricular provision, including support
for learning outside the school day
Are socially inclusive by ensuring equality of access of opportunity for all pupils
Provide pupils with the knowledge and insights into values and beliefs and
enables them to reflect on their experiences in a way which develops their
spiritual awareness and self-knowledge
Promote principles that distinguish right from wrong
Encourage pupils to take responsibility, show initiative and develop an
understanding of living in a community
Teaches pupils to appreciate their own cultural traditions and the diversity and richness of other cultures
Provide effectively for personal and social education, including health
education, sex education and attention to drug misuse
Have links with the community which contribute to pupils learning
Have constructive relationships with partner institutions such as
schools and colleges

Framework for Inspecting Schools (OfSTED, January 2000)

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