Ofsted Alignment

Ofsted’s Education Inspection Framework (EIF) sets out how schools and colleges in England are judged.


Our theatre, presentations, workshops and mentoring are coherently planned to strengthen the four EIF judgements—Quality of education, Behaviour & attitudes, Personal development, and Leadership & management—with safeguarding embedded throughout.

The Four Judgements

We map Theatre, Presentations, Workshops and Mentoring to Ofsted’s four judgements with safeguarding embedded.

Quality of Education

Clear intent → sequenced implementation → evidenced impact.

We use retrieval checks, live Q&A and pre/post measures so learning sticks.

Behaviour and attitudes

Calm, respectful culture; punctuality and participation; safe conduct online and offline.

We set expectations and model pro-social behaviours.

Personal Development

RSHE-aligned content; character, confidence and voice; British values & SMSC woven through.

We build decision-making and bystander skills.

Leadership and Management

Briefing/debrief with DSL; staff CPD notes; data to inform improvement plans; safeguarding effective.

We fit your policies and reporting cycles.

How we help

Here’s how we turn Ofsted’s Education Inspection Framework (EIF) into day-to-day practice. Choose a service to see what it looks like in session, how it maps to the four judgements, and the evidence you can file for inspection.

Theatre

50–60 min performance + post-show discussion
200–250 pupils per sitting

  • Curriculum: RSHE themes via story; facts, law and local context.

  • Behaviour & attitudes: models respectful discussion; resets norms at scale.

  • Safeguarding: creates space for disclosures with the DSL present.

Maps to: Personal development; Behaviour and attitudes; Quality of education (implementation & impact).
Evidence you can file: student voice quotes, reflection tasks, staff observation notes, DSL disclosure/concern log.

Workshops

40–50 min interactive workshop
15–30 learners per group

  • Skills: decision-making, peer influence, bystander actions.

  • Quality of education: retrieval → modelling → practice → feedback.

  • Personal development: confidence, voice, respectful challenge.

Maps to: Quality of education; Personal development; Behaviour and attitudes.
Evidence you can file: pre/post checks, scenario/response sheets, action plans, attendance for the series.

Presentations

40–50 minute presentation
100–200 pupils per sitting

  • Knowledge: myths vs facts, the law, local risk profile (RSHE-aligned).

  • Culture: clear expectations; signposting to safe adults and help.

  • Follow-up: primes year groups for workshops or mentoring.

Maps to: Quality of education; Behaviour and attitudes; Leadership & management (safeguarding culture).
Evidence you can file: quick poll results, Q&A themes, staff briefing notes, follow-up referrals requested.

Mentoring

6–12 weeks | 1 hour sessions
1:1 or small groups

  • Attendance & routines: reset plans and behaviour change.

  • Pastoral: safe-adult relationship; goals to next steps/EET.

  • Inclusion: targeted support for PA and at-risk learners.

Maps to: Behaviour and attitudes; Personal development; Leadership & management (impact of interventions).
Evidence you can file: attendance % change, behaviour markers, goal tracker, parent/DSL updates, destination notes.

Evidence we provide

  • Attendance & punctuality snapshot (session/series)

  • Pre/post learning checks and reflective tasks

  • Student voice quotes and case studies

  • Session plan/curriculum map (intent → implementation → impact)

  • Staff CPD log (where applicable)

  • Risk assessment & safeguarding signposting

  • Referral/concern routes agreed with the DSL

  • Destination/progression notes (FE/employability offers)

Client Spotlight:

Hugh Baird College

In 2024, Ofsted judged Hugh Baird College “Outstanding” in all areas.

Our input sat within the college’s wider personal development and safeguarding work.

see how we can help you

Safeguarding

Inspectors always report whether safeguarding is effective (recorded under Leadership & management). We evidence:

  • DBS-checked staff and safer-recruitment records

  • Briefing with your DSL and use of your reporting systems

  • Age-appropriate content, signposting and escalation routes

  • Risk assessments and data handling consistent with policy

  • Learner feedback on whether they feel safe and know how to seek help

FE & Colleges

Ofsted makes a separate written sub-judgement on your contribution to meeting local skills needs. Inspectors look for:

  • How you understand local, regional and national priorities and employer demand

  • How you engage employers/partners and reflect this in curriculum planning

  • How programmes develop the knowledge, skills and behaviours learners need for work and further training

This sub-judgement links to Quaity of education and Leadership & management.

FAQ

How do you evidence impact for Ofsted?

We provide attendance data, pre/post checks, student voice and case studies, mapped against the EIF judgements.

Are sessions RSHE-compliant and age-appropriate?

Yes—content is mapped to current RSHE expectations and reviewed with your DSL.

How do you ensure safeguarding is effective?

DBS-checked team, safer-recruitment records, clear signposting, and use of your reporting procedures.