How School Linking Delivers on the Ofsted Framework

[The following extracts have been taken by The Linking Network from the Ofsted State-funded school inspection toolkit Nov 2025.]

Factors that contribute most strongly to personal development and well-being:

• supporting pupils to become responsible, respectful and active citizens
• developing and deepening pupils’ understanding of the fundamental British values
• promoting equality of opportunity so that all pupils can thrive together and understand that individual characteristics make
people unique; this includes, but is not limited to, an age-appropriate understanding of the protected characteristics
defined in the Equality Act 2010
• developing pupils’ character so that they reflect wisely, learn eagerly, behave with integrity and cooperate consistently well
with others

The Personal Development programme provides opportunities to:

• prepare pupils for life beyond school
• develop their ability to be reflective about their own beliefs (religious or otherwise) and perspective on life, including
developing their knowledge of, and respect for, different people’s faiths, feelings and values
• gain a sense of enjoyment and fascination in learning about themselves, others and the world around them, using
imagination and creativity in their learning and being willing to reflect on their experiences
• to participate in – and respond to – artistic, musical, sporting and cultural opportunities
• offer reasoned views about moral and ethical issues
• develop their understanding of the protected characteristics and the fundamental British values and tolerance of those
with different faiths and beliefs
• learn how to be responsible, respectful, active citizens who contribute positively to society
• pupils know how to discuss and debate issues and ideas in a considered way and how to engage with views, beliefs and
opinions that differ from their own

Inclusive personal development and well-being:

• pupils feel welcome, valued and respected and that they belong within the school community
• all pupils, especially disadvantaged pupils, those with SEND, those who are known (or previously known) to children’s social
care, and those who may face other barriers to their learning and/or well-being, such as young carers, benefit from highquality personal development opportunities
• all pupils have equal access to and participate in interesting and relevant extra-curricular activities
• pupils understand, appreciate and respect differences in the world and its people; they celebrate what we have in common
across cultural, religious, ethnic and socioeconomic communities
• pupils respect the different protected characteristics defined in the Equality Act 2010 and do not tolerate bullying,
unlawful discrimination, harassment or victimisation
• pupils have the opportunity to develop a range of social skills in different contexts, for example working and socialising with
other pupils, including those from different religious, ethnic and socioeconomic backgrounds