At the heart of the matter

Health and wellbeing are now a vital part of Ofsted's inspection framework for further education

By Paul Curry

Ofsted has always been concerned with students’ abilities to achieve success in their education. But it is also vital that we provide young people with the skills, opportunities and services they need to lead healthier, happier lives. Physical and emotional wellbeing is crucial for learners to enjoy their education and training, and to enable their progression to work or further learning.

The main focus for many learners at a college is to get a qualification. Our last inspection framework, that came into operation last year focused on achieving qualifications and the progress made by learners. But it also considered the five outcomes of Every Child Matters – Be Healthy; Stay Safe; Enjoy and Achieve; Make a Positive Contribution and Achieve Economic Wellbeing.

The new framework focuses on educating the whole person, not just in an academic sense. Arguably if, for example, you feel safe, healthy and enjoy your learning experience, your capacity to study and achieve increases. Placing Every Child Matters at the centre of our inspection judgments will encourage all providers to consider and recognise the progress, development and achievement of the whole person.

Previously we looked at the list of health and wellbeing activities on offer at colleges; now we will be looking for such developments to be taken further. We would hope to see a more systematic approach to planning and evaluating health-related activities – for example, using health and wellbeing data to ensure the activities and services offered by colleges meet learners’ needs and are informed by local health priorities.

There is also a greater focus on learners’ voices, assessing whether they have been involved in developing the health awareness programme and, ultimately, whether their involvement ensures high levels of participation. We also would like to see colleges working in partnership with local health agencies, and evidence of changes in attitudes through evaluation.

Colleges cater for about 3.5 million learners. But as most are adults, often with their own families, they can influence the attitudes and lifestyles of many more people.

The Healthy FE programme encourages mutually beneficial partnerships. Colleges can play an important role in promoting a local health strategy and health partners can support colleges in meeting their own health and wellbeing objectives. For example, colleges might consider ways to work at a strategic level with health organisations, especially their local hospital trust, GPs and specialist health clinics. Once these relationships are established, they can learn from each other, fund joint projects and share resources. It is not expected, nor is it realistic, that colleges can tackle the health and wellbeing problems of staff and learners without the support of other organisations in their community.

This type of work should be recognised in colleges’ self assessments and may be considered in inspections. The Ofsted Handbook for FE and skills sets out in more detail what inspectors might consider in judging health and wellbeing.

Ofsted does not exist to tell colleges what to do, and I would not want them to feel that they have to engage with the Healthy FE programme because inspectors require it. Ofsted’s role is to inspect to raise standards and improve lives for children, young people and adults of all ages. We are one partner in the process of improving the health and wellbeing of learners; our rationale is that by incorporating the “Be Healthy” agenda into our inspection framework, we are recognising the importance of developing the whole person.

We hope that with the Healthy FE programme, and the revised Ofsted assessment criteria, learners will have the opportunity to make informed choices about their own health and wellbeing. Ofsted acknowledges that the “Be Healthy” agenda is part of a whole college experience. Improved health and wellbeing services should support improved student attendance and attainment, help learning and teaching, and empower people to look after themselves and make better life choices.



What is the Healthy Further Education programme?

The Healthy Further Education programme aims to improve the health of those who study or work in FE. It isn’t about creating something new: it’s about working with providers to make the health and wellbeing of staff and students an integral part of all aspects of life in FE.

It seeks to support the community leadership role of colleges and the wider FE sector in responding to the needs of the environment around them. It will enhance a provider’s ability to cater for the health and wellbeing of its staff and students through self-review, and support through partnerships with local health services and established regional networks.

This initiative is supported by the Department of Health, the Department for Children, Schools and Families and the Department for Business, Innovation and Skills, and delivered through the Learning and Skills Improvement Service (LSIS).

To find out more about this article, visit: http://www.ofsted.gov.uk/Ofsted-home/Forms-and-guidance/Browse-all-by/Other/General/Handbook-for-the-inspection-of-further-education-and-skills-from-September-2009/(language)/eng-GB

27 March 2010

Paul Curry. Principal Officer for Further Education, Ofsted