1. If the inspection team consider that there is significant strength in any aspect of the school's provision which directly relates to the four sections of this framework, this may be included in the report. Any such strength of provision must result in clear, demonstrable and highly beneficial impact for pupils. School leaders will have identified and reviewed any potential for unintended consequences, for example negative impact or denial of opportunity for pupils who do not benefit from the particular aspect of provision. School leaders will have taken appropriate action in response.
  2. Significant strengths can apply to the following sections of the framework:
    • Section 1: Leadership and management, and governance.
    • Section 2; Pupils' education, training and recreation.
    • Section 3: Pupils' physical and mental health and emotional wellbeing
    • Section 4: Pupils' social and economic wellbeing and contribution to society.
  3. In evaluating significant strength in provision, inspectors will identify that the significant strength of provision fulfils the following criteria:
    • shows a deep understanding of and aspiration for pupils' development of knowledge, skills, and understanding
    • is attributable to the knowledge, skills and decision making of leaders, managers and/or staff
    • has very clear and highly beneficial impact for pupils involved, with consideration and mitigation of risk of detriment or denial of opportunity to other pupils.
  4. Significant strengths in provision should be apparent to the inspection team as part of their ongoing inspection activity without signposting from school leaders. Inspectors should be mindful that school leaders may want to bring to the inspection team's attention aspects of school provision that leaders consider are significant strengths. If any such signposting dominates the inspection discourse or interferes with the ability of inspectors to inspect provision against this framework, the reporting inspector should respectfully remind school leaders that the primary purpose of inspection is to evaluate the totality of provision against this framework. The reporting inspector may also wish to remind school leaders that evaluation of significant strengths lies with the inspection team and request that any excessive signposting ceases.
  5. Inspectors will test the impact of significant strength in provision through a range of evidence, which may include (where appropriate) the views of pupils, parents and staff; documentation including school records; observation; scrutiny of pupils' work and other measures of pupil progress.
  6. A single inspection report could recognise significant strengths and refer to serious and/or multiple failings. This approach will provide clear and nuanced feedback for the school, its pupils and parents.