In October 2019, Ofsted updated its framework and included revised guidelines on mental health and wellbeing in schools. With good emotional and mental health the foundation for children achieving goals and aspirations, these changes are a step in the right direction.Four judgment areas are now included:

• Quality of education
• Behaviour and attitudes
• Personal development
• Leadership and management

This demonstrates a departure from the previous more data-driven approach, as the area of ‘outcomes for pupils’ has been removed. This, combined with a renewed focus on personal development, should be much better for children’s wellbeing in school. Ofsted is now focusing on how a school’s curriculum design meets the bespoke needs of all its pupils – focusing on the development of the ‘whole child’.

The impact on children’s mental health

From a mental health and wellbeing perspective, there are many improvements to be found in this new framework. 

It now includes the critical elements of emotional wellbeing, including relationships, self-confidence, self-discipline, communication skills, and having a positive mindset. 

The framework also acknowledges the importance of supporting pupils who have specific behavioural and/or mental health requirements. Additionally now, there’s also recognition that schools need to create and embed a culture that nurtures and promotes emotional wellbeing and good mental health.

• To achieve good status: pupils must, “enjoy learning about how to stay healthy and about emotional and mental health, safe and positive relationships”
• To achieve outstanding status: pupils be must be able to, “make informed choices about healthy eating, fitness, and their emotional and mental wellbeing”

This general personal development for all pupils and a real focus on emotional health is a positive step.

The framework is based on those elements that have the most protective effect for all children. The context of inspections will pivot around the question, “What’s it like to be a child in this school?” – demonstrating a more child-centred rather than outcome-based approach.

How should schools promote mental health and wellbeing?

In order to promote mental health and wellbeing, schools should raise awareness and provide a range of support for all those who need it. Creating and nurturing a school culture that protects emotional health can be done by:

• Providing teachers with training and quality supervision
• Working directly with pupils and parents/caregivers
• Peer support sessions
• Embedding mental health and wellbeing teaching into the curriculum
• Writing mental health and wellbeing principles into school policies
• Liaising with external agencies such as Child & Mental Health Services (CAMHS) and GPs

School trips can also support pupils’ mental health, with evidence suggesting that class trips and outdoor learning can benefit pupils’ wellbeing, enthusiasm, and enjoyment.

You can also find class trips that focus on mental health and emotional wellbeing. A good example is the Eden Project in Cornwall, where they practise meditation and yoga in the evenings for the children after their school visit.

Could the new framework be improved? 

As with anything, there are always improvements that could be made. Nothing is ever perfect. The Children & Young People’s Mental Health Coalition has made a number of evidence and experience-based recommendations, such as:

• Schools working closely with parents and carers to promote their child’s behaviour and positive attitudes to learning
• Broadening the new personal development section to recognise the needs and experiences of other groups of learners such as young carers, looked-after children, and refugee and migrant children 
• Schools identify children with emerging mental health issues and help them to get the support they need
• Inspectors should consider how well the learning environment supports teaching and learning of high quality to maximise the physical and mental health and wellbeing of the whole school community