September 2026, v5.0

Appointment and Management of Inspectors handbook

Added: Paragraph 46, footnote 5 to clarify the meaning of 'less than good'. All subsequent footnotes renumbered.

Added: Paragraph 48 to include a new procedure for off-rolling inspectors who have been inactive for more than three years. All subsequent paragraphs renumbered. Text reads as follows:

Sponsoring dioceses are responsible for monitoring the inspection activity of their inspectors. An inspector who has not carried out an inspection during the previous three school years will normally be regarded as inactive. This does not apply to inspectors who are temporarily ineligible to inspect but continue to attend mandatory training with the intention of resuming inspection, as described in paragraph 46, or to inspectors who have had a legitimate leave of absence under paragraph 47. There may also be other circumstances in which the sponsoring diocese considers that an inspector should not be regarded as inactive. Where an inspector is regarded as inactive, the sponsoring diocese must inform the inspector that they are to be off-rolled and notify theCatholic Schools Inspectorate accordingly. The Catholic Schools Inspectorate will then revoke the inspector’s licence and remove their name from theRegister of Licensed Inspectors. An inspector who has been off-rolled may only resume inspecting by reapplying through a sponsoring diocese and completing the appointment process set out in Part One of this handbook.

Changed: Section heading from ‘Tackling underperformance of inspectors’ to ‘Tackling concerns about inspector performance and conduct’.

Updated: Paragraphs 49–51 to clarify that the procedure applies to concerns about both inspector performance and conduct; to identify the range of sources from which concerns may arise; to confirm that a formal complaint is not required for the procedure to be initiated; and to clarify that responsibility for managing concerns rests with the inspector’s sponsoring diocese.

Updated: Paragraph 52 to clarify the procedure where concerns arise in a diocese other than the inspector’s sponsoring diocese. The diocese in which the concern arises must formally communicate the concern and relevant information to the sponsoring diocese, which is responsible for investigating and managing the concern.

Added: Paragraph 53 to provide for an inspector to be made temporarily ineligible to inspect, without prejudice, where the nature or seriousness of concerns makes it inappropriate for them to continue inspecting while the matter is investigated. The sponsoring diocese must inform the inspector and notify the Catholic Schools Inspectorate, which will inform all dioceses of the inspector’s temporary ineligibility without communicating details of the concerns or investigation. All subsequent paragraphs renumbered.

Updated: Paragraph 54 to clarify the sponsoring diocese’s responsibility to inform the inspector of concerns, provide an opportunity to respond, and determine whether no further action is required or the matter should proceed to Stage 2. Where temporary ineligibility has applied and no further action is required, eligibility may be restored.

Added: Paragraph 59 to require the sponsoring diocese to notify the Catholic Schools Inspectorate of the inspector’s eligibility status when the procedure has concluded. Where eligibility is restored, the Inspectorate will inform all dioceses; where a licence is withdrawn or revoked, the Register of Licensed Inspectors will be amended and dioceses informed as appropriate. All subsequent paragraphs renumbered.

Updated: Appendix 02: Eligibility criteria to clarify what is meant by 'good or better' following the changes to the Ofsted framework in November 2025. Text for this section now reads:

In England, prior to November 2025, a statutory inspection carried out by Ofsted is ‘good or better’ if none of the evaluation areas isgraded as less than good.

In England, after November 2025, a statutory inspection carried out by Ofsted is ‘good or better’ if:
- the school is not in a category of concern
- AND leadership and governance were evaluated as ‘expected standard’ or better
- AND no more than two evaluation areas in total have been evaluated as less than ‘expected standard’

Updated: Appendix 02: Eligibility criteria to clarify what is meant by 'good or better' in relation to ISI inspections. Text now reads:

In independent schools not subject to inspection by Ofsted, a statutory (usually ISI) inspection is ‘good or better’ if:

- Prior to September 2023, a school meets all of theIndependent Schools Standards in its Compliance Inspection, and it has also been judged to be good or excellent in both key outcomes (the achievement of the pupils and the personal development of the pupils) of its EducationalQuality Inspection.

- After September 2023, a school meets all of the inspection standards and no serious weaknesses were identified in any of the inspection sections of the school’s provision.

Updated: Template 03: Application to link to the new CSI website, replacing the broken link.

Inspection handbook

Updated: paragraph 66, final feedback requirements amended to include encouraging schools to complete the post-inspection evaluation as part of the Catholic Schools Inspectorate’s quality assurance processes, and to reflect the revised arrangements for central publication of inspection reports.

Updated: Paragraphs 69-73: report drafting, moderation and publication processes revised to reflect the optional Stage One electronic drafting process, the mandatory Stage Two reporting process, final review and factual accuracy checks, and central publication of reports by the Catholic Schools Inspectorate.

Updated: Paragraph 119, bullet 6 to remove the reference to pupil leadership and to make the nature of pupil involvement more consistent with the requirement of the PLD. Text now reads:

how skilled relevant staff are in helping pupils to prepare well-constructed celebrations of prayer and liturgy, and in facilitating their engagement and participation, including forming them to undertake appropriate liturgical ministries, according to the norms of the Church.

Updated: CW2. descriptors following paragraph 121, to reflect the change made in paragraph 119, bullet 6. Grades for CW.6 now read as follows:

Grade 1: Relevant staff are highly skilled in helping pupils to prepare well-constructed prayer and liturgy and in facilitating their engagement and participation, including forming them to undertake appropriate liturgical ministries with understanding and skill. They have a thorough and comprehensive understanding of the liturgical norms of the Church and are adept at communicating them so that pupils understand their purpose and value. As a consequence, pupils are able to reflect these norms faithfully in their engagement, participation and ministry.

Grade 2: Relevant staff are skilled in helping pupils to prepare well-constructed prayer and liturgy and in facilitating their engagement and participation, including forming them to undertake appropriate liturgical ministries. They have a good understanding of the liturgical norms of the Church and are able to help pupils reflect these norms appropriately in their engagement, participation and ministry.

Grade 3: Relevant staff have limited ability to help pupils prepare prayer and liturgy or to facilitate their engagement and participation. They have only a superficial understanding of the liturgical norms of the Church. As a consequence, pupils are insufficiently formed to undertake appropriate liturgical ministries.

Grade 4: Relevant staff lack the skill to help pupils prepare prayer and liturgy or to facilitate their engagement and participation. They have little or no understanding of the liturgical norms of the Church. As a consequence, pupils are not formed, or are inadequately formed, to undertake appropriate liturgical ministries.

Updated: CW3.6 Grade descriptors for grades 3 and 4 to remove the reference to pupil leadership, to make these more consistent with the descriptors for grades 1 and 2 and the requirements of the PLD. Grades 3 and 4 for CW3.6, now read as follows:

Grade 3: Leaders, including chaplains, provide limited support to others in preparing experiences of prayer and liturgy and facilitating participation in them. As a result, pupils and staff lack confidence in preparing prayer and liturgy, engaging and participating in it, or undertaking appropriate liturgical ministries, and this is detrimental to the quality, relevance or accessibility of the prayer and liturgy opportunities provided.

Grade 4: Leaders, including chaplains, provide little, if any, support to others in preparing experiences of prayer and liturgy or facilitating participation in them. As a result, pupils and staff are rarely, if ever, enabled to contribute to the preparation of prayer and liturgy, to engage and participate fully, or to undertake appropriate liturgical ministries.

Changed: Header before paragraph 160 changed to Pupil engagement in prayer and liturgy

Updated: Paragraph 160 to remove the reference to pupil leadership and to make the nature of pupil involvement more consistent with the requirement of the PLD. Text now reads:

Pupils’ engagement in prayer and liturgy, including their involvement in its preparation, may require support from adults. Inspectors should consider how effectively pupils are enabled to engage in prayer and liturgy, to contribute to its preparation, to participate where appropriate, and, following suitable formation, to undertake appropriate liturgical ministries, taking account of their age and capacity and the support they require.

Updated: Appendix 07.1: What compliance with the Catholic Bishops’ Conference of England and Wales requires in relation to religious education to clarify curriculum time expectations for EYFS and Year 1 in primary school. Misleading headers which wrongly referenced age-ranges that did not align with the norms of the RED have been corrected. The text for the revised exemplar section of the Appendix now reads:

In EYFS

The bishops have not specified what proportion of curriculum time should be devoted to religious education before the first year of compulsory schooling. Nevertheless, appropriate provision for religious education should form part of the curriculum experienced by children in Catholic early years settings that fall within the scope of the school’s inspection.

Where a school admits younger children, including two-year-olds, inspectors should include this provision within their inspection activities. They should visit the provision and observe any relevant learning activities taking place, which might include, for example, painting, role play or other activities through which religious learning is being developed.

Given that there are unlikely to be timetabled subjects at this stage, inspectors should not necessarily expect a discrete religious education activity to be taking place at the time of their visit. Rather, they should consider relevant learning where it occurs within the provision and explore through discussion how religious education is planned and experienced more generally. Inspectors should also consider the learning environment and discuss with the religious education coordinator and, where appropriate, the EYFS lead how religious education is planned and provided, and how this fits within the wider EYFS curriculum. The requirement for religious education to constitute 10% of taught curriculum time does not apply to this provision.

Inspectors should recognise that teaching and learning in the EYFS may look significantly different from provision elsewhere in the school. Learning will commonly take place through a combination of adult-led activity, child-initiated learning and continuous provision rather than solely through discrete, timetabled lessons. Inspectors who are unfamiliar with early years practice should draw on the expertise of the school’s EYFS lead to understand how the curriculum is organised and delivered and how religious education is experienced by children within that provision.

This guidance applies equally to Reception. Although the Religious Education Directory provides a model curriculum for the EYFS, the bishops’ requirement for religious education to constitute at least 10% of curriculum time applies to each year of compulsory schooling. The formal 10% curriculum-time compliance test therefore applies from Year 1 onwards. Inspectors should nevertheless evaluate the religious education curriculum provided in Reception, taking account of the distinctive nature of EYFS pedagogy and the ways in which religious education is planned and experienced through adult-led activity, child-initiated learning and continuous provision.

Further details on how this can be achieved can be found in the relevant section of the Religious Education Directory.

In Year 1

From Year 1, religious education must constitute at least 10% of each repeating cycle of taught curriculum time. In some schools, continuous provision may continue into the early part of Year 1 as part of pupils’ transition from the EYFS. Where this is the case, inspectors should take account of the way in which the curriculum is delivered when determining compliance. The 10% entitlement should not necessarily be understood as requiring all religious education to be delivered through discrete, timetabled lessons.

Where continuous provision forms part of the taught curriculum in Year 1, inspectors should consider the totality of planned religious education provision when determining whether the 10% requirement is met. Religious education delivered through continuous provision may contribute to this entitlement where it is deliberately planned as part of the religious education curriculum and contributes to the intended learning. Inspectors should therefore consider what pupils are being enabled and expected to learn through the provision and how this relates to the planned religious education curriculum.

Schools should be able to explain how their organisation of the Year 1 curriculum secures the required entitlement. Inspectors should exercise professional judgement in evaluating this evidence and should not require schools using continuous provision to translate every element artificially into minutes of discrete religious education lessons. Taken as a whole, however, the provision must demonstrate that religious education constitutes at least 10% of taught curriculum time.

The subsequent paragraphs read as before but with more accurate references to the phase of schooling to which the expectations apply, referring to the compulsory years of primary school, the compulsory years fo secondary school, and sixth form.

Updated: Appendix 08.1 Complaints policy to reflect the revised arrangements for recording formal complaints through the online Diocesan Complaint Log and to refer dioceses to Administration Guidebook Template 07.

Updated: Template 09.2 to reflect the changes made in paragraph 66 to include encouraging schools to complete the post-inspection evaluation as part of the Catholic Schools Inspectorate’s quality assurance processes.

Updated: Template 10.1: report checklist revised to reflect the optional Stage One electronic drafting process and mandatory Stage Two reporting process, the automatic calculation of aggregate grades, and the requirement for reported strengths to reflect the overall balance of the inspection findings.

Removed: Template 13.2 Diocesan Complaint Log, which has now been moved to the Administration Guidebook and renamed as Template 07 and changed to an online form maintained by the Catholic Schools Inspectorate. All subsequent Template numbers remain unchanged.

Comparative Grade descriptors

Updated: Grade descriptors for CW2.6 to reflect the updates in the inspection handbook

Updated: Grade descriptors for grades 3 and 4 for CW3.6 to reflect the updates in the inspection handbook

Administration Guidebook

Updated: Throughout, terminology and report-tracking arrangements revised to reflect the role of the report moderation reader and the timescales for report drafting, moderation, Stage Two reporting, factual accuracy checking and final publication.

Updated: Paragraph 32 to include reference to the new Template 08: Catholic Schools Inspectorate online forms.

Updated: Paragraph 38 to include reference to the new Template 08: Catholic Schools Inspectorate online forms.

Updated: Post-inspection process (paragraphs 40 onwards) - report drafting, moderation, factual accuracy and publication arrangements revised to reflect the optional Stage One drafting process, mandatory Stage Two reporting, final review through the Inspectorate Portal and central publication of reports on the CES website.

Updated: Paragraph 54 to include reference to the new Template 08: Catholic Schools Inspectorate online forms.

Added: Paragraphs 61-67 as a new section: In the event of a complaint, setting out the administrative process and timescales for receiving, recording, investigating and responding to formal complaints and for any subsequent diocesan review. All subsequent paragraphs renumbered.

Updated: Template 04: Protocol for cross-diocesan inspections in England and Wales to require the sponsoring diocese to confirm that an inspector is currently eligible to inspect before a cross-diocesan allocation is made.

Updated: Template 04 to clarify that where concerns about an inspector’s performance or conduct arise in a commissioning diocese, the concerns and relevant information must be formally communicated to the sponsoring diocese, which is responsible for considering, investigating and managing the matter.

Added: Provision to Template 04 requiring the sponsoring diocese to inform the inspector and notify the Catholic Schools Inspectorate where an inspector is made temporarily ineligible to inspect. The Inspectorate will inform all dioceses of the inspector’s eligibility status while maintaining confidentiality about the concerns or investigation.

Added: Provision to Template 04 requiring the sponsoring diocese to notify the Catholic Schools Inspectorate of the inspector’s eligibility status when the matter is concluded, so that dioceses can be informed where eligibility is restored.

Added : Template 07 Diocesan Complaint Log, providing instructions for accessing, completing and updating the online complaint record and a record of the questions contained in the online form.

Added : Template 08 Catholic Schools Inspectorate online forms, providing a single point of access to the online forms used in the administration of inspections and the appointment and management of inspectors.

Quality Assurance Handbook

Updated: Paragraph 14, the quality assurance of inspections: provision added for quality assurance visits to be nationally coordinated by the Catholic Schools Inspectorate from time to time to ensure the standardisation of inspection practice and grading across dioceses.

Updated: Template 02, criterion 3.1.3 post-inspection feedback checks amended to include whether the lead inspector explained and encouraged completion of the post-inspection evaluation.

Updated: Template 03 Moderation of inspection reports checklist reflect the revised requirement that strengths identified on the front page of an inspection report should reflect the balance of the inspection findings and need not include a strength from each key judgement area.

September 2025, v4.0

Appointment and Management of Inspectors handbook

Paragraph 46, footnote 5 updated to make clear that an inspector can fall back into, as well as out of, compliance between inspections.

Inspection handbook

Paragraph 12 updated with the new inspection blackout windows included:

Please note, there will be no inspections under the Catholic Schools Inspectorate scheduled for the first two full working weeks of the autumn and spring terms or the last full working week of the summer term.

Paragraph 17 updated, with the following text added:

When a school has a head of school and an executive headteacher, the most senior person available should be informed. If this is not the executive head of the school, then arrangements should be made to inform them also.

Template 3: Lead Inspector phone call gives school a list of what to expect during this longer conversation. This is available for download in the school section of the CSI website.

For schools in a multi-academy trust, the lead inspector should also contact the CEO after the notification has been given to the school but before the inspection begins. This should be done via phone or video call. This discussion with the CEO has two purposes. The first is to inform them that the inspection is taking place. The second is to inform the evidence base in relation to the leadership and governance of the school. This conversation should be recorded on an EF. The CEO should also be copied in to the notification email and receive a copy of the inspection report from the diocese once it is published.

Inspection report template updated to include executive headteacher and head of school for those schools with such a leadership structure.

Inspection report template updated to add chair of local governing committee as one of the options in the field for the chair of governors

Paragraph 24 updated to include the following in relation to off-site provision:

Please be aware that some schools may have pupils on roll who are educated off-site. While it may not be practical for inspectors to visit this off-site provision, inspectors should ensure that these pupils are not overlooked when gathering evidence. School leaders should be able to provide inspectors with information on these pupils to establish parity of provision and outcomes with the rest of the pupil population.

Paragraphs 94 and 98 updated to include reference to the Laudato Si' Champions resource produced by St Mary's University.

Appendix 6.1 Deferral policy, updated to in the following ways:

• title changed to Appendix 6.1: Deferral and pause policy
• definitions of 'deferral' and 'pause' added at the beginning of the policy document
• document updated and divided into a section on deferral and a section on pausing
• in the deferral section, outdated reference to avoiding inspection in autumn 2023 due to RAAC removed
• bullet added to make clear that only a headteacher should make the deferral request, even for schools in a MAT.
• section on pausing inspection added
• section on recording deferral and pause requests added

Appendix 7.1 What compliance with the Catholic Bishops’ Conference of England and Wales requires in relation to religious education, updated to include the following:

Please note that all students, even those studying for an A level in religious studies, must receive a general/core religious education.

Appendix 7.2 Checking compliance with the formally promulgated directives (‘additional requirements’) of a diocesan bishop, Footnote 31 updated to read:

Some dioceses have already promulgated directives. All dioceses will be doing so during the academic year 2025-2026, with all additional requirements being replaced with directives by September 2026. In the interim, while dioceses have additional requirements that have not been formally promulgated as directives, these must be similarly clearly set out, properly consulted upon, and made clear to schools in a timely manner.

Appendix 11.1 Safeguarding Policy updated in the following ways:

• Introduction. Next review date updated to August 2026
• Footnotes 33-35 added with links to the most recent versions of the source documents used as the basis for the safeguarding policy.

Appendix 11.2 Safeguarding concerns: guidance for inspectors updated to include the following paragraph in relation to disclosures made via anonymous surveys:

Please note, it is also possible that safeguarding disclosures may be made using the anonymous parental or staff survey. All those who submit these forms are notified that safeguarding disclosures should be made in person or in writing, and not via these anonymous surveys. Nevertheless, disclosures may still be made using these forms. In such circumstances please pass on all concerns in accordance with the school’s own safeguarding policy, as outlined below for other kinds of disclosure. Please also record it on the CSI Safeguarding Disclosure/Incident pro forma (Template 15), as with all other kinds of disclosure (see below).

Template 03: Lead inspector phonecall added to templates for schools

Template 03.1 updated to include head of sixth form as a person with whom discussions should be held in a school that has a sixth form.

Template 08.2 Parental Survey updated in the following ways:

• Branching added to reveal an adapted version of the survey for use in Catholic sixth form colleges.
• Likert scale responses (strongly disagree - strongly agree) re-ordered so that results will display in a more intuitive way.
• Likert scale responses amended to absorb 'don't know/not applicable' into the neutral category, so that responses to questions can be more easily compared at a glance.
• Online version of the form updated to match all changes to the template

Template 08.3 Staff Survey updated in the following ways:

• Branching added to reveal an adapted version of the survey for use in Catholic sixth form colleges.
• Questions added to ascertain whether the school or college has been inspected before, and whether the person completing the survey was a member of staff when the school or college was last inspected.
• Branching added to reveal some questions only to those people who were present in the school or college when it was last inspected.
• Question added to ascertain whether the person completing the survey teaches RE
• Branching added to reveal some questions only to those who teach RE.
• Likert scale responses (strongly disagree - strongly agree) re-ordered so that results will display in a more intuitive way.
• Likert scale responses amended to absorb 'don't know/not applicable' into the neutral category, so that responses to questions can be more easily compared at a glance.
• Online version of the form updated to match all changes to the template

Template 08.2 Parental Survey and Template 08.3 Staff Survey updated in the downloadable templates and in the electronic online version of the form to include the following text after submission:

Your response was submitted. Please note that while any safeguarding concerns submitted using this anonymous survey will be recorded and forwarded to the Designated Safeguarding Lead in school, it may not be possible for the school to investigate them fully or properly if they are submitted anonymously. If you have any safeguarding concerns, please raise these directly, either in person or in writing, with the school's Designated Safeguarding Lead.

Template 09.2 Final feedback template, conculding statement, bullet no 3 amended to remove reference to number of days. It now reads:

After the quality assurance work is completed, the school will receive the report to check for factual inaccuracies. At this stage it remains confidential and leaders must ensure that the report is not shared with anyone other than those outlined above, or published under any circumstances

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Admin guidance

Paragraph 7 updated with the new inspection blackout windows included:

There will be no inspections under the Catholic Schools Inspectorate scheduled for the first two full working weeks of the autumn and spring terms or the last full working week of the summer term.

Paragraph 32 updated, to make it consistent with the guidance added in paragraph 17 of the inspection handbook, in relation to executive headteachers and heads of school, and with the new requirement to log all deferral and pause requests. The following text was added:

If a school requests a deferral, please follow the guidance outlined in Appendices 6.1 and 6.2 of the inspection handbook. All deferral requests and their outcomes must be recorded using Template 06: Record of deferral and pause requests and a copy of this submitted to the inspectorate using the online form referenced in this template. When a school has a head of school and an executive headteacher, the most senior person available should be informed. If this is not the executive head of the school, then arrangements should be made to inform them also.

Paragraph 38 added, in reference to pause requests. All subsequent paragraph renumbered.

Paragraph 48 updated with the requirement to send the report to CEO for schools in a MAT added.

Template 05: Responding to a request to pause an inspection added

Template 06: Record of deferral and pause requests added

Spring 2025, v3.2

Appointment and Management of Inspectors Handbook

Paragraph 46 – footnote added to cover the instance where a school at which an inspector is discovered to be non-compliant at a point other than at the time of inspection.

Appendix1: Person Specification updated to make it consistent with the revised text of the Eligibility Criteria.

Footnote2 of Appendix 1 corrected to refer to the correct numbering of the appendices for the definition of Practising Catholic.

Footnotes7 and 8 of Appendix 1 updated to accurately reflect the updated Memorandum on Appointment of Staff in Catholic Schools published in September 2024

Appendix2: Eligibility Criteria updated to accurately reflect the language of the Memorandum on Appointment of Staff in Catholic Schools, as updated in September 2024

Footnotes 10, 16, and 17 of Appendix 2 updated to make them consistent with the other amendments.

All Templates updated to match the revised text of the handbook

Inspection handbook

Paragraph 6 updated to reflect the change to the way Ofsted recognises the limitations of Ofsted inspectors in schools with a religious character (the historical protocol that formerly dealt with this has been superseded).

Paragraph 15, updated to make clear that inspection teams going into RO schools should contain a member of the team who has had experience of working in a RO school

Paragraph 17 updated to clarify the expectations around the use of video conferencing software for the longer conversation between the lead inspector and the headteacher.

Paragraph 19, footnote added to clarify the role of inspectors in relation to establishing compliance in relation to diocesan directives.

Paragraph 37, footnote added to clarify the role of inspectors in relation to establishing compliance in relation to diocesan directives.

Paragraph 57, footnote added to clarify the role of inspectors in relation to establishing compliance in relation to diocesan directives.

Paragraph 79 updated to cover the new approach to the Post-Inspection Evaluation for Schools (PIE-S) and Inspectors (PIE-I).

Paragraph 82 updated to clarify the means by which compliance with diocesan directives is determined.

CLM2 Grade descriptors updated for the bullet on R(S)HE to remove reference to statutory compliance (something that CSI inspectors will not inspect).

Paragraph 165 updated to correct the timeline for the establishment of the Gaudete Trust and to clarify its status as a public juridical person.

Paragraph 166 updated to clarify the role of the Religious Order in relation to its schools, and which functions properly belong to them.

Paragraph 167 updated to include a definition of ‘charism’ and ‘Associate Schools’ (schools no longer under RO trusteeship but which are still animated by an RO charism)

Paragraph 172 updated to clarify the responsibility of the diocese to establish who the contact is for each of the Religious Orders with schools in their diocese.

Paragraph 173 amended to make clear that the draft inspection report must be shared with the superior of the Religious Order or their nominee.

Paragraph 174 modified to clarify the place of the visitation report as part of an inspection evidence base.

Paragraph 175 updated to make clear that the CSED is optional, not a requirement.

Paragraph 176 and 177 added, to clarify the importance of including RO trustees in the discussions around governance and the responsibilities of dioceses and Religious Orders in relation to post-inspection support for schools. All subsequent paragraphs renumbered.

Appendix 2: Protocols for Ofsted Inspections of Catholic schools and sixth form colleges in England removed. Appendix 1.2 Mutual Relations between Religious Orders, Dioceses and the CES in the Service of Catholic Education, renumbered as Appendix 2.

Appendix 6.2 updated to reflect new protocol for deferrals in the cases where CSI and Ofsted inspections coincide.

Appendix 6.3: Protocol for when Ofsted and section 48 inspections are scheduled to occur concurrently added

Appendix 7: What compliance with the Catholic Bishops’ Conference of England and Wales requires in relation to religious education updated to make the language consistent with the RED. Renumbered to Appendix 7.1

Appendix 7.2 Checking compliance with the formally promulgated directives (‘additional requirements’) of a diocesan bishop added to clarify the role of inspectors in checking the compliance of a school against diocesan requirements.

Added Template 02.3 Diocesan directives – details for inspectors

Added Template 03.2 Checklist for inspecting Religious Order schools

Added Template 03.3 Notification to the Superior for a school in Religious Order trusteeship

Renumbered Template 05.2 to Template 05.3– Establishing lines of enquiry

Added new Template 05.2 Diocesan compliance – self-evaluation supplement

Template 14.1 updated to reflect the new layout and approach for the Post-Inspection Evaluation for Schools (PIE-S)

Template 14.2 added as a common Post-Inspection Evaluation for Inspectors (PIE-I), old Template 14.2 renumbered as 14.3

Template 14.3 renumbered and updated to cover the issuing of both kinds of electronic post inspection evaluation (PIE-S and PIE-I)

Comparative Grade Descriptors

CLM 2.9 updated to remove reference to statutory requirements to make it consistent with the updated inspection handbook.

Admin guidance

Paragraph 4 added to make sure dioceses know which schools are in Religious Order trusteeship at the point of inspection scheduling. All subsequent paragraphs renumbered.

Paragraph 19 added to make clear that inspection teams going into RO schools should contain a member of the team who has had experience of working in a RO school.

Paragraph 32 updated to include the necessity to inform the RO superior or their nominee at the point the school is notified of its inspection.

Paragraph 43 updated to include the necessity to send the draft report to the RO superior or their nominee

Paragraph 46 updated to include the necessity to send the final report to the RO superior or their nominee

Paragraph 52 updated to reflect the new approach to post-inspection evaluation for schools (PIE-S).

Paragraph 53 added to include the post-inspection evaluation processes for inspectors (PIE-I).

September 2024,v3.1

Inspection handbook

Appendix 11.1 updated to reflect the new definition of safeguarding included in the update of Keeping children safe in education, published on 3 September2024.

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September 2024,v3.0 Change log

Appointment and Management of inspectors handbook

Name changed to ‘Appointment and Management of Inspectors'

Paragraph 5 updated to reflect the new name and structure of the handbook

Paragraph 8 added to indicate what the second section of the handbook will now cover. All subsequent paragraphs renumbered.

Paragraph 9, stage 6 updated to remove the reference to September 2023. Paragraph now reads:

All newly licensed inspectors must successfully complete at least one shadow inspection before being commissioned as an inspector.

Paragraph 16 updated to include reference to CEO as well as chair of directors as an appropriate referee for a serving head teacher.

Paragraph 37 updated to make clear what inspectors who are shadowing inspections should and should not do during inspection:

An inspector who is shadowing should be included in the team from the beginning by:

• Taking part in a wide variety of inspection activities, for example, accompanying a member of the team, including meetings with the head and leadership team, governors, pupils.
• Being present for team discussions, including asking questions for clarification.
• Completing practice evidence forms.

An inspector who is shadowing must not:

• Undertake inspection activities alone.
• Be part of the decision-making process, although they would be there to observe it.
• Submit their evidence forms as part of the evidence base, although these should be part of the QA of evidence forms process during the inspection so that the new inspectors can improve in writing evaluative evidence forms.

Part Two of handbook added to cover the ongoing management of inspectors.

Paragraph 43 added to make clear the requirement to remind inspectors to submit their Inspector Annual Confirmation Form.

Paragraph 45 and 46 added to clarify what is required for ongoing eligibility.

Paragraph 46 added to cover legitimate leaves of absence.

Template 3: Application Form updated to include the following questions:

Have you applied to any other dioceses to sponsor you to inspect?
To which other dioceses have you applied to sponsor you to inspect?

Paragraphs 47-55 added on tackling underperformance of inspectors. Moved from the QA handbook

Inspection handbook

Paragraph 8 updated to clarify confidentiality requirements

Paragraph 11 updated to ensure consistency with the Admin Guidance document in relation to confidentiality around the scheduling of inspections.

Paragraph 12 updated changing ‘last working week’ to ‘last full working week’. Inspections are not to be scheduled in the last full working week of a school term.

Paragraph 14 updated to make it consistent with eligibility criteria.

Paragraph 15 updated. To include the following: ‘In a small school, at least one of the inspectors should have had experience of working in a school with mixed age classes.’

Paragraph 17 on notification to the school updated to make it consistent with the admin guidance. It makes explicit the acceptability of a video call as well as a phonecall. Added deadline for self-evaluation form submission.

Paragraph 18 updated to make responsibilities of lead and team inspectors clearer

Paragraph19, updated to include clarification about which pre-inspection information is needed, including reference to the requirement on diocese to share compliance status of the school with the inspection team and reference to social media added.

Paragraph 22 updated to stress the importance of good pre-inspection records in the event of unexpected inspector absence.

Paragraph 24 updated to include reference toKITs and HUMs and to include reference to paragraph 58, that qualifies the usual expectation that discussion with pupils will not include other adults.

Paragraph 27 updated and expanded to include the role of inspectors who are shadowing and the inspection team prayer.

Paragraph 28 updated with a reference to KIT meetings added and the function of EFs at these meetings.

Paragraph 36 updated to include reference to the new EF QA Checklist for Lead Inspectors and ‘should’ changed to ‘must’

Paragraph 37 updated to include reference tothe inspectors’ role in relation to a school’s compliance with diocesan requirements.

Paragraph 38 footnote added to clarify timescales for RED implementation in primary and secondary schools. Sentence which repeats reference to diocesan requirements removed.

Paragraph 53 updated to clarify the distinction between headteacher update meetings and headteacher discussions as evidence-gathering activities.

Paragraph 62 added in relation to discussions with staff:

As well as feedback and conversations following observations, it may be that lines of enquiry prompt the need for formal discussions with other members of staff or particular groups of staff (e.g. early career teachers, those new to the school). Trust employees who have a role in the day-to-day operational life of the school, even if they have responsibilities at other schools, should be treated as members of staff for the purpose of inspection. Other trust employees whose role is strategic and not school based (e.g. CEOs) would only be included in the strategic governance level of evidence gathering.

All subsequent paragraphs renumbered

Paragraph 63 (62) updated to use the language of ‘headteacher update meetings’ and sentences reordered to improve clarity. ‘Should’ changed to ‘must’ in reference to checking that the school is happy with the conduct of the inspection.

Paragraph 64 (63) updated to remove reference to ‘a draft report’ which should not have been written at this point in the process

Paragraph 66 (67) updated to place feedback on compliance at the beginning of final feedback on inspection outcomes.

Paragraph 70 (69) updated to improve naming conventions of files and to clarify date forms at the top of reports.

Paragraph 72 (71) updated to make it consistent with the Admin guidance in relation to timescales for moderating the report.

Paragraph 75 (74) updated to include the importance of discretely referencing nurseries and sixth forms for schools that have them.

Paragraph 82 (81) updated to make the compliance requirements clearer, especially in relation to responding to areas for improvement. Footnote added to make language around requirements and directives consistent in all handbooks.

Paragraph 86 (85) updated. Language changed from ‘curriculum requirements’ to ‘general norms for religious education’ in the first compliance test. Footnote 8 updated to refer to the correct edition of the directory. Footnote 9 updated to point towards the move to formally promulgated directives in due course.

Paragraph 117 (116), first bullet of grade 3 descriptor for pupil response updated to more accurately reflect the language of the PLD: ‘participate’ changed to ‘respond’.

Paragraph 121 (120), fifth bullet of grade 1 descriptor for provision updated to more accurately reflect the language of the PLD: ‘participating’ changed to ‘engaging’.

Paragraph 121 (120), fifth bullet of grade 2 descriptor for provision updated to more accurately reflect the language of the PLD: ‘participating’ changed to ‘engaging’.

Paragraph 121 (120), fifth bullet of grade 3 descriptor for provision updated to more accurately reflect the language of the PLD: ‘participating’ changed to ‘engaging’.

Paragraph 121 (120), fifth bullet of grade 4 descriptor for provision updated to more accurately reflect the language of the PLD: ‘participate’ changed to ‘engage’.

Paragraph 165 (164) updated to correct factual inaccuracies around the establishment of the Gaudete Trust.

Appendix 10, paragraph 42, updated to give more nuanced guidance on the use of children/pupils/learners. Glossary updated to make it consistent with the more nuanced guide.

Appendix 10 updated to refer to ‘headteacher’ not ‘head teacher’ and ‘head teacher’ updated to ‘headteacher’ in all handbooks.

Template 03 Pre-inspection checklist updated to clarify expectations around the length of inspection days, including reference to greater flexibility for the inspection of small schools. Row added to make reference to compliance, and the responsibility for determining it, clearer. Deadline for document submission added.

Template 07.4 added: EF QA checklist for lead inspectors.

Template 09.1 added: End of Day 1 head teacher update meeting feedback. Template 09 name updated to Template 09.2

Template09.2 (09) updated to place compliance at the beginning of the feedback on judgements.

CSI Comparative grade descriptors

CW1.1 updated to match handbook: ‘participate’ changed to ‘respond’

CW2.5 updated to match handbook: ‘participate/ing’ changed to ‘engage/ing’

Quality assurance handbook

Paragraph 14 added to make clear the proportion of inspections that are subject to a QA visit. All subsequent paragraphs renumbered.

Paragraph32 (31) updated to make it consistent with the Admin guidance document in relation to QA readers.

Paragraphs35-43 moved to handbook 1.

Admin guidance

Paragraph 6 updated, changing ‘last working week’ to ‘last full working week’.Inspections are not to be scheduled in the last full working week of a school term.

Paragraph 19 added: ‘In a small school, at least one of the inspectors should have had experience of working in a school with mixed age classes.’ All subsequent paragraphs renumbered.

Paragraph 26 updated to make it consistent with confidentiality policies elsewhere in the handbooks.

Paragraph 29 updated to make language around directives consistent in all handbooks.

Paragraph 50 added in reference to PIS for school to make it consistent with theinspection handbook. Checklist updated to reflect this and all subsequent paragraphs renumbered.