Ofsted 2025 and RSE 2026: Get Inspection Ready

• Audit last year’s curriculum against the updated guidanceIdentify gaps (especially around evolving online risks, and safety)
• Create a simple map: topic → year group → where taught → evidence

• Online misogyny and harmful online influences
• AI and “deepfake” risks
• Personal safety content (everyday safety, public spaces, travel, etc.)
• Online scams and exploitation
• Stronger links between RSHE and safeguarding

• A one-page audit summary
• A curriculum map showing what changed and why
• Minutes/notes from RSHE/PSHE review meetings

The aim: Show that RSHE is planned, purposeful and builds over time.

A sequenced programme means:

• Concepts are introduced in small steps

• Learners revisit them regularly

• Understanding is built cumulatively (not “one lesson and done”)

Practical actions:

• Build a clear yearly overview for each key stage

• Give RSHE protected time (weekly works best where possible)

• Make sure staff understand how lessons connect across the year

• Get buy in from the SLT to ensure all teachers/parents are thinking about RSHE is reinforced through the school day and at home.

What Ofsted will probe (in plain English):

• “Is this thought through?”

• “Is it taught consistently?”

• “Do pupils actually know more and can do more over time?”

The aim: Staff need confidence, language, and clear resources — especially for sensitive topics.

Do this now:

• Identify who delivers RSHE (PSHE lead, tutors, science staff, pastoral, etc.)

• Spot confidence gaps (not judgement — just reality)

• Build a short CPD plan for 2025–26

Topics staff often need support with:

• Handling tricky questions safely and consistently

• Teaching online risk and harmful content

• Consent and boundaries (age-appropriate, SEND-appropriate)

• Mental health, loneliness, grief

• Safety, exploitation, reporting routes

Inspection-ready evidence to keep:

• CPD logs

• Brief staff guidance (“what we say and how we say it”)

• A consistent approach document (even 1–2 pages helps)

The aim: SEND learners must be able to access RSHE meaningfully — not just sit in the room.

This is where schools can feel exposed, because RSHE can be:

• abstract

• language-heavy

• emotionally complex

• reliant on inference

For many SEND learners, inference doesn’t work. They often need:

• explicit language

• visuals and modelling

• repetition and rehearsal

• real-life scenarios taught step-by-step

Do this now:

• Review each RSHE topic: “How will this be understood by learners with different cognitive profiles?”

• Decide which lessons need: visuals, symbol support, simplified language, pre-teaching, or small-group delivery

• Document adaptations in your RSHE plan

Examples of meaningful SEND adaptations:

• Social stories and structured scripts

• Role-play and modelling

• Clear “public vs private” teaching

• Visual checklists / symbol-supported resources

• Slower pacing, revisiting content frequently

• Concrete examples (not hypotheticals)

Inspection-ready evidence to keep:

• Adapted resources (a few examples is enough)

• Notes on how content is taught differently (and why)

• Evidence of pupil understanding in accessible formats (see section 6)

The aim: Parents should understand what you teach, why you teach it, and how you keep it safe and appropriate.

Do this now:

• Update your RSE policy to reflect new themes and your inclusive approach

• Communicate changes early (don’t wait until complaints arise)

• Offer a simple “what we teach and when” overview

• Ask parents and student to give you pertinent information on the topics you are teaching so you can personalise and develop specific learning.

Good practice that builds trust:

• A parent Q&A or info session. Not just for sex education, parents should know what topics are being taught through the year and what they can do at home to support learning.

• A short “how we teach RSHE for SEND learners” explainer

• Sharing examples of resources (this is often reassuring)

Inspection-ready evidence to keep:

• Updated policy

• Parent communications (letters/emails/slides)

• Any consultation notes or feedback themes

The aim: Show that RSHE isn’t just delivered — it’s understood and makes a difference.

You don’t need complicated data systems. You need credible indicators.

Simple impact evidence that works:

• Short before/after pupil surveys (adapted as needed)

• Staff observations of learning and behaviour

• Pupil voice in accessible formats (symbols, choice boards, photos of work)

• Anonymous safeguarding themes where appropriate

• Reflections after a unit: “What landed? What needs revisiting?” - Our assessment sheets work perfectly here.

For SEND learners, impact might look like:

• improved understanding of privacy and boundaries

• better help-seeking behaviour

• greater independence in daily routines

• safer online choices

• stronger self-advocacy skills

Inspection-ready evidence to keep:

• A single folder (digital or physical) with:

  • curriculum map

  • sample resources

  • a few pupil voice examples

  • a simple impact summary

  • CPD evidence

Our Learning for Life project provides:

• short, clear learning videos

• downloadable resources to reinforce understanding and deliver accessible and adapted activities

• content built specifically for SEND learners who need explicit teaching, not inference

Why schools use Learning for Life

• Less planning time: lessons are ready to use

• Greater consistency: reduces reliance on individual staff confidence

• SEND accessibility: clearer language, structured teaching, real-life scenarios

• Inspection-friendly evidence: resources, delivery, and pupil engagement are easier to demonstrate

In practice, Learning for Life helps you show:

• RSHE is being delivered

• it’s adapted appropriately for SEND learners

• staff are supported with quality materials

• pupils are learning in meaningful, observable ways

Being inspection-ready for RSHE isn’t about doing more.
It’s about doing what you already do — with clarity, consistency and accessible evidence.