In the UK, education services are inspected by Ofsted against a set framework. This is reflected within the curriculum and support offered by schools, academies, non-association independent schools, further education and skills provision and registered early years settings. Unite Ambassadors is a perfect way of embedding key elements within your setting which are deeply reflected in the framework.

Personal development

– the curriculum extends beyond the academic, technical or vocational. It
provides for learners’ broader development, enabling them to develop and
discover their interests and talents.

– the curriculum and the provider’s wider work support learners to develop
their character – including their resilience, confidence and independence –
and help them know how to keep physically and mentally healthy

– the provider prepares learners for life in modern Britain by:
− equipping them to be responsible, respectful, active citizens who
contribute positively to society
− developing their understanding of fundamental British values
− developing their understanding and appreciation of diversity
− celebrating what we have in common and promoting respect for the
different protected characteristics as defined in law.

Quality of education


– leaders take on or construct a curriculum that is ambitious and designed to
give all learners, particularly the most disadvantaged and those with special
educational needs and/or disabilities (SEND) or high needs, the knowledge
and cultural capital they need to succeed in life.

– the provider’s curriculum is coherently planned and sequenced towards
cumulatively sufficient knowledge and skills for future learning and


– learners are ready for the next stage of education, employment or training.
Where relevant, they gain qualifications that allow them to go on to
destinations that meet their interests, aspirations and the intention of their
course of study. They read widely and often, with fluency and

Behavior and attitudes

– learners’ attitudes to their education or training are positive. They are
committed to their learning, know how to study effectively and do so, are
resilient to setbacks and take pride in their achievements

– relationships among learners and staff reflect a positive and respectful
culture. Leaders, teachers and learners create an environment where
bullying, peer-on-peer abuse or discrimination are not tolerated.