First things first, you are already doing it... 

Personal development isn’t a new buzzword to throw you off course or something you need to scramble to evidence. But you and your staff do need to know what it is, where it’s happening, and how to talk about it when the time comes. 

• What Ofsted Actually Looks For
• Why It’s More Than Just PSHE
• Building a Culture of Self-Safeguarding
• Inclusive Personal Development: Supporting Every Pupil
• Personal Development in Practice

What Ofsted Actually Looks For

The latest Education Inspection Framework (EIF) outlines how: Personal Development is about preparing pupils for life in modern Britain. That includes enabling them to become responsible, respectful, and active citizens, while promoting confidence, resilience, and an understanding of risks – both online and offline.

Crucially, inspectors are not just looking at what schools deliver, but how thoughtfully and consistently it’s being done. They understand that the full impact of this work may not be visible right away – and that much of it unfolds long after pupils leave school. As the handbook itself acknowledges:

“Inspectors will evaluate the quality and intent of what a school provides... but will not attempt to measure the impact of the school’s work on the lives of individual pupils.” (Ofsted School Inspection Handbook, 2024, Para 336-337)

This guidance recognises something educators have long known: schools do an enormous amount to support the whole child, often in ways that aren’t always visible or easy to quantify. Much of this is already happening – in your classrooms, your conversations, and your care.

Why It’s More Than Just PSHE

It’s easy to feel that “Personal Development” is just a new label for what teachers have always done well: helping young people grow into thoughtful, resilient, kind citizens. In reality, Ofsted’s framework pulls together various strands that were already part of school life – from PSHE and RE to extracurricular activities, careers advice, and pastoral support.

All of the areas of Personal Development cannot be managed by one person alone - especially not one who is also teaching in the classroom. Therefore, it is unlikely that one person will be given responsibility of PD as one job title, at least not without a lot of support. The PSHE Association also warns against this, as referring to PSHE education as ‘Personal Development’ can lead to confusion, blurring of lines and an increased workload for PSHE leads. Instead, it is likely that a school’s PSHE lead, alongside other school leaders, will work together to ensure that all areas of Personal Development are being met by the school.

What’s tricky is making sure that the jigsaw fits together in a way that’s visible to inspectors, without creating extra layers of admin or pressure. This isn’t about reinventing the wheel – it’s about recognising what’s already working, filling any gaps, and sharing that story clearly.

• Map your existing provision against the Ofsted criteria for Personal Development – including British Values, SMSC, protected characteristics, healthy relationships, and careers education.
• Identify one or two areas that might benefit from a refresh or clearer documentation.
• Keep simple records of student participation and pupil voice in enrichment activities – this doesn’t need to be an extra task, just a routine note of who’s engaging and how.

Building a Culture of Self-Safeguarding

We can teach about stranger danger. We can remind students to speak up when something’s wrong. But unless they feel confident using their voices, how often will they? In our recent Student Webinar for Children's Mental Health Week, many participants said they knew the support was out there but didn't necessarily know how or feel confident in accessing them.

Creating a culture where students express their opinions and concerns takes time – and structure. One-off assemblies won’t cut it. Regular discussion-based lessons, open dialogue in classrooms, and staff who genuinely listen are all part of the puzzle.

Teachers are already laying this groundwork every day – through the way they respond to questions, handle tricky topics, and encourage respectful disagreement. That’s the foundation of self-safeguarding: helping students learn how to recognise, express, and act on their concerns.

“Schools can teach pupils how to build their confidence and resilience... but they cannot always determine how well young people draw on this.” (EIF, Para 337)

This part of the job is complex and deeply human – and it’s where teachers’ instinct, experience, and emotional intelligence make all the difference.

• Establishing routines for safe, structured discussions in tutor time or PSHE.
• Using anonymised question boxes or digital surveys to check in on pupil concerns.
• Giving students real roles in school life – from peer mentors to wellbeing champions – to show their voices matter.

Supporting Every Student, Not Just the Confident Ones

Personal Development must be inclusive. The handbook stresses that pupils should thrive together – recognising difference as a strength. That includes ensuring LGBTQ+ inclusion, cultural diversity, and access for pupils with SEND.

Most teachers are already making this happen, often in ways that go unnoticed – tweaking a resource, checking a comment, setting the tone. These daily decisions shape how safe and seen a student feels. And often, they’re the very things students remember most about school.

• Create simple systems to check who is (and isn’t) taking part in extra-curricular or leadership roles.
• Celebrate and share inclusive practice between departments – what works in Art might also inspire PE.
• Review displays, role models, and reading lists periodically to reflect diverse identities and experiences.

Personal Development in Practice : Real School Examples

There’s no set formula for what personal development “should” look like. What matters is that it’s meaningful, consistent, and rooted in the needs of your pupils. For one school, that might mean form-time debates. For another, it’s a community garden, peer mentors, or a quiet corner in the library.

Inspectors aren’t looking for flashy displays – they’re looking for evidence that pupils are learning how to navigate the world with empathy, curiosity, and integrity. That might come through assemblies, discussion in tutor time, lunchtime clubs, or simply a teacher creating space for conversation when it matters most.

• A short audit tool or checklist to monitor coverage of key areas across the year.
• A staff CPD session where colleagues map out “what we already do” in PD, and where gaps might be.
• A central log or timeline of enrichment and thematic events to show progression and breadth.

It’s easy to underestimate personal development – perhaps because it’s everywhere and nowhere. But when done well, it transforms a school. It builds not only better students, but stronger communities. And while inspectors may not see all the impact, students will carry it with them long after they leave your care and we all know that’s what truly matters.

If you’re a teacher reading this, the chances are you’re already doing the hard work of personal development – in between the lessons, deadlines, and everything else that pulls on your time. This isn’t about doing more – it’s about recognising and valuing what you’re already doing, and helping others do the same.

Personal development isn’t a tick-box – it’s a team effort. And you’re right at the heart of it, so keep going.