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Guidance

Social care common inspection framework (SCCIF): residential holiday schemes for disabled children

Guidance on how Ofsted inspects residential holiday schemes for disabled children.

Updates to this page

From:
Ofsted
Published:
22 February 2017
Last updated:
1 April 2026
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  1. Revised section on 'Evaluating the experiences and progress of children'.

  2. We have clarified the list of the provider types that the SCCIF applies to, adding ‘Supported accommodation for looked-after children and care leavers aged 16 and 17’ in the Introduction section. We have also clarified the content of the inspection report in The inspection report section. In response to the Big Listen, we have clarified the focus and principles of inspection to promote permanence and belonging.

  3. We have clarified the process to raise concerns or complaints during and after an inspection. In ‘The start of the inspection’ section, we have clarified how the provider can request any adaptations to the inspection process due to a protected characteristic, or any reasonable adjustments due to a disability. We have made minor changes to the on-site inspection section to reference non-speaking children.

  4. This framework has been updated to clarify that, when applying the framework, inspectors will take appropriate action to comply with Ofsted’s Equality Act duties, clarification on the opportunities for providers to discuss and/or provide information on potential equalities duties, including reasonable adjustments for individuals, clarification regarding Ofsted’s updated arrangements for publishing the report, quality assurance and handling concerns and complaints in line with Ofsted’s new complaints process in the timeframe sections, references to Ofsted’s pausing process and updated section on reporting concerns about the administration and management of controlled drugs.

  5. Additional guidance on deferring an inspection, inspector conduct during inspections, when and how the provider can raise issues, concerns or complaints during and after the inspection, supporting the well-being of the provider’s managers and staff during inspections and visits, attendance at keeping in touch meetings, discussions with staff and feedback meetings and who the provider may share provisional and final inspection outcomes with.

  6. Updated the guidance with clarifications in the introductory ‘Prioritising our work where improvement is needed most‘ and ‘The focus of inspections’ sections. Minor changes to the evaluation criteria to align, where applicable, with other framework changes. These changes include children’s experiences and the need for the provider to appoint an appropriate, permanent manager (when the post is vacant) within a reasonable timeframe. Small additions to the contents of the email sent by the inspector when giving the provider notice of inspection. Clarification in the 'Timeframe' section on the maximum time normally spent on site by inspectors. Minor changes to guidance for inspectors on recording evidence in the inspection database.

  7. Updated guidance in the 'Notice of an inspection and pre-visit arrangements' section. Updated Notice letter. Revised text referencing the updated 'Ofsted code of conduct' policy.

  8. Updated guidance for use from April 2022 onwards. Revised evaluation criteria, with increased emphasis on the child’s experience of the holiday scheme and less emphasis on their progress. More acknowledgement that the schemes are run as single events instead of enduring services. Amendments to the time inspectors spend onsite, with increased remote evidence gathering. Additional guidance for when inspectors discover possible unregistered provision.

  9. First published.

Applies to England

Documents

Social care common inspection framework (SCCIF): residential holiday schemes for disabled children

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Details

This framework sets out Ofsted’s process for inspecting residential holiday schemes for disabled children.

Our approach is underpinned by the following 3 principles that apply to all social care inspections:

  • to focus on the things that matter most to children’s lives
  • to be consistent in our expectations of providers
  • to prioritise our work where improvement is needed most

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