OFSTED Inspections: Time for a Change? A Deep Dive into UK School Inspections
Author — Tim Clark
The Tragic Case of Ruth Perry and Calls for OFSTED Reform
The recent suicide of Ruth Perry, following the downgrading of her school by Ofsted from “outstanding”(1) to “inadequate”(4), has given a tragic impetus to the numerous calls from unions and school leaders for the inspection system to be paused, boycotted or even scrapped. On the other hand, ministers and the DfE have resolutely maintained that Ofsted has
A crucial role to play in upholding education standards and making sure children are safe in school.
Assessing OFSTED’s Effectiveness in School Improvement
When Ofsted inspections began in the 1990s, they had two main aims: “to improve the overall quality of education and training” and to provide parents with objective information about schools to make informed choices.
No one can deny that these are very worthwhile intentions, whilst keeping children safe must be the absolute priority of every school. The question is, however, whether the current format of inspections — a visit once every four years with a published report that is often bland or anodyne — is the best way of fulfilling Ofsted’s prime aims. Is the approach the best and most effective tool for genuine school improvement?
Questioning the Appropriateness of Overall Grades
One specific issue from Ruth Perry’s heart-breaking death is whether an overall grade is appropriate. [Schools are currently given four separate grades plus an overall grade.] Reading the report for Caversham Primary, it is clear that labelling the School “inadequate” gives the wrong impression. The School was graded “good” in three areas and inadequate in just one — Leadership and Management. Moreover, it is only in one area where Leadership and Management were criticised, i.e. “safeguarding”. This is a crucial issue, and any school that fails in safeguarding must be identified, and immediate corrective action must be taken.
It must be noted, however, that in the case of Caversham Primary, there was no suggestion that children were at risk but rather procedures were not in place so that, as a result, there were “potential risks”.
Reading the report reveals that much about the School is good, which, though entirely ignored by the report, could only be possible with effective and committed leadership.
“Leaders have worked with determination to strengthen the quality of education…..pupils are achieving well….pupils’ behaviour in lessons is exemplary…..They love to learn….staff are supportive of senior leaders….[parents] are very positive….pastoral support is a strength.”
Does this suggest a failing or “inadequate” school?
Criticisms of OFSTED’s Current Framework
Another criticism of the current Framework is that the grade for “Quality of Education” covers several key issues which are not necessarily related:
- quality of classroom teaching,
- quality of curriculum planning,
- examination results and,
- pupil progress.
Anyone who has spent time at the chalkface knows full well that excellent teaching differs from having detailed curriculum or lesson plans, and that good raw score exam results are different from good pupil progress.
To give one overall grade for the Quality of Education can be inaccurate and isn't beneficial for school improvement or helpful to parents.
Providing more specific and targeted grades could be far more helpful.
It should also be noted that the current Framework is the seventh since 2012, another unacceptable trait of Ofsted being continual change: what earned an “outstanding” in 2017 would not earn one in 2019, and vice versa.
Inspections have become a matter for schools of “playing the game” with whatever the rules currently happen to be.
The Pressure of Inspections on Teachers and Heads
There is no question that inspections put incredible pressure on teachers and Heads, not least when they are seen as simply “naming and shaming”.
Ofsted can become more of a vehicle for school improvement, to improve all schools. During Lockdown, inspections were suspended and replaced with “visits” without giving grades, where inspectors provided Heads with “constructive challenge” and “constructive conversation” since,
“After all, we share the same aim: helping this generation of children”.
Such visits were reported to be helpful by those Heads who experienced them. This is not to argue that reports should not be published nor that grades should not be used, but it does suggest that Ofsted could play a much more developmental role in moving all schools forward than with the current “banging on the chicken shed” approach.
Inspectors could revisit schools after a year or two to meet the Head and to discuss progress to date, rather than ignoring a school for four or five years. Such professional and meaningful dialogue does, however, require all inspectors to have the knowledge, experience and ability to provide worthwhile and specific advice.
The Need for an Effective and Robust Inspection System
We need an effective and robust school inspection system. Written above are just a few immediate considerations as a starting point for constructive dialogue, as now is the time to calmly, rationally, and objectively question how we can best fulfil all the aims of inspection —
- to keep children safe,
- to help develop,
- improve all schools,
- to identify weaknesses,
- to celebrate success,
- to give parents the information (they need and have a right to expect),
- to ensure the £70+ billion we spend on education each year is spent effectively
However, at the same time, without forgetting that any system must be practicable and realistic for teachers and Heads. Most of our teachers are dedicated, professional and keen to do their best for their pupils. They are also at risk of becoming a rare breed as more and more leave the profession and fewer and fewer join. Inspections and public reports are essential, but they must and can be effective, meaningful and manageable.
About the Author:
Tim Clark is a highly experienced and successful educational consultant and trainer with thirty-two years of teaching experience, including eighteen years as the Head of two different schools.
Contact Tim for staff, SLT and governor training, coaching and consultancy.
Tim is also the Political Director of the Conservative Friends of Education.
Disclaimer: The views and opinions expressed in this article are those of the author and do not necessarily reflect the official position of Conservative Friends of Education or the Conservative Party. The information provided in this article is for general informational purposes only and should not be construed as professional advice or endorsement by Conservative Friends of Education.
