North East School Leaders have their say on Proposed Ofsted Reforms
In the first week of the 2024/25 academic year, the government announced the immediate end of single headline Ofsted grades, and plans for ‘School Report Cards’ to be introduced in September 2025. Additionally, Ofsted published its response to the Big Listen consultation. In response to these announcements, Schools North East sent out a survey to school leaders in our region, to understand attitudes towards Ofsted and accountability in the North East.
Single Headline Ofsted Grades
The majority of responses supported the scrapping of single headline Ofsted grades (84%), with the remaining responses unsure about the change. Most school leaders highlighted that single word judgements failed to reflect the range of work schools do, and were not an effective way of judging school performance.
Concerns were also raised about the pressure it can put on school staff, especially subject leaders. The accountability system is seen as currently too high stakes, with schools wanting to see a move to a more supportive and collaborative system of school improvement. Many school leaders felt this could not be achieved with single word judgements, as it doesn’t represent the range of an individual schools strengths and where additional support is needed.
Those that were unsure said they needed to know more about how the system that replaces single headline grades will operate. While responses felt the 4-5 judgement areas better reflected the complexities of schools, there is a risk that these could be used in the same way that current judgements are used.
Some schools highlighted the benefits of single headline grades, such as the acknowledgement it can give for where schools have improved, and the importance of the accountability system in being a catalyst for change.
School Report Cards
The majority of responses are understandably unsure about the introduction of school report cards, due to the lack of details on the content of the reports and how they will work within the accountability system.
While some responses said it had the potential to better reflect the complexities of the provision on offer in schools, with a wider range of information considered, concerns were raised that it may simply be the same process as previously but in a different format.
One school leader noted that the current inspection framework does have merit, especially with its focus on the curriculum rather than just exam results. The issue was instead the way in which single headline judgements were used as part of a high-stakes accountability system, putting unnecessary workload pressures on school leaders. As mentioned above, it is crucial that ‘School Report Cards’ don’t put undue additional workload on school staff, and are used to support collaborative school improvement.
Inspection criterion for inclusion
As with ‘School Report Cards’, most school leaders were unsure about inclusion as an inspection criterion until more is known about how this criterion would be measured and used. Concerns especially were raised about the lack of funding for SEND students, both in schools and in supporting services. It is vital that any inclusion criteria in inspections doesn’t end up judging schools for failings in funding or the wider pressures on the system as a whole, which are beyond the control of schools.
Despite these concerns, school leaders emphasised how important inclusive practices are in education. As such, there was some broad support for a greater focus on inclusion in inspections, as a way of highlighting the range of work schools do in supporting all students.
Responsibilities and expectations on schools, and the complexity of needs of students, has changed dramatically in recent years, both before and since the pandemic. However, the education system, particularly on accountability and funding, has not caught up with these changes. Depending on how the inclusion criteria is inspected and implemented, it may have the potential to better recognise these developments.
Ofsted Academy
Like with other reforms announced in Ofsted’s ‘Big Listen’ response, most school leaders are still waiting on further information on the Ofsted Academy. Those responses that said they are unsure of the Ofsted Academy were not clear on what its purpose would be, and are less familiar with this announcement than other proposed changes. Concerns were raised that the Ofsted Academy could be used to push particular agendas.
Other responses said that the Ofsted Academy did have potential to make Ofsted more transparent, and would help to make inspections more consistent. Lack of consistency in inspectors and variable experiences of inspections has been a key concern raised both in this survey and previous Schools North East surveys. Again, these positives would depend on implementation.
Further comments
A central theme raised in comments in the survey related to the experience and consistency of inspectors. Too often, inspectors lacked experience in the relevant school phase or setting. Concerns were especially raised by primary schools, with the current inspection framework and curriculum focus seen as more designed for secondary schools. Special and alternative provisions also wanted to see a greater understanding of their sector from Ofsted.
Responses also discussed a need to more seriously consider the purpose of Ofsted. The accountability system is considered to be too high-stakes and led by outcomes in the form of single headline judgements. Schools said that this penalised those schools working in more challenging contexts, with negative judgements driving punitive measures against schools and their leaders.
School leaders wanted to see a much more serious move to Ofsted as a supporter of school improvement, and away from simply providing a snapshot for the purposes of accountability. Smaller schools working in more rural areas mentioned that the accountability system can be an isolating experience. Schools wanted to see a more positive inspection process which left schools with greater support, guidance, and more connected with the wider education system.
With increasing challenges emerging beyond the school gates, school leaders are concerned on how this will be reflected in the accountability system. Without real recognition of the needs of schools and students, high stakes accountability can lead to an undermining of inclusive practice. More consideration is needed on how to treat schools working in different contexts, with greater trust given to the profession.
If you would like to have your say in our survey, please do so at the following link.
