In light of the recent tragic news about Head Teacher Ruth Perry at Caversham Primary School, Schools North East sent out a survey to the region’s school leaders in order to understand the detail behind the key issues dominating the media around school accountability. The survey is still accepting responses, and can be filled out here.
‘Depressurise’ Education
While a specific conversation has opened up on Ofsted, there are also a number of serious long term challenges relating to staff workload, high stakes accountability, and the impact of other organisations such as the DfE. In November 2021, we wrote to the Secretary of State for Education about the need to ‘depressurise’ the education system.
As such, the survey responses aim to clarify how NE school leaders feel about the major themes pushed by the media, as well as inform our lobbying work, and what action can be taken to take pressure off school staff at all levels, but particularly senior leaders.
Accountability
The recent media coverage has focussed on the workload and anxieties for school staff when they are in the Ofsted inspection window, and the impact of a high stakes accountability framework. This has opened up questions about Ofsted’s role, with calls to pause inspections or abolish the inspectorate. Earlier this week, the NEU, NAHT, and ASCL, all called for a pause in inspections, and reform of Ofsted; including abolishing the use of summary gradings.
Amanda Spielman, Ofsted’s Chief Inspector, said in a statement: ‘The broader debate about reforming inspections to remove grades is a legitimate one, but it shouldn’t lose sight of how grades are currently used. They give parents a simple and accessible summary of a school’s strengths and weaknesses. They are also now used to guide government decisions about when to intervene in struggling schools. Any changes to the current system would have to meet the needs both of parents and of government.’
In regular feedback from Schools North East roundtables and surveys, it is clear that school leaders recognise the importance of accountability, and even appreciate the support that can be provided. However, the current system is putting significant workload burdens on schools, and is failing to ensure consistency of support. School leaders face more high stakes accountability than most equivalent leadership roles, and clear action is needed to support school leaders and staff.
Schools North East survey results
The survey has already received responses from almost 1 in 10 schools in the North East, covering all stages and types of schools, with responses from every local authority area of the region. Additionally, all Ofsted grades are represented.
Two thirds of responses said they would support an immediate ‘pause’ in inspections, with 16% opposed and a further 18% unsure. Most comments emphasised the need for a wider conversation about the role Ofsted plays, and the pressure high stakes accountability measures place on staff.
36% of schools said Ofsted should be abolished, with 35% saying it should remain and 29% unsure. However, it was clear in feedback from the survey that schools recognised the importance of accountability, with monitoring and quality assurance of the system being vital; it was clear that abolishing Ofsted didn’t mean abolishing accountability or standards.
Wellbeing
While some responses reported the support that individual inspectors give, it became clear that the current system lacked consistency. And crucially, this support is undermined by the high pressure and stakes of inspections. Schools expressed concerns that currently Ofsted fails to promote school improvement, with accountability measures pushing school leadership away from real strategic development.
One response described the system as ‘high stakes and low impact’, with the inspection system driving out experienced teachers rather than being responsible for school improvement.
Most responses (87%) said that Ofsted had disproportionately impacted the wellbeing of school leaders, and staff more broadly. Almost 90% of responses said that grading as a summary judgement on a school’s effectiveness should be ended.
To improve the system, schools wanted to see an accountability system focussed on supportive school improvement, with experienced inspectors. Doing so would show greater trust in the profession to deliver the support children and young people need. Some responses argued that more frequent and rigorous inspections would be beneficial, provided the focus was on creating a culture of collaboration and improvement. Such periodic inspections would have to be fair and transparent, providing support for educational professionals, as well as information for parents to make objective decisions about their children’s education.
Finally, respondents wanted to see greater recognition that schools aren’t alone responsible for the support students need.
Please join the voice of the region by taking the time to share your views on Ofsted, wellbeing and accountability through the survey.
From the Schools North East Team:
“We offer our deepest condolences to the family, friends and colleagues of Ruth Perry. Her loss is a tragedy and we hope that she is remembered for what she was: someone who dedicated her entire career to loving, nurturing, and keeping safe countless children.”
