Ofsted has recently unveiled its proposed changes (Ofsted Report card) to school inspections, moving away from the single-word judgments that were scrapped last year. The new system introduces a five-point grading scale across up to 11 different areas, aiming for a “fairer” and more nuanced approach. But has Ofsted really learned from the past, or are these changes simply rearranging the deck chairs?
The catalyst for these changes was the tragic suicide of headteacher Ruth Perry, which a coroner ruled was partly influenced by the Ofsted inspection of her school. Sir Martyn Oliver, Ofsted’s chief inspector, believes the new system offers a more balanced approach, providing richer information to schools and parents while considering the school’s context and individual strengths.
So, what are the proposed changes?
Instead of a single overall grade, schools will now receive ratings across multiple areas, including leadership and governance, curriculum, teaching, achievement, behaviour, attendance, personal development, inclusion, and safeguarding. Each area (excluding safeguarding) will be graded on a five-point scale: exemplary, strong, secure, attention needed, or causing concern. Safeguarding will be judged as either “met” or “not met.” Alongside these grades, Ofsted will publish short descriptions summarising their findings.
More Monitoring, Fewer Ungraded Inspections:
Ofsted also plans to increase monitoring inspections for schools with “attention needed” ratings, focusing specifically on those areas requiring improvement. This targeted approach aims to ensure timely action is taken to raise standards. To facilitate this increased monitoring, Ofsted will scrap ungraded inspections.
A More Detailed Picture:
Inspections and report cards will now include more contextual information about the school’s demographics, such as the percentage of disadvantaged students, those with SEND, pupil outcomes, attendance, and local demographic data. This aims to provide a more holistic view of the school’s environment and challenges.
Mixed Reactions:
While Ofsted claims positive feedback from pilot trials, the changes have been met with heavy criticism from unions. Some argue that the new report cards are “worse than single-word judgments,” creating a “bewildering” system for teachers, leaders, and parents. Concerns have been raised about the potential for increased pressure on school leaders and the complexity of the new grading scale. Unions argue that Ofsted has failed to address the fundamental issues with the inspection system and that these changes will only lead to “more misery” for the profession.
What Does This Mean for Schools and Parents?
It remains to be seen how these changes will ultimately impact schools and parents. While Ofsted aims for a fairer and more nuanced approach, the complexity of the new system and the potential for increased pressure on schools are valid concerns. The success of these changes will depend on how effectively Ofsted implements them and how well they address the concerns raised by unions and school leaders. Only time will tell if these reforms truly represent a step forward in school accountability or simply a new set of challenges for the education sector.
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