ATL

Ofsted overhaul

With several changes to Ofsted inspection practices in England coming into effect, Report takes a closer look.
Words by Alex Tomlin

From September, Ofsted's inspection regime is undergoing a shake-up in an attempt to give a wider picture of schools and to encourage them to improve. A change to inspection practices, a greater emphasis on achievement and well-being, and alterations to the self-evaluation form are all part of this.

The frequency of inspections is shifting depending on the school's track record. Those already rated 'good' or 'outstanding' will have up to five years free from inspection, provided results don't drop, annual surveys show contented parents and there are no safeguarding or welfare concerns. 'Satisfactory' schools will be inspected within three years and special schools and pupil referral units every three years. Ofsted will carry out annual 'risk assessments' of each school, and will also publish an 'interim assessment' of any school that is not inspected within three years of their previous inspection.

Proposals for unannounced inspections for schools of all ratings were trialled by Ofsted but were ultimately abandoned. From September, most schools will get between one and two days' warning of inspection and schools in special measures will continue to receive regular monitoring visits without notice, and reinspection after a specific period. Up to 40 per cent of schools rated 'satisfactory' will also receive unannounced monitoring visits to check on their progress.

Once in the school, inspectors will spend a large proportion of their time in classrooms, with headteachers invited to join them in their observations. They may observe parts of lessons for longer periods of time or track particular pupils through parts of the day, depending on the focus of the inspection. Headteachers will also meet with the inspecting team at various points during the inspection to keep updated, and attend formal meetings with them to understand how evidence is being considered.

The evidence gathered will include greater weighting on attainment, while also taking into account pupil well-being, awareness of health issues and progress. Also considered are the Every Child Matters outcomes of: being healthy; staying safe; enjoying and achieving; making a positive contribution; and achieving economic well-being.

There is also going to be a move to focus on different groups as well as individual pupils. The performance and experience of children from minority ethnic groups, looked after children, gifted and talented pupils, and pupils with learning difficulties or disabilities, will all be examined in the inspection process.

In terms of academic achievement, the emphasis on attainment means that schools with lower exam results cannot be rated any better than 'satisfactory', even if they are in tough areas and making steady improvements. However, credit will still be given for outstanding work to improve learning, progress and attainment in challenging circumstances.

The self-evaluation form (SEF), already well-established in schools, is being altered in light of the changes to inspection and in the interests of brevity. The Ofsted guidance says: "The emphasis is placed on justifying as concisely as possible the grades which the school decides it merits. It is not intended that the SEF be used as a store for all the school's evidence." Guidance on filling in the new form is available on the Ofsted website.

Evidence will also be garnered from parents and pupils via personal discussions and questionnaires. Ofsted is looking to conduct parent questionnaires independently of the school through an online forum.

Overall, the chief inspector of schools, Christine Gilbert, said: "My impression is that it will be harder for a school to be rated good or outstanding."

Commenting on the changes, Mary Bousted, ATL general secretary, said: "Research tells us that factors outside schools, such as family background and economic circumstances, account for about 85 per cent of the differences in pupil attainment. By putting more emphasis on exam and test results, Ofsted will be holding schools to account for things that are entirely outside their control."

"ATL continues to argue that Ofsted inspection of maintained schools is unnecessary, as it duplicates a range of accountability and support mechanisms locally and nationally," adds Nansi Ellis, head of education policy at ATL. "This new process, based on a judgement of 'risk', may prove easier for 'successful' schools, and may offer better opportunities for schools to demonstrate what they do to meet the needs of the pupils they teach.

"However, the jury is out on whether the changes will help schools to raise standards, improve pupils' learning and be innovative," she concludes. "And we will monitor carefully the impact on members: will this system actually manage to reduce unnecessary paperwork, and support you as knowledgeable and skilled professionals?"