For comprehensive state schools, serving a wide demographic, no matter how hard we try, the uncomfortable truth is that this lovely Chinese proverb is not applicable to us as schools, no matter how early we start. Ofsted ‘outstanding’ has become the preserve of the postcode lottery, the affluent, the selective or those who play the exclusion data off-rolling game. It does not matter how much Amanda Spielman or Sean Harford protest, use social media or attend ‘lovee’ events such as the Hay Festival, the current Ofsted criteria will not allow your average comprehensive to join the exclusive ‘outstanding’ club. The Ofsted judgement will keep us in our place and the educational hierarchy three tier system remains. There are many damning statistics, all of which indicate if you serve an average or lower to average catchment, it is almost impossible to be judged as outstanding. This cannot be right. Those who work in truly comprehensive schools need a better inspection framework that allows them to get the top judgement. I am sure the new Ofsted framework will take these concerns on board!
This is my sad conclusion on receiving the eight-page response to my first ever complaint. I complained about our ‘good’ Ofsted inspection. Essentially, my concern was regarding the process, the specific data requirements, not the overall grade. The reply was also eight pages! The response was full of platitudes and false referrals of the inspector’s perception of the evidence base. My cynical view is that any errors on their part were either blatantly denied or would be evidence forms that were re-worded/re-worked to falsely cover their tracks. Unsurprisingly, the response to the complaint arrived in the first week of the summer holidays and gave little chance of an organised response, we felt wearied and timed out. Timing, as we all know, is everything.
It gave me no solace that the inspectors clearly had spent many hours justifying their decisions. I know this as three of them bemoaned this to my friend at an Ofsted conference they had been to. Circle the wagons, deny and imply you were lucky to get the judgement you did eventually get, especially as you were judged in one area as outstanding and you need to remember be warned against counter accusations you were belligerent and put the inspection team under pressure was the patronising, slightly threatening message I and my governors received. It is my considered opinion that whilst Ofsted review Ofsted they are not going to admit flaws or that they are the part of the government agenda of widening MAT conversion, expansion of so-called successful grammar schools. Imagine the publicity if Ofsted changed a good school to outstanding or hypothetically admitted that the lead inspector had an agenda and made mistakes, recommendations that are wrong and embarrassing and will not be used. In our example, the factual check changed so many inaccurate comments but we are still left with some action points that despite challenge, are factually incorrect and sadly unusable.
Ofsted in its current formulaic format has had its day and needs a revamp. School grades, rather like lesson grading, focus the school on the grade not the content of the discussion. Reflecting on the two days, perhaps the most surprising and disappointing part was the lack of educative discussion of why we had chosen this course and not another one. The majority of the time was spent in discussion over data, data of the previous year 11 and the current year 11, as the inspection team seemed constrained by the need to grade rather than observe. The data dictated the judgement rather than observation leading to discussion. I expected and was saddened at the lack of discussion regarding curriculum planning or how we tackle being predominantly a white British inner city school. The context of the school and its pressures were for the majority not evidence that they appeared to want to see.
So, what are we left with? A slightly jaundiced view of the inspection process, faith in the support from ASCL and freedom for four years that good allows you to develop to your school students’ requirements. The latest results are in, way above the national picture and sadly Ofsted has hardly been mentioned as we continue to make our school developments for our community and keep our moral compass, our students even if this depresses our data. We are therefore a very good school with outstanding personal development, behaviour and welfare of our students. I will take that and now move on but I do hope the new Ofsted framework sees a new approach for all schools, a more developmental approach that incorporates the obvious experience and knowledge of the inspectorate team, involving joined up discussion on leadership and management.
If you wish to read our inspection report: https://files.api.beta.ofsted.gov.uk/v1/file/2780333
Neil Morris 