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Improving the way Ofsted inspects education

Improving the way Ofsted inspects education

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 Would you like to learn more about our proposed new report cards, or how we’ll inspect inclusion? Ofsted is consulting on changes to our education inspections. Host Mark Leech (Deputy Director, Communications) speaks to Ofsted’s Chief Inspector Sir Martyn Oliver, Lee Owston (National Director, Education) and Claire Stewart (Deputy Director, Inclusive Education) about our consultation proposals, including our new report cards, inclusion grade and education inspection toolkits. Take part in our consultation here: https://www.gov.uk/government/consultations/improving-the-way-ofsted-inspects-education. Transcript Mark Leech: Hello and welcome to Ofsted Talks. My name is Mark Leech, and today we're going to be talking about the consultation that we're currently running looking at improvements to the way we inspect education. So that's education right from early years right through schools and into further education and skills. And I'm joined by Sir Martyn Oliver, His Majesty's Chief Inspector, Lee Owston, the National Director for Education, and Claire Stewart, who is Deputy Director for Inclusive Education. Our consultation began in February, and it runs until the 28th of April. We're recording this in March so we can reflect a little bit on what we're starting to hear back from the consultation. We've been out meeting lots of people from the sectors that we inspect and regulate, and also meeting with parents groups and others, so we can talk a little bit about feedback and what we're hearing and hopefully answer some of the things that maybe people would like to hear us talk about. So, if I could turn to you Martyn first, just around a bit of the background to what we're trying to achieve here. We obviously had a huge consultation exercise last year, the Big Listen, which has shaped a lot of these proposals. What in a nutshell, are we trying to achieve with the changes we're making to education inspection? Martyn Oliver: Yeah, thanks, Mark, and it's really good to be joined by Lee, and I'm really particularly delighted that we are joined by Claire, because isn't it great that we've now got a Deputy Director who's in charge of just inclusivity, because inclusion is a massive part of our work. And so if I go back to what happened just after I started, I was really clear that I wanted to listen to the system we launched, I think it was last March, the Big Listen, the largest consultation, the largest piece of listening work at Ofsted has ever done. Over 20,000 or so took part in our survey then we had independent surveys looking at parents, what do they think, what providers think, and indeed, children. And in the end, it's about 30,000 people. And they came back with some really strong messages. Some of them are hard for us to hear about a gap in trust. And then some of the messages were really positive about the things that we should do going forward. And some of them were things like, our framework is focusing on the right things currently, with a focus on the curriculum, and that's really important. But our framework is a generic framework across early years, primary, secondary, further education, initial teacher training education, independent schools and people didn't recognise their uniqueness, and so Lee and I were really keen to develop a framework going forward which looked at that uniqueness. We also wanted to pay attention to the context. We heard we weren't spending enough time looking at the context of inspections. The stress and pressure of inspection was a huge part of what we heard. And so, this framework that we're consulting on now isn't just about the actual design of what we will inspect. I think probably even more important than that, to be honest, is how we go about inspecting it. And we've really thought long and hard about that. Mark Leech: Thank you. So, one of the challenges that we have at Ofsted is how we balance the needs of parents with the people that we inspect. So, we hear different things. And you've spoken about the Big Listen, and we heard different things from parents than we heard perhaps, from leaders in schools or in nurseries. And I suppose the area where this really comes together in the proposals that we've put out for consultation is in the way that we report, which is a really big change, isn't it? Martyn Oliver: Oh yeah, the way that we're proposing to report now in 2025 going forwards, will be, I think, probably the biggest change since we were developed back in 1992 because predominantly, we've always relied upon a single word to describe the overall effectiveness of a nursery or a childminder or a school or a college. And we heard this in the Big Listen, but we also heard it from the government when they were elected, was that the single word judgment lacked nuance and complexity of the providers, and it was low information and high stakes and high accountability. We did independent research that I mentioned a few moments ago, and the ...
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