Is Ofsted helping or hindering school improvement?
This new research sheds light on what Ofsted eleven former inspectors really think of the current inspection process.
In “Ofsted from Within: Inspectors’ Views on Challenges and Future Direction” (Tian and Diamond, 2024), many inspectors suggest the system has grown too focused on performative compliance rather than supporting schools in their growth.
Former HMI inspectors call for a more balanced system, one that genuinely supports improvement and collaboration rather than compliance. They argue for an inspection process that better balances accountability with a collaborative approach, so schools can focus on teaching and learning, rather than tick boxes.
The research argues that “many inspectors, acting as OfSTED’s messengers, are constrained by the prescriptive inspection framework.”
What do inspectors think?
Many teachers know that Ofsted inspections bring intense scrutiny and often reshape how schools operate, but what do inspectors themselves think of these processes?
In this study, inspectors express concerns that current methods have become more about compliance and box-ticking than genuine improvement. Gaining insight into inspectors’ perspectives is crucial because they are key actors in the inspection process and shape how schools and teachers feel about accountability.
The study highlights that, as the inspection culture has shifted towards a performative approach, many schools now operate defensively, prioritising what looks good on paper over real development.
What do inspectors say?
I have pulled out some quotes from inspectors on a range of topics. Here is what they say:
- OfSTED appeared to set up its own research machine. And then select what supported the Chief Inspector’s arguments.
- The difference between the predecessor framework and the 2019 framework was that OfSTED began to have a preferred style in certain areas.
- We’ve got examples of inspectors going into special schools and saying, ‘why aren’t they achieving in the phonics check?’. Well, because they’re nonverbal!
- And I know schools have dropped vocational courses because of this target to get more pupils doing E-Bacc. All the arts and creative subjects were seen as second-class subjects!
- Cognitive science and the sequencing of curriculum. And I think it (EIF) genuinely has lost sight of children.
Credit: Tian and Diamond, 2024
Reflection questions for teachers to consider
- How often does the inspection process in your school feel supportive rather than performative?
- What are the biggest challenges your school faces in meeting Ofsted standards?
- Do inspectors fully understand your school’s unique context during evaluations?
- How can you empower staff to highlight the school’s strengths to inspectors?
- What steps could Ofsted take to support your school’s goals more effectively?
- What can leaders do to encourage a positive culture around inspections?
- How does your school implement areas for improvement after inspections?
- Could peer reviews help prepare for or alleviate inspection pressures?
- What benefits might a more open dialogue with inspectors bring?
- Could inspection stress be affecting student and teacher performance? How can this be addressed?
In the research, there is one comment which stands out for me:
Anything can move on, but single-word judgements have to be tackled first. The link now between inspection grades and quite crude measures about what happens to schools is getting in the way of the whole purpose of inspection.
Download the full paper to learn more about these findings.
I totally agree Ross. As a head of 20 years standing, now retired and supporting when Ofsted visit a school, I see and hear a lot of bean counting and little qualitative analysis of the learning students experience. It’s all about National curriculum coverage, retention and recall. Those aspects today’s children can summon up in an instant electronically, so why the obsession? What is given little attention by inspectors is the depth of understanding, ability to apply and synthesise, the knowledge they have acquired.
In the AI dominated world these young people will grow up in, content learning pales compared with having been taught skills of insight and critical analysis. Let’s move to quality, not quantity of learning. A very senior Lead Inspector holding a National brief, told me recently, with a terrifyingly serious face. that it is “curriculum coverage and recall we are evaluating now, not progress in learning. “ Gradgrind would be proud! School Leaders and governors need to resist all such nonsense firmly and publicly.
That’s Ofsted being consistent about being inconsistent again!
Hi Ross – this all resonates so deeply.
The pressure on my schools to tick Ofsted’s boxes ahead of doing what is the right thing for our children is immense. We stay just the right side of the pressure I believe – but it’s a constant struggle.
BTW we have seen inspectors select the ‘bottom’ 20% to see read with an adult in a primary school. This has meant inspectors are judging provision with children just arrived in the UK, and other children referred to speech and language therapy. Bonkers.
We should have put in a formal complaint – but a system that runs on fear stopped us from doing this, until last June. Since then I have entered two formal complaints, the second of which has been upheld, with apology.
Dear Jonathan – thank you for sharing your thoughts. What you say is bonkers; it’s a snapshot and unhelpful to the good work that you’re doing day in day out which is not seen. As for the complaint system, at least you’ve had an apology. It’s a complicated and unfair process…