There is little evidence that the current regime helps schools to improve – and plenty of evidence that a better system is needed
It is the one thing that every state headteacher fears. A single bad Ofsted grade has the power to condemn a school to failure. The recent death of the primary headteacher Ruth Perry, who took her own life while awaiting a report that downgraded her school from “outstanding” to “inadequate”, has reignited a debate about the watchdog’s purpose. It is widely loathed by the profession it scrutinises. Its punitive inspections have been cited as a factor in high attrition rates. Even its chief inspector, Amanda Spielman, in her first interview since Ms Perry’s death, admitted that a “culture of fear” surrounds the current system.
In England, Ofsted’s purpose is ostensibly to raise the standards of education. Yet there is little evidence that its inspections achieve this. The National Audit Office delivered a scathing verdict in 2018 that Ofsted “does not know whether its school inspections are having the intended impact”. Inspectors can lack experience in the age range or subject they are tasked with scrutinising. Since its creation almost 30 years ago, Ofsted has not published any research showing that its judgments accurately reflect the quality of education that schools provide. Uncertainty about the purpose of inspections is reflected in Ofsted’s changing framework, which has been overhauled five times in the last nine years.
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