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Changes in school governance should be based on regional leaders’ local knowledge, not on unreliable, one-word judgements by inspectors
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Time to end top-down measures that undermine decision-making by parents, teachers and schools, says new report
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Ofsted should split reports into two, with a narrative version for parents and a technical improvement report aimed at school leaders and the regulator
Education advocates call today for a transformative shift in school inspections, urging policy makers to move away from high-stakes, top-down accountability, towards a system that combines high standards with an approach that empowers schools and teachers to innovate and excel.
An over-reliance on punitive control is driving teachers out of the profession and distracting schools from responding to their communities’ needs, according to a new report from IPPR.
Overly simplistic inspection judgements – outstanding, good, requires improvement or inadequate – often trigger abrupt changes to management, fueling a ‘football manager culture’. This conflates the role of Ofsted as an inspectorate, with the regulatory role of Regional Directors whose job is to work locally, supporting excellence across schools, children’s social care and special educational needs and disabilities (SEND).
