Ofsted has unveiled plans to overhaul the school inspection system in England, introducing a new rating model that aims to provide a more detailed and nuanced assessment of schools. The proposed changes come in response to widespread criticism of the previous system, which relied on a single overall effectiveness grade.
How were schools previously rated?
Under the previous system, schools in England were assigned one of four judgments:
- Outstanding
- Good
- Requires Improvement
- Inadequate
This grading approach was heavily criticised, particularly after the tragic case of Ruth Perry, the headteacher of Caversham Primary School in Reading, who took her own life following an Ofsted inspection. Her school was downgraded from “outstanding” to “inadequate” due to safeguarding concerns. A coroner later ruled that the inspection had contributed to her death. This event intensified calls for reform, with teachers, parents, and unions arguing that a single-word rating failed to reflect the complexities of school performance.
What do parents and teachers want from inspections?
As part of a consultation process called the Big Listen, Ofsted sought feedback from parents, carers, and education professionals. The majority of respondents agreed that the overall effectiveness grade should be scrapped in favour of a more detailed and balanced evaluation system. However, opinions differed on the best approach:
- Parents and carers preferred a clear assessment of various performance categories.
- Education professionals favoured narrative descriptions that provided a broader picture of strengths and weaknesses.
What are the key changes proposed by Ofsted?
The new model would see schools assessed across multiple areas using a five-point, colour-coded scale. Instead of a single judgment, schools would receive a report card detailing their strengths and areas for improvement.
Sir Martyn Oliver, Ofsted’s Chief Inspector, described the new system as similar to a child’s school report card, offering a more balanced and fair assessment. He argued that this approach would allow inspectors to “highlight poor practice with more precision – pointing laser-like to specific issues, not shining a floodlight on the whole provider.”
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Schools would be rated in key areas such as:
- Leadership and governance
- Curriculum quality
- Teaching development
- Student achievement
- Behaviour and attitudes
- Attendance
- Personal development and well-being
- Inclusion
Each area would receive a colour-coded rating, ranging from red (“causing concern”) to shades of green, with “exemplary” being the highest rating. Unlike the previous system, safeguarding will not be graded on the five-point scale. Instead, it will be assessed as either “met” or “not met”.
For early years providers, the assessment criteria will also include aspects such as behaviour, attitudes, and establishing routines.
How will schools be supported when weaknesses are identified?
Ofsted proposes that schools requiring improvement will receive monitoring calls and visits to ensure they are making progress. This support will be extended to any school receiving an “attention needed” rating in any evaluation area. The monitoring process will continue only as long as necessary to see a tangible impact on students.
Reaction to the proposed changes
While the new model aims to address concerns about fairness and clarity, it has already faced criticism. Paul Whiteman, General Secretary of the National Association of Head Teachers (NAHT), described the proposals as “an inspectorate determined to hold on to a model of inspection that is long past its sell-by date.” Many in the education sector remain sceptical about whether these reforms will ease pressure on schools and teachers.
The consultation on these changes is ongoing, with stakeholders keenly watching to see how Ofsted refines its approach before implementation.
