Ofsted's Annual Report 2018 - key points

Key messages from Amanda's Spielman's second annual report as chief inspector. This article, and many others, will be included in my next newsletter. Please email [email protected] for subscription details or to view a recent newsletter.

Chief Inspector’s Annual Report: Amanda Spielman’s report praises the overall quality of education with 95% of early years providers and 86% of schools judged as good or outstanding at their last inspection. The report raises issues about provision for pupils with additional needs and outcomes in disadvantaged areas but accepts that schools cannot overcome society’s problems alone. More needs to be done by parents and those responsible for social care, EHC plans, assessing SEND and supporting mental health. Recruiting and retaining teachers is a concern with excessive workload a factor; this is having a disproportionate effect on schools and areas with the biggest challenges.

Last year’s inspections found more use of evidence-based research and discussions about the curriculum. Leaders are encouraged to move the focus away from progress data and tracking which creates unnecessary workload for staff. Instead, allow teachers to focus on their core role: designing the curriculum, sequencing knowledge, ensuring mastery and improving learning; i.e. teaching pupils and making sure they learn the right things. The real substance of education is the curriculum and what is taught matters: early literacy, language and numeracy; and building the foundations in English and maths alongside a broad and balanced curriculum to impart knowledge.

* It is tempting to reach for new ideas or interventions to improve outcomes. But inspection evidence is that success is getting the basics right. Some policy makers may look for the next magic potion to raise standards despite a history of debunked gimmicks. The truth is, we already have the tried and tested ingredients to raise standards.* (*Edited for brevity.*)

Inspections will continue to have a strong focus on reading, especially for less able children. It is hard to overstate the importance of early literacy by reading to children, teaching phonics and supporting children whose parents struggle with literacy. Children starting school with poor vocabulary find learning to read harder than their peers. Learning to read is a key purpose of reception, particularly for disadvantaged children. Schools should recognise the importance of play in the EY curriculum alongside an appropriate balance with direct teaching, essential for children needing to catch up with their peers. Physical development is a crucial part of early years, encouraging children to be active, although good practice can be stifled by concerns about safety. Providers must complete proper risk assessments, but some level of risk is an essential part of childhood. Without it, children’s natural inquisitiveness is stifled. A common-sense approach to risk is needed.

Childhood obesity is a crisis; by the start of primary school, a quarter of children are overweight or obese and it rises to over a third by age 11. Despite calls for schools to have more responsibility for childhood obesity, Ofsted’s research found no links between school interventions and obesity; there is no silver bullet as childhood obesity is an issue for society. Schools make a difference by teaching a well-designed curriculum which includes education about healthy eating and living. Half of parents said that what their children had been taught in school led them to make healthier eating and drinking choices outside school. Pupils said that they were doing more sport and exercise as a result of what school had taught them. Teachers cannot take on the job of health professionals, parents and other roles that are demanded of them on an almost daily basis, including toilet training.

In January, consultation starts on a new inspection framework that has 4 main judgements: quality of education; behaviour and attitudes; personal development; and leadership and management. Ofsted is seeking to remove the exemption from inspection for outstanding schools; although concerns are raised by performance data, others may not, such as a narrow curriculum. 150 outstanding schools were inspected last year with 67% receiving a lower grade, at times due to safeguarding. A new framework for inspecting initial teacher education will begin in 2020 to be aligned with the school inspection framework from Sept 2019. It will consider how well trainee teachers are being prepared to provide pupils with the deep knowledge needed to succeed at school.

Although MATs have many responsibilities, Ofsted cannot inspect them directly. However, they are seeking more accountability; within Ofsted’s existing powers, changes are taking place from Dec 2018 to look at the quality of education across a MAT by introducing summary evaluations. Ofsted will inspect schools in a MAT that are due a visit, but rather than doing so in a single week, the inspections will be carried out over 1 or 2 terms. This will allow time to identify and discuss common themes with the leaders of MATs once all of the separate inspections are complete. The new evaluations will look at high-performing MATs as well as others where Ofsted has concerns.

Last year, inspections of LAs showed fewer inadequate judgements and improving grades. LAs achieved this by; communicating a child-focused vision across the council, having clear plans for improvement, commissioning effective services, and showing an understanding of frontline practice. This requires quality assurance and regular feedback from children, families and staff. However, too many areas have poor SEND provision, EHC plans vary in quality with weak contributions from care services. Whilst statutory services for children have been protected, funding reductions in other areas, such as preventative children’s services, mean that LAs are less able to intervene early. These issues have contributed to the gap in outcomes for SEND children widening with their peers.

Last year, Ofsted received 11,000 complaints about schools; they will investigate ‘qualifying complaints’ about serious whole-school issues. These complaints help to determine whether to inspect a school earlier than scheduled. Ofsted is aware of 500 schools stuck in a cycle of poor performance for 10 years. DfE policy is turning inadequate maintained schools into academies or rebrokering academies to a strong MAT. However, there is a lack of suitable sponsors and concerns about the demands on the best MATs and leaders. Ofsted is working with the DfE to find effective measures for school improvement in these cases. Ofsted’s policy towards schools with an academy order has changed. Previously, only schools with ineffective safeguarding were monitored but this is now reviewed on for each case; this may be relevant when there is a prolonged period before academisation. If a school is inspected during this time and improves their inspection grade, the academy order may be revoked.

Next year, Ofsted will research ways to reduce workload and improve teacher well-being, manage challenging behaviour, physical development in the EY curriculum, SEND provision, curriculum knowledge and pedagogy in initial teacher training. www.gov.uk/government/publications/ofsted-annual-report-201718-education-childrens-services-and-skills