Summary
David Bell, Her Majesty's Chief Inspector of Schools (HMCI) heads the Office for Standards in Education (Ofsted) and is formally accountable to Parliament, principally through scrutiny by this Committee. Our regular meetings with Mr Bell and his senior colleagues offer valuable opportunities to scrutinise the work of Ofsted, the operation of Government policies and the work of other organisations which Ofsted inspect.
Our discussions are influenced by matters of public concern as well as the contents of HMCI's annual report[1] and other publications from the inspectorate. For example, much has been made of HMCI's comments on satisfactory provision. The debate on standards of provision should be continued, but needs to be taken forward in a constructive manner. All teachers should be supported to improve further while those who demonstrate the best practice should be encouraged to take their skills into the schools in the most challenging circumstances.
At the end of Ofsted's first year of responsibility for the regulation of childcare in England, parents' access to important information about childcare providers' complaints history has emerged as an important factor in assuring confidence in the registration and regulation process. HMCI's proposals for further refinements to the system are encouraging but the handling of requests for information about complaints, where providers do not consent to disclosure, will be critical.
The progress of the post-compulsory inspections across the sector has provided a fuller picture of the quality of provision than was the case in the preceding annual report when only a small proportion of colleges had been inspected. It is apparent that some refinement of the process is needed to accurately reflect the strengths and weaknesses of the sector, particularly in the area of value-added measures.
The effective coordination of provision in the post compulsory sector remains a challenge. The Learning and Skills Council will have a crucial role in promoting and coordinating services to meet the needs of all students in post compulsory education and bringing to an end the historical focus on the needs of the most able students.
The issue of pupil behaviour remains an important issue in education. More work is needed to establish the extent of, and to reduce, unauthorised absence. Failure to achieve this will inevitably limit the impact of other strategies to raise the attainment of young people in schools.
Pupil referral units have developed an important role in the management of pupil behaviour. HMCI's report on the number of children with special educational needs in such units runs contrary to advice from the Department for Education and Skills. Clear guidance is needed on the placement of pupils with special needs in PRUs and the appropriate resources for them.
Under the terms of the Race Relations Amendment Act 2002 Ofsted has a positive duty to promote race equality. Ofsted has made significant progress in the incorporation of the duty into its role, but it is clear that this work must continue in order to ensure that the positive duty is reflected in the practice of each and every inspector.
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