Memorandum submitted by the Centre for
Studies on Inclusive Education
I am writing in response to the Education Select
committee's call for evidence into the role and performance of
Ofsted. The key issues that the Centre for Studies on Inclusive
Education (CSIE) would like to bring to your attention are:
1. THE INDEPENDENCE
OF OFSTED
Ofsted has played a key role in the evaluation of
educational provision by examining the effectiveness of provision
offered by individual settings or Local Authorities as well as
undertaking focused reviews of the provision nationally. It is
essential that any inspectorate of the future continues to function
in a capacity which renders it independent from the mechanism
which shapes the educational provision that is made available.
2. THE REMIT
OF OFSTED
Currently inspections of schools listen to the views
of the stake holders who comprise the current school community.
This however, does not take account of the views of those who
live within the schools area of responsibility but do not have
a direct link with the school as parents, staff or governors.
We feel that this is a significant stake holder group whose voices
need to be heard if schools are to be held accountable for their
readiness to provide for the full diversity of learners who live
in the local community.
3. TRAINING OF
INSPECTORS
We acknowledge recent developments in this area but
remain concerned that in assessing provision in regards to equality
and diversity fundamental values upon which judgements are based
may not be shared or understood in the same way by everyone. We
believe that is essential that inspectors clearly understand why
the challenging of all forms of discrimination and prejudice matter
and are committed to equality for all children irrespective of
any perceived or actual difference. This must hold true across
all inspectors irrespective of their own sexual, gender, ethnic,
socio-economic, religious or other personal sense identity. Similarly,
Inspectors must be familiar with the social model of disability.
We recognise that more detailed equalities training may be required
to enable the necessary unified starting point for inspections.
4. EQUALITY AND
DIVERSITY AS
A LIMITING
JUDGEMENT
We believe it is crucial that equality and diversity
remain a limiting judgement as no provision should be granted
the award of "outstanding" where one or more groups
of learners' specific needs are not adequately taken into account.
While this point clearly has links with that raised in (3) concerning
assessment it is about more than this. "The special educational
needs and disability review" (Ofsted, 2010) identified that
young people want successful relationships and friendships; independence;
choice about what to do with their spare time; and the opportunity
to work. These criteria should be considered for all minority
groups within every provision, across all key stages. As the evaluating
body Ofsted must address the Single Equality Duty when
it comes into effect within schools or the legislation will lose
its power.
5. THE ACCOUNTABILITY
OF OFSTED
It is not enough for Ofsted to make suggestions on
ways of improving provision. Ofsted has a central role to play
in helping enforce its own recommendations as its voice is both
respected and powerful. Through assessing how far provision adheres
to the Single Equality Duty, making recommendations where provision
falls short, and both assessing and monitoring the effectiveness
of remedying such shortfalls, Ofsted is in a unique position to
help provision significantly improve to encompass, and meet the
needs of, the full diversity of learners. We believe that part
of Ofsted's role, for example, is to help challenge providers
where parents feel that they have to fight for their child's rights.
Suitable mechanisms need to be in place to enable this to occur.
October 2010
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