The role and performance of Ofsted

Memorandum submitted by Stonewall

1. Stonewall welcomes the opportunity to respond to the Education Committee’s inquiry into Ofsted’s role and performance.

2. Stonewall is a national organisation that has campaigned for equality for the 3.7 million lesbian, gay and bisexual (LGB) people across Britain since 1989. In 2005, Stonewall launched its Education for All campaign against homophobic bullying to create a safe and inclusive learning environment in which all young people can focus on their education and have the opportunity to fulfil their potential. To achieve this, Stonewall works with national and regional government and national agencies such as Ofsted. In March 2010 Stonewall trained Ofsted inspectors to help prevent and tackle homophobic bullying in Britain’s schools as part of Inspector Development Seminars.

3. Stonewall works with 42 local authorities through the Education Champions programme and supports them in helping their local schools tackle homophobic bullying.

4. The Youth Volunteering Programme empowers young people to run their own campaigns against homophobic bullying in their schools and local communities and encourages active citizenship.

5. Stonewall also works with employers through the Diversity Champions programme and helps them make their workplace one where everyone can be themselves. Ofsted is a member of the Diversity Champions programme. Stonewall welcomes Ofsted’s Single Equality Scheme 2010-2013 and that Ofsted aims to achieve a place in the top 100 employers in Stonewall’s Workplace Equality Index in the next three years.

Summary

6. Ofsted’s purpose of inspection should be to ensure high quality of teaching and leadership, behaviour and safety, and pupil attainment. It should promote good behaviour and drive up attainment for all children and young people . Furthermore, Ofsted should help schools tackle homophobic bullying effectively and teach inclusively in line with the Equality Act 2010 and the forthcoming Single Equality Duty.

7. Many teachers do not feel they have the confidence or skills to tackle homophobic bullying and to teach inclusively, leading to many children and young people experienc ing homophobic bullying . The result is a negative imp act on pupil s ’ attainment, engagement and safety. Ofsted inspections can therefore have a great impact on school improvement . This can be achieved by e nsuring that all teachers and school staff receive high quality training on how to effecti vely tackle homophobic bullying and on how to teach inclusively . S chools should also be aware of best practice to create a safe and inclusive learning environment .

8. Ofsted’s performance in carrying out its work will be evaluated by those affected by it. This requires Ofsted to break down barriers which might deter vulnerable groups, such as young people who experience bullying and LGB parents, to engage with Ofsted.

9. Consistency and quality of Ofsted inspection teams can be achieved by ensuring an inclusive organisational culture where diversity is valued. It furthermore requires addressing inspectors’ training needs to enable them to identify homophobic bullying and recognise where the needs of LGB young people are not met.

10. Homophobic bullying and diversity issues with regard to sexual orientation have not been given much weight in the past and are therefore likely to require additional attention and resources. This is also to ensure the Government’s pledge to help schools tackle homophobic bullying is implemented effectively.

11. It is very important that schools operating with greater autonomy can be held to account on issues including homophobic bullying, equality and diversity and compliance with the Equality Act 2010. It is therefore very important that clear, simple and accessible mechanisms are in place for reporting grievances to Ofsted and for making complaints.

Purposes of inspection

12. Stonewall welcomes the Secretary of State for Education , Michael Gove’s, announcement that Ofsted should inspect the quality of teaching, the quality of leadership, behaviour and safety, and pupil attainment.

13. Ofsted’s inspections should serve the purpose of promoting good behaviour and drive up attainment for all children and young people, ensuring they are able to reach their full potential. In order to facilitate this, Ofsted inspections should ensure that children and young people can focus on their education and attainment , free from fear of bullying .

14. Ofsted should therefore help combat discriminatory behaviour and encourag e respect for difference and diversity. This includes e nsuring that the Government’s pledge to help schools tackle homoph obic bullying , as stated in the Government document " Working for Lesbian, Gay, Bisexual and Transgender Equality ", is put into practice . Tackling all forms of bullying, including homophobic bullying is also of great importance in the endeavour to guarantee pupils’ and young people’s safety.

15. Ofsted plays a n important role in ensuring compliance with the Equality Act 2010 which from April 2011 will require public bodies to eradicate discrimination, advance equality of opportunity and further good relations through the new Single Equality Duty.

16. A n important part of realising the objectives above is to en sur e the quality and effectiveness of leadership, creating inclusive learning environments and promoting a h igh quality of teaching which is relevant to all young people . This is also necessary to ensure all children and young people are prepared for life in a diverse society and are able to play an active role in creating a more cohesive, a more responsible and a more engaged society.

17. As detailed below, Stonewall research has identified that most teachers currently do not feel equipped to meet the needs of LGB young people and provide them with the information they need in order to stay safe . Nine out of ten school staff have not received any training on how to tackle homophobic bullying. In order to ensure all pupils can focus on their education and fulfil their potential, Ofsted inspections should ensure that all school staff receive training which prepares them to effectively combat homophobic bullying and teach inclusively .

18. Stonewall has produced a great number of resources which can help prepare school staff. These resources include guides for teachers and school staff on challenging homophobic language; supporting lesbian, gay and bisexual young people and on including different families. Materials also comprise Spell It Out , a training DVD for secondary school teachers .

19. Ofsted should seek to highlight examples of best practice in all the above areas and promote their replication.

The impact of the inspection process on school improvement

20. Ofsted inspections can have a great impact on school improvement by ensuring that homophobic bullying is tackled and that by teaching inclusively, all children and young people receive information relevant to them are prepared for life in a diverse society.

21. Section 28 of the local government act prohibited the ‘promotion of homosexuality’ in schools and labelled gay families as ‘pretend families’. Although repealed in 2003, this legislation has left a legacy of homophobic attitudes and bullying in many education institutions and schools. Stonewall’s Education for All campaign was launched in 2005 to combat the effects of this legacy through research and by producing resources for schools and those working with young people.

22. Stonewall’s 2007 research on the experiences of LGB young people at school, The School Report, highlighted that 65 per cent of LGB young people have experienced homophobic bullying and seven out of ten state that this has had an impact on their school work. Half of LGB pupils who have experienced homophobic bullying have skipped school at some point because of it. One in five has skipped school more than six times.

23. Furthermore 58 per cent of lesbian and gay pupils who experience bullying never report it. If they do, 62 per cent of the time nothing is done. This is an indicator that the environment in many settings such as schools and colleges is not one where pupils feel they can speak to adults about homophobic bullying nor feel future occurrences will be prevented. However, LGB young people who go to schools that state homophobic bullying is wrong are nearly 70 per cent more likely to feel safe at school and 60 per cent more likely not to have been bullied.

24. The Teachers’ Report, based on a YouGov poll with over 2,000 primary and secondary school teachers showed that teachers think homophobic bullying as the most common form of bullying after bullying because of weight. However, two in three secondary school staff and more than two in five primary school staff who hear homophobic language such as ‘you’re so gay’ or ‘that’s so gay’ do not always respond.

25. The Teachers’ Report also highlighted that nine out of ten primary and secondary school teachers and non-teaching staff have not received any specific training on how to tackle homophobic bullying.

26. More than a quarter of secondary school staff (28 per cent) say they would not feel confident in supporting a pupil who decided to come out to them as lesbian, gay or bisexual. Forty per cent would not feel confident in providing pupils with information, advice and guidance on gay issues. This means that the needs of LGB young people are often not met. This lack of a supportive environment can mean that young people who experience homophobic bullying are at a greater risk of not achieving their full potential. It also means that many young people are not adequately prepared for life in a diverse society.

27. The School Report also found that seven out of ten LGB young people have never been taught about lesbian and gay people or seen lesbian and gay issues addressed in class. However, those pupils who have been taught about lesbian and gay issues in a way they find positive, are also more likely to feel supported at school. They are 40 per cent more likely to feel part of their school community and feel that their school notices when they are good at something. They are also 60 per cent more likely to be happy at school and 40 per cent more likely to feel respected.

28. Inclusive teaching decreases homophobic bullying and p upils also need to receive relevant information which empowers them to make informed decisions about their personal wellbeing. I f taught well, high quality sex and relationship education contributes to that and is invaluable in providing young people with an education that reflects the reality and diversity of modern Britain .

29. Children and young people who don’t feel included or who don’t feel their family is recognised are likely to be less engaged in learning and those unable to concentrate on their education because of fear of bullying are unlikely to achieve their full potential and play an active part in creating a more cohesive, more engaged and more responsible society.

30. Therefore Ofsted can help schools improve their performance by inspecting for these factors and by highlighting and disseminating good practice.

31. Ofsted inspections and regulations furthermore play a crucial role in ensuring high quality of school staff training which enables head teachers, teachers and other school staff to help all pupils achieve their full potential in an inclusive environment.

The performance of Ofsted in carrying out its work

32. Ofsted’s performance in carrying out its work will be evaluated mainly by those affected by inspections and by its service users. In order to ensure Ofsted’s performance meets its aims and objectives, it is therefore important to monitor the complaints it receives for any issues affecting marginalised and potentially vulnerable groups such as young people experiencing homophobic bullying and gay parents. This requires engaging diverse groups to ensure they feel able to log complaints with Ofsted on issues relating to discrimination and other areas and to participate visibly.

33. In order for pupils, parents and other service users to feel able to report grievances relating to sexual orientation or homophobic bullying, they have to know that their complaints will be taken seriously. It is therefore important that Ofsted ensures it identifies and addresses any barriers to reach vulnerable groups.

34. Ofsted managers need support and training to enable them to advance equality in line with the Equality Act 2010 and the forthcoming Public Duty. Senior management champions for diversity and management buy-in is crucial to ensure an inclusive culture within the organisation. This is necessary to send a clear message that equality and diversity are taken seriously and to effectively inspect for compliance in other institutions. As a member of the Stonewall Diversity Champions, Ofsted has made an important step towards making its workplace one where everyone feels they can be themselves and in improving outcomes for children and young people.

The consistency and quality of inspection teams in the Ofsted inspection process

35. Stonewall training of Ofsted inspectors has highlighted that there is a need amongst inspectors for raising awareness of LGB issues and training to enable all inspectors to identify homophobic bullying when it occurs.

36. To ensure the consistency and quality of the inspection process require well trained inspectors who know how to recognise homophobic bullying and know how to identify whether the needs of all young people and other service users, including those who are LGB, are met. It is also important for all inspectors to receive clear guidance alongside the training and that they are aware of existing best practice.

The weight given to different factors within the inspection process

37. Homophobic attitudes, bullying and diversity on grounds of sexual orientation have not been given much attention by schools in the past. It is therefore important to recognise that in order to ensure the Government’s pledge to help schools tackle homophobic bullying is implemented effectively, additional attention to the issue and resources might be required.

The role of Ofsted in providing an accountability mechanism for schools operating with greater autonomy

38. Consistent and high quality inspections are important to hold schools and other services accountable and to ensure they comply with their duties under the Equality Act 2010. This is especially important with regard to schools and academies operating with greater autonomy outside of local authority control and scrutiny.

39. Parents, school staff, children, young people and other service users should have access to a simple mechanism for reporting grievances and for making complaints to Ofsted about non-compliance with the Equality Act 2010, shortcomings in the quality of teaching and leadership or discriminatory behaviour. Clear procedures are needed to follow up and investigate these complaints as well as guidelines on how to rectify shortcomings and failure, for example in compliance with the Equality Duty.

October 2010