The role and performance of Ofsted

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