Reflections on Ofsted – a personal perspective

Dr Catherine Foley, of the University of Reading’s Institute of Education, writes about the Institute of Education’s recent Ofsted inspection, and why the authority needs reform.

Before May this year, my most recent involvement with an Ofsted inspection had been in the autumn of 2019. They were trialling a new inspection framework, placing a lower emphasis on data and outcomes, and focusing instead upon curriculum and subjects. It was an opportunity to review our progress without the pressure of a full inspection. Instead of an end-point summary outcome or grade, we had reflective, thought-provoking conversations with inspectors. The scrutiny was real, but came without the high stakes and fear of a full inspection. A glimpse of what might be.

After that, events in initial teacher education came thick and fast. The pandemic hit, the new statutory Core Content Framework caused much head-scratching, and the ITT Market Review was announced. 

All of that paled into insignificance in January 2023 when we heard of the death of Head teacher Ruth Perry after the inspection of one of our partnership primary schools, Caversham Primary. Attending the memorial service – a beautiful and heartfelt celebration of Ruth’s life – I felt a palpable feeling of fury at a system so cruel, and so mismatched with its stated aims. The campaign for reform to Ofsted had begun and was given even greater focus by the outcome of the inquest into Ruth’s death.

And for my part, I stayed quiet. I watched on in awe as Ruth’s sister and local Head Teachers took the argument to everyone who would listen – and those who wouldn’t – for a fundamental reform to the present system. As her colleagues so bravely and clearly set out the experience of their inspection and the impact it had. I ran scared – of putting my head above the parapet when we were due an inspection ourselves, of being seen to jump on the bandwagon about a process seen as affecting only schools and settings, when I knew the impact of the same regime on myself and my colleagues.

Meanwhile, we waited. Week after week of the building anxiety and pressure. Wondering whether the inspection team would be knowledgeable, fair, understand ITE and weigh the evidence, or whether we would fall foul of the inspection lottery, a team with little grounding in ITE, the chaos factor of an inspection of multiple phases, tens of school visits, multiple meetings and hundreds of interactions.

During the inspection, days were long – getting in early to prepare, orchestrating meetings, being there to support colleagues, absorbing stress. Sleep suffered, families started to wonder when they would see their loved ones. Those in smaller teams or with more isolated roles managed hours of meetings and scrutiny, fighting their corner with passion and integrity. Confidence grew as we started to enjoy sharing the evidence of what works so well and hearing the feedback inspectors were receiving in schools, but with that a heightened sense of jeopardy as the stakes seemed to grow.

Had the process improved? In the way the inspection was carried out, yes. Inspectors were mindful of the wellbeing of staff, checking on our welfare and whether anyone had any concerns about how the inspection was being conducted. And yet – the pressure remained the same. With recruitment into teacher training challenging and competitive, a negative outcome would be not only gut-wrenching but potentially catastrophic to us as a provider.

As for the outcome – if you search for the report, you can see for yourself. It confirmed what we knew – that 'Transforming lives through education' runs as a golden thread through all programmes at the University of Reading, and that trainees coming to the University have made an excellent choice.

After eight years of waiting, nine days of working flat out throughout the inspection process from call until they left site, visits to 19 schools and settings, focused reviews across the phases, meetings with all layers of the partnership, we had a one-word outcome for each phase, and a 12-page report.

So what now? I hope this is the last time that we will ever be inspected under a one-word summary system, in the same way I hope this will soon become a thing of the past for schools and a fairer system is implemented. The fact that the inspection team carried out the inspection with fairness, respect and sensitivity, does not mitigate the harm caused by the anticipation and experience of the process. If a process were fair and proportionate, inspectors would not have to be trained to spot signs of the harm they were doing by implementing the framework. If the process were constructive, inspectors would be able to share practice, suggest solutions to problems shared by similar providers, and help us to contribute to making the teaching profession a place for everyone with the skills, knowledge, passion and empathy to make a difference to children's lives, rather than being restricted to judgement.

Will we be using content from the reports on our website? Yes. Colleagues worked hard, with skill and integrity over many years, to shape the programmes we have today, and their success deserves to be recognised. But you won't find the one-word judgement in our email signatures, banners, or marketing materials. It's time to stand alongside all those campaigning for change. Ofsted must reform.