There’s no doubt about it: Ofsted has been making waves. Not the gleefully-jump-over-while-laughing kind, but the huge, sweepyou-off-your-feet-and-keep-you-submerged-for-seconds-that-feel-like-minutes kind.
The watchdog’s proposed new inspection framework has been praised and criticised by what feels like the entire education sector - and rightly so, as it will have a lasting impact on schools and colleges.
Next up to the podium to voice their opinion on the inspectorate is Frank Coffield, emeritus professor of education at the UCL Institute of Education. He identifies seven “fatal” flaws in Ofsted’s proposals:
1. The four grades have not been dropped
His biggest concern is that the four-point grading system is likely to stay, despite, he says, no evidence that it improves provision, and substantial evidence that it actually causes harm. “If it is politically impossible to do away with grades, grades 3 and 4 should be renamed ‘requires support’ and ‘Requires substantial support’,” he writes.
2. The evidence behind judgements should be provided
Coffield suggests that all Ofsted reports should include detailed information on how the data was sampled, and that the watchdog should use this to help schools improve performance, not as a basis for “high-stakes” judgements.
3. The definition of ‘learning’ is not fit for purpose
“Ofsted’s definition [of learning] is neither fit for purpose nor based on evidence,” he writes. Instead, he proposes: “Learning refers to significant enhancements in knowledge, capabilities, values, attitudes or understanding (including but going beyond the acquisition of factual knowledge) by individuals, groups, organisations or society.”
4. The complaints procedure isn’t fair
At stage 2 of the complaints process, Coffield suggests, a complainant should be able to choose a headteacher or principal from a shortlist and appoint them as an “independent adjudicator”. This adjudicator would then be given the power to overturn Ofsted’s judgements.
5. Inspectors should look at a whole area
“Inspection unintentionally encourages sharp practices, called ‘gaming the system’,” he writes. “Ofsted should inspect the quality of education for all students in the area at the same time and should be given the power to inspect multi-academy trusts.”
6. Ofsted should report to the DfE on systemic problems
Coffield says that the watchdog should report back to the Department for Education on all major problems facing the education system. For example, difficulties in teacher recruitment, turnover and retention, underfunding, overcentralisation, any structural incoherence, fragmentation of the system and endemic turbulence.
7. What constitutes a ‘good’ curriculum?
And finally, they suggest that Ofsted should offer, during the consultation period, a detailed commentary on what it thinks constitutes a “good” and an “outstanding” design, implementation and evaluation of the curriculum.
