Ofsted has been warned that its proposed toolkits for assessing teacher training are “underdeveloped”, “imprecise” and could lead to “unacceptable variations” in how inspectors interpret them.
The watchdog is consulting on its plans to introduce new report cards for its inspections of teacher training providers, as well as for school inspections.
In its response to Ofsted’s consultation, the National Association of School-Based Teacher Trainers (NASBTT) raises a number of concerns about the grade descriptors that the watchdog has put forward in its toolkit for initial teacher education (ITE) inspections.
Emma Hollis, chief executive of NASBTT, said it was “unfortunate” that the ITE toolkit was released in “such an underdeveloped state”.
Fears over Ofsted ITE inspection toolkits
The toolkits set out descriptions for ITE providers across the five inspection grades that Ofsted is planning to introduce: “causing concern”, “attention needed”, “secure”, “strong” and “exemplary”.
NASBTT says that some grade descriptors and the intended progression between grades are likely to confuse users of the toolkit - particularly for three evaluation areas: inclusion, teaching and achievement.
The consultation response, seen by Tes, describes the toolkits as “underdeveloped” and adds that the terms used are “at times, imprecise - for example, in key areas there is an over-reliance on subjective terms, which, unless they are clarified, will lead to potentially unacceptable variations in interpretation”.
NASBTT also raises a concern that “the significance of the role of mentors (and programme tutors) does not appear to feature on a consistent basis throughout the toolkit”.
Its consultation response adds: “This is explained, partly, by the unhelpful reference to ‘teachers’ rather than the terminology well understood across our sector: ‘teacher educators’, ‘mentors’, ‘co-ordinators’, ‘programme tutors’.”
The concerns from NASBTT come as Ofsted is facing calls to change its plans for school inspections.
An alternative consultation, launched by two former senior Ofsted inspectors, found that nine in 10 respondents rejected Ofsted’s plans for the new five-point grading scale and the new top grade of “exemplary”.
The Confederation of School Trusts has warned that Ofsted’s plan for a new report card risk the system “becoming more, not less, complex and burdensome - introducing new criteria, more evaluation areas and an approach to grading that could confuse rather than clarify”.
Tes revealed this week that Ofsted has indicated for the first time that it is looking at changing its proposals. Its consultation closes on Monday next week.
NASBTT’s consultation response raises concerns about Ofsted’s planned approach to its highest and lowest grades under its new framework.
It says: “Taken as a cumulative whole, the descriptors for ‘causing concern’ highlight such bad practice as to represent inadequacy rather than ‘cause for concern’.”
NASBTT adds that it seems unlikely that ITE providers will fall into this category based on the current toolkit.
It also raises concerns around Ofsted’s descriptions for the grade “exemplary”.
Ofsted has said that the “exemplary” grade could be given where providers are graded as at least “secure” across all evaluation areas and within “an evaluation area that is consistently strong, there is a feature of practice that could be considered as exemplary”.
Grading concerns
In a covering letter sent to Ofsted chief inspector Sir Martyn Oliver, NASBTT says: “This indicates that being evaluated as ‘exemplary’ is not expected to be possible across all or multiple areas of focus - a departure from previous frameworks where, in the ITE sector, high proportions of providers were found to be consistently ‘outstanding’ (54 per cent in 2024).”
The letter adds: “We do argue, however, that this is not, as badged, a five-point scale. It is, actually, a four-point scale or 4+, as mentioned in the consultation...with ‘exemplary’ being reserved for carefully moderated ‘standout’ aspects of practice.”
The NASBTT consultation response does welcome the removal of headline, single-word effectiveness judgements and deep dives in ITE inspections. It is also positive about Ofsted’s “emphasis on professional dialogue throughout all phases of the inspection process and collaborative approach”.
NASBTT also says it welcomes the intention for inspectors to gather evidence to demonstrate that provision is “secure” and then look at evidencing whether particular, or all, evaluation areas are “strong”.
Ms Hollis said: “It is unfortunate that the ITE toolkit was released in such an underdeveloped state. Currently, it presents very much as a ‘pre-consultation’ piece of work, and more widely we need to ensure that Ofsted’s proposed five-point scale does not head unintentionally towards a driving test-style evaluation.”
NASBTT members include school-centred initial teacher training (SCITT) providers, teaching school hubs and higher education institutions involved in schools-led teacher training.
Ofsted has been approached for comment.
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