The news this month that additional training has been given to Ofsted inspectors due to the distinct challenges that small schools face during inspections is a welcome relief, particularly for 22 of the 40 schools in Diocese of Ely Multi-Academy Trust (DEMAT), each of which has under 150 pupils.
Smaller schools have fewer staff, so making cover arrangements for teachers who are joining meetings with inspectors creates difficulties.
You can imagine our disappointment when we found out that while one of our phonics leads was with an inspector in a deep-dive meeting, another inspector commented that the teaching assistant covering our phonics lead’s class had limited subject knowledge.
We understand that staff covering lessons must have adequate subject knowledge, but to have two inspectors conducting lesson visits and discussions with leaders simultaneously creates logistical challenges that we do not normally face.
Ofsted inspections of small schools
All schools should feel able to put forward their relevant subject lead for an inspection so that they can accurately provide all the context that inspectors need.
While a greater degree of flexibility would be a positive, we are concerned about the suggestion that Ofsted’s Education Inspection Framework (EIF) is not fit for purpose. In my experience, the issue is not so much the framework itself but the interpretation of it that causes problems.
For example, the school inspection handbook states that deep dives will vary depending on the size of school and the inspection team. The truth is that at DEMAT we haven’t seen a difference in the number of inspectors for our smallest schools compared with single-form-entry schools.
The handbook also states that primary schools will receive deep dives in “one or more” foundation subjects. This seems to be entirely down to inspector preference, and we have had to challenge inspectors determining the number of these and also the choice of subjects.
Don’t water down expectations
If small schools have to “block” subject teaching to carefully manage curriculum coverage, it is unreasonable to expect them to be teaching an inspector’s choice of subject.
Small schools are at greater risk of misinterpretation and personal preference influencing inspection outcomes due to a lack of capacity. It limits the opportunities for leaders to challenge inspectors on the day.
But while further clarity is needed, we should guard against falling into the trap of wishing for watered-down expectations for smaller schools.
Why should our pupils miss out on the subject-lead provision that their peers at other schools benefit from? At DEMAT we are focusing on raising the quality of subject leadership and managing the risks of individuals holding responsibility for leading several subjects.
Working together
Many of our smaller schools work closely with other trust schools nearby so the leadership of subjects can be shared, bringing a whole range of benefits, including workload reduction.
These leaders are also able to support during inspections. Similarly, we also have a number of phonics associates who work across the trust.
They can support multiple schools as they work with inspectors to come to an understanding of this area of teaching in the school. Trust senior staff are also present with the headteacher during an inspection in order to support any difficult conversations.
Small schools can and do achieve success in Ofsted inspections. Since January 2022 we have had 15 section 5 inspections in our schools with under 150 pupils. Thirteen of these have resulted in a “good” grade - that’s 87 per cent compared with 62 per cent of schools nationally over a similar period.
Maintaining high standards
Diluting the EIF or having a separate inspection framework for small schools would undermine the hard work of many staff in these schools and create the perception that small schools have a less rigorous inspection. Small schools are not looking for an easy option.
We all want the very best for our children, and that means maintaining the high standards that are rightly set.
We don’t need a new inspection framework - what we need is an improved understanding of how small schools operate, and for the current framework to be used consistently by all.
Adrian Ball is CEO of the Diocese of Ely Multi-Academy Trust (DEMAT)
