Ofsted’s school inspections have been under “tremendous pressure” for two years because inspectors have had no exam data to work with, the chief inspector has admitted.
Amanda Spielman told the Confederation of School Trusts (CST) conference today that the decision to withhold assessment data during the pandemic had been a “huge challenge” for the inspectorate.
But she added Ofsted was now working with the Education Inspection Framework (EIF) as intended, with data playing a “significant role”.
Ms Spielman also told the audience that she thought multi-academy trust (MAT) inspections were not likely to happen in the near future but added that it was inevitable they would be introduced at some point.
During a question and answer session, CST deputy chief executive Steve Rollett asked Ms Spielman whether there had been any unintended consequences resulting from the framework that she had brought in - and which he said she would be most remembered for.
Ms Spielman said: “The EIF has been put under tremendous pressure for the two years we had to inspect with no data at all, because a decision was taken to withhold the 2020 and 2021 results.
“So it has been a huge challenge for us inspecting with nothing more recent than 2019 data.
“We are [now] back to the EIF as we intended with results playing a significant role...to test and make sure that what appears to them really is a reflection of true quality,” she added.
Ofsted’s new framework was launched in September 2019 with the intention of putting an increased emphasis on the curriculum, to form part of a new “quality of education” judgement.
Under the EIF, the watchdog assesses the intent, implementation and impact of the curriculum and also carries out deep dives in particular subjects at primary and secondary as part of the process.
However, the introduction of the new curriculum-focused inspections was derailed after just one term when schools were closed and assessments postponed or replaced owing to the Covid pandemic.
Ms Spielman outlined today how the subsequent lack of exam results data in 2020 and 2021 impacted inspections.
Department for Education accountability guidance from last month highlights how Ofsted said last year that 2022 outcomes would be used with caution following the resumption of national tests and exams.
However, it adds that 2022-23 performance data will be used to inform inspection in the normal way. “This means, as set out in Ofsted’s school inspection handbook, inspectors will use nationally published school performance data as a starting point on inspection, where it is available,” the guidance reads.
MAT inspections ‘inevitable’
On MAT inspections Ms Spielman said: “Accountability should sit with decision makers, and the way we inspect and record should hold decision makers to account.
“In many instances, that means academy trusts. But the ability to inspect trusts is not something that we currently have.
“I don’t want to dwell too much on this, it is a decision for government to make and it’s not likely to change in the near future.”
However she was then asked during the Q&A with Mr Rollett if MAT inspections were inevitable and she said she thought this was the case.
During her speech, Ms Spielman also talked about the CST conference theme of “belonging” in the context of school attendance.
She added: “Children belonging in school has never been more important. It’s not just about the education they missed during the pandemic, it’s the wider benefits of going to school.”
She said these include the “long, slow process of socialisation and understanding the expectations of society, and learning to adapt and thrive among their peers”.
“All of these things need steady attendance and participation so schools’ job has got a lot harder.
“I regularly have raised concerns about the damage the pandemic has done to the social contract - the clear expectation that parents should get their children to school every day,” she added.
“We obviously need to emphasise the importance of year-round attendance. Expectation does need to be clear - there will always be some parts of school life that a child is less keen on than others but it is not something that you can pick and choose.
“This used to be well understood but since the pandemic, the waters have got a bit muddied.”
