Ofsted has been warned that combining attendance and behaviour evaluation areas into a single judgement risks “punishing” schools in difficult contexts and masking schools’ successes.

Ofsted’s original plans for its inspection framework entailed the two areas being evaluated separately. However, it combined them into one judgement area following feedback from the sector and other stakeholders.

However, concerns are emerging after the first three months of the inspections that this approach is not working and means schools’ work on behaviour is not always being reflected in the overall grade.

Ofsted’s new inspections see the watchdog assess schools using a new five-point grading scale across six evaluation areas, including attendance and behaviour.

The five grades are “exceptional”, “strong standard”, “expected standard”, “needs attention” and “urgent improvement”.

The school watchdog, when asked by Tes, did not provide further evidence or details on what feedback this decision was based on.

Attendance bigger concern than behaviour

Analysis carried out by Tes using the Watchsted data tool found that 14 schools had so far received a “needs attention” grade for the attendance and behaviour evaluation area in published school report cards.

These reports all contain criticisms connected to attendance, but just three mention concerns about behaviour, with the majority of these schools being praised in this area.

It comes after Ofsted chief inspector Sir Martyn Oliver admitted last month that he was “bothered” by the combining of the two areas.

One concerned school leader has told Tes about the “frustrating” experience of being marked down for attendance levels, despite the school showing a positive impact on behaviour.

Bishop Henderson Church of England Primary School in Radstock, Somerset, received a “needs attention” for its attendance and behaviour because it was checking attendance data monthly, rather than weekly.

“It was suggested that, because we weren’t looking at attendance weekly, that wasn’t enough, which is frustrating,” said headteacher Chris Lane.

He added: “The mixed messages from the government are really difficult to manage. For instance, the NHS says if you’re not feeling well, keep off work.”

Attendance continues to be a national issue for schools. Recent data showed that the number of fines issued to parents for unauthorised term-time family holidays has increased, and the pupil absence rate remains above pre-Covid levels.

To reach the “expected standard”, Ofsted’s inspection toolkits - which are used to determine how grades are arrived at - state that overall attendance should be “broadly in line with national averages” or show an “improving trend over time”.

Another school had its grade for attendance and behaviour marked down for not meeting national attendance averages, despite being commended for making improvements.

“You can be showing everything that you’re doing to improve, but [Ofsted] won’t budge from the data,” said the school leader, who asked to remain anonymous.

“It’s not fair. I’ve got to battle with the fact that parents will only see the orange and think, ‘That’s not very good.’ It’s going to impact school choices.”

Ofsted should ‘reconsider’ methodology

Andy Jordan, inspection and accountability specialist at the Association of School and College Leaders, warned that the current model “actively punishes schools that are operating in more challenging contexts and finding it more difficult to meet these national benchmarks”.

If a school’s attendance is only in line with national averages, they are limited to a grade of “expected standard”, Mr Jordan said, even if Ofsted has judged behaviour to be exceptional.

“This hardly seems fair, and we would like Ofsted to reconsider their methodology to ensure schools are properly credited for the good work they are doing in difficult circumstances.”

Headteachers’ Roundtable, a non-party political group of school leaders, echoed concerns about the combined approach.

“We are hearing that the implementation of the new framework is not without difficulty, in particular where the ‘secure fit’ approach to behaviour and attendance is leading to strengths in one aspect being held down by the journey to improvement in the other,” a spokesperson said.

“This model does not appear to adequately reward the hard work and impact of leaders supporting young people in often very difficult circumstances,” the Headteachers’ Roundtable warned.

Ofsted’s chief inspector, Sir Martyn Oliver, has already raised concerns about the two areas being combined into a single evaluation area.

Speaking at the Bett UK show in London last month, he said: “It was very clear from many people, many organisations, including large organisations, saying very clearly, ‘There are too many areas [and] we want to see a number of them combined.’

“And the areas that they talked about combining were curriculum and teaching, and attendance and behaviour. And I have to say, it did bother me tremendously. And so there is something that I am watching there.”

Attendance and behaviour ‘artificially conflated’

Mr Lane is also calling on Ofsted to separate the two areas.

“Attendance and behaviour need to be separated because I just don’t think they link,” he said. “You could argue that if you’ve got poor behaviour, you might have poor attendance; but our behaviour is very good, [although] we still need to work on attendance. I don’t think there is a link there.”

Lynsey Holzer, CEO of Active Learning Trust, which runs 16 primaries, two special schools, two secondaries and an all-through school, said: “Ofsted originally had these separated for good reason and in my opinion, this would be much better as they are different areas and the more precise we can be, the better.

“They are artificially conflated. We haven’t had any schools with this issue yet, but I can see this being an issue and several colleagues I’ve spoken to have.”

Ofsted has been approached for a comment.

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