School leaders in Wales have described the inspection process as “too authoritarian” and “at times disrespectful”, in a study of headteachers’ experiences of inspection.
The detailed interviews with four school leaders reflect an “overwhelmingly negative view of inspection”.
This, the study says, was “not so much fuelled by their inspection outcomes (and whether or not they thought they had been harshly treated in the award of inspection judgements), but by the way in which the inspections themselves were conducted”.
‘Anxiety and fear’ over school inspections
The independent study by Dr Gareth Evans, an academic based at the University of Wales Trinity Saint David, finds that the school leaders - who received different inspection outcomes and were in schools of different sizes, type and location - “were in broad agreement that the inspectors themselves did not communicate appropriately with school staff, were too authoritarian and were at times disrespectful”.
It adds: “This contributed to an ‘us versus them’ mentality and instilled in school leaders feelings of rejection, failure, anxiety and fear.”
One of the four school leaders described inspectors as “power mad…to the point it was unpleasant”.
Another described inspection as being akin to “someone coming into your house and ransacking it, [and] then telling you what’s wrong with it and leaving it in a mess”.
Now the researcher, Dr Evans, is calling for schools inspectorate Estyn “to review its guidance for inspectors, with particular focus on the behaviours expected of them during the inspection process”.
The school leaders were interviewed in summer 2022 and their experience of inspection relates to the 2016-2022 inspection cycle.
They had no experience, therefore, of the new inspection arrangements introduced by Estyn in 2022, which included the phasing out of summative judgements. Further revision to inspections are also due to come into place from September 2024.
The actions of inspectors
However, Dr Evans argued that the findings remain relevant because they focus on the actions of inspectors not the overall inspection arrangements.
“This research serves as a useful reminder that the way in which inspections are conducted is as much an issue for school leaders as the mechanics of the process itself,” he said.
Dr Evans acknowledged that the study was small-scale and therefore “not generalisable, nor representative of the wider school population”.
However, he said: “The strength of feeling among those interviewed suggests that the way in which inspections are carried out could be improved.”
He added that this was particularly important “when educators across Wales are battling a number of shared challenges”.
The introduction of Curriculum for Wales in all schools started this academic year, while new qualifications are also on the horizon.
Teacher welfare an ‘overriding’ priority
An Estyn spokesperson said: ”Estyn has, over a number of years, been working to ensure that our inspections support the improvement journey of our schools, challenging where necessary but also highlighting best practice.
“The welfare of teachers and senior leaders has been an overriding theme, particularly through our commitment to peer inspectors and the involvement of a school-based nominee (usually the headteacher) becoming part of the inspection team.”
The spokesperson added: ”Whilst, of course, useful, the research referred to here is based on an extremely small sample of four headteachers and whilst we take the comments very seriously, they cannot be viewed as representative of the 400-plus inspections we conduct every year.
“In addition, they are certainly at odds with recent feedback received, not least from our recent headteachers’ conference.”
Estyn also highlighted its recent public consultation on proposed new ways of working.
The spokesperson said: “The majority of responses into new inspection arrangements for schools welcomed our proposal for more regular engagement with schools. It should be noted that the most recent major review into school improvement in Wales highlighted the positive way Estyn is regarded by headteachers across Wales.”
