The 鈥渂ig listen鈥 consultation for school staff, education organisations and parents will ask for views on schools, safeguarding, SEND, teacher training, social care and further education. is based on four 鈥減riorities鈥: how Ofsted reports on findings, carries out inspections, the impact inspection has and the organisation鈥檚 culture. Here鈥檚 what you need to know鈥 Reporting: Disadvantaged pupil push Ofsted鈥檚 question sets out the 鈥渁ims that we believe every report should cover鈥, and asks for views on how important they are. Ofsted chief Sir Martyn Oliver They include making 鈥渃lear how inspectors have considered pupils鈥 outcomes鈥, and how well the 鈥渕ost disadvantaged pupils learn, achieve and are supported鈥. The question also asks if respondents think it is important for reports to cover the 鈥減erformance of the wider group (such as the multi-academy trust, diocese or chain of independent schools) 鈥 but points out Ofsted 鈥渄oes not have authority to do this currently鈥. There is no specific question on whether single-phrase judgments should be scrapped, but there is a free text box which can be used to give views on that issue. Inspection: Consider school鈥檚 local area This question states that inspection should 鈥渘ot be a process to 鈥榞et through鈥欌 and should be an 鈥渙pportunity for schools to showcase good practice and understand where they can improve鈥. It states Ofsted鈥檚 鈥渁mbitions鈥 for what inspections should do and again asks for a rating for importance. These include inspections being carried out in a way that鈥檚 鈥渃onsistent鈥 from place to place, across phases of education and different types of schools. Other ambitions are for inspections to be 鈥渓ong enough鈥 to reach 鈥渁ccurate judgments鈥 and for a 鈥渟hort but appropriate鈥 notice period, and that they 鈥渃onsider the context of the school鈥檚 local area鈥. Impact: Off-rolling 鈥榰nintended consequence鈥 This question states that Ofsted wants to 鈥渆nsure our inspections do not have unintended consequences鈥. This includes 鈥渦nintentionally leading to schools to exclude pupils too readily, putting children at risk by not using their exclusion powers, or placing children off site in unsuitable alternative provision鈥. It asks if respondents agree with a set of statements including that Ofsted has 鈥渆qual impact on the performance of schools, regardless of size, location or type鈥. Another says: 鈥淎n unintended consequence of Ofsted鈥檚 inspection process is that schools exclude, suspend, 鈥榦ff-roll鈥 or place pupils off site.鈥 Culture: Openness and feedback Ofsted asks for comments about its 鈥渙penness and how easy it is to provide feedback to help us improve鈥. Similar questions are included in the sections on SEND and teacher training. Safeguarding: Ofsted 鈥榗ould withhold鈥 reports Ofsted is asking respondents to state whether they think safeguarding should be a separate judgement from the leadership and management judgement. They are also asking whether, given the 鈥渋mportance鈥 of safeguarding, it should be inspected 鈥渕ore regularly than other areas鈥. Ofsted already made a change to inspections last year, allowing schools that failed on 鈥渕inor鈥 safeguarding issues alone to be reinspected within three months to give them time to put matters right. But Ofsted is 鈥渃onsidering changing鈥 its approach again to 鈥渨ithhold finalising a judgement for three months to allow the school to fix the issues鈥. This would apply only to schools where safeguarding was ineffective, but the school was 鈥榞ood鈥 or better in other areas. The school would then be reinspected after three months with a report then published. There is no further detail. SEND: Do inspections make schools less inclusive? Ofsted has a section of its consultation dedicated to SEND and AP inspections. Respondents are asked to rate the importance of looking at 鈥渉ow well the provider or service is performing in relation to the quality of local SEND or support services鈥 and 鈥渉ow effectively the provider or service works with partners to address the needs of children with SEND in the local area鈥. It also asks respondents to rate ambitions for inspection practice, including using outcomes data to 鈥渦nderstand whether the school, AP, service or wider local area partnership is offering them a positive experience that will improve their future outcomes鈥. It asks again if an 鈥渦nintended鈥 consequence of inspections is that mainstream schools 鈥渆xclude, suspend, off-roll or place off-site pupils in SEND鈥, or they become less inclusive. They are also asked if Ofsted should have an oversight role for 鈥渟maller unregulated settings such as unregistered AP鈥. Teacher training: Combined inspections? Views are sought on whether Ofsted should 鈥渃onsolidate our inspection practices where possible鈥. It gives the example of a provider doing multiple teacher training, early career framework and national professional qualifications courses, and whether we should 鈥渋nspect all of them at the same time鈥. You .
Sandy Cameron 8 March 2024 “how well the 鈥渕ost disadvantaged pupils learn, achieve and are supported鈥.” Why not “pupils of all abilities”? What is the argument for a particular focus on one group of pupils over another? After all, there is plenty of evidence of underachievement by children of average and above average ability, and by children with no defined, designated or diagnosed disadvantage. Could it be that this is a tacit acknowledgement that publicly funded education is only about getting children to a basic level, and in any case, those who are “advantaged” will get on in life regardless?
wendy smith 9 April 2024 How we treat the most vulnerable in our society says a lot. The most disadvantaged have greater need as they may have access to less experiences opportunities or need extra support. An establishment who gives them equal access and that means more support not just letting them attend and leaving them in isolation in a cupboard. Is likely to have good provision for everyone.