Is Ofsted on the right track?

This is an edited version of an article that appeared in The Yorkshire Post on 9 February 2025 in which Matt Bromley cautiously welcomes Ofsted‘s focus on inclusion…

Earlier this month, Ofsted published proposals for a new system of inspection for schools and other education settings. Partly in response to the tragic death of headteacher Ruth Perry, the inspectorate intends to move away from one-word judgments such as ‘outstanding’ and ‘inadequate’, in favour of a more nuanced report card system.

Though still out for consultation, the proposed report currently consists of ten categories, each rated on a 5-point scale from ‘causing concern’ to ‘exemplary’.

The proposals have divided opinion in the education sector with some school leaders claiming Ofsted is retaining the worst elements of the current regime whilst also making the process of inspection more convoluted for school staff and the resultant reports more confusing for parents.

Whilst there is a risk that these proposals will make inspections more bureaucratic for schools, there are, I think, some changes to (cautiously) celebrate…

Firstly, the 5-point scale should allow inspectors to highlight success when things are working well, provide reassurance that school leaders are taking the right action where improvement is needed, and identify where more urgent action is required to avoid standards declining further. This approach, says Ofsted, should help reduce pressure on school staff by presenting a balanced picture of practice across more areas, not a single overall grade.  Having ‘safeguarding’ as a standalone judgment should also prevent an isolated safety incident condemning a school to a failed inspection.

Secondly, inspections will be better contextualised, taking account of each school’s circumstances, rather than applying a ‘one size fits all’ model. Not only will there be different frameworks for different types of setting, but pupil characteristics and local area demographics will also be considered when reaching judgments, recognising that schools face different challenges, and success does not always look the same.

For example, a school which serves a deprived community will be judged on whether they are working hard to overcome disadvantage whilst schools with a high-attaining intake will be assessed on the extent to which they are stretching the most able pupils. This approach, says Ofsted, will help parents make better national and local comparisons, as well as comparisons between schools working in similar contexts.

Finally, there’s a sharper focus on inclusion. This means inspectors will look at how well schools support vulnerable and disadvantaged children, including those with special educational needs and disabilities, making sure these children are always at the centre of inspection and – one would therefore hope – at the centre of a school’s everyday practice.

I particularly welcome this focus on inclusion because I’ve long argued that we should judge schools on what they achieve for their most disadvantaged pupils, not just in terms of test and qualification outcomes, important though they are; but also, on how well they prepare their most disadvantaged and vulnerable pupils for future success. This means removing barriers to inclusion and belonging and providing an equitable education for all, including the excluded and mitigating some of the effects of living in an unequal, fractured society.

Schools cannot solve all of society’s ills, and nor should they be expected to; but they can do more to ensure a child’s birth is not also their destiny. I think it’s right, therefore, that schools are judged on the extent to which they help children make sense of their lives, make meaning of the world, and connect with others.

Schools do not exist simply to shepherd children towards certification, but rather to prepare them for the next stage of their lives. The product of a good education, in my estimation, is a well-rounded, happy, healthy, informed, and compassionate citizen of the world. And I for one hope the new Ofsted framework recognises this.

About the author

Matt Bromley is CEO of bee and Chair of the Building Equity in Education Campaign. He is an education journalist, author, and advisor with over twenty-five years’ experience in teaching and leadership including as a headteacher. He is now a public speaker, trainer, initial teacher training lecturer, and school improvement advisor, and remains a practising teacher. Matt writes for various magazines, is the author of numerous best-selling books on education, and co-hosts an award-winning podcast. Find out more at bee-online.uk

Matt’s next book, out in May 2025 and published by Routledge, is called Why School Doesn’t Work for Every Child and explores ways of creating more inclusive schools.