Shake-up for school inspections?

The think-tank Demos has proposed a fundamental change in how schools are assessed, to take the views of teachers, parents and pupils into account.

A new report from Demos is proposing ‘multi-perspective’ inspections instead of Ofsted inspectors, The Telegraph reports, to rescue an education system obsessed with targets and league tables.

The think-tank criticised the current ‘toxic’ culture where results, targets and impressing inspectors are placed ahead of pupils’ education. It wants an annual report on each school’s performance to take on board the views of teachers, pupils, parents, and the local community. It claims that this would be more rigorous and effective than current inspections, where inspectors make judgments during brief school visits, and would give an honest account of schools’ strengths and limitations.

Duncan O’Leary, Demos Deputy Director, said: “Targets, tables and inspection regimes have their place – but you can only do so much from the top down. As every parent and teacher knows, Ofsted inspectors rarely see the true picture of a school. An approach that amplified the views of parents, pupils and teachers could be more demanding, more honest and more effective in the long-run.”

Do you think the proposal from Demos would result in a better inspection system?

4 thoughts on “Shake-up for school inspections?

  1. Removing Ofsted would be a huge relief! What sorts of alternative qualifications are being proposed for primary schools?

  2. Yes, indeed. Similar shake up is needed in schools systems in many developing countries including India (where I have worked for many years at different levels in school systems).

  3. A climate of fear, recrimination and guilt based on inadequate data collection to be replaced by a collegiate multi faceted school based enquiry is to be enthusiastically welcomed. There are in many school communities forums which start with enquiry owned by everybody in those communities. The data which is used is painstakingly acquired from rigorously conducted classroom focused research and presents an owned, thorough view of all the facets of school organisation and curricula. That work pioneered by Canterbury University and other centres is relevant and thrilling. People involved face issues squarely and do not trail blame, recrimination and guilt.
    Hurray for DEMOS

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