Ofsted: Everything you need to know

It seems that there’s no other word- or acronym- (and aren’t we great in education for those!) that strikes more fear into the heart of teachers than Ofsted.

Whether it’s subject ‘deep dives’, book scrutiny or lesson observations, classroom teachers often feel an immense amount of pressure to prove they are doing a good job.

In 2023, the conversation around Ofsted got increasingly febrile after the tragic death of Ruth Perry, a primary headteacher in Reading, took her life after an Ofsted inspection downgraded the school from outstanding to inadequate.

And for those starting a career in Education, it’s easy to panic when Ofsted is spoken about with such disdain. It’s hard to separate the sensationalism from the truth. But discovering the truth is essential if we are to apply a truly Biblical understanding to our response. I don’t think Ofsted is going anywhere.  So let’s seek to fully comprehend it.

History of Ofsted

We probably need to get our understanding of Ofsted’s history in order first.  I feel very old when I realise that Ofsted was created after I started primary school in the late 80s. It seems so embedded in education that I kind of assumed that it had existed for decades.

In the Thatcher era, Her Majesty's Inspectors (HMIs) monitored schools, but concerns over report accessibility and inspection biases prompted Prime Minister John Major to introduce Ofsted in 1990. This more rigorous system mandated inspections for every school every four years. By 1993, Ofsted was fully operational, dovetailing with the introduction of testing and national curriculum standards.

Subsequent adjustments to the system have increased Ofsted’s responsiveness, including flexible inspection intervals and, notably, a reduction in the notice period to just two days in 2013. This change aimed to provide a more authentic assessment of schools. The evolution of inspection frameworks introduced categories such as 'Outstanding', 'Good', 'Requires Improvement', and 'Inadequate'. Despite these updates, Ofsted has not been without criticism.

But is the bad press surrounding Ofsted justified? How should we interpret what some describe as ‘brutal’ one-word judgments? And how can our faith shape our perspective on this apparatus?

Let’s cut through the rhetoric to discover a valid picture of the system, and develop a perspective on school inspection rooted in biblical principles.

1.       Don’t fear accountability

The Bible has a lot to say about accountability, and as Christians, we are called to wholeheartedly embrace opportunities to showcase transparency. Accountability structures are not there to ‘beat you with a stick’ but to help you improve, highlight areas of good practice and commend hard work. As iron sharpens iron, so one person sharpens another. 

As a parent as well as a teacher, I recognise the necessity for accountability within our educational institutions more than ever. I appreciate a system that guarantees the safety and effectiveness of schools as places of learning, and provides accessible information to aid in one of our most critical decisions – selecting where to educate my kids! It's a responsibility we as teachers should acknowledge. In James 3:1, believers are cautioned about the trials of teaching, with James saying that 'we who teach will be judged more strictly.' And although James is talking about teaching the Word of God, the principle can surely be extended. It underscores the significant influence teachers wield over the young people entrusted to them and the power inherent in their words. How we work matters to God, and ultimately, we will have to give an account to the Lord Jesus for all that we have done and left undone. So human accountability structures are not inherently wrong.

2.       Don’t buy into the ‘us against them’ narrative

There’s no denying that some people and schools have unfair experiences with inspections; there certainly can be inconsistencies in inspection practice. And sometimes inspectors are off the mark when it comes to interpreting the meaning of ‘British Values’; Ofsted inspectors have been known to ask schoolchildren questions about personal and sensitive issues – such as same-sex marriage and transgender issues – without parents’ knowledge or consent. However, these cases aren’t commonplace, and inspectors are generally as human as you or I! Most inspectors are former headteachers themselves who understand the demands felt by teaching staff. I even have it on good authority that many inspectors are even Christians!

Challenges emerge when we channel frustrations with processes and institutions towards all individuals involved. It's crucial not to subscribe to the notion that the entire system and every inspector are inherently ‘out to get us’. The last Ofsted inspection that I experienced professionally was clouded with a sense of cynicism and antagonism from the get-go. I spent far too long listening to colleagues in the staff room bemoaning the process and even the character of the individual inspectors. The school drilled us rigorously for months in how to ‘succeed’. Staff were full of angst and resentment. Yet the experience was no way near as bad as I was anticipating. And the individuals I met were not the monsters I had imagined.

This is not to downplay the devastating and unfair experiences that some professionals have. But as Christians, we must not perpetuate polarisation and create ‘enemies’ of individuals in our minds. In fact, refusing to do so is one way of being distinctive in our witness. After, we are called to the responsibility of peacemakers and “If possible, so far as it depends on you, be at peace with all men.” – Romans 12:18

3.       Remember whose judgement actually matters

The Ofsted framework has arguably witnessed significant improvements in recent years. The transition from focusing on data to emphasising the curriculum is a positive change. Schools no longer have to worry about being data-driven and obsessed with providing numbers to Ofsted that ‘prove’ their attainment and thankfully, individual teachers are not given lesson gradings.

That said, the reality of ‘one-word’ judgements can indeed be brutal. Even though Inspectors do not set out to harm schools and teachers, the simplistic pronouncement of an ‘inadequate’ or ‘requires improvement’ judgment on the school can potentially derail and undermine years of diligent effort, even if there are legitimate concerns about the school’s trajectory.

Many educators, particularly headteachers, possess perfectionist tendencies and flourish when their dedication, hard work, and excellence are acknowledged. Receiving a judgment that falls below expectations can swiftly undermine their self-worth and esteem.

But as Christians, we need to remember that a bad experience with Ofsted doesn’t mean that we are worthless. Nor should an excellent outcome lead to self-congratulatory smugness. The gospel must inform our perspective. Remembering that we are ‘inadequate’ in our own strength, but deemed ‘outstanding’ based on Christ’s performance isn’t just a romantic notion, it is the bedrock of our identity as Christians. In Christ we are known and loved to the upmost – our value, worth, and status is not in our professional capabilities but who we are in Jesus. When our sense of self is tied to our achievements and the perceptions of others, we may succumb to pride, or conversely, descend into despair, and forget that what God values is often unrecognised by worldly metrics.

What holds significance to God are often the seemingly insignificant acts of service—such as helping with administrative tasks or covering a colleague's lesson. Washing up coffee cups after a department meeting or volunteering to write a scheme of work may not be recognized by Ofsted, but they bring pleasure to our heavenly Father.

And God values faithfulness to His ways too. Refusing to capitulate to teaching unbiblical ideologies or endorsing “pride” week is something that may not earn you favour with colleagues or Inspectors (though there is no legislative mandate for this!). But obedience to Christ will certainly be rewarded by the one whose judgement really matters.

I cannot guarantee that every encounter with Ofsted will be fair or pleasant, and indeed, reforms may be necessary. However, I can affirm with certainty that teaching is a noble and worthy calling that has the power to glorify God. In times of challenge, let us hold fast to the assurance of Psalm 23, remembering amid uncertainty, the profound truth that God Himself is our remedy for anxiety: "I fear no evil, for you are with me."

Lizzie Harewood ACT Executive Officer