Ofsted
Introduction
Hello, and thank you all for joining me this morning. I do love speaking at this festival, Ive been here many times, but this is my last speech as His Majestys Chief Inspector! So, Ill be taking the opportunity to look back at my first speech too.
Current context
I want to start by acknowledging the complicated and challenging context around school accountability at the moment. The heartfelt reaction to Ruth Perrys very sad death reminded us that the education sector may be huge, but its also tight-knit. Our sympathies of course remain with Ruths family and colleagues.
In recent months the debate about school accountability has gathered momentum. Accountability and what that means for schools and teachers, pupils and parents is always evolving. We are listening to the many voices inside and outside education, and we are playing our part in that evolution.
We have announced a set of measures to improve how we work with schools. We think they are proportionate and sensible changes that will make a real difference.
Purposes of education
Ill come back to the changes and our approach to school inspection later on. But Id like to start by reflecting on my first speech at this festival as Chief Inspector.
In that speech I described the purposes of education as I saw them. I said that Education should be about broadening minds, enriching communities and advancing civilisation. Ultimately, it is about leaving the world a better place than we found it.
A good education imbues learners with knowledge, and so promotes an enquiring mind one open to new ideas and capable of ingenuity and creativity. A good education equips people to take on the challenges that face society.
Im sure nobody here would disagree with that. But there are plenty of campaigns that seek to shape the curriculum around particular issues. And they often fail to recognise the space that already exists in the curriculum we have.
So, the sciences give children the grounding to go on to tackle climate change. History and PSHE can provide a richer understanding of social issues. Maths and computing can help them comprehend the possibilities and challenges of AI. Art and design and technology and music can open up new ways of thinking. And languages and geography can broaden childrens horizons and expose them to different cultures.
While we are busy worrying about the contentious issues on the front pages, its easy to forget that the foundations to address them are already being laid in schools. Thats not to say there isnt room to improve, or that curriculums should not change or develop. But if we try to tailor every lesson too closely to a headline, children may leave school with prescribed solutions to yesterdays problems but without the tools to tackle tomorrows.
And we must remember that there is only so much time in the school day. No matter how worthy the cause, hard choices have to be made. Schools are there to provide a good education and give children the best start. Of course, they can do more, but that should never come at the expense of their core mission. The more roles and agendas we pile on to schools, the more we risk losing sight of what they are really for: education.
Return to first speech
The purposes of education was one of the themes in that first speech. But it wasnt the only one.
None of us could have predicted how the world would change in the years since 2017. But I think the priorities I outlined then have remained relevant and resilient.
I talked about how I wanted Ofsted to be a force for improvement.
I emphasised that we recognised the importance of leadership in schools not just by the headteacher, but by all those responsible for leadership and governance.
I said Id strengthen Ofsteds research function and made clear that wed make good use of our unique position and perspective. I always want to talk about what we know, not just about what we do.
I raised concerns with the government - about the inspection exemption for outstanding schools, and Im pleased the government has done away with it.
And I also spoke about the illegal, unregistered schools which remain a significant concern. The damage they do, often to disadvantaged and marginalised children, cannot be ignored. We need the promised powers to help put them out of commission; and we need them as soon as possible.
I also began to set out our ambitions for a new inspection framework. One that discouraged teaching to the test and a narrow view of education. And one that went beyond the data and really got under the bonnet of a school.
The biggest emphasis in that first speech, and in the inspection framework weve brought in since, was the importance of curriculum and the real substance of education.
As I noted at the time, the system wasnt encouraging schools to think enough about what they were teaching. It contributed to framing curriculum just in terms of timetables and qualifications.
Wider talk around curriculum
I think we have helped to shift the debate on this.
Back then I said that curriculum can end up getting lost Rather than carrying the weight it should, alongside teaching, assessment and leadership itself, it can end up as a needle in the haystack.
I dont think anybody would say that now. The needles been found. And curriculum is threaded right through our education system.
Education Inspection Framework (EIF)
And the main way we have helped to move this on is of course through the EIF. Its the most evidenced framework that Ofsted has ever produced. And it has curriculum at its heart.
Its moved us away from an over-reliance on data and so reduced the number-crunching burden on schools.
The thinking about curriculum also helped when the pandemic hit. Schools adapted and bridged curriculums when they needed to. And concentrating inspection on curriculum has helped us recognise the good work of schools even in the years in which we werent given the outcome data.
As an aside, its also been interesting to learn that the EIF is also influencing inspection in other countries.
Curriculum reports
Weve also contributed directly to the understanding of curriculum through our series of research reviews and subject reports. The reviews translate the currently available research into useful insights for subject leads. And the subject reports will draw out the current national picture by subject.
The science report is out already, and reported on curriculum improvements that are helping children revisit and build their knowledge. But it also flagged the limited science education in some primary schools, as an area for improvement.
We will be publishing 2 more reports next week, on history and maths with many more to follow in the autumn. Do look out for them. And you can also get a preview in our session later today.
Impact on education and the good work of teachers
This work on curriculum and prioritising substance is making a difference in schools. A clear idea of what children should know and by when has undoubtedly contributed to schools getting the show back on the road post-pandemic. And of course, the determined work of teachers putting this into practice, has helped children across the country catch up on much of what was missed.
If the clouds of the last few years have a silver lining, its in the renewed appreciation for schools, nurseries, and colleges and all those who work in them.
We understand better that being there, with those adults and with other children, is vital for childrens personal and social development, as well as their academic success.
But the pandemic has left us with challenges. More serious mental health concerns as well as more widespread anxiety and unhappiness. And an erosion of the social contract between schools and some parents around attendance - and also behaviour. Im not suggesting there are quick fixes. Its slow careful work to recover what weve lost.
But some of the worst fears about the impact on education are beginning to wane. Inspections are showing that the vast majority of schools are providing a good education and helping all children get the best start they can. The same is