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The Minister for Schools (Mr David Laws)
It is a pleasure to serve under your chairmanship, Dr McCrea, and I will certainly follow your wise advice, in spite of the temptations of the shadow Schools Minister to draw me off into all sorts of other areas.
I congratulate my hon. Friend the Member for Christchurch (Mr Chope) on raising this issue, giving us an opportunity not only to address the issue of his local school, but to reflect on the accountability of Ofsted and the appeals processes that our schools inspectorate operates under. He has also, as he said, given us an opportunity to touch on issues arising out of Ofsted’s annual report published today, within the constraints of the debate.
I think that, by and large, Ofsted does a difficult job well, and most hon. Members would recognise that. It is a job that is necessary. Few of us would want to go back to 30 or 40 years ago, when the oversight and accountability of the school system was much weaker and, as a consequence, there was a risk that underperforming schools could continue, failing their local communities and young people for long periods. We certainly do not want to go back to that. Ofsted is a good organisation and the current chief inspector is one of the best we have had. Of course, the Government will reflect carefully on the annual report and the comments the chief inspector made today on its launch.
I should also say, as I believe the chief inspector said on the “Today” programme this morning, that Ofsted carries out some 30,000 inspections every year, not only of schools but in other settings. The chief inspector will be the first to acknowledge that when carrying out inspections in such a number of settings, there are bound to be imperfections in a small minority of cases. It is important that we ensure that, where there are issues, those are taken seriously and dealt with. Of course, we need to make sure that the overall quality of the inspection process is as high as it can possibly be.
My hon. Friend the Member for Christchurch and others who have participated in this debate have pointed out that the judgments made by Ofsted are important and have big consequences for people’s livelihoods, schools’ reputations and the decisions parents take. In fairness to parents and schools, it is therefore important that we get those judgments right. If we err on the side of generosity in any judgment, that has serious consequences. We could end up with schools not doing well enough and failing their local communities for long periods and, as the hon. Member for Blackley and Broughton (Graham Stringer) mentioned, what is important in the schools system is even more crucial in safeguarding. We should be fair to all those involved in that important work, but we should be rigorous in our inspection to ensure that vulnerable young people are not at risk.
I apologise to the hon. Gentleman, because I did not know he was going to raise issues on children’s services and safeguarding. I am not the lead Minister on that issue in the Department; the Minister with responsibility for children, my hon. Friend the Member for Crewe and Nantwich (Mr Timpson), will have been particularly involved in the oversight of some of the services in Manchester and elsewhere, but I will write to the hon. Gentleman following the debate to follow up on some of the points he raised.
Before coming back to the points raised by my hon. Friend the Member for Christchurch, I will respond briefly to my hon. Friend the Member for Wells (Tessa Munt), who raised concerns about information that her constituent gave Ofsted anonymously to inform the inspection of a school. I am sure that the chief inspector would take the same view as me and her—that information given anonymously should be treated in that way; the source of that information should not be revealed to the institution being inspected. I am concerned to hear that there may have been an instance where privacy was not respected. I will look into that. I will see the chief inspector shortly, and I will raise the issue with him and ask whether he can look into it, if my hon. Friend can give me the details—in confidence, of course—of her constituent and the circumstances.
I will pick up on a number of the points that the shadow Schools Minister raised, but specifically on accountability and the situation in Norfolk, I can update him and the House by saying that the fresh independent review ordered by Sir Michael after questions were raised about the earlier inspection is under way. We expect that review to be completed by the end of the year.
I will touch on the annual report, and then I will comment on Ofsted’s inspection and appeals process. I will then touch on Ferndown school, which my hon. Friend the Member for Christchurch mentioned. Today’s annual Ofsted report on schools provides a timely reminder of the importance of Ofsted’s inspection work. Earlier today, the chief inspector announced that good and outstanding schools now account for 81% of all schools inspected, up from 68% in 2010. We should all acknowledge that that is a significant increase. In spite of some of the concerns about secondary schools, that is the highest proportion of good and outstanding schools at any time since Ofsted was set up. Primary schools, as the chief inspector mentioned this morning, have done particularly well, with 82% now good or outstanding, which means that 190,000 more pupils are in good and outstanding primary schools than last year. That is 700,000 more than in 2012, and we should celebrate that.
The report also shows that schools are responding positively to inspection. Two thirds of schools that were previously judged as requiring improvement secured good or outstanding on re-inspection this year. There is also positive news on the performance of pupils from lower-income backgrounds. The disadvantage gap, particularly in primary schools, is closing rapidly. All that means that more than 1 million more pupils are in good or outstanding schools than in 2010. While much of the credit for that must go to hard-working individuals in schools, we believe that inspection is also contributing to the improvement in the system.
The shadow Schools Minister mentioned the less encouraging recent statistics for secondary schools. Significantly more work needs to be done to ensure that improvement is maintained in the future, rather than schools remaining at existing levels. The percentage of secondary schools graded good or outstanding is up from 68% in 2010 to 71%. The number of pupils of secondary age being educated in schools in the secondary sector classed as requiring improvement or inadequate dropped from 1,073,000 to 793,000 last year, which is encouraging.
The inspection and regulatory functions of Ofsted are vested in Her Majesty’s chief inspector, who is primarily accountable directly to Parliament. He appears before the Education Committee at least twice a year, giving evidence on the work of Ofsted and on his annual report. He is also subject to other parliamentary scrutiny. As recently as last month he appeared before the Public Accounts Committee, so there are many parliamentary opportunities for the work of Ofsted to be examined. The Education Committee can also conduct inquiries specifically into Ofsted and its work. In April 2011, the Committee conducted an inquiry into the role and performance of Ofsted. The report from that inquiry concluded:
“Ofsted’s independent status is broadly valued by inspectors, by professionals, and by the public, and we strongly support the retention of that status.”
As the Department for Education is the lead policy and ministerial Department covering Ofsted’s work, the Secretary of State for Education meets the chief inspector regularly, as do I, to discuss the work of Ofsted.
Every year Ofsted conducts approximately 6,500 school inspections and 30,000 inspections of all settings. It has a massive job of work to do. As part of its procedures, Ofsted sends out a feedback questionnaire after every inspection. The latest figures for the second quarter of 2014-15 show that 93% of respondents said that they were satisfied with the way an inspection was carried out. That is against an overall response rate of 71%, which indicates that in the majority of settings, there is contentment on the effectiveness and fairness of the Ofsted process. As good as those figures are, there is no room for complacency.
I assure my hon. Friend the Member for Christchurch that Sir Michael takes particular interest in the quality of inspectors’ work. He recognises—I believe he has said this publicly—that more needs to be done to ensure that all inspections are delivered to a consistently high standard the first time around. That is why he appointed Sir Robin Bosher, one of Ofsted’s directors, to take direct responsibility for inspection quality and the training of inspectors. As a result, Ofsted has put in place more stringent quality checks and monitoring of inspections and reports. It has also invested more in the training of inspectors, in place of having detailed written guidance documents. I know that Sir Michael is working hard to ensure quality and consistency, and I am confident that he will tackle any underperformance in the inspection work force. He is prepared to take tough action where necessary to remove inspectors, or to require additional training where inspectors fail to meet his high expectations.
Looking ahead—my hon. Friend the Member for Christchurch mentioned this—Sir Michael has announced that he will bring the management of inspections, including all inspector training, in-house from September 2015. As part of the programme, Ofsted will change how it sources and selects additional inspectors, and how it trains, contracts with and performance-manages them. Much of that is currently arranged through contracts with three inspection service providers: Tribal, Serco and CfBT. Under the planned changes, however, all complaints will be handled directly by Ofsted.
Another important step in trying to improve the quality of inspections is making more use of serving practitioners—something to which Sir Michael Wilshaw is committed. The latest figures from Ofsted show that 56% of school inspections include at least one serving practitioner, which could be a head teacher or a senior leader from a high-performing school. That is up from just 15% in 2011, so there has been a massive increase in the involvement of serving practitioners. Many of them are also national leaders of education and play a wider part in the overall leadership of the school system.
I will briefly turn to how the Ofsted complaints procedure works. I appreciate that this might seem unnecessarily detailed, but as it is at the centre of my hon. Friend’s concerns, it is important for me to set out just what the process looks like and to consider whether it needs any change.
Ofsted has a clear, published complaints procedure. During an inspection, those with concerns are strongly encouraged to raise issues with the lead inspector as soon as they arise. If a complainant feels unable to raise concerns directly with the lead inspector during the inspection, they can contact the Ofsted helpline directly. If concerns have not been resolved, a formal complaint can be raised with Ofsted within 10 working days of the incident of concern. If the concern is about an inspection, the complaint should be made no more than 10 working days following the publication of the report. When Ofsted receives the complaint, it will investigate and send a written response to answer the agreed main points of concern within 30 working days. It does not normally withhold publication of an inspection report or withdraw a published inspection report while it investigates complaints unless there are exceptional circumstances.
There is a second, appeal stage to the complaints process. If a complainant remains dissatisfied, they may appeal to the Independent Complaints Adjudication Service for Ofsted, which my hon. Friend the Member for Christchurch mentioned. The Centre for Effective Dispute Resolution has been appointed by the Secretary of State to undertake that important role. If complainants are not satisfied with the outcome of the adjudication service review, they can contact the parliamentary ombudsman. That is quite a prolonged process, and I appreciate my hon. Friend’s comments about the ombudsman’s potential role and the time that such things can take, but it is relevant that in 2013 only 12 cases concerning schools were referred to the independent complaints adjudication service, which is a small proportion given that Ofsted inspects approximately 6,500 schools a year. That suggests to me that the number of schools that are seriously concerned about the quality of their inspections is relatively small.
Mr Laws
It might be that my hon. Friend would seek to put that construction on it, but that is unduly pessimistic, not only because the appeals process has previous stages, but because a body that seeks to escalate a complaint to the independent complaints adjudication service can seek to raise concerns about the substance—although they may appear to be addressed to the process—if it feels that aspects of the inspection process have not been respected. I will return to that with regard to the school mentioned by my hon. Friend in a moment.
The independent complaints adjudication service also reported that it saw an improvement in the quality of Ofsted’s complaint handling from previous years. All but four of the general recommendations made to Ofsted were accepted fully, with the others being accepted partially.
I know that my hon. Friend has exchanged correspondence with the chief inspector and Ofsted’s south-west regional director, Bradley Simmons, about the inspection of Ferndown upper school in January 2014. My hon. Friend is concerned that the school was graded inadequate, with serious weaknesses. I note that the inspection reported several areas of concern, including that students were not making enough progress, especially in English, that work set was not suitable for the least or most able students, that progress was too slow for students eligible for the pupil premium, for boys and for students with special educational needs or disabilities, that fixed-term exclusions and persistent absence figures were too high and impacting on the progress being made by those pupils, that sixth-form students were not making enough progress and that leaders, including governors, were not tackling weaknesses quickly enough.
As Schools Minister, I cannot comment personally on all those judgments, as my hon. Friend will understand. However, I can reflect on the data and what they indicate for the school. At the time of the inspection, the proportion of students gaining five good GCSE passes, including English and mathematics at grade C or above, had been significantly below the national average for three years. It was 47% against 58% in 2011, 49% against 59% in 2012 and 50% against 60.6% in 2013. As I understand it, the school has a lower than average number of pupils from disadvantaged backgrounds in receipt of, for example, the pupil premium. GCSE English language passes at grade A* to C were 69% against the national average of 82%. Attainment was significantly below the national average in nine curriculum areas, and above in just two. Just 59% of students made expected progress in English against 69% nationally. I will not comment on the precise judgments in the Ofsted report, but we should reflect on the fact that data do suggest that the school has performance issues and challenges.
On accountability, I know that the school followed Ofsted’s published complaints procedure. The head teacher complained about the outcome of the inspection. His complaint was investigated by the inspection service provider, Tribal, but was not upheld. He requested that his complaint be elevated, and a further investigation was undertaken by Her Majesty’s inspectors to ascertain whether the original had been fair and thorough. The outcome of the original investigation was validated. The head teacher then took his complaint to the Independent Complaints Adjudication Service for Ofsted. The adjudicator reported that Ofsted had
“addressed the complainant’s concerns in significant detail and in a fair and reasonable manner”
and went on to say:
“I do not find that I can provide any advice or make any recommendations to further improve Ofsted’s practices for dealing with complaints in this instance.”
Picking up on some of the concerns that the school raised about being marked down for attendance, I understand that the investigation into the complaint found that inspectors had considered the school’s own attendance data alongside those available nationally. That is correct procedure. Inspectors should use RAISEonline as a benchmark and should ask questions as necessary. The response to the school’s complaint mentioned there being no national comparison data on attendance rates for sixth forms only.
Mr Laws
The response to the school’s complaint mentioned there being no national comparison data on attendance rates for sixth forms only, but attendance data are available and show that, although improving slightly recently, persistent absence has risen for girls and for some students with special educational needs. It has fallen for students eligible for free school meals, but remains seven points above the national average as in 2013.
Attendance is not a separate judgment and does not alone determine the behaviour and safety judgment. A school cannot be marked down for its attendance statistics alone, and this particular school was not. Behaviour and safety were judged not to be inadequate, but to require improvement. My hon. Friend is concerned that performance data should be correctly assessed in a local context, but while local comparisons are important, Ofsted makes comparisons on attainment and progress against national data, taking account of pupils’ prior attainment. That is clearly set out in the inspection handbook, so it should not come as a surprise to any school. If one looks at the attainment data, it is clear that the school has some questions to answer about its performance against comparable national figures.
I understand that Ofsted has undertaken two monitoring inspections of the school, in May and September, since the original inspection. The first visit found that the school was planning appropriate action for improvement, supported by the local authority. The second visit judged senior leaders to be making reasonable progress towards the removal of serious weaknesses. However, it also found that school leaders lacked rigour and urgency in their approach to improving the school. While recognising improvements, Her Majesty’s inspectorate found that
“the school lacks a consistently rigorous and relentless focus on improving the achievement of those students who could, and should, do better, regardless of their background, ability or starting point”.
We should expect all schools to serve the interests of all pupils.
It is important to remember that, for the vast majority of schools, the current inspection system works well. I would, however, encourage any school that feels that its inspection has fallen short of normal expectations to raise its concerns with Ofsted at the earliest possible opportunity, as many have done. However, the chief inspector’s decision must be final if inspection is to remain credible. Without that, every school that disagreed with the judgment would seek to challenge the outcome of its inspection, delaying critical action to start to bring about improvement for the children at the school who, after all, will not get a second chance.
I hope that I have demonstrated that there are many stages in the process of scrutinising an Ofsted decision. In fact, the only way that we could really meet my hon. Friend’s requirement for an additional degree of scrutiny would be to have another school inspection service. There is no evidence at present that that would be value for money given the overall level of complaints. We will, however, keep a close eye on the issue and seek to improve the quality of inspections in future.