Ofsted

Bill Esterson Excerpts

Wednesday 10th December 2014 Westminster Hall

[Mr Chope]

I do not have those figures in my head, but I have figures showing that, in the period since the inspection, there has been a significant increase in GCSE performance at A* to C. Those figures compare very favourably with many other schools in Dorset that are rated not inadequate but good. If in due course I look at the detailed material I have here, I might be able to answer the hon. Gentleman’s specific question.

The school and its governors decided to appeal against what they regarded as an inadequate conclusion to the inspection. The report was published on 19 March 2014, and when the head distributed it to parents, as he is obliged to do, he said that the inspectors had ignored various issues. He said that, although

“there remain areas for improvement, the Governors and Senior Leadership Team of the school share with the whole staff the belief that this inspection was unfair and deeply unjust…We knew and accepted that English had under-performed”.

He stated that the school was taking action about that, which is why the school was

“predicting…good results in English this summer”.

Indeed, the school did get good results in English in the summer of 2014, and the head expressed concern about predictions for the future:

“a point the inspectors seem to have ignored. Instead they focused on data from the last 3 years, including 2012, the year in which grade boundaries were suddenly changed leading to a national outcry. This directly contradicts their own guidance which urges inspectors not to focus just on the last 3 years but to take into account current progress.

Inspectors also appear to have ignored the wealth of opportunity that the school continues to offer through the wide variety of trips, activities, clubs and achievements that cannot be measured as easily as English results.”

He drew a contrast with the inspector’s report from 2010, saying that

“everyone who knows the school well would say that it is actually a better school today than in 2010!”

One of the concerns the head and the governors have is that Ofsted compared the school’s attendance and exclusions—the inspection was carried out not by Ofsted inspectors but by Tribal, a subcontractor to Ofsted—with secondary schools that were not comparable. Ferndown upper school has only years 9, 10, 11 and a sixth form, whereas the schools with which Ofsted compared it also have years 7 and 8. Obviously, in years 7 and 8, as national figures make clear, attendance is better and exclusions are fewer. Ofsted was not comparing like with like, which is a fundamental error.

[Bill Esterson (Sefton Central) (Lab)]

I congratulate the hon. Gentleman on securing this debate. Using the evidence of one school, he seems to be saying that there are concerns about standards within Ofsted. He just mentioned that the inspection was carried out by a subcontractor. Does he agree that the answer to improving the consistency and quality of Ofsted is to ensure that all inspectors are directly engaged, as Sir Michael Wilshaw has recommended in recent months?

[Mr Chope]

Indeed, Sir Michael Wilshaw has recommended that, and I assume that the only reason he has done so is because in his experience there has not been such consistency and quality assurance under the old regime. I support his judgment on that, but it is no consolation for a school that has fallen foul of the old and inconsistent regime. Future improvements may lead to more consistency; indeed, the purpose of this debate is to try to find out what can be done to ensure consistency. So much turns on Ofsted’s judgment of a particular school.

What happens if a school is dissatisfied with an inspection? All it can do is appeal. Under Ofsted’s internal appeals process, Ofsted inspectors judge the work of other Ofsted inspectors. In the case of Ferndown upper school, a more junior Ofsted inspector judged the work of a more senior inspector, which I would submit is quite an invidious position to be put in—it certainly lacks the transparency and objectivity that we should demand of such organisations.

The school then appealed to the Independent Complaints Adjudication Service for Ofsted, which deals with appeals against Ofsted. Unfortunately, the ICASO is effectively toothless because it cannot adjudicate on the important issues. The school made what is called a stage 4 complaint, which said, for example, that the inspectors who went to the school made notes and said orally to the school that they found that the pupils’ behaviour was good and that there were no examples of bad behaviour, but that they changed their judgment at a later stage in the process and said that they were concerned that there had been examples of bad behaviour.

Not surprisingly, the school said, “Well, let’s see where those examples of bad behaviour were noted by the inspectors at the time.” The school was told, “That’s all confidential information and it’s not available under freedom of information.” The school raised that issue with ICASO. The response from ICASO, which came through in the summer, stated that the complainant’s concerns relating to the Freedom of Information Act lie entirely outside ICASO’s remit, so it was not able to look at that. ICASO also said that it is not within its remit to overturn Ofsted judgments or to scrutinise its inspection criteria. Indeed, the only thing ICASO can do is look at the process, which is not really what we want in an appeals system.

Once a school has gone through that stage and had its ICASO adjudication, what can it do next? All it can do is send the matter to the parliamentary ombudsman. If ever there was the long grass, it is the parliamentary ombudsman—I am not insulting him, but the parliamentary ombudsman, again, can only consider administrative processes. Because of his work load, a complaint referred to the parliamentary ombudsman is unlikely to be determined for a significant period of time, by when the school will have a completely different cohort of pupils. That does not seem to be an adequate process of accountability. I would be interested to know whether the Minister—whom I am delighted to see in his place—agrees and whether he has any proposals for change, because the more emphasis we put on the regulatory and inspection process, the more important it is that it should be seen to be objective and above reproach. The trouble is that the consequences of such judgments feed into the school’s morale and the esteem in which it is held by potential pupils. That in itself can result in it suffering to a greater extent.

The school has now shown, through its results in the July exams, a significant improvement in the quality of its education. That is surely good news, but when one looks at the inspector’s follow-up letter, one does not get the impression that he is as pleased as the school is with the progress made and the way in which it is now outperforming many other schools in Dorset in the exam league tables. That raises another issue: because the school has a grade 4 assessment from Ofsted, while comparable schools in Dorset have grade 2 assessments—that is, good—people immediately reach the conclusion that it is less good than the others. However, because of when those other schools had their inspections, we may well not be comparing like with like.

That is one of the problems, which we know is not unique to Dorset or to Ferndown upper school. Evidence from throughout the country shows that Ofsted will quite often fail to see things in a school that are going badly wrong. Just to show that the debate is not purely about the Christchurch constituency, I will refer briefly to what happened at Saltley school and specialist science college. The International New York Times had an exclusive interview with the former principal of that school who talked about “harassment” from the local board over courses. He referred to the “relentless criticism” that he faced from a “Muslim-dominated school board”—he being a Sikh—and spoke about how he was eventually forced to step down as principal.

We now know that that school was the subject of an emergency report, “Report into allegations concerning Birmingham schools arising from the ‘Trojan Horse’ letter”, which was published in July 2014 and made severe criticisms. In a statement issued to Parliament yesterday, the Government drew attention to the gross inadequacies of Birmingham city council in dealing with those and other issues and they have proceeded, as near as they can, to put Birmingham city council under special measures. At a time when the Government are talking about the importance of devolving even more power to local authorities, that finding shows that one of the largest local authorities—I think Birmingham has more children under its control than any other local education authority—is severely lacking.

One might ask, “What do Ofsted think about Saltley school and specialist science college?” It was inspected on 9 and 10 May 2013 and under every category—achievement of pupils, quality of teaching, behaviour and safety of pupils, and leadership and management—it was marked as good. The report said that the school was “good” and that:

“Students made good progress from their low starting points,”

and so on. It also said:

“The new head teacher and senior leaders have accurately identified strengths and weaknesses in the school and have continued to improve teaching and raise achievement.”

We now know that that was substantially wide of the mark, yet does anything in Ofsted’s annual report explain how it was able to produce that inspection for Saltley school on 9 and 10 May 2013, when just over a year later, in July 2014, it became clear that what was alleged to be a really good school was far from that?

I give that as another example of Ofsted’s inconsistency and lack of accountability. When parents who were thinking about sending their children to Saltley school and specialist science college looked at the Ofsted report, they must have thought, “This is brilliant; this is fantastic.” Yet just over a year later, they would have been ashamed about having made that judgment.