Ofsted School Inspections

Jim Shannon Excerpts

Tuesday 6th December 2022 Westminster Hall

[Mr Philip Hollobone (Kettering) (Con)]

I beg to move,

That this House has considered Ofsted school inspections.

It is a delight to see you in the Chair, Ms Harris. I thank Mr Speaker for giving me the honour of holding this debate, and I welcome the Minister to his place. I am delighted that we are joined in the Public Gallery by the headteacher of Bishop Stopford School, Jill Silverthorne, and the deputy head, Damien Keane, who recognise the importance of the issues I wish to raise. I am grateful to them for travelling to London today.

May I start by praising the Minister, who is one of the Ministers I hold in the highest regard? He has a distinguished record in education. He was shadow schools Minister from 2005 to 2010. He was a Minister in the Department for Education from 2010 to 2012. He had his second coming from 2014 to 2021 and his third coming on 26 October this year. That is 15 years of Front-Bench experience in opposition and in government. We are very lucky to have him as schools Minister. He cares about the subject and I am grateful to him for being here today and for his genuine involvement in this issue.

I wish to raise the recent Ofsted inspection of Bishop Stopford School in Kettering, which resulted in a downgrade from “outstanding” to “requires improvement.” May I declare my interest, as one of my children attends Bishop Stopford School? However, I raise the matter not because of my child, but because I think a genuine injustice has been done with this inspection.

Bishop Stopford is a non-selective secondary school and sixth form with academy status in Kettering. Located in the Headlands, the school has 1,500 pupils. At the heart of all it does is a Christian ethos, and its core values are faith, responsibility, compassion, truth and justice. That provides stability for pupils in an ever-changing world. In the light of that ethos, the school’s aim is quite simple:

“to provide the highest quality education for every student.”

The Minister has seen the school’s pupils in action. The school’s brass band performed at the Music for Youth Proms in London, in November. Students were outstanding in the performance in every respect—behaviour, attitude, performance, kindness to each other and helping staff. They did the school proud in every way possible and were tremendous ambassadors for the school. Yet Ofsted’s view is that personal development at the school “requires improvement”.

The Ofsted inspection was done on 28 and 29 June 2022. The overall recommendation was “requires improvement”. Quality of education was “good”. Sixth form provision was “good”. Behaviour and attitudes, personal development, and leadership and management were graded “requires improvement”. I am very concerned about the way in which the inspection was carried out. From the information I have received, I believe not only that the correct procedures were not followed, but that the inspection team deliberately set out to engineer a downgrade in the school’s Ofsted rating from “outstanding” to “requires improvement”. That is the equivalent of one of the highest scoring teams in the premier league being relegated straight to the conference.

I support rigorous Ofsted inspections of schools, which raise school standards. Until now, I have had every confidence in Ofsted’s abilities to inspect schools in line with proper process and to challenge them where improvements can be made, but I have to tell the Minister that it is my strong view that this Ofsted inspection has gone wrong. It should be quashed, and a fresh inspection undertaken with different inspectors. I know that this is a serious request, and I do not make it lightly.

The evidence I have heard from the headteacher, the deputy head and pupils at the school is compelling. I believe that the inspection team sent in by Ofsted went rogue. In effect, Ofsted has sent in an educational inspection hit squad with a pre-arranged agenda to downgrade this faith-based school, whatever it found on its visit. In interviews with pupils, the inspection team disparaged the school’s Christian ethos. One year 7 boy was asked, “Do you think this is a white, middle-class school?” A year 10 girl was asked, “Do you feel uncomfortable about walking upstairs when wearing a skirt?” I ask the Minister, are these questions appropriate for an Ofsted inspection?

Furthermore, the new downgraded rating for the school was leaked by Ofsted to the local community in breach of Ofsted’s own procedures.

[Jim Shannon (Strangford) (DUP)]

I commend the hon. Gentleman for his initiative and assiduousness on behalf of the school. I am shocked at the allegations that he has made, and I see the problems there among those of a certain faith group. Does he feel, as I do, that this inspection has increased anxieties and stress among the teachers, parents and others involved? He has asked for the whole thing to be done again, and that is probably the best thing to do, because what has happened is clearly wrong.

[Mr Hollobone]

I am grateful for that intervention. The hon. Gentleman is a Christian gentleman. He understands the importance of a Christian ethos in schools, but it seems that some Ofsted inspectors do not share those values. In this case, it seems that they have deliberately set out to downgrade the school, and the hon. Gentleman is right that that is having a devastating impact on the teachers, pupils and parents, who feel that the inspection has gone wrong and that they have all been treated extremely unfairly. It appears that, unable to criticise the school’s educational achievements, inspectors have pursued an agenda against a top-performing school with a Christian ethos by engineering criticisms of the behaviour and attitudes, personal development, and leadership and management criteria.

I thought that this matter was so serious that it should be brought to the immediate attention of the Department for Education, so I wrote to the Minister’s predecessor on 11 October. I am afraid that I do not think that Ofsted can be relied on to judge its own homework. The deficiencies in the inspection of this school are extremely serious. In effect, no one is inspecting the inspectors, and they can basically do what they like.

On the same day, I wrote to Ofsted chief inspector Amanda Spielman, yet all I received was a one-page letter from the assistant regional director of the east midlands on 20 October saying that they noted my concerns but that nothing else would be done and that they would just go along with the complaints process in which the school was engaged. I do not regard that as satisfactory, when a Member of Parliament has raised genuine concerns.

Let us look at the quality of education at the school. On the Department’s latest unvalidated educational attainment data, Bishop Stopford School ranks 106th out of all 6,761 secondary schools in the country and is in the top 1.5%. Let us look at the key headline measures of educational attainment. On the EBacc scores, in the data comparing Bishop Stopford School with schools that Ofsted has rated “outstanding” since September 2021, the school is the highest performing non-selective school. Some 94% of the school’s students entered for the EBacc, which is massive. In Northamptonshire, the second highest school is at 79%. The national average is 39%, and the Government’s ambition is 75%.

On progress 8 scores, which show how much progress pupils at this school made between the end of key stage 2 and the end of key stage 4, out of 3,721 selective and non-selective schools with a progress 8, the school is No. 115, which is in the top 3%. On the attainment 8 scores, which are based on how well pupils have performed in up to eight qualifications, there are 3,768 non-selective schools, and Bishop Stopford School is 110th, which is in the top 3%. On the basic five GCSEs, including English and maths, Bishop Stopford School is at 70%. Of the 126 schools ranked as “requiring improvement”, Bishop Stopford School is fourth, with the range 0% to 96%. Of the 52 schools rated “outstanding”, the school is 27th, with a range of 45% to 100%, and it is fifth for the non-selective mixed schools in this category.

In terms of the number of pupils who stayed in education or went into employment after finishing key stage 4, of all the selective and non-selective schools previously rated as “outstanding”, Bishop Stopford School is ranked 16th in the whole country. Of non-selective mixed-sex schools, it is fourth in the whole country, with 98% staying in education or going into employment. Ofsted partially recognises this educational record:

“Most pupils enjoy attending Bishop Stopford School and value the teaching that they receive. The school is ‘unapologetically academic’ and leaders have high expectations of what pupils should achieve.”

Yet Ofsted only gave the school a “good” rating in this area.

The mantra about making a judgment about the quality of education is explicitly stated as depending on the three Is: intent, implementation and impact. In essence, this assesses whether a school is clear about what it wishes to achieve with its curriculum, how well that intent is implemented and what its impact is. The only way this can be easily measured is through the empirical data: results, destinations and attendance. The impact of the school’s curriculum is, once again, abundantly clear in this validated data.

If the school is enabling its young people to be so successful and to progress to high-quality destinations, there has to be a disconnect somewhere. If the school is performing so poorly, as the report suggests, how could it possibly generate outcomes that can only be described as excellent, even among the schools Ofsted has judged to be “outstanding”?

The school has followed the Ofsted complaints process, and it got a reply dated 9 November from the senior regional inspector. The school complained about the judgment on quality of education. Ofsted said that a common area that needs to be improved is using assessment to adapt teaching so that identified gaps are addressed. It said:

“modern foreign languages and the mathematics curriculum are not as securely embedded as other curriculum areas”,

and the complaint was not upheld.

The school complained about the judgment on behaviour and attitudes. Ofsted acknowledged that

“behaviour was calm and orderly around the school.”

In its report, it said that the school deals with low-level disruption when it occurs, yet in the inspection on the day the Ofsted inspectors said that there was no low-level disruption. The inspection team had a particular concern about bullying and the use of derogatory language. In this case, the grade descriptor that needed to be considered was:

“Leaders, staff and pupils create a positive environment in which bullying is not tolerated.”

The inspection team said that that criterion was not fully met, and the complaint was not upheld. Parents are in disbelief that the inspection team could come to that conclusion.

The school complained about the Ofsted judgment on personal development. Ofsted said:

“inspectors considered how the Christian ethos and wider curriculum supported pupils’ personal development”,

yet the inspection team raised the Christian ethos only twice, both times negatively.