Friday, November 11, 2024
The Future of Ofsted and Accountability: Insights from the FED National Education Summit 2024
This week, our CEO Sarah Ledger has been among the lead panellists at the FED National Education Summit 2024, taking part in important discussions about the evolving role of Ofsted and the future of accountability in UK schools.
Many themes were explored at depth, including:
- Accountability
- The concept of ‘Human First’
- Agency and Autonomy, over Fear and Frustration
- Reporting systems which serve parent and school communities
- Quantitative vs Qualitative in measuring school success
- The model of ‘leadership of place
- Peer to peer inspections
- School improvement teams
As the education sector stands at a critical juncture, Sarah’s particular panel of speakers spoke of the current moment as one of "wet concrete," a fleeting opportunity to make changes before the system hardens and becomes difficult to shift.
But what changes are needed?
Why is the careful recalibration of accountability systems so crucial for the future of education?
What Makes a Successful School?
At the heart of the discussion, the panel reflected on the age-old question: What makes a successful school?
As David Barker aptly put it, school staff are ‘emotional labourers’. Emotions are intertwined with the work these committed professionals do, so without a positive focus on staff, and a structure which supports them – it is natural to assume that pupils are less likely to succeed to their full extent.
Rebuilding Trust in the System
A key takeaway from the FED event and its discussions have been the need to rebuild trust in the educational accountability system.
Trust should be at the core of how we hold schools and their staff accountable.
The current system, as Sarah and her panel pointed out, can be punitive, and the fear of being judged or shamed often clouds the professional pride that teachers should feel. It's crucial to create an environment where educators feel empowered, not penalised.
“We need to re-professionalise the profession,” Sarah said, calling for a system that fosters teacher agency and autonomy, rather than squeezing it out through rigid accountability measures.
Teachers need the freedom to explore, innovate, and make mistakes. They must be given the agency to try new approaches, research best practices, and even experiment. When educators are trusted to lead, they can create limitless opportunities for their students.
The Role of Ofsted: A Call for Change
Ofsted’s role in accountability is one of the most debated topics in education today.
In Sarah’s view, Ofsted reports should serve two purposes: one for school leadership and one for parents.
The inspector's report should focus on the development and progress of school leadership teams (SLT), helping them improve their practice.
On the other hand, parents deserve a different type of report—perhaps something more transparent and accessible, like a live dashboard or a report produced by the local authority (LA).
In the event’s debate, it was discussed that the current inspection process focuses too heavily on the quantitative aspects of a school’s performance.
While numbers like test scores and attendance are important, they don’t provide a full picture of a school’s success or the richness of a student’s educational experience.
Sarah advocates for a more holistic approach that captures both quantitative and qualitative data, including the voices of students, staff, and school leaders.
The idea of a portfolio approach to assessment was also raised—moving beyond a snapshot of data to a broader, more comprehensive view of educational outcomes.
Creating a Collaborative Leadership Model
The competitive nature of the current educational landscape can distort accountability, leading to schools focusing too heavily on outperforming others rather than on true progress.
Sarah and her co-speakers called for a shift towards a leadership of place model—one where schools within a region or community collaborate rather than compete. This collective approach can lead to meaningful social change, and schools can work together to improve outcomes for students.
One suggestion was the idea of peer-to-peer support post-inspection. Instead of being left to navigate the challenges of improvement alone, schools could partner with others facing similar challenges.
Empowering School Leaders
A further provocative question was, Should a school leader have the right to choose their own school improvement team?
Could school leaders select members of their improvement team who have the specific skills, experience, and expertise needed to help that school progress?
This approach would build a relationship based on trust and mutual respect, empowering school leaders and enabling them to get the right support for their unique context.
Why This Matters: The Future of Literacy and Education
The discussion about Ofsted and accountability is not just about frameworks, reports, or procedures; it’s about ensuring the quality and sustainability of education in the UK.
At Lexonik, we are deeply committed to improving literacy outcomes for all students, as literacy is the foundation upon which all other learning is built.
We believe nobody should be limited because they can’t read….so work must continually progress toward that goal.
But for this to happen, we need to ensure that teachers are supported, trusted, and given the autonomy to innovate in their practice.
The reforms we are calling for are not just about accountability—they are about fostering a culture of professional pride, collaboration, and growth.
The best schools are those where staff and students thrive together, and this will only happen when educators feel trusted and empowered to do their best work.
In a time of change, we must make the most of the “wet concrete” moment to shape the future of education, ensuring that the system serves everyone—students, teachers, and the communities they belong to.
At Lexonik, we believe that these changes can help transform education for the better. A focus on trust, collaboration, and a broader view of success is key to building an education system where all students can flourish, and where literacy is recognised as the cornerstone of academic and personal achievement.
What do you think?
We’d love your thoughts on Sarah and the panel’s perception of the current system.
As ever, if you’d like to know more about our work and how we can help you, please reach out direct to phil.luke@lexonik.co.uk
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