Massive reforms for the UKs regulatory authority following largest ever consultation

Ofsted, which serves as the regulatory authority not only for early childhood education and care (ECEC) services in the UK, but also for schools, has published a detailed response to its ‘Big Listen’ consultation, setting out how the inspectorate will reset its relationship with the sectors it inspects and regulates, while continuing to raise standards for children and learners.

 

The Big Listen was the largest consultation in Ofsted’s history, and while it showed broad support for Ofsted’s role – particularly from parents; it also highlighted significant disquiet about the inspectorate from those working within education and social care.

 

Ofsted received more than 20,000 responses to its open online consultation, including over 4,000 from children to the dedicated children’s Big Listen. 

 

Independent researchers commissioned by Ofsted surveyed another 8,000 parents and members of the general public, and more than 7,000 professionals working across education and children’s social care. Meanwhile, unions and representative groups responded on behalf of tens of thousands of their members.

 

Responding to the criticism, Ofsted has announced a raft of changes and improvements to the way it works. His Majesty’s Chief Inspector, Sir Martyn Oliver, described the Big Listen as “the beginning of a new chapter” for the organisation.

 

Core feedback received during the exercise includes: 

 

• More than 3 in 5 providers (61 per cent) felt inspection placed undue pressure on their workload.
• Most parents agreed that Ofsted is important for keeping children and learners safe (72 per cent), and for the quality of children and learners’ education (68 per cent). 
• More than half (51per cent) of parents and carers agreed that Ofsted acts in the best interests of children, while only 13 per cent disagreed. 
• Most providers were frustrated with the single word judgement – with only 28 per cent in support. 
• Parents and professionals support the removal of the single word judgement, with around half of parents (49 per cent) opposed to the single word judgement and 29 per cent strongly opposing. 
• Almost half of professionals (47 per cent) said they would be uncomfortable raising concerns with an inspector during an inspection.

 

The term ‘single word judgement’ is similar to Australia’s process of rating an ECEC service as Significant Improvement Required, Working Towards, Meeting or Exceeding the National Quality Standard, or as being Excellent. 

 

The overall ‘single word judgement’ will be phased out of Ofsted inspection reports, to be replaced with a report card, in key changes to be introduced as a result of the feedback received.

 

Other changes of note include: 

 

• A new inspection framework for schools, early years and further education, which will have greater focus on pupil outcomes to drive higher standards
• A range of measures to reduce anxiety for those being inspected
• Specific report cards measuring inclusion 
• A range of measures to reduce teacher stress
• Developing an Area Insights service to share local data. This service will illustrate what it is like to be a child in any given area, as that child moves through from birth to adulthood
• Ofsted will streamline the registration process for early year providers to support the government’s plans to meet demand for childcare (sic.) places.
• Ofsted will review how it registers, inspects and regulates multiple providers, to ensure the sector can continue meeting the demand for early years settings over the longer term.

 

Consultation about how these changes will be introduced, and what they will look like in practice, will begin in early 2025. 

 

“I promised the Big Listen would be followed by real change,” Sir Oliver said. 

 

“This is the beginning of a new chapter for Ofsted as we reset our priorities, refine our practices and rebuild our relationships. We want to retain the confidence of the children, parents and carers we work for, and regain the respect of the committed professionals we work with.”  

 

“We recognise the growing challenges facing education and social care, particularly since the pandemic,” he added. 

 

“We don’t want to add to this pressure. Many of the changes we are introducing are aimed at reducing the pressure on those we inspect.”

 

“We will always strive for higher standards for children, particularly the most vulnerable children. We share that aim with thousands of brilliant people working in education and social care. We are determined to win back their trust and work together in the interests of children and learners.”