Improving Childrenʼs Education and the Role of Ofsted and its Future

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  • 教育の質の向上と Ofsted の役割そして今後の展望
  • キョウイク ノ シツ ノ コウジョウ ト Ofsted ノ ヤクワリ ソシテ コンゴ ノ テンボウ

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Abstract

Ofsted and much more transparent accountability systems came about in response to public alarm about rapidly declining education standards in the ʼ70s and ʼ80s. The three decades of failure together with a litany of school scandals in the 1980s prompted the government to set up a national inspectorate which would inspect every school every few years. Inspection has been part of our education system over many years, but it is only since 1992 and the advent of Ofsted that schools have beensubject to routine inspection. Ofsted contributes to a performance culture, which certainly didnʼt exist in schools when I first became a teacher and headteacher. This has undoubtedly raised standards for all children. However, the relentless pace of reform together with very demanding accountability measures, have placed an enormous burden on schools. It has meant a lot of pressure on leaders and teachers, resulting in claims of burnout and disenchantment amongst significant numbers in the profession. Teacher supply is only going to get worse. Call for change is mounting inexorably and more questions now being asked about the future of Ofsted. The UK, therefore, needs to recalibrate. It mustnʼt 'throw the baby out with the bath water' and scrap everything that has improved our system, but it must now consider whether it is time to put much greater time and effort into capacity rather than focus on school structures and high-level accountability.

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