Earlier this year Ofsted undertook their largest ever consultation: the Big Listen. IFF Research contributed to this influential exercise by capturing the views of the education providers inspected and regulated by Ofsted, and the educational and children’s social care professionals they employ.
Ofsted have an ambition to be a modern, world-class inspectorate and regulator. Speaking of the consultation, they describe how they “want to be trusted by the parents, carers, children and learners (it) works for, and the professionals (it) works with”. Following a difficult year with the tragic death of headteacher Ruth Perry after an Ofsted inspection, Ofsted go on to explain that this consultation comes from a recognition of needing to improve.
We were delighted to use our extensive experience of education and regulatory research to help Ofsted deliver the Big Listen, and to provide the independent research they needed to establish trust in the findings. Our team conducted the fieldwork between April and July 2024, surveying 3,496 providers representatives and 3,831 professional staff, while also conducting 49 focus groups and 3 in-depth interviews.
Key findings
Views on Ofsted, its inspectors and judgements
Providers mostly thought inspectors act professionally (79%) and Ofsted reports are clear and easy to read (76%), although lacking some detail. The current length and frequency of inspections, and the breadth and depth of coverage worked well for most providers.
Trust expressed in Ofsted by providers and individuals related statistically to whether they thought inspectors acted empathetically. Providers and staff wanted a collaborative inspection process to help them improve their provision and reports that explain why practice is good. Collaborative working relationships were hindered by perceptions of Ofsted’s culture, exemplified for some professionals who were more critical of inspections and inspectors’ empathy, knowledge and experience; only a third (33%) of professionals said Ofsted’s inspectors acted empathetically, for example. Equally, some praised the conversations they had with inspectors that offered the guidance and advice they sought. The evidence suggests the approach of inspectors influenced perceptions of Ofsted. By extension, views of Ofsted may alter if inspectors take a different approach to their duties.
Those working in children’s social care services were more positive than professionals in schools towards Ofsted and its work. Those working in schools were the least positive, especially in relation to single-word judgements (only one in ten of school leaders supported single-word judgements). Professionals in schools felt reports and overall judgements affected parental choice and staff wellbeing. A few participants noted single-word judgements conveyed a simple, recognisable message but most education providers felt these judgements were too reductive to adequately describe their provision.
Changes to Ofsted’s approach
There were early indications that recent changes to Ofsted’s approach improved staff wellbeing. Participants noticed a stronger emphasis during inspections on staff mental health through more frequent check-ins. Survey findings show those inspected recently were more likely to feel that inspectors were empathetic. However, the research also found that many leaders and staff were unaware of all recent changes, particularly changes to the complaints procedure and the option to ‘pause’ an inspection.
Safeguarding children and improving standards
There were no concerns raised over Ofsted’s coverage of safeguarding in inspections, which was perceived as sufficiently comprehensive. The evidence found the inspection process itself carried some risk of being unsettling for children and learners, particularly vulnerable learners or those with SEND. Leaders and staff felt the training for some inspectors could improve and focus on how to interact with young children, particularly those with additional needs.
Many felt Ofsted could do more thorough inspection reports to support providers to improve standards. Reports needed more detail on a provider’s strengths and explain why their practice is good. The prevailing view was providing more detail in judgements (rather than using a single-word) helped parents and other stakeholders make more informed, nuanced decisions about provision. The current structure of inspection reports lacked utility and value for many. Many participants wanted the constructive advice they received from inspectors to appear in reports as it could guide their improvement plans.
Reflections and implications
Reflections on the study, IFF Research director, John Higton, described how “The Big Listen was designed to help Ofsted get a deep and broad understanding of stakeholders’ views, specifically in terms of how those it inspects and regulates perceive its work, and to identify what they see as the strengths and weaknesses of Ofsted’s current inspection and reporting approach. Working on important studies like the Big Listen is why my colleagues and I work in research. That Ofsted is already adapting its practices speaks volumes about its promise to listen.”
Following the findings of this report, the prime minister announced on Monday that the practice of issuing a one or two-word judgement has been scrapped with immediate effect.
Speaking of the report, Sir Martyn Oliver, His Majesty’s Chief Inspector at Ofsted 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.”
To find out more about the study, or our work in educational research please get in touch.