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To ask Her Majesty’s Government why the recently published Ofsted inspection framework does not make any reference to the role of parents and families in developing the personal, social and health education of children and in preparing those children for carrying out a role as parents in the future.
To ask Her Majesty’s Government why the recently published Ofsted inspection framework does not make any reference to the role of parents and families in developing the personal, social and health education of children and in preparing those children for carrying out a role as parents in the future.
The purpose of Ofsted school inspection is to assess the quality of education provided by the school for its pupils. This includes reporting on how well the school’s provision supports pupils’ personal development, behaviour and welfare, and their spiritual, moral, social and cultural development. In addition, Ofsted’s school inspection handbook does require inspectors to consider how well leaders and governors engage with parents, carers and others in supporting pupils.
To ask Her Majesty’s Government how many schools in England and Wales have not been inspected by OFSTED in the last 10 years for which figures are available.
To ask Her Majesty’s Government how many schools in England and Wales have not been inspected by OFSTED in the last 10 years for which figures are available.
The Education Act 2011 provided that schools can be exempt from routine inspection on the basis of having been judged ‘outstanding’ by Ofsted at their last full inspection under section 5. Outstanding schools are exempt from routine inspection as long as they maintain their high standards. There are 106 outstanding schools which have not been inspected in the last 10 years.
In addition, there are a number of new schools, yet to be inspected by Ofsted as set out in the table below:
Number of new schools not yet inspected by Ofsted[1],[2] |
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Academic year of opening | Number Of Schools | ||
Total | 1064 | ||
2013-14 | 192 | ||
2014-15 | 411 | ||
2015-16 | 290 | ||
2016-17 | 171 | ||
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1. Open as at 31st December 2016 | Sources: | ||
2. Inspection data as at 30th November 2016 | Ofsted inspection data | ||
To ask Her Majesty’s Government, further to the answer by Lord Nash on 24 November (HL Deb, col 2046), (1) how Ofsted inspectors categorise incidents of bullying, discriminatory and prejudicial behaviour, either direct or indirect, including racist, sexist, disability and homophobic bullying, use of derogatory language, and racist incidents, in...
To ask Her Majesty’s Government, further to the answer by Lord Nash on 24 November (HL Deb, col 2046), (1) how Ofsted inspectors categorise incidents of bullying, discriminatory and prejudicial behaviour, either direct or indirect, including racist, sexist, disability and homophobic bullying, use of derogatory language, and racist incidents, in...
This is a matter for Her Majesty’s Chief Inspector, Sir Michael Wilshaw. I have asked him to write to you and a copy of his reply will be placed in the libraries of the House.
To ask Her Majesty’s Government what steps they are taking to implement health education as a compulsory part of the PSHE curriculum, inspected by Ofsted, from age five to 18, in the light of the recommendation from the All-Party Parliamentary Group on Primary Care and Public Health's Inquiry Report into...
To ask Her Majesty’s Government what steps they are taking to implement health education as a compulsory part of the PSHE curriculum, inspected by Ofsted, from age five to 18, in the light of the recommendation from the All-Party Parliamentary Group on Primary Care and Public Health's Inquiry Report into...
All schools are required to teach a balanced and broadly based curriculum that promotes the spiritual, moral, cultural, mental and physical development of pupils, and prepares them for adult life.
The national curriculum focuses on the essential knowledge children need so that teachers can design a wider school curriculum that is responsive to the needs of their pupils. This teaching can include a range of topics that fall under PSHE, such as health education and health awareness.
To help schools plan their provision, the PSHE Association has produced a suggested programme of study for schools to follow, which includes content about ‘Health and Wellbeing’.
Ofsted do not inspect individual curriculum subjects. Instead, the framework enables important aspects of PSHE to be considered in a proportionate and integrated way, linked to the core inspection areas.
To ask Her Majesty’s Government what arrangements are in place to promote unannounced inspections of schools entering pupils for Key Stage 2 SATs for compliance with the required procedures for (1) the safe storage of test papers, (2) preventing the opening of those papers prior to the examination date, (3)...
To ask Her Majesty’s Government what arrangements are in place to promote unannounced inspections of schools entering pupils for Key Stage 2 SATs for compliance with the required procedures for (1) the safe storage of test papers, (2) preventing the opening of those papers prior to the examination date, (3)...
The Standards and Testing Agency (STA) publishes the ‘Assessment and Reporting Arrangements’ at the start of each academic year, laying out the statutory responsibilities of schools and local authorities for the administration of key stage 2 tests.
Local authorities have a statutory duty to conduct monitoring visits to 10% of the schools participating in the key stage 2 national curriculum tests in their area. Monitoring visits are undertaken before, during and after the test period.
The STA provide local authorities and agencies responsible for conducting monitoring visits with details of any schools it feels should receive a monitoring visit based on information it holds. Within the sample of schools visited, monitoring visitors are required to observe the secure storage of the test materials, the administration of the tests and the collation and packaging of the pupils’ completed scripts ready for dispatch for marking. Details of monitoring visits are recorded and any concerns about the security of the test materials or administration of the tests are investigated by STA. Results may be amended or annulled where evidence of maladministration is found.
Schools may seek permission for ‘access arrangements’ to support pupils with specific needs. Local authorities check permission has been given and evidence of need exists for any alterations to administration as part of the monitoring visit.
To ask Her Majesty’s Government whether the Ofsted inspection framework contains explicit references to learning outside the classroom.
To ask Her Majesty’s Government whether the Ofsted inspection framework contains explicit references to learning outside the classroom.
This is a matter for Ofsted and I have asked Her Majesty’s Chief Inspector, Sir Michael Wilshaw, to write to you with the information requested. A copy of his reply will be placed in the House library.
To ask Her Majesty’s Government whether further consideration is being given to extending Ofsted’s remit to cover all state-funded schools; and if not, why not.
To ask Her Majesty’s Government whether further consideration is being given to extending Ofsted’s remit to cover all state-funded schools; and if not, why not.
As set out in section 5(2) of the Education Act 2005 (as amended) all state-funded schools are subject to inspection by Ofsted. This includes all community, foundation and voluntary schools, community and foundation special schools, pupil referral units, maintained nursery schools, academies (which includes free schools), city technology colleges, city technology colleges for the technology of the arts and certain non-maintained special schools approved by the Secretary of State under section 342 of the Education Act 1996.
To ask Her Majesty’s Government what assessment they have made of the report by Civitas entitled Playing the Game: The enduring influence of the preferred Ofsted teaching style, and in particular the claim that teachers change their lessons plans during Ofsted inspections.
To ask Her Majesty’s Government what assessment they have made of the report by Civitas entitled Playing the Game: The enduring influence of the preferred Ofsted teaching style, and in particular the claim that teachers change their lessons plans during Ofsted inspections.
The Department for Education has read the report and is aware of the issues and concerns raised.
Her Majesty’s Chief Inspector, Sir Michael Wilshaw, has repeatedly made clear that Ofsted does not have a preferred teaching style. It is up to the classroom teacher to determine how they should teach. Ofsted’s judgements on teaching are predicated on whether children are learning, progressing and achieving good outcomes.
We recognise the importance of Ofsted delivering a consistently good service across a broad remit. Sir Michael has taken a keen interest in the quality and consistency of inspections and has announced that Ofsted's inspections of schools will be brought in-house from September 2015 to enable direct control over the selection and training of additional inspectors, and more control over quality assurance.
Lords question for short debate on what plans they have to promote British values in all educational establishments in the United Kingdom in the next year.
Lords question for short debate on what plans they have to promote British values in all educational establishments in the United Kingdom in the next year.
To ask Her Majesty’s Government, in the light of the report by Policy Exchange, Watching the Watchmen: the future of school inspections in England, what measures are being taken to ensure that Ofsted inspectors used from private firms are accredited and qualified.[HL6590]
To ask Her Majesty’s Government, in the light of the report by Policy Exchange, Watching the Watchmen: the future of school inspections in England, what measures are being taken to ensure that Ofsted inspectors used from private firms are accredited and qualified.[HL6590]
This question is a matter for Ofsted. Her Majesty’s Chief Inspector, Sir Michael Wilshaw, has written to the noble Lord and a copy of his response has been placed in the House Library.
To ask Her Majesty’s Government what steps they are taking to support the recruitment and training of school inspectors and lay inspectors.[HL6422]
To ask Her Majesty’s Government what steps they are taking to support the recruitment and training of school inspectors and lay inspectors.[HL6422]
This question is a matter for Ofsted. Her Majesty’s Chief Inspector, Sir Michael Wilshaw, has written to the noble Lord, and a copy of his response has been placed in the House Library.
To ask Her Majesty’s Government what assessment they have made of the remarks about “lucky children” made by the Chief Executive of Ofsted during the launch of that organisation’s Annual Report 2012–13.
To ask Her Majesty’s Government what assessment they have made of the remarks about “lucky children” made by the Chief Executive of Ofsted during the launch of that organisation’s Annual Report 2012–13.
My Lords, I am delighted that the chief inspector has focused attention on “lucky children”. Although 78% of schools are now good or outstanding—compared to 68% when we came into office—there are still too many unlucky children. Many of them attend schools up and down the country that have been failing for years and which we are now turning into sponsored academies. The performance of sponsored academies far outstrips that of other state schools. For instance, sponsored academies open for three years improved their GCSE results by 12% versus 5% for local authority schools. The Government’s extensive programme of reform is aimed at ensuring that all children are lucky enough to go to a good school.
My Lords, I am delighted that the chief inspector has focused attention on “lucky children”. Although 78% of schools are now good or outstanding—compared to 68% when we came into office—there are still too many unlucky children. Many of them attend schools up and down the country that have been failing for years and which we are now turning into sponsored academies. The performance of sponsored academies far outstrips that of other state schools. For instance, sponsored academies open for three years improved their GCSE results by 12% versus 5% for local authority schools. The Government’s extensive programme of reform is aimed at ensuring that all children are lucky enough to go to a good school.
My Lords, I am delighted that the chief inspector has focused attention on “lucky children”. Although 78% of schools are now good or outstanding—compared to 68% when we came into office—there are still too many unlucky children. Many of them attend schools up and down the country that have been failing for years and which we are now turning into sponsored academies. The performance of sponsored academies far outstrips that of other state schools. For instance, sponsored academies open for three years improved their GCSE results by 12% versus 5% for local authority schools. The Government’s extensive programme of reform is aimed at ensuring that all children are lucky enough to go to a good school.
To ask Her Majesty’s Government what assessment they have made of the remarks about “lucky children” made by the Chief Executive of Ofsted during the launch of that organisation’s Annual Report 2012–13.
My noble friend is quite right. When the new chief inspector came into office, one thing that I thought he did very well was to abolish the appalling low-expectation term “satisfactory” and set much higher expectations for schools. It has clearly been proved through the academies programme and other schools that setting higher expectations for our children does work.
My noble friend is quite right. When the new chief inspector came into office, one thing that I thought he did very well was to abolish the appalling low-expectation term “satisfactory” and set much higher expectations for schools. It has clearly been proved through the academies programme and other schools that setting higher expectations for our children does work.
My Lords, I thank my noble friend for that heartening reply. Would he also join me in welcoming the chief inspector’s finding that children’s success in education is determined not by their background but by the quality of the school they attend and that lucky children are simply those who attend good schools? Does this not offer an end to the climate of low expectations for children from disadvantaged backgrounds, which for too long has bedevilled their opportunities?
Assessment, as opposed to testing, is obviously crucial to ensure effective accountability and to work out whether pupils are making progress, which is an issue that I know Ofsted is very focused on. We have held a public consultation on proposals for key stage 1 assessment, whose results have not been published. As far as key stage 3 tests are concerned, we have no plans to reintroduce key stage 3 tests but we expect all schools to be able to demonstrate to Ofsted, through whatever assessment mechanism they use, that their pupils are making progress.
Assessment, as opposed to testing, is obviously crucial to ensure effective accountability and to work out whether pupils are making progress, which is an issue that I know Ofsted is very focused on. We have held a public consultation on proposals for key stage 1 assessment, whose results have not been published. As far as key stage 3 tests are concerned, we have no plans to reintroduce key stage 3 tests but we expect all schools to be able to demonstrate to Ofsted, through whatever assessment mechanism they use, that their pupils are making progress.
My Lords, the report implies that increased testing of children may improve attainment. Many teachers and educationalists believe and state that excessive testing takes time away from teaching. Do the Government agree?
I agree entirely with the noble Lord. That is what we aim to do.
I agree entirely with the noble Lord. That is what we aim to do.
My Lords, would the Minister agree that, while the use of the word “lucky” is good shock tactics—and, possibly, good politics—the primary responsibility of Government, and all of us who are involved in education, is to improve the quality of schools and teaching and to take luck completely out of the picture?
The right reverend Prelate is quite right to focus on governance. I put that right at the top of my agenda when I came into office because it seems to me that, whether a school is maintained by a local authority or is an academy, the key decisions are often made by the governing body, so we need to raise the quality of governance. Last year, we focused governors’ responsibility on three key functions: on setting the school’s strategy and vision; on holding the head teacher to account for pupils’ progression and for the performance management of the staff; and on money. It is important to focus governors on a limited number of tasks, but we are also dramatically beefing up recruitment, including by working with business to recruit more business governors.
The right reverend Prelate is quite right to focus on governance. I put that right at the top of my agenda when I came into office because it seems to me that, whether a school is maintained by a local authority or is an academy, the key decisions are often made by the governing body, so we need to raise the quality of governance. Last year, we focused governors’ responsibility on three key functions: on setting the school’s strategy and vision; on holding the head teacher to account for pupils’ progression and for the performance management of the staff; and on money. It is important to focus governors on a limited number of tasks, but we are also dramatically beefing up recruitment, including by working with business to recruit more business governors.
My Lords, in view of the difficulties often experienced in recruiting governors for schools, especially but not only in disadvantaged areas, what more can the Government do to encourage people to take on that role and to reduce the bureaucratic pressures that governors so often face?
I agree with my noble friend that this is very important. It is essential that schools work closely and engage with their local businesses. Many excellent models are emerging up and down the country—I am continually coming across new ones—including: the Business in the Community business class, which aims to work with 500 schools; the Ahead Partnership in Leeds, which runs a very good organisation called “Make the Grade” that builds partnerships between businesses and schools; and Inspiring the Future as well as a number of other models that are emerging. All schools should allow their pupils a window on work through engagement with their local business communities.
I agree with my noble friend that this is very important. It is essential that schools work closely and engage with their local businesses. Many excellent models are emerging up and down the country—I am continually coming across new ones—including: the Business in the Community business class, which aims to work with 500 schools; the Ahead Partnership in Leeds, which runs a very good organisation called “Make the Grade” that builds partnerships between businesses and schools; and Inspiring the Future as well as a number of other models that are emerging. All schools should allow their pupils a window on work through engagement with their local business communities.
My Lords, the chief inspector highlights as a key challenge that pupils do not see English and other school subjects as relevant to their daily lives. Would the Minister agree that lucky children are those who have early exposure to the world of work and make the link between lessons and future aspirations? If so, what steps are the Government taking to support and enhance careers advice throughout primary and secondary schooling?
The noble Baroness makes a good point, and I am grateful to her for her work as chair of Ofsted. There are two lessons from the point she made. One is that school-to-school support is the key model. We are focusing the academy programme on a regional, school-to-school cluster basis—whether that involves national chains operating regionally or local schools supporting
local schools. Those are the absolute key things that we learn from the London Challenge and the academy focus. It has to be done on a local basis.
The noble Baroness makes a good point, and I am grateful to her for her work as chair of Ofsted. There are two lessons from the point she made. One is that school-to-school support is the key model. We are focusing the academy programme on a regional, school-to-school cluster basis—whether that involves national chains operating regionally or local schools supporting
local schools. Those are the absolute key things that we learn from the London Challenge and the academy focus. It has to be done on a local basis.
My Lords, the progress of schools in London, particularly sponsored academies, was particularly marked in the report. What lessons will the Government take from the London experience of introducing sponsored academies with very strong leadership, good teaching and strong governance, also backed up by the framework of the London Challenge? I draw attention to my entries in the register.
The Government are prepared to approve expansion of grammar schools but we are not in favour of new grammar schools.
The Government are prepared to approve expansion of grammar schools but we are not in favour of new grammar schools.
My Lords, at the same time as publishing his report the inspector also said that grammar schools are acting as a brake on social mobility and there should be no more of them. Do the Government agree with that as well?