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Writer's pictureVijith Vijay

This is a better way to evaluate schools than removing Ofsted labels

The recent proposal to remove Ofsted’s one-word judgment for schools represents a significant shift in the way the current government views school assessments. Traditionally, an Ofsted inspection starts with a phone call to the school the day before, sending the entire institution into a state of chaos.


Imagine the headteacher speed-walking up and down the corridors, the leaders frantically shuffling safeguarding records, teachers bumping into classroom objects trying to clear up the everyday clutter whilst school business managers panicking whether that one missing cell in the Single Central Record spreadsheet is going to throw the whole school down the abyss of the ‘inadequate’. It is almost like the last 60 seconds of the world cup football match, intense pressure pumping cortisol through your veins.


While this process is not set to change immediately, most educators have welcomed this political shift. But the question remains, why do we do this?


Despite Ofsted becoming unpopular with the general public in recent years, it is important to recognise that, without it, many schools might not take safeguarding as seriously. When a school fails in its duty to protect a child, whether physically, emotionally, or sexually, no words can console the devastated parents of that child. Ofsted’s strict oversight has often encouraged schools to maintain high standards.


The Standard

We want our schools to keep a certain standard. That standard starts with the attitudes for protecting and safeguarding our children. The next step is to provide a safe site where our children can get together, ensuring health and safety are taken care of. And then to be provide a loving and caring environment which is conducive to learning; the psychology of care. Education can only begin after this.


Schools have been rated on a scale from "Outstanding" to "Inadequate," based on a range of performance indicators such as academic achievement and classroom management. However, this method has been criticised for its rigidity and for overlooking key, less measurable aspects of education, such as character development. From a character education standpoint, removing these labels could provide an opportunity to refocus on the broader purpose of schooling and holistic development.


The Importance of Character Education

Character education promotes the cultivation of moral and ethical virtues like empathy, honesty, and humility. While academic achievement remains important, schools have a wider responsibility to shape well-rounded, thoughtful individuals who can contribute positively to society. However, the current Ofsted grading system places excessive emphasis on measurable outcomes, such as assessment data and attendance, often marginalising the importance of character development in a child’s education.


By eliminating these simplistic labels, the government has the chance to realign its educational priorities. Schools should not be defined solely by their students’ ability to meet standardised criteria but also by their ability to nurture future leaders with integrity and resilience. This raises the question: how can we better assess a school’s performance while incorporating these essential elements of education?


Moving Beyond Labels: Character and Wellbeing Audits

Instead of ranking schools based purely on traditional metrics like attendance and achievement, inspectors could introduce character and wellbeing audits. These would involve interviews with students, staff, and parents, and observations of the school environment to assess the moral values being instilled. Indicators could include student involvement in community service, the quality of peer relationships, children’s mental health, and the effectiveness of programmes that promote social and emotional learning. One such programme is Being The Cure’s Heroic Culture Programme. This approach would ensure that schools are recognised for their efforts in developing children’s moral and ethical capacities.


Tracking Long-Term Success

Academic success is often measured by exam results, but this approach overlooks students' long-term outcomes. By tracking students after they leave school, inspectors could evaluate how a school’s emphasis on character development has shaped students’ decision-making. Data on further education, employment, and community involvement could offer more meaningful indicators of a school’s impact.


Portfolio-Based Assessments

Schools could be asked to create comprehensive portfolios showcasing how they support character development, creativity, and student wellbeing. These portfolios might include case studies of successful student interventions, evidence of extracurricular programmes that foster leadership and teamwork, and testimonials from students and parents. Inspectors could use these materials to provide a much more nuanced view of a school’s culture than a single grade ever could.


Student Voice and Feedback

Although Ofsted inspectors would normally meet a group of children during their inspections, specifically asking students to gauge how well they feel supported both academically and personally, inspectors could use this qualitative data to assess the school’s success in building character. A measure of children’s understanding of right and wrong through student voice is a great way of understanding the depth of the school’s impact.


Contextualised Evaluations

Schools operate in a range of socio-economic settings, and a one-size-fits-all labelling system often fails to account for these differences. Inspections should take into consideration the challenges faced by schools in their particular context and adjust expectations accordingly. A school serving a disadvantaged community, for instance, may encounter challenges that impact performance but still excel in creating a supportive and nurturing environment for its students.


Collaborative Inspections

Rather than focusing on punitive measures, inspections should encourage a collaborative approach between schools and inspectors. The inspection process should be viewed as a partnership aimed at school improvement, not just judgment. Inspectors could work alongside teachers and school leaders to develop tailored improvement plans, which could then be revisited over time to ensure meaningful progress. The inspection process should also include ongoing support for schools and their improvement plans.


Prioritising Teacher Wellbeing

Teacher wellbeing is a key factor in both school performance and student outcomes. Inspections could include metrics that assess staff morale, workload, and professional development opportunities, encouraging schools to invest in their teachers. Happy, well-supported teachers are far more likely to create positive learning environments that benefit students both academically and personally.



The Better Way to Measure School Performance

The future of school inspections lies in adopting a multi-faceted approach to performance evaluation. A more meaningful measure of success would combine academic achievement with character education, wellbeing, teacher satisfaction, and long-term student outcomes.


This approach would acknowledge the complexity of schooling and align with the growing recognition that education is about more than just labels.


The government’s next step should be to create a framework that values the holistic development of children and supports schools in fostering morally aware individuals. A truly successful school prepares students for life’s challenges, equipping them with the skills and character to face adversity with wisdom and empathy. By focusing on character as well as academics, the education system can better serve the needs of both the community and the wider world.





Author: Vijith Vijay




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