This book reports on a research project which was carried out between 2002 and 2013. The focus of the research was the Office for Standards in Education, Children’s Services and Skills (Ofsted) and its education and training and development programmes for inspectors.
Claims and disputes: The Office for Standards in Education, Children’s Services and Skills (Ofsted) defines itself as the statutory watchdog for the preservation and management of the standard of education in England. And by its own accounts, Ofsted has claimed, firstly, that it is the promoter and upholder high standard of educational achievements, secondly, that it is the bulwark against ‘weak teaching’ and weak leadership, management and governance, and, thirdly, that it is the champion and protector of the interests of the constituents of education in England (Ofsted 2012: 4).
This research does not dispute the fact that the above claims came with the provisions of the Education (schools) Act (1992) and the Education and Inspection Act (2006) and that the Act delegated the statutory duties to inspect, evaluate and judge and report on the standard of education in England to Ofsted. Instead the research is disputing Ofsted’s claims as follows: firstly, the research disputes the extent to which Ofsted has achieved the statutory duties delegated to it under the provisions of the 1992 and 2006 Acts. And, secondly, the research is questioning whether in its current structure Ofsted is fit for purpose and whether Ofsted and a significant proportion of its inspectors have the operational and intellectual capabilities to continue to inspect specific educational remits, and to evaluate and judge and report on the standard of education in England.
Thus the research has advanced the following arguments against Ofsted’s and its inspectors’ capabilities and fitness for purpose: the first argument is that there are incompetent inspectors within the ranks of Ofsted inspectors. The research has found that 30% of practicing Ofsted inspectors do not have the skills and competencies required to successfully achieve Ofsted’s performance criteria for inspectors, particularly in the collection, analysis, evaluation, assessment and interpretation of evidence in the three principal aspects of Ofsted’s judgements. The three aspects in question are ‘Outcomes for Learners, Teaching, Learning and Assessment’ and ‘Leadership and Management’.
The second argument is that there......
Inhaltsverzeichnis (Table of Contents)
- Summary
- Introduction
- The colleges and their inspections 2002 - 2013
- The methodological steps
- The arrangements of the chapters of the book
- Summary
- Chapter 1: The origins of the project
- Encounters with inspectors (2002)
- Encounters with inspectors (2004 - 2013): teaching methodologies
- The problems of Ofsted's methodologies and objectivity
- The dearth of literature
- Summary
- Chapter 2: Outcomes for learners: judging the achievements and progress of learners
- The judgement criteria and evaluative statements
- The achievement and progress of learners
- Narrowing the achievement gaps
- Functional and general skills
- Progression to higher qualifications and the labour market
- Explorations, analyses and evaluations of outcomes for learners
- Judgement criterion three: a testimony to incompetence?
- Progress and progression: Issues and consequences
- What has Ofsted contributed to the standard of education in England?
- Summary
- Chapter 3: Methods in lesson observations
- Lesson observations methodologies: a strategic approach or typology?
- Lesson observations focused on students: inspection by walking about
- Collaborative lesson observations: covert observations of the observer
- Summary
- Chapter 4: Judging teaching, learning and assessment: summative assessments of teachers?
- Lesson observations focused on teachers: the objectives of lesson observations
- The judgement criteria and evaluative statements for lesson observations
- Lesson observations: evidence collection, analyses, evaluations and interpretations
- The technical skills and competencies of teachers: developing and planning the curriculum and the learning
- How well teachers support students in lessons
- Evaluating teacher effectiveness: issues, implications and consequences
- Lesson observations grades: what do they measure?
- Summary
- Chapter 5: Judging leadership and management
- The effectiveness of leadership and management
- Strategic leadership and management
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
The project examines the effectiveness of Ofsted's inspection regime in England, specifically focusing on the inspection of further education colleges. The project aims to analyze the standards and practices of Ofsted's inspection process, evaluate its impact on the quality of education, and identify any shortcomings in its methodology and implementation.
- The effectiveness of Ofsted's inspection methodology and standards
- The impact of Ofsted inspections on educational outcomes for learners
- The quality of Ofsted's inspection process and the training and development of inspectors
- The impact of Ofsted's inspection regime on the professionalism of teaching and leadership
- The limitations and potential biases in Ofsted's assessment of educational institutions
Zusammenfassung der Kapitel (Chapter Summaries)
Chapter 1 delves into the origins of the project, outlining the author's experiences with Ofsted inspectors and identifying initial concerns regarding their methodology and understanding of educational practices. The chapter explores the limited research available on the topic and highlights the need for a critical examination of Ofsted's role in the English education system.
Chapter 2 focuses on the evaluation of learner outcomes, analyzing the judgment criteria used by Ofsted and highlighting the ambiguity and subjectivity in their application. The chapter examines the relationship between learner outcomes and various factors, including socioeconomic backgrounds, retention rates, and progression to higher education. It explores the limitations of Ofsted's data analysis and interpretation, questioning the validity of their conclusions and suggesting alternative perspectives.
Chapter 3 delves into the methods used by Ofsted during lesson observations. It examines the inconsistencies in their approach and criticizes the reliance on covert observations, arguing that such practices undermine the collaborative nature of professional development. The chapter raises concerns about the effectiveness of Ofsted's observation methodology and its impact on teacher practices.
Chapter 4 investigates the process of judging teaching, learning, and assessment, focusing on the criteria used by Ofsted to evaluate teachers' effectiveness. The chapter questions the emphasis on technical skills and competencies at the expense of broader pedagogical considerations and explores the limitations of Ofsted's grading system. It examines the impact of Ofsted's evaluations on teachers' morale and professional development.
Chapter 5 examines the judgment of leadership and management, exploring Ofsted's criteria for evaluating the effectiveness of college leadership. It analyzes the relationship between leadership practices and institutional outcomes and questions the adequacy of Ofsted's assessment tools. The chapter explores the potential for bias in Ofsted's evaluation of leadership and its implications for college governance.
Schlüsselwörter (Keywords)
The key terms and concepts explored in this study include: Ofsted inspections, further education colleges, educational standards, learner outcomes, teaching methodologies, leadership and management, assessment practices, judgment criteria, evaluative statements, data interpretation, and professional development.
- Quote paper
- PhD John Igbino (Author), 2014, Ofsted a case in the mismanagement of the standards of education in England, Munich, GRIN Verlag, https://www.grin.com/document/272178