Following a large-scale review of the education inspection framework (EIF) and the Big Listen to hear more from children, parents, and providers, Ofsted has published the findings from the EIF review, which investigated whether inspections were being carried out as intended. The EIF shapes Ofsted’s inspection principles and the main judgements that inspectors make.
A holistic sample was invited to participate in the survey, including all inspectors across early years, schools, further education and skills sectors, as well as holding focus-groups with select inspectors. The EIF did not asses areas of inspection practice generally, as these areas were informed by the Big Listen, and changes were subsequently proposed.
The review found that, on the whole, inspectors were able to implement the main features of the EIF, but there were still some areas that proved challenging. Inspectors reported that they would like more time on some areas, as they found it challenging to gather enough evidence within the time constraints of inspecting. Early years and sixth form provision judgements and personal development judgement were cited here.
Additionally, the review found that inspectors found the EIF most straightforward to apply in: registered early years nurseries, larger state-funded primary schools, secondary schools, and education programmes for young people in general further education and sixth form colleges. A greater need to be more flexible was found in: childminders, small primary schools, independent learning providers, and special schools with provision for learners with high needs and alternative provision (AP).
Following these findings, Ofsted want to implement several reforms to the EIF, including tailoring the inspection process and criteria depending on the education provider phase and type, as well as considering the areas that inspectors would like more time on. Ofsted have already made changes to their ungraded inspection ethology in schools as a result of this review.
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