Tag: Amanda Spielman

The statement made by Amanda Spielman, the Chief Inspector of OFSTED, on 24 March 2023.

Ruth Perry’s death was a tragedy. Our thoughts remain with Ruth’s family, friends and the school community at Caversham Primary. I am deeply sorry for their loss.

Ahead of the coroner’s inquest, it would not be right to say too much. But I will say that the news of Ruth’s death was met with great sadness at Ofsted. We know that inspections can be challenging and we always aim to carry them out with sensitivity as well as professionalism. Our school inspectors are all former or serving school leaders. They understand the vital work headteachers do, and the pressures they are under. For so many colleagues, this was profoundly upsetting news to hear.

This is unquestionably a difficult time to be a headteacher. School leaders worked hard during the pandemic to keep schools open and give the best education they could, while keeping vulnerable children safe. Since then, some children and families have struggled to readjust to normal life, and schools have had to respond with care and determination. School absence is high, mental health problems have increased, and external support services are unable to meet increased demand.

The sad news about Ruth has led to an understandable outpouring of grief and anger from many people in education. There have been suggestions about refusing to co-operate with inspections, and union calls to halt them entirely.

I don’t believe that stopping or preventing inspections would be in children’s best interests. Our aim is to raise standards, so that all children get a great education. It is an aim we share with every teacher in every school.

Inspection plays an important part. Among other things, it looks at what children are being taught, assesses how well behaviour is being taught and managed, and checks that teachers know what to do if children are being abused or harmed. We help parents understand how their child’s school is doing and we help schools understand their strengths and areas for improvement. It’s important for that work to continue.

The broader debate about reforming inspections to remove grades is a legitimate one, but it shouldn’t lose sight of how grades are currently used. They give parents a simple and accessible summary of a school’s strengths and weaknesses. They are also now used to guide government decisions about when to intervene in struggling schools. Any changes to the current system would have to meet the needs both of parents and of government.

The right and proper outcome of Ofsted’s work is a better education system for our children. To that end, we aim to do good as we go – and to make inspections as collaborative and constructive as we can. We will keep our focus on how inspections feel for school staff and on how we can further improve the way we work with schools. I am always pleased when we hear from schools that their inspection ‘felt done with, not done to’. That is the kind of feedback I want to hear in every case.

As teachers, school leaders and inspectors, we all work together in the best interests of children – and I’m sure that principle will frame all discussions about the future of inspection.

The speech made by Amanda Spielman, the Chief Inspector of Ofsted, on 13 March 2023.

The speech made by Amanda Spielman, the Chief Inspector of Ofsted, on 28 January 2023.

Hello, and welcome to this year’s Ofsted Big Conversation.

It’s my first Big Conversation speech since the pandemic, and I’m delighted to be back and talking to you all again.

Thank you all for coming and for contributing to this hugely valuable event. And thanks to the organisers for all your efforts in bringing it together.

But I also want to thank you for what you do the other 364 days a year. Because I know it’s been an exceptionally difficult year.

We published our Annual Report last month, and in it we recognised some of the pressures you’ve been facing.

The effects of missing early education

We reported on the longer-term effects of the pandemic including the effects that missing early education has had on some children.

We now have a clearer picture of where children have fallen behind, and of the difficulties you all face in helping them to catch up.

Some children’s speech and language are delayed, as well as their wider development. These children often take longer to settle into a nursery or with a childminder.

And it means some children are less prepared for Reception when they start school.

But we’ve also seen great examples of the work you are all doing to help children catch up.

These include creating more opportunities for children to interact. You’ve been rebalancing your curriculums towards language and communication.

You’re reading to children more, and emphasising social skills in day-to-day routines.

You’re giving children lots of chances to mix with each other. They’re simple changes, but they can have a significant impact.

But taking these steps, does need stable and skilled staff. We know that’s also something that many of you are struggling with.

Our Annual Report noted that it is still difficult to recruit and retain qualified staff. And of course, this can lead to a lack of continuity and consistency for children.

So far, staffing problems have not affected the national profile of inspection judgements, but of course it is something we are very aware of.

Apprenticeships

Apprenticeships could be part of the solution to recruiting enough qualified early years staff. But unfortunately fewer young people are even beginning these programmes at the moment.

The number of people starting relevant apprenticeships fell from just over 27,000 six years ago, to just over 16,000 last year. We hope this trend can be reversed.

It is also important to use apprentices in the right way. They can be a huge help, and on-the-job training is a big part of their professional development.

But we have also seen cases of employers not always releasing apprentices for off-the-job training. This may seem like a short-term fix, but it can delay or disrupt their training and cause problems down the road.

We’ve also seen some providers using apprentices to replace skilled, experienced practitioners. This can’t be a long-term solution and it isn’t fair to the apprentices, or to children.

We’re awaiting the results of the consultation on updating and improving the Level 3 criteria for Early Years Educators. I know many of you will have responded to the consultation.

It’s important that these criteria capture the right things and are brought up to date to reflect current thinking and research.

It’s so important that people coming into the sector get off to the right start, and this means equipping them with the knowledge they need. We hope this update process can be completed quickly.

Against this difficult background, it is all the more impressive that so many childminders, nurseries, and pre-schools are rated good or outstanding.

But we also know that we cannot be complacent. You don’t need me to tell you that children only get one childhood and deserve the best start.

Best start in life

And that is why our Ofsted strategy makes a priority of giving children ‘the best start in life.’

We are really emphasising the first 5 years and especially language and communication.

We know that many children do well in the early years.

But last year over a third didn’t reach a good level of development by the age of 5. And that figure is up a lot since before the pandemic.

This is clearly concerning on its own. But it’s even more concerning, when you consider how this may set them back throughout their education and later life.

You might have seen that we have now published the first of our early years research reviews.

It points out that, in early education, children explore the building blocks of the knowledge, in that they will go on to study at school. (And when I talk about knowledge, I do mean in its fullest sense, not disconnected facts.)

Obviously, preparing children for school is not the only purpose of early education. But it is an important one.

Later this year we will be publishing more parts of this research review.

They will explore all 7 areas of learning in the Early years foundation stage (EYFS), with a particular focus on language and communication.

Language and communication

Spoken language is such an important channel for learning in the early years, before children can become independent learners through reading at school.

Language and communication are the most vital areas of learning for the early years, and the hardest to catch up on later. Without them, all other learning becomes more difficult.

We understand that the EYFS goes beyond and into reception, but we want these reviews to be as useful as possible to you, and have designed them with you, the preschool sector, in mind.

In developing and evaluating our approach, we consider a range of research and viewpoints. And we look further afield and consider what other countries do.

This could be the subject of a speech all on its own, especially as no 2 countries have the same approach. But there’s always something to learn when looking at other countries’ arrangements.

Just as in England, nearly every country has one strand of thinking about childcare and another about early education. In some countries one is more prevalent than the other. Not that anyone is wrong or right, but there are many approaches.

But almost all countries agree that they want children to be competent readers by about age 7.

In terms of learning to read and write, English is at the more difficult end of the spectrum, because it has more complex and overlapping relationships between letters and sounds. This complicated code means that literacy takes longer to build in English than in many other languages.

For you, this reinforces the importance of developing language and communication in the preschool years.

It sets children up well for starting to learn to read in reception. You can all play a major part in that.

So, what should you do? I know that might sound like a daunting question. But it can also be remarkably simple. Sticking to the basics will serve you well and serve your children well.

After all, learning gets lost if you try to overcomplicate it. This applies just as much to young children as to older ones.

Working out what level of learning children can cope with is important. It’s not about coming up with more exciting and elaborate activities. It’s about working out what you want children to learn and then thinking about the best way for them to learn it. This is something you do every day of course.

However, there is a balance.

In the jargon, some cognitive load is required – but cognitive overload should be avoided.

An approach of little and often, of planning your teaching in small chunks, will help children learn now and set them up for future learning.

Learning does require effort. But that becomes easier as the young child gathers more knowledge.

Early years curriculum

Our research review identified some features that high quality early years education may have.

It should start with a carefully considered curriculum. I know that word, ‘curriculum’, can be misunderstood or make people think of something more complicated than is actually needed.

An early years curriculum should consider what children need to learn over time as well as the end goals.

It should be coherently planned and well sequenced.

It does not need to include formal subjects, but it should prepare children for that. And it should enable all children to make progress.

Once you have decided what you want children to learn, you need to think about the best way to teach it.

Again, the word ‘teaching’ can be so misunderstood. We’re not talking about chalk and blackboards.

In the education inspection framework (EIF) handbook we define teaching like this:

Teaching is a broad term that covers the many different ways in which adults help young people learn.

In the early years, that should be a balance of play, guided activities, and direct teaching.

Much of children’s learning comes through your interactions with them during planned and child-initiated play and activities.

But of course, sometimes it’s right to show or tell children what to do through explicit teaching.

For example, when they are learning something for the first time such as tying their shoelaces or using scissors.

Judging what, when and how to teach is a key part of your role. Experimenting at the water tray is a great way for children to learn about floating and sinking.

But nobody expects a child to learn how to use a microwave by discovery. That would lead to broken microwaves and ruined food.

And we don’t expect children to discover the names of shapes, colours or numbers for themselves. We teach those things explicitly.

But sometimes we don’t do the same with the wider world and the things around children.

It is important to consider a child’s interests and work with them to make your teaching engaging.

For example, if they ask for the name of a flower, naming it and then pointing out the parts of a plant could be a great way to add to their knowledge and vocabulary.

They will never soak up new words and new ideas faster than when they’re with you, so it’s a wonderful window of opportunity.

But it is also important to not just to be led by children’s interests and what they ask about. If you do, you may miss essentials.

So again, there’s a balance to be found, and that’s a big part of your role. You should encourage children to take part in all kinds of play, not just those that fit with their previous experience and preferences.

Teaching doesn’t mean treating your children as though they are already in school, but it should include making sure that they are ready for that environment by the time they leave you.

That includes making sure they can communicate and engage with other children and adults.

It can also include practical skills such as preparation for writing. You don’t need to teach letter formation, but you could start with a good, relaxed pencil grip when drawing.

It can also be the daily things that you may not consider teaching.

Even very young children enjoy simple routines and structures, feeling that they know how things work, and that they can do things.

Activities like laying and setting a table or tidy up time can of course instil good habits and routines for later in life and build social skills.

And they can also make children feel good, feel that they are contributing, and feel pride in doing something for other people.

Little routines throughout the day like putting their bags in cubbies, hanging their coats on pegs, and saying please and thank you, also stand children in good stead for when they start school.

Many of you already do these things so well and they’re so important.

These are just some examples.

But of course, finding how and when to teach most effectively will always rely on your professional judgement.

Setting the right ambitions and plans in your curriculum will make sure you are on the right path.

I hope you enjoy the rest of today’s programme – I know my colleagues Wendy Ratcliff and Kirsty Godfrey are looking forward to it!

Thank you again for joining the Big Conversation, and for all that you do.

The speech made by Amanda Spielman, the Chief Inspector of Ofsted, on 18 January 2023.

So I have been asked to talk today about the use of research evidence in education and I’m going to talk mainly about how Ofsted uses research, but I am also going to be talking about its wider use in the education sector.

Overall, I think there is a tremendous amount for the sector to be proud of: England is really ahead of many countries in harnessing research effectively in education. And Ofsted has clearly been part of that movement in recent years.

I must declare at the outset that I am not myself an education researcher. But I have now spent more than 20 years in education, and in all of that time I have been working in different contexts to make good use of available evidence, and to encourage others to do the same, and have made sure that at Ofsted we now have the capacity to do that well.

And of course, we have several big stakes in good use of research evidence.

First, we want to ground our inspection approach as securely as we can in evidence about education itself.

In this way inspections can encourage schools (and of course nurseries, colleges and the other entities we inspect) to align their models and practices with what is already known about quality. That is a big part of being a force for improvement.

Secondly, we aim to build and iterate inspection models that achieve the intended purposes with sufficient validity and reliability and minimal unintended consequences. Of course, we don’t have total freedom here: we have to work within our statutory framework and within the policy constraints that are set by government, including funding. So that’s 2 stakes.

The third stake is the aggregation of the evidence that we collect in doing our work, and the related research work that we carry out, makes us a generator of research evidence for others’ benefit, as well as a user.

And of course, we are just one part of a wider landscape. Much excellent work has been carried out in universities like this one [the University of Oxford] over many years; the Education Endowment Foundation (EEF) has become part of the national network of What Works centres; and many other institutes and bodies do significant work.

And that brings me to a fourth strand, which links back to the first. Many bodies act as intermediaries, translating complex maps of academic evidence into reports and summaries that can be more immediately useful to practitioners. And this is not of itself a core Ofsted activity, but we know that it is one of the ways that our products are used.

Curriculum reviews

For instance, over the last 2 years, we have drawn up and published a series of curriculum reviews. These offer a researched conception of what we consider to be a high-quality education, by subject and by phase. They help translate our researched framework into subjects and phases. And they provide a platform for inspector training in judging curriculum quality.

(And of course, if we are to be consistent as an inspectorate, we must have a shared conception of what constitutes quality. If you ask people to judge quality in the absence of a clear corporate statement, they will inevitably bring their own views to bear: and of course, individual views will always vary to some extent.)

But we also know that schools draw extensively on these reviews to develop their curriculums. They have been downloaded many hundreds of thousand times. I believe this shows a tremendous appetite for engagement with educational research, as well as an understandable desire to gain some insight into Ofsted’s approach.

But of course, there is no comprehensive and definitive version of educational truth. There is much that is well established, and much that is not. New evidence and insights can cast doubt on or discredit previously accepted wisdom. I’ll come back to the difficulties this creates a bit later.

But children’s lives cannot be put on hold. So neither schools nor we can down tools, to wait for a pot of fairy gold at the end of an evidential rainbow. We must work with what is available, and what is most relevant to our work, while recognising that we will always have to iterate in the light of new developments.

How Ofsted works

I think this is a good moment to explain just a little more about Ofsted.

In many ways we [Ofsted] operate as you would expect. The principles of good inspection and regulation are straightforward: proportionality, accountability, consistency, transparency and targeting. These are the Hampton principles, and they are deeply embedded in our frameworks and handbooks.

But how does an inspectorate work?

I think we operate to a fairly standard model.

Our frameworks and handbooks are the policy instruments. They are powerful levers on the education sector, and they exert influence long before an inspector comes through the door.

The inspection process itself is designed around professional dialogue. It is intended to help schools improve – and our post-inspection surveys do find that, in most cases, it does.

At the end of most inspections, we make judgements, for overall effectiveness and for several component judgements. They give parents, responsible bodies and government a clear statement about the overall performance of the institution.

We also publish inspection reports, describing what is being done well and what needs to improve.

We inspect at the level of the individual school and other institutions, but to report only at this level would be a tremendous waste of evidence and insight. So we have a strand that is responsible for drawing out the insights from the aggregation of our evidence, and for additional research where needed to supplement this, and also to run our evaluation programme.

In fact, there are 3 distinct flows here.

One is the dissemination programme, that includes the curriculum reviews I just talked about, thematic reviews and other research, such as reports recently commissioned by the DfE on tutoring and on T Levels. These are intended mainly for policymakers and for the education sector.

One flow is back into our frameworks and handbooks.

And the final flow is back into our inspection processes, including inspector training and quality assurance.

And of course, we are informed by the work of institutions in all this – we do not exist in a bubble.

What inspection is, and is not

And I want to take a couple of minutes to remind us of a broader question: what are the purposes of inspection?

I believe there are 3 main purposes for inspection today that are relevant for the area of research. These sit in the context of a long-standing government policy that puts responsibility for diagnosis with Ofsted, but locates responsibility for treatment and support with schools themselves and with the regions group at the Department for Education (DfE). (This policy is often misunderstood by people who would like us to function primarily as a support mechanism.)

So, what are those purposes?

First, inspections provide information and assurance to parents. Ofsted was created in the early 90s in the context of the parents charter.

Secondly, they inform central and local government and other controllers of schools. Given the independence of our judgements, they provide a legitimate basis for action by others when its needed. And they also signal excellence that others can learn from.

And then, thirdly, they can and should be of value to the people at the receiving end: to teachers and heads. This is true even when inspection is limited to diagnosis. I would be deviating too far from my subject today if I went into the reasons why, but this is a matter of tremendous importance to me.

Case study: the education inspection framework (EIF)

So I am going to take as a case study the development of our main education inspection framework, the EIF. It had to meet those purposes: they are largely defined by government. But we do have flexibility in how we go about meeting these purposes.

And we aim to ground all our work in research evidence and to operate as transparently as possible.

So we took time and care to develop the framework iteratively over 2 years.

To prepare, we reviewed a wide range of research, from many universities, from the Education Endowment Foundation, from the Department for Education, and from other sources. We summarised what we drew on in a review that was published to provide transparency, both as to the evidence we used and our interpretation of that evidence. This gave the framework additional credibility showed the thought, attention and range of views that fed into its development.

And we also did some substantial work on the state of curricula in both primary and secondary schools that, itself, will be informed by research into cognitive psychology. This is an important body of knowledge that wasn’t always being drawn on.

The first phase of our curriculum research found systemic weaknesses in much of curriculum approach and design.

In the second phase we studied a sample of schools that had curriculum thinking and development embedded in their approach.

The third phase, tested a model of inspecting curriculum, based on our findings. This confirmed much of what we found in the first 2 phases and also allowed us to explore some potential curriculum indicators, some evidence collection methods, and also the practical limitations of inspections. And we were also able to test our ability to discern strength from weakness in curriculum development and application.

All of this evidence gathering, research, consultation, evaluation, iterative development and testing resulted in the most evidenced framework that Ofsted has ever produced. The EIF is built around a strong and well-warranted construct of what good education is. And it is built around the importance of curriculum: the real substance of education.

And I have talked before about the substance and purpose of education. It does need to prepare young people for life and work, but that is not all. It must also be about broadening their minds and horizons. It should give them the tools to make their communities and the world better places to live in. And it should allow them to contribute to society and the advancement of civilisation, not just the labour market.

The EIF is broad enough to recognise all of these purposes of education. And it is why it firmly promotes a full and rich conception of knowledge, not a narrow and reductive one.

The EIF and the sector-specific handbooks now underpin all the education inspections we do. They help us to assess the quality of education a service provides.

I will add that there has been considerable interest from overseas education ministries and inspectorates in the EIF, and in how we developed it. As far as we know, it really is the first education inspection framework to be developed in this way.

Area SEND framework development

To do the EIF, we had a wealth of research and findings to draw on. But that is not always the case. Sometimes, we have to develop iteratively in the light of experience, bringing in such evidence as is available.

I thought I’d talk briefly about our new framework for special needs inspections for a quick contrast. These inspections review the effectiveness of all the relevant agencies in providing joined up special educational needs and/or disabilities (SEND) services in a local area. There is surprisingly very little research evidence to draw on for this.

In planning a successor to our first framework, we recognised the important work and lessons from the first set of inspections, but we did also see room for improvement.

We’d already identified recurring weaknesses, flaws and delays in the identification of children’s needs. We had also often found a lack of clarity about who is responsible for what, between the various organisations involved.

We also listened to a lot of feedback from children, young people and their families, from people working in all kinds of SEND and related services, and from the many organisations that support children and young people with SEND as well as representative bodies.

We combined the inspection analysis with the feedback from the various strands of engagement. That enabled us to develop and refine our new proposals. These proposals or aspects of them were then tested through discussions and a set of pilot inspections. (Piloting is a very powerful tool for us.)

All of this led to a new approach with 9 proposals for improvement, which we consulted on last summer. Happily, we found strong support for all proposals, increasing our confidence in the direction, and also provided valuable comments and suggestions that led to some changes and clarifications in the draft framework and handbook.

In summary, we have started by building on our existing framework and inspection programme. We incorporated our analysis, feedback and engagement. We tested our new proposals. We consulted on them – and all of this going into the framework. We think we have created an approach that will improve outcomes for pupils with SEND, help families navigate a complex and sometimes adversarial system, and strengthen accountability by clarifying where responsibility for improvement lies.

I think it’s a good example of how to develop a framework in a less evidence-rich environment.

Evaluation

The next thing I want to talk about is evaluation.

These cases studies illustrate how we draw on established research and generate research to design our models, in the light of both well-developed and under-developed bodies of research.

But we also need to know whether our frameworks and methodologies are being implemented as intended and having the effects we expect. We therefore have a programme of evaluation work. When we do this, we make a contribution to the body of professional knowledge about inspection. But, significantly for us, the evaluation work completes a positive feedback loop. We harness those findings and then use them in refining our process, our handbooks and our frameworks.

One important example of how we evaluate is by using research methods to establish how reliable inspections are. Our frameworks and handbooks clearly outline what we focus on in inspection, and what we consider to be of high quality. So inspector judgement is, from the very start, focused on a construct that’s transparent to all through our handbooks. Our inspectors are there to apply the framework, not to apply their own individual ideas of what good looks like.

Beyond our routine quality assurance activities, we have conducted reliability studies on inspector judgement inter-rater reliability. In other words: do 2 inspectors come to the same judgement? We saw high levels of agreement in the results.

Taken together, our quality assurance work and reliability studies all feed back into the continuing development of our frameworks and handbooks.

The limits on consistency

And I want to talk a bit more, actually, about the concept of consistency of inspection judgements. Those of you here who, like Michelle Meadows and Jo-Anne Baird, are experts in educational assessment will immediately recognise the issue of reliability, with all its counter-intuitive complexities.

School inspection is of course a process of human judgement. It complements various other measurement processes, including exams and testing and also many other kinds of measurement, such as attendance reporting. Judgements of overall effectiveness are composite judgements reflecting many aspects of performance.

Now the reliability of human judgement processes has been studied in contexts in and beyond education. Michelle’s 2005 review of the literature on marking reliability was something I read early in my time at Ofqual, and gave me really valuable insight into the strengths and limitations of human judgement.

For me, there are 2 particularly important lessons that come from that literature. First, that ‘perfect’ reliability is unlikely to be achievable. And secondly, that improving reliability often comes at the price of sacrificing some validity. The narrower the construct you choose to assess, the more precisely you can assess it, at least in theory. But the narrower the construct, the less valuable the assessment is likely to be in practice.

And as you all know, national expectations of schools and other education institutions are broad. There is a democratic consensus that compulsory education should extend far beyond minimum competence in maths and literacy, that it should encompass wider personal development on many fronts as well as academic study, and that schools should have responsibilities for safeguarding children.

This means that the ‘overall effectiveness’ that we are required to judge is, and is likely to remain, a broad construct. The corollary of this is that so-called ‘perfect’ reliability is not achievable.

We accept this in many other areas of life, though perhaps without pausing to think a great deal about it. Driving test examiners; judges passing sentence in courts; judges in an Olympic sporting event; I am sure you can think of other examples where we accept that there will be some level of human variation. (The Eurovision Song Contest is an example of where the divergence between markers is so extreme as to suggest that they may not all be assessing the same construct.)

And in fact one of the reasons that inspection continues to exist is precisely because we all recognise that data measures alone cannot carry the entire weight of measuring quality. And there can be unintended consequences of putting too much weight on data outcomes alone: there can be unhealthy backwash, for children and adults alike. So looking under the bonnet, at how outcomes are being achieved, has real value.

There will therefore always be a degree of variability than cannot be engineered out of inspection, and where we could do more harm than good if we tried.

But of course, we take consistency very seriously. We design the framework with great care, to be clear, structured and unambiguous. We design inspection processes with great care. We put a great deal of effort into recruiting and training our inspectors, when they join, in their early months and throughout their time with us. We have many quality assurance processes, covering all aspects of the process and also our reporting. And we have many sources of feedback: post-inspection surveys, complaints, our evaluation work, as well as regular interaction with sector representative bodies. All of this is used to keep on improving our work.

Proactive research

But our research isn’t only about developing and improving Ofsted’s regular work. We publish a lot that faces the outside world.

Some of this is relatively straightforward aggregated information: we produce official statistics, including inspection outcome data, and publications such as our annual children’s social care survey.

We also aggregate, analyse and disseminate evidence that we collect through our routine work, to produce our annual report and other publications.

Research on wider trends

And we do more than just secondary analysis of inspection and regulatory evidence. We also conduct primary research where we need to supplement what we can learn directly from inspection.

Our body of work on pandemic recovery was a significant recent contribution. We recognised that we were particularly well-placed to report on the continuing challenges schools and children faced as education gradually returned to normal. We do have unparalleled access to thousands of children and professionals.

We saw the effects of the pandemic and restrictions on children: on their academic progress but also on their physical, social and emotional development. And for a minority of children, being out of the line of teachers’ sight had harmful consequences.

We saw the efforts that have and are still being made to accelerate children’s learning and wider development and to address those harms. Collating and aggregating and evaluating what we found gave valuable insights.

We reported on a live, shifting situation, publishing dozens of rapid reports, briefing notes and commentaries from September 2020 onwards. Our reports and the speed of their publication helped everyone understand what was happening. Our insight was crucial in making sure that policymakers understood the continuing challenges and it helped us highlight the good or innovative practice that others could learn from. We also reported on poorer practice and on how we would expect schools and other providers to improve.

And professionals in all sectors have told us that our research accurately reflected their experience of the pandemic and post-pandemic periods. We know that we were one of the few bodies doing early research on this. And there was international interest in our work – it was picked up in places like Portugal and South Korea, for example, as well as by other European inspectorates. And I think this showed both its importance and the scarcity of credible research on education during the pandemic.

This work made us very aware of the difficulties in schools, colleges and nurseries, at every level, from those working directly with children, all the way through to their leaders.

It also gave us a strong basis for our decision to return to inspection, confident that we had the right level of understanding of the continuing challenges. It helped us to frame the right expectations, suitably high but still realistic. We wanted to see high ambition and support to help children make up for lost time. But our judgements needed to be fair in this context.

And it is worth noting that the flexibility designed into the EIF allowed us to do this within the existing framework. The previous framework would not have been able to adapt in the same way. We would have needed a new temporary framework – something that professionals in the sector clearly told us that they did not want. The sector had spent time contributing to the development of the EIF, and then in understanding and embedding it. Sector feedback was very clearly in favour of sticking with the framework, suitably applied.

What other trends are we examining?

We’re also examining other trends in education and social care, bringing our unique position and reach to bear for the benefit of children and learners. We have researched, for example, how local authorities plan for sufficient accommodation and services for children in care; how alternative provision for primary-age pupils is being used; and how secondary schools are supporting struggling readers.

Tutoring

Much of our research work is commissioned by government. One example is our work on tutoring, the first phase of which was published last year. This was based on visits to 63 schools to explore their tuition strategies and how well they had integrated tuition with their core education programmes, to report on the progress and, to the extent possible, the effectiveness of the National Tutoring Programme, on which the government is spending £1 billion.

We found some good use of tutoring, but also that quality varied greatly depending on the school and the tutoring provider. And we also found limited understanding of the effectiveness of tutoring. Used well and properly integrated, tutoring can be a huge help to pupils who fall behind, but it is a very expensive intervention. It therefore needs to have a big enough impact to justify its cost.

There are obvious difficulties with assessing impact. Getting a handle on the effectiveness of tutoring at the level of the individual child or the school is always going to be problematic: how do you attribute progress as between classroom teaching and tutoring? It may be possible where tutoring is very targeted at specific topics or areas of the curriculum. But expectations here do need to be realistic.

Our reviews are already helping the government develop the tuition programme and helping schools and colleges to implement and integrate tutoring better, and the second phase of our research, which is currently in the field, will explore how schools are adapting and applying the programme after a year’s experience.

Policy evaluation

Some of our work is characterised as policy evaluation. One recent example was the exemption of outstanding schools from inspection.

We have now reported on the first year of inspections of previously exempt schools since the exemption was lifted. Most schools inspected were no longer outstanding, and over a fifth dropped to requires improvement or inadequate. These were typically the schools that had gone longest without inspection, typically around 13 years. And we have also set a somewhat higher bar for the outstanding grade in the EIF, so no-one should over-interpret this data. But nonetheless, we can now see that the policy expectation of continuing improvement in the absence of inspection was not realised.

We will be publishing a further report on this strand of inspection later this spring, including an analysis of the weaknesses that have been found in formerly outstanding schools that have been judged RI or inadequate.

Research for practitioners

Our research doesn’t just provide recommendations or suggest improvements for policymakers though. We also publish research reports and reviews for the education sector: for early years, schools and post-16, from the viewpoint of our inspection framework.

For example, we recently published our ‘Best start in life’ research review, which examines the factors that contribute to a high-quality early education. The review drew on a range of sources, including academic and policy literature.

That was the first in a series of reports on early education. We identified some of the features that high-quality early years curriculum and pedagogy may have. What were these features? A curriculum that considers what all children should learn, practitioners who choose activities and experiences after they have determined the curriculum, and adults who think carefully about what children already know, teaching them what they need to know, and broadening their interests.

It was the latest in the series of research reviews we have published since early 2021 – I mentioned the school curriculum reviews earlier.

I think this might be a good moment to pick up on the issue of challenge and contest in education research. Some of our work is in areas where there is little that is contested. But much of it, like so many domains of knowledge, is in areas that are highly contested. And this is certainly true of much of the curriculum.

I can remember a previous Ofqual research director, Michelle’s predecessor, a man with a very long memory, telling me that in successive rounds of qualification reform, the 2 subjects that have always been hardest to finalise have been religious studies and mathematics, where the divergence of views among academic subject experts is especially, and perhaps surprisingly to those who aren’t in the mathematics world, particularly wide. I also remember hearing that in the most recent round of reforms, disagreements between members in another subject expert group were so profound that tears were shed in a group meeting.

It is therefore entirely unsurprising that our work attracts hostility from some quarters. I think this tends to reflect those wider continuing disputes.

As we said in the principles paper which we published ahead of the curriculum reviews:

Educational research is contestable and contested, and so are documents such as these research reviews. Therefore, we are sharing our thinking with subject communities so that we can get input from the broader subject community. We hope that publishing our evidence base for how we have developed our understanding of subject quality will provide insight, both on what evidence we have used and on how we have interpreted that evidence when creating research criteria for our subject reports.

Each curriculum review collates relevant research evidence, but they are not intended to be all-embracing papers covering the entirety of academic thought on a subject. That is not our job, and it would not be a responsible use of our time and resources. Instead, their primary purpose is to lay out the evidence-base for the kind of subject education that our frameworks reward as high quality. They give a broad foundation for the judgements that we make.

While it is not their primary purpose, we do also hope that they will help subject leaders in their curriculum planning. The reviews are not narrowly prescriptive but offer what appear to be reliable general principles that schools can then apply intelligently. They are also not overly restrictive: each review lays out only the possible feature of high-quality education, without claiming that these are the only features. The enormous popularity with schools, of both the reports and of the related webinars that we offer, is an encouraging indicator that they are indeed helpful.

And we have also heard how helpful schools have found having reviews across the set of subjects. Schools are really appreciating the exploration of the nature of a high quality curriculum across subjects, including computing, PE, music and so on. These research reviews fill a vacuum because in some subjects, curriculum (as opposed to pedagogical approaches) has not been a significant focus of other work. Subject and senior leaders regularly share their appreciation of our work, which gives them guidance across a range of subjects.

And of course, this will in turn contribute to improving the quality of education, raising standards for all children.

How the sector uses research

In exploring the place and function of research evidence in educational policy and practice, it is also interesting to reflect on how the sectors we inspect themselves use research.

On the one hand, there is a very positive picture, with much to be optimistic about. We know that many teachers see being reflective practitioners and researching practice as part of their professional identity. Teachers and other practitioners draw on EEF toolkits and summaries, for example, and apply them in their everyday practice. All this is helping to eliminate some of the perhaps fashionable fads and follies of the past.

Twinned with our focus on subject education in the EIF, there’s also been a renewed interest in subject-based research. This development, in particular, really helpfully bridges academic departments within universities with classroom subject teaching in different phases of education. And teachers write about these things, blog about them, and exchange their knowledge at practitioner conferences such as ResearchEd.

And the aroma of that interest has drifted upwards – out of the classroom – to school leaders who, because of their leadership of the curriculum, are developing their subject research knowledge about how best to sustain and develop school subjects. In this way, I think we have contributed to an intellectual resurgence in school leadership. And I think this really is a tremendous thing, to awaken intellectual curiosity at all levels of educational institutions.

But, on the other hand, this brings complexity. As you all know, navigating research is not without its difficulties. The sheer range of research and evidence in a domain as large as education is daunting: some research is not empirical, other kinds of research are empirical, using qualitative and quantitative methods. Discerning strength, weakness, relevance, and applicability in research requires professional judgement. And without this, cargo cults and lethal mutations can emerge.

What I do think would be helpful now is a clearer overall architecture that recognises and values all the parts of the system that generate educational research and evidence, including the entities that are translating research into usable products for practitioners, and the tools to navigate it. And it would also be helpful to have a clearer medium-term focus on building consensus through research.

Conclusion

Now, this evening, I have concentrated mainly on how Ofsted uses research. What I really wanted to make clear is that research isn’t just one part of what we do, it is a part of everything we do.

It informs our day-to-day work, our frameworks and handbooks, and our overall approach. It helps us strive to be better, and to inspire improvement in the sectors we work in. And it lets us to share what we know with government and with practitioners so that they can make informed decisions.

And I hope that you will take this talk and our wider approach as showing how much we value the work that happens in this and in many other universities, here and abroad, as well as in smaller specialist institutions. I believe that you and the whole education sector benefit from this renewed intellectual energy, which is being harnessed so constructively in so many places. I’m fortunate to been in positions over the last 20 years where I have been able to promote this healthy development.

And with that, I’d be happy to take your questions. I have brought along 2 colleagues today: Alex Jones, who is our Director of Insights and Research, and Richard Kueh, acting Deputy director for Research and Evaluation, who was previously the religious education lead in our curriculum unit and author of our RE curriculum review.

Thank you.

The speech made by Amanda Spielman, the Chief Inspector of Ofsted, in Manchester on 3 November 2022.

Good morning, it’s great to be with you here in Manchester and to be talking to people from across the sector on my visits to children’s homes, local authorities and schools.

What is clear from those conversations, and from everything we have seen through the year, is that this is still a challenging time for education and social care.

So, I also want to take the time to say thank you and your teams for the hard work you do, whether in education, social care or wider children’s and adults’ services.

There are more than a few pinch points in our sectors including workforce shortages, capacity pressures, and places for children with the most complex needs. There are also the big external factors such as an increase in asylum seeking unaccompanied children and your work supporting Ukrainian and other refugee families.

But despite this, we do know that you are un-deterred in your ambitions for children.

And I want to reassure you that we are too.

Our strategy

So, what are we at Ofsted doing?

Like you, we have continued with our work while adjusting to big changes in context. But we have also been looking to the future. We recently published a new five-year strategy taking us to 2027. This is a strategy that reflects on the last 5 years, especially the pressures the pandemic put on our sectors, but it does also look forward to recovery and beyond.

The strategy has been designed to understand and meet the challenges I mentioned. It will also support your sectors while maintaining our distinct role and perspective.

We have set ourselves 8 strategic priorities and I want to talk about 5 of them:

• ‘inspections that raise standards’
• delivering ‘right touch regulation’
• ‘keeping children safe’
• ‘keeping pace with sector changes’
• and making sure children get ‘the best start in life’

The best start in life

I am sure that these will resonate with you, and I will talk through each of them, but I want to begin with ‘the best start in life.’

Children only get one childhood. Each of us has a role in making sure we are getting it right from the start. We make no apology for prioritising the early years.

Over the last year we have published reports highlighting the serious impact the pandemic has had on some of the youngest children. We, like you, have been very concerned about the harm to them.

There are clear concerns about the impact on children’s social and wider development. Many have gaps in communication and language skills and are behind where they should be in personal, social, emotional, and physical development.

There is also a challenging backdrop as the early years sector adapts to the post-pandemic landscape. Parents are struggling to find childcare that is flexible to their needs and at a price they can afford. Alongside this, many workers are leaving the sector and those who stay are often struggling on low wages, exacerbated by significant rises in the cost of living. Making childcare affordable, while attracting well trained and motivated staff is incredibly difficult. We are very aware of this.

In the past, there has been a well-intentioned policy aim to treat childminders and nurseries alike. But part of what we are trying to do is to respect their different natures while maintaining high standards, wherever care is happening.

A young child’s development and learning, wherever they are, is crucial. It is why Ofsted is emphasising the importance of early years curriculum; what children are learning.

We are also going to extend specialist training for our early years inspectors; and we are continuing our early years research programme allowing us to share our insights quickly.

Inspections that raise standards

Which brings me on to our next strategic priority – ‘inspections that raise standards.’

Coming out of the pandemic, schools and nurseries told us they wanted stability and continuity, including in the inspection model. That is why we are allowing the Education Inspection Framework (EIF) to embed properly rather than change it to focus on pandemic recovery.

However, we have clarified how the EIF works for childminders. We updated the early years inspection handbook in September to include specific guidance for childminder inspections. It includes information on the practical process, how our inspectors gather and evaluate evidence, and how they come to a judgement.

Inspection judgements are important because they inform parents, commissioners, and government about the standards being achieved. Our reports highlight good practice and areas for improvement.

The inspection process itself is designed around professional dialogue. Good leaders are the main drivers of improvement in their services. Professional dialogue helps them to improve and us to recognise and report good practice.

Joint Targeted Area Inspections (JTAIs)

We also want our inspections to encourage cross-sector working.

We have recently published our new guidance for Joint Targeted Area Inspections (JTAIs). We will look at how children’s social care, education, health, and the police, work together to reduce risks and harm to children and to give early help.

We know that getting the right help at the right time can prevent longer-term intervention. All these agencies must contribute to this.

Our JTAIs will also look at how early help works and how children move between the categories of early help and children in need.

We hope that this work will make sure everyone in local areas thinks about their role in early support for families. We also expect that it will help the government as it considers children’s social care reform.

Right touch regulation

We know that our ‘right touch regulation’ strategic priority is so important to the sector right now.

Proportionate and risk-based regulation is critical to ensuring good outcomes for children.

The principles of good regulation are straightforward: * proportionality * accountability * consistency * transparency * and targeting

There have been several recent reviews and reports with recommendations for Ofsted and for the sectors we work with. We welcome these contributions and the ongoing discussions that they bring. We’ll continue to support improvement based on the recommendations we and you have been making for a number of years to deliver the best possible outcomes for children.

Where there are lessons for Ofsted to learn, we will take that on board. We constantly strive to improve and change where we can see it will help.

We will continue to use our regulatory powers with careful thought and only where we have serious concerns. But, when we find care that is simply not good enough, it is right that we continue to act.

We know this can contribute to pressures on supply, but we cannot and will not accept sub-standard care for children. We know that there is increased demand, but the solution to that is not lower standards. It is increased supply.

But we are making changes that we believe will help you.

I want to give you 3 examples of where we are doing this.

Multi-building registration

The first is multi-building registration.

We recognised a need for more flexible and responsive provision for children, and an increasing demand for solo and specialised placements. Late last year we introduced the multi-building registration of children’s homes.

It means that a provider can now apply to register a single home where the care and accommodation is provided in more than one building. This reflects the changing ways in which services for children are being delivered and should help increase system capacity. We know some providers are already benefitting from this.

But I am worried about the growth in single child homes. They can isolate children, be very expensive, and create additional safeguarding risks. They can be right for some children but is not a trend we should uncritically welcome.

Streamlining the application process

The second example is our streamlining the application process for childcare to make it simpler and quicker.

We are simplifying our GP health checks and making sure we have all the evidence we need to make informed decisions. We are also working on changes to the registration process to do more parts in parallel and get to registration visits sooner.

All of this will help childminders and nurseries get registered more quickly.

Inspecting local authority children’s services (ILACS)

The third example I want to give is the work we’re doing to recognise the experiences of care leavers. We want to capture a child’s entire journey through the care system, and especially their experiences when they leave it. From January, our ILACS inspections will include a new judgement on the experiences and progress of care leavers.

We’ve consulted you and the wider sector and received very strong support for this new judgement. We will be publishing the updated framework in December. The criteria will reflect the areas that you and young people who have lived in care think make the most difference to young people’s lives.

We will look at young people’s relationships and participation; their health, both physical and mental; their learning and employment; and the local offer and support for care leavers as they transition to adulthood.

Area SEND framework

As part of our better regulation priority, I would also like to talk to you about the work we are doing on the new area SEND framework. Thanks to everyone who responded to the consultation on the framework.

This work is a priority for me. I have long had concerns about the significant weaknesses in the system, backed up by the evidence from our inspections and research on the pandemic’s impact.

I welcomed the government’s vision to reform the system set out in the green paper. But I have always been clear that it would not be right to wait until reforms are made to introduce a new inspection framework. Our aim is to promote improvement in the existing system, while helping areas prepare for further reforms.

Our proposed changes include strengthening the accountability of local area partnerships by having more clarity about who recommendations are aimed at. Critically, we want to put the experiences and outcomes for children with SEND at the centre of our inspections.

Keeping pace with sector changes

As well as making changes at Ofsted, we want to continue to recognise changes and innovations in the sector.

I do understand that you can sometimes feel blamed when things don’t work out, and that can hinder innovation.

We understand that you can’t make an omelette without breaking eggs. It’s important to try new things to improve outcomes for children. But you should also make sure that when things don’t work, you learn from them and improve.

So, we know the sector is changing and it is important not to overburden the system. As changes and reforms become clear, we will continue to be an intelligent regulator.

In my conversations with Ministers, they have always been clear about the importance of changing things carefully and managing change well, while maintaining high ambitions. I couldn’t agree more, and I hope that this spirit will continue.

Ofsted will do what it can to bring systems together, recognising a world where not everything is achievable.

We are making sure that we are working with other inspectorates and regulators to hold the right organisations to account. It’s a complicated regulatory landscape and we are not the only people who inspect you.

That’s why we have been working closely with CQC and HMI Probation so that we don’t all inspect at once. We want to give you the space to do what you do well and avoid simultaneous inspections that stretch your resources. This is good for everyone, including your staff, and lets us get to a better reflection of quality.

Keeping children safe

This brings me to the last strategic priority I want to talk about today – ‘keeping children safe.’

It is vital through their whole journey – from childhood to adulthood. And there are aspects of safeguarding that have often gone under the radar but are getting more attention.

Supported accommodation

Supported accommodation is currently in the spotlight. We start registering these providers in April. Some of you are already planning and working to be ready for that, and we encourage all of you to do so.

We recognise that supported accommodation is hugely varied – quite rightly, as it should reflect the diverse and changing needs of individual young people.

So, we won’t have a one-size-fits-all, overly prescriptive approach.

Unaccompanied asylum-seeking children

We’re also seeing more asylum seekers, and particularly unaccompanied asylum-seeking children. Children who arrive at our shores have often travelled for months and may have endured hardships and harm along the way.

These children need care and compassion, but we also have to be practical and plan for the increased pressures and extra demands.

Unfortunately, many children are getting stuck in unsuitable accommodation such as hotels.

Once in England, children should transfer to the care of a local authority and become a ‘child in care.’ This should happen swiftly. But we know that growing numbers, pressures on foster care, and the failings of some authorities to take ‘their share’ has led to unacceptable delays.

We take this very seriously. We have already helped the Chief Inspector of Borders and Immigration on their inspections of hotels housing these children. Their recent report highlighted safeguarding concerns, very limited education, and unclear or poor oversight.

The Home Office’s reply committed them to eliminating the use of such accommodation as quickly as possible. You all have a part to play in achieving that.

It is also vital that asylum seekers are in places which are appropriate for their age. Adults being in spaces for children raise obvious safeguarding concerns. We are also very concerned about increasing numbers of children being found in hotels, mistakenly identified as adults. We have raised this with the DfE (Department for Education) and have seen swift action from local authorities. But we are concerned that vulnerable children could be lost from sight and at risk of future exploitation.

We know that many of you are working hard to develop local provision for these very vulnerable children and accommodating the increased quotas. When we inspect, we will recognise those making good efforts as well as where progress is too slow.

Conclusion

I know we all face an extremely challenging landscape. I want to finish by saying that the solutions to the challenges we face do not lie in the gift of any one of us. We must all continue to work on the areas where we can make a difference to improve the outcomes for all children.

Thank you for all the work you are doing in this area and will continue to do.

The comments made by Amanda Spielman, the Chief Inspector of Ofsted, on 16 December 2021.

The pandemic is still with us, and children’s education is still being disrupted. But it’s clear that many school leaders and staff have responded to these challenges with tenacity, and demonstrated creativity in how they have supported children and learners’ education and personal development.

Children have missed out so much already. And some pupils remain persistently absent from school for a variety of reasons. So, as we face further turbulence, we must do all we can to make sure children are able to continue learning in their classrooms.

The comments made by Amanda Spielman, the Ofsted Chief Inspector, on 13 December 2021.

I am fully aware that schools are still facing very significant challenges as a result of the pandemic. So, I’m very pleased to report that schools are improving and being recognised for doing so. In fact, inspection results this term are very much in line with what we saw before the pandemic began, if not slightly improved. That will be a reassurance to parents and to schools as well.

Our inspections are intended to be constructive and supportive, so I’m pleased that our survey results show they are valued by the vast majority of school leaders who have experienced one this term. But inspections are also incredibly important for children, who only get one chance at education and have already lost so much in the last 20 months.