Hello, everyone. It’s a pleasure to be here in Birmingham, and I appreciate the opportunity to speak at the CST conference once again.
Last night was wonderful, as it allowed me to reconnect with many familiar faces. It is always an honour to be among those colleagues who dedicate their professional lives to enhancing the opportunities for children!
Almost exactly a year ago, I addressed you as we were on the verge of launching our renewed education inspection framework. Now, a year later, feels like an appropriate time to reflect on the journey we’ve undertaken.
In recent weeks, I have been revisiting my experiences as a headteacher and trust leader while listening to the challenges you face today – particularly those of you working in some of the country’s most disadvantaged areas.
We all engage in this work because we understand that it is in these communities where we can make the most significant difference for children. Yet, the daily realities are often challenging.
Many of you are grappling with the increasing needs of students with special educational needs and disabilities (SEND), all while facing diminishing resources. Additionally, the concern of insufficient specialist staff and support remains prevalent, making it difficult to provide the quality of education that children require and deserve.
Moreover, there are issues surrounding declining student numbers and the pressing need to ensure the sustainability of your institutions in the coming years. And, to add to this complexity, there is the anxiety around Ofsted inspections, often coupled with the feeling of unfair treatment when the inspection day arrives.
I empathise with these challenges. I have led schools through inspections while managing similar pressures. It is disheartening to see only schools in more affluent areas being highlighted as models of excellence, often by those who have never set foot in the communities you serve.
What you seek is for inspectors to genuinely understand your context, to comprehend the lives of the children and families you serve, and to acknowledge the efforts you make to provide the best education possible.
Your role is undeniably challenging, and you need assurance that Ofsted will evaluate your schools fairly without imposing unnecessary pressure. This sentiment was echoed by Leora yesterday.
Introducing Changes to the Complaints System
In response to your feedback, I am pleased to announce a significant change today that will not be the last improvement we aim to implement. We are collaborating closely with the Department for Education on a series of changes that we will discuss with you in the coming weeks and months.
Today marks the introduction of a pilot for an independent complaints review service. This is a notable enhancement to our complaints process since I took on the role of Her Majesty’s Chief Inspector (HMCI). Previous improvements have included:
- A dedicated helpline for providers to express concerns during inspections.
- A national hub to ensure complaints are managed outside the region where they originated.
- New complaints panels, which include union and sector representatives, regularly reviewing recently closed complaints.
With this pilot, schools will have the opportunity to request a review of how Ofsted handled their complaint, including the outcomes related to inspection findings. The review will be carried out by an independent organisation contracted by the Department for Education and will adhere to the high standards set by the Ombudsman Association.
The reviewer will have the authority to recommend that Ofsted reassess a complaint. If grading is involved, I will have the option to set aside a published report card and arrange for a new inspection.
You may wonder why the independent reviewer cannot make these decisions independently. The answer lies in legislation; under current law, only the Chief Inspector can make grading decisions. However, recommendations from the reviewer regarding grading will carry significant weight with me.
We will evaluate the success of this pilot rigorously, and I am committed to obtaining feedback from CST and trade unions before we determine the next steps.
Understanding Context in Education
Now, let us turn our attention to some data regarding the context of our inspections that we have published today. My goal has always been to make Ofsted a world-class inspectorate by sharing evidence of our performance.
The analysis released today examines how our inspectors considered achievement in context, comparing grades awarded last year with a new measure of similar schools that was unavailable to inspectors at that time. I encourage you to evaluate this data, which I believe is compelling and demonstrates that inspectors take context seriously.
Furthermore, this analysis highlights our commitment to using the similar schools measure during inspections and quality assurance, as part of our ongoing efforts to improve and challenge ourselves.
Nevertheless, I recognise that further progress is needed. I have instructed all my regional directors to engage with you over the next few months to hear your insights on context.
Now, let us shift gears from Ofsted for a moment. I would rather celebrate the outstanding work being accomplished across our schools.
Reflecting on Recent Inspections
To recap the past year, we have conducted over 4,000 full school inspections. From the published report cards, we continue to observe a mix of grades across schools and within trusts, which aligns with our expectations.
The purpose of our report cards is to capture this complexity and highlight various strengths and areas for improvement. The grade we have observed most frequently is ‘expected standard’, indicating that schools are effectively providing a supportive education that prepares pupils for life.
In the inclusion evaluation area, 90% of grades are at ‘expected standard’ or above, with even higher rates in personal development and wellbeing. This success is driven by dedicated leadership and governance, where more than 80% of grades achieve ‘expected standard’ or above.
These figures illustrate that thousands of leaders are well aware of their objectives and are on track to execute them effectively. We acknowledge your concerns regarding poor attendance potentially impacting the ‘attendance and behaviour’ grades, even in cases where pupils display commendable behaviour.
I am pleased to report that over 80% of grades in this evaluation area are also at ‘expected standard’ or higher. In the curriculum and learning evaluation area, nearly 80% of grades meet this standard, and this is approaching three-quarters of achievement grades.
While some have raised concerns that any school below average could be classified as ‘needs attention’, this is simply not the case!
Celebrating Student Success Stories
Now, having discussed data and metrics, I want to return to the heart of our mission: the lives of our students. I recently came across the inspection report for Oastlers School in Bradford, part of the Exceed Academies Trust.
One student shared with inspectors, “I have learned to want more from life.” These words are profoundly moving and encapsulate the essence of why we are all here—to inspire and uplift the lives of young learners.
The trust sector was founded on a belief in the moral imperative of education, aiming to uplift struggling schools and provide pupils with opportunities for a better future. Leora articulated beautifully the ‘animating spirit’ of the trust sector—an ethos that demands excellence for children in disadvantaged areas and strives for a system that serves all.
I have witnessed this spirit repeatedly. Colleagues, teaching assistants, and leaders come together, tirelessly working for the benefit of those who need it most. I am sure each of you has your own stories that resonate with this experience.
Ultimately, it is the teachers and staff who have the most direct impact on each child’s educational journey, providing them with the structure, support, and care they require.
However, the most effective trusts create the broader context and culture that enable staff to excel in their roles. If schools are the thriving heart of local communities, then trusts serve as the gardens that nurture and sustain them, fostering an environment for growth and flourishing.
Together, the trusts represented in this room are responsible for the education of millions of children. This is a significant responsibility!
The Impact of Trust Leadership
As trust leaders, your decisions regarding education, staffing, and finances shape the daily experiences of all pupils, staff, and parents within your schools. This impact matters greatly to pupils, parents, and carers, even if they may not always be aware of the hard work occurring at the trust level.
We all understand that transforming a school into an academy or joining a Multi-Academy Trust (MAT) is not a magical solution; real change requires time and dedication. It involves not just the physical infrastructure but also the commitment to the entire community and the strategic choices made to uplift that community.
When your decisions lead a school from poor outcomes to positive results, the ripple effects extend far beyond the school gates. They manifest in countless instances of young lives being transformed—children receiving tailored support, gaining confidence, and preparing for their future.
Trusts amplify this ripple effect. By managing multiple schools and facilitating their transformation, these ripples grow in strength and reach, ultimately contributing to a larger current of change.
The Continuous Journey of Improvement
However, this requires diligent stewardship. As I mentioned earlier, being an academy is not magic, but MATs play a vital role in our educational