Call for Ofsted to inspect policy

Ofsted should have more power to inspect the Government's education policies and assess whether taxpayers' money is being well spent, a report from headteachers said.

Ofsted should no longer visit the best schools and the inspection system should be reformed to remove the damaging "bias" against comprehensives in poor areas, the report said.

The Association of School and College Leaders (ASCL) warned that too much public money was being wasted on inspecting good schools.

ASCL general secretary John Dunford said: "It is time for Ofsted to focus on its traditional role, positioned between institutions and the Government. It should be commenting without fear or favour as much on the effect of government policies as on individual schools and colleges.

"Especially after a period of unprecedented innovation, with seemingly a new Government education policy every week, the taxpayer needs to know what is working and what isn't. Too much public money is wasted on the inspection of successful schools."

The association's report said Ofsted must be given the resources to evaluate the impact of the Government's policies and investigate issues of concern.

Dr Dunford said it was less likely for headteachers to be judged outstanding if they work in deprived communities. This suggests that inspection does not take place on a level playing field," he said. "Schools in affluent areas have a built-in advantage. Given that careers are made and lost on Ofsted inspections, this has serious implications for the leaders of schools in challenging circumstances.

"These are the schools that need the very best leaders and the apparent bias of the Ofsted process is a major factor in dissuading good leaders from applying for headships of these schools."

The best schools only need a "short written report" from Ofsted, with no visit from inspectors, he said.

The watchdog rejected the suggestion that inspectors do not take a school's context into account. An Ofsted spokesman said: "Inspectors take full account of a school's socio-economic context when evaluating the progress made by its pupils."

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