Ofsted publishes first school report cards

Ofsted has published its first report cards from new school inspections, as the leaders of featured schools warn about the impact of repeated visits and question some of the outcomes.

Reports for 22 volunteer schools – 13 primary schools and nine secondaries – inspected under the framework that took effect in November had so far been published by Ofsted, as of Thursday night.

As schools volunteered for the inspections, we would expect the outcomes to be positive.

The inspectorate has previously said the “likely three most commonly awarded grades” will be the middle three – ‘needs attention’, ‘expected standard’ and ‘strong standard’.

Schools Week analysis shows of the 150 individual grades awarded, just four ‘needs attention’ grades were given across four schools. No school received the lowest ‘urgent improvement’ rating.

The grades were instead largely clustered around the middle and second-highest point on the five-point scale, with 79 at ‘expected standard’ and 58 ‘strong standard’.

Meanwhile nine ‘exceptional’ grades were awarded across two primary schools and one secondary.

School ‘distressed’ by follow-up visit

Leigh Academy Halley, a secondary and sixth-form in Greenwich, south London, was the highest rated of the 22 schools with five ‘exceptional’ grades and two ‘strong standard’.

Inspectors said pupils “from all backgrounds are welcomed, nurtured, challenged and supported” at the “exceptionally inclusive” school, where they “feel safe, attend very well, and thrive”. Principal Ben Russell said the school “could not be more delighted”.

But Simon Beamish, the chief executive of its sponsor the Leigh Academies Trust said: “Although the outcome from this inspection was superb, it didn’t feel like a more humane experience.”

Ten HMI inspected the school across two days from November 11. But the report says inspectors had to return almost a month later to “gather additional evidence”.

“As you can imagine this was distressing for staff.”

Beamish believes inspectors had initially failed to enter evidence on laptops “during every inspection activity, as directed”.

Ofsted was approached for comment.

Achievement descriptors ‘one-dimensional’

Beamish also said some grade descriptors in the ‘achievement’ area appeared “very one-dimensional”. Context was not taken into account as much as “we had been led to believe”.

“It is only right that in a school like Halley with a very high level of mobility, disadvantage and EAL, these [descriptors] are interpreted carefully with proper regard to the…pupil cohort.”

He said inspectors “eventually took this on board”, but “it took some time”.

St Leonard’s Church of England Primary Academy, in Hastings, received six ‘expected standard’ grades, but ‘needs attention’ for attendance and behaviour.

Inspectors said “pupils behave well” but that “attendance is not high enough”.

“Leaders have taken steps to reduce the barriers some pupils face” but “this is not yet effective enough” meaning some pupils “miss too much school”, particularly those with SEND.

Frustrations over ‘attendance and behaviour’ grouping

Faith Rew, the school’s head, said it was “regrettable” that under the new framework, her school’s “well‑established strengths in behaviour are obscured by a ‘needs attention’ judgment relating solely to attendance”.

Data shows the school’s absence rate sat at 7 per cent in 2023-24 – above the national average of 5.5 per cent. Meanwhile its persistent absence was 19.1 per cent – above a 14.6 per cent national average.

“While we fully accept our responsibility to improve attendance for all pupils … we remain proud of the consistently positive, responsible and kind behaviour, strong engagement, and positive attitudes to learning shown across the school,” said Rew.

Meanwhile, Ark Castletown Primary Academy in Hastings was graded ‘strong standard’ for ‘attendance and behaviour’ despite having similar levels of absence (6.7 per cent in 2023-24) and persistent absence (19 per cent).

Inspectors said “detailed and precise work with pupils and families” had led to “notable improvements in attendance”. Attendance among disadvantaged pupils and those with SEND was above average, and the described it as “an extremely inclusive school”.

Ofsted has made clear inspectors will take context into account and look beyond numbers alone when grading.

Ark Schools managing director Venessa Willms said attendance “has been a top priority for the Ark network this year, and we’re delighted that Ofsted has recognised our hard work”.

Meanwhile Andrew Rigby, national director of education at REAch2 Academy Trust, described Ofsted’s new secure-fit grading model as “a double-edged sword”.

Four REAch2 schools have so far been inspected under the new framework, including Aerodrome Primary in Croydon – a volunteer school which received two ‘strong standard’ grades, and five ‘expected standard’.

Writing for Schools Week, Rigby said: “We’ve seen schools meet every descriptor for strong except one—and then land at expected.”

But he said inspectors stressed that ‘expected standard’ is a high bar. “It really does signal that a school is doing the right things consistently and well.” He said he was pleased to see the narrative section of Aeorodome’s report card “reflect what makes the school tick”.

Leaders split on new format

Lorraine Clarke, Ark’s director of primary, said the new report format “makes it easier for parents and the wider community to understand what really matters.”

Others disagreed. One X user described Ark Castledown’s 16-page report as “not very friendly for viewing”.

Meanwhile Beamish warned new report cards “are much longer”. “I do wonder how many parents will get to the end”.

Meanwhile Shaftesbury Primary School in Forest Gate, London, scored three ‘exceptional’ grades, and four ‘strong standard’.

Meanwhile the approach was “thorough”. Inspectors spent “extended periods” in classrooms, and listened carefully to pupils, staff and parents.

She said the addition of the nominee role was “invaluable”. “Their presence offered consistent support for both the headteacher and staff throughout the process,” she said.

Begum “felt genuinely listened to” and that her school’s context “was carefully considered at every stage”.

Report cards for the first non-voluntary Ofsted inspections under the new framework, which began in December, are yet to be published.

Andy Jordan, inspection and accountability specialist at leaders’ union ASCL, said this will give “a better understanding of how the new system is working”, adding: “We will be keeping a close eye on this and supporting members as necessary.”

Meanwhile he said high grades for volunteer schools were “anticipated” and “reflect[s] the hard work that has gone on in these institutions.”