Commenting on the report from Ofsted about ‘stuck schools’,
Stephen Rollett, curriculum and inspection specialist at the
Association of School and College Leaders, said:
“This report identifies the extremely challenging
circumstances faced by some schools, but it does not examine the
detrimental impact on these schools of the inspection system
itself. The use of blunt judgements has a stigmatising effect on
schools which makes it harder to recruit the teachers and leaders
needed to secure sustainable improvement and become
unstuck.
“Ofsted highlights that one problem in stuck schools is the
lack of stable leadership because of a churn of headteachers. But
this problem is the result of an accountability system of
inspections and performance tables which is extremely harsh and
makes leadership perilous.
“We note that Ofsted is recommending a non-judgemental
deeper look at the circumstances in stuck schools and we think
that may be helpful. But surely we also need to focus more on the
unintended consequences of the current approach to school
accountability. Instead of stigmatising these schools we need to
make them places where teachers and leaders want to work.
“It is right that schools are held to account but the
system could be made more proportionate through sensible reform
without being any less robust.”
