Accountability and Inspection

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Schools and colleges are assessed and held to account in three main ways: the use of performance tables, the inspection system and markets and contestability.

In England performance tables are published annually and are claimed to facilitate pupil and parent choice. The Ofsted inspection system is closely linked to school and college self-evaluation and operates on the basis that a school or college considered to be more at risk of failing will receive more frequent inspections than one deemed to be good or outstanding.

While Wales, Scotland and do not make formal use of performance tables in the same way, statutory inspection is a feature of the education system in each of these nations and incorporate some form of self-evaluation and enagagement with wider stakeholders including parents and pupils.

Most schools are inspected on a regular cycle, although all inspection systems in the UK allow for schools which are judged to be giving rise to concerns to be inspected more frequently outside the regular schedule of inspection.

Schools judged to be satisfactory may be inspected more frequently. The format of inspection varies between the systems across the UK but all have a strong focus on teaching and learning through observations of lessons and scrutiny of pupil's work.

The introduction of market mechanisms are claimed to facilitate choice for consumers and users of services. These changes were designed to encourage public sector providers to compete for ‘customers’ and contracts, and open up public services to competition from the private sector.

The NASUWT has published guidance materials for teachers, school leaders and Workplace Representatives on school inspection. The Union also produces detailed responses to national consultations on inspection and accountability and strives to ensure that members’ voices are heard and their concerns understood.

The NASUWT Position

NASUWT and its members understand the need for schools to be accountable. The Union does not have a knee-jerk negative response to systems of accountability which support the highest standards in schools and colleges.

However, NASUWT does have well-justified concerns about key aspects of the systems currently in place in all four nations of the UK which can result in outcomes that are counterproductive, undermine teachers confidence in their own professional judgement and have a negative impact on the shared ambition to raise standards.