Commenting on the publication of Ofsted’s response to the consultation on its new ‘report card’ inspection system, Matt Wrack, General Secretary of NASUWT – The Teachers’ Union, said:
 
“If Ofsted hoped to win back the trust of teachers with their inspection reforms, they have failed at the highest level. Not only have they neglected to prioritise transparent communication with teachers and their unions throughout the consultation process, but the final reforms are disturbingly light on consideration of teachers at all.
 
“NASUWT remains gravely concerned that the new inspection regime is not fit for purpose and will harm the wellbeing of teachers and headteachers. Despite the fact these changes were prompted in part by the tragic death of headteacher Ruth Perry – following a Coroner’s report that held Ofsted partially responsible for her death – the reform’s independent assessment on teacher wellbeing has not been made widely available to stakeholders for review. This lack of communication is evasive and demonstrates a failure to engage with educators.
 
“Sir Martyn Oliver came into office stating that he wanted to see Ofsted tread less heavily on the school system. However, instead of 'less Ofsted', it would appear that we now have more Ofsted than ever before. The new inspection system is bloated with buzzwords but dangerously low on clarity; how, for example, will Ofsted judge a school’s approach to inclusion if they admit that it is ‘not their place’ to define inclusion? Who, then, will be responsible for defining ‘inclusion’ and other terms a school will be judged against? At a time when inclusion demands weigh heavily on schools but funding and external support reduce by the day, this seems particularly cruel to teachers and the pupils they are desperate to support.
 
“We and our fellow education unions asked Ofsted to delay the launch of its new regime to allow for further consultations and pilot schemes. We were all ignored. But we will continue to fight for an inspection system that prioritises teacher and leader wellbeing, alongside genuine partnership for school improvement – something that is in the best interests of teachers, pupils and parents alike.”