What to make of the 'new' Ofsted

The education press is awash with stories about the new Ofsted regime. These include claims, that for FE College, 61% of inspections have received a lower grade than the one previously awarded and stories that some institutions are taking legal action, with respect to the actions of the inspection team.



I can only speak from my experience and I have recently been in contact with two of the centres who use our e-portfolio, one fully and the other partially, who have both been awarded outstanding grades in virtually all aspects of their provision. This means that two of the three training providers in the South West, awarded outstanding grades, both use our e-portfolio.


It would be easy to say, especially in this blog, that it is the e-portfolio that makes the difference but that would seriously distort the truth. What would be true is their use of the e-portfolio, demonstrates their openness to embrace innovation particularly through the application of technology.


However what really makes the difference is the quality and commitment that runs throughout both organisation and their level of ambition. One of them Didac took the bold step of purchasing their own training centre two years ago and investing in high quality equipment, for a relatively small skill area. At the heart of Didac though is not a building but a leadership team that really cares for their staff and students. As one of their team said recently it is rare to have a boss, who when he has not seen you for a few days, texts you and wishes you well for the weekend.


The other organisation is Reflections Training academy that rather than resting on their laurels following a good Ofsted, pushed ahead with embracing technology; improving their facilities and driving up achievement rates.


In terms of the Ofsted process both organisations speak of very rigorous and intense experiences with lots of contact with students and observations of delivery. You get the sense that the inspectors really got to know the organisation which I imagine is virtually impossible with a large college. The best the inspectors there can do there is to hope that their examination of the performance figures, highlight an issue that they can follow and that this leads them to practice, that is indicative of the organisation. It is a tall order.


I am in no position to comment on the validity of the inspections that are being contested, other than to say that in the ongoing debate about Ofsted we do not lose sight of the organisations that fully deserve their grades good and bad.