VIEWS & OPINION


What do the Ofsted reforms really mean for schools? Comment by RICHARD CLUTTERBUCK, Head of Strategic Relations at Bromcom


The new Labour government has pushed ahead with its reform agenda by scrapping single headline Ofsted judgements for schools with immediate effect. Getting rid of the controversial grading system is the most notable change. While inspectors will continue to inspect schools in the same way, instead of providing headline grades, they will create a report card. Due to be introduced in September 2025, they will describe what inspectors have found and it is aimed to provide parents with a more comprehensive overview of a school’s performance.


The change should result in a fairer judgement of schools and enable parents to probe schools better and find the right school for their child, and ease the considerable stress associated with a one or two-word judgement. Ofsted is putting in place several other changes, including introducing an ‘Ofsted academy’ to train staff and ensure all inspectors conduct inspections in a professional way with empathy and respect, and better scrutinise how schools meet the need of vulnerable and disadvantaged pupils.


It is also pausing the publication of reports where safeguarding concerns are noted at high-performing schools to give schools an opportunity to correct the issues and is now only giving schools notice of an inspection on a Monday so headteachers will know by Monday afternoon if there will be an inspection that week.


Ofsted is setting up six national hubs, each focusing on a different area of its work, to replace its regional model which has led to inconsistencies and will now always include external sector representatives during their complaints process to ensure all complaints are handled fairly.


Although these reforms are an overdue shift in the right direction, there are still plenty of areas that need to be addressed, principally the fear associated with Ofsted inspections along with the inconsistency of judgement among inspectors.


Although Ofsted’s reports will change, inspections will not. You still must provide them with plenty of data on the spot including records, data, and analysis of areas like attendance and behaviour. Schools will need to have the capability to pull the data as the inspectors request it, drill down into it, and instantly react to any questions they ask.


This is where tools such as a management information system (MIS), will be so valuable to provide this data instantly. In general, it also makes running a school and supporting its students much easier, by streamlining processes and giving staff more time to focus on them. Opting for a cloud-based solution means you can use the MIS on the move around the school or elsewhere, and it brings together all the functionality you need in one place, saving users from switching between apps and systems to carry out their tasks.


Many schools and academies have shared that having a central data hub has ensured that all key stakeholders have access to the same data and insights, which enables them to share consistent, accurate answers with inspectors and confirms they are providing sufficient support to the academy in question. With these reforms, the government aims to make inspections more powerful, and a more transparent tool for driving school improvement.


Although these changes are a step towards changing the culture of Ofsted from regiment to a more supportive form of accountability, there are still plenty of areas that need to be addressed, namely the fear associated with Ofsted inspections and the inconsistency of judgement among inspectors. Schools, MATs, and technology providers will need to work closely over the coming months, to ensure that they are best prepared for the reforms.


Enhancing learning and efficiency through strategic digital rollouts in schools Comment by AL KINGSLEY, Multi-Academy Trust Chair and CEO of NetSupport


With the new school year in full swing, schools are taking the opportunity to review their technological infrastructure, aiming to fine-tune their digital resources and integrate new technologies. A well-structured and flexible digital strategy is essential to guide these efforts and optimise the school’s technological environment.


Technology is now a vital part of education. Tools such as interactive whiteboards and cloud platforms offer opportunities for engagement and personalised learning. However, not having a coherent strategy for managing and deploying these tools can limit their potential. A well-crafted digital strategy lays the foundation for how technology will be integrated and used throughout the year. It’s not just about acquiring the latest devices or software; it’s about how these tools will enhance teaching, increase efficiency and improve collaboration. Schools need to assess their current infrastructure, identify gaps and plan how to fill them. Moreover, the strategy must be adaptable, evolving as new technologies emerge and priorities shift, ensuring that technology grows in line with the school’s goals. Introducing new technology requires a structured approach to ensure resources are used effectively. Here are some key practices: Prioritise training for students and staff - Training is essential to maximise the benefits of new digital tools. Teachers need to understand not only how the technology works, but how it can enhance learning. Regular training sessions, particularly at the beginning of the academic year, ensure that staff continue to feel confident using the tools both for classroom instruction and administrative tasks. For students, providing clear instructions and encouraging experimentation can help them embrace the tools as an opportunity to grow. Start small and scale gradually - Introducing too many new tools at once can lead to confusion and frustration. Introducing one system at a time allows for full understanding and integration before moving on to the next. This measured approach also helps to catch and resolve any issues early in the rollout process. Ensure technical support is in place - Schools should anticipate technical


November 2024


challenges and be proactive in offering support. Clear communication on accessing IT help ensures that users can quickly resolve issues and continue working effectively. Selecting the right solution, such as those that allow IT teams to centrally monitor device performance and usage, and provide remote support, are key to a smooth rollout by mitigating any initial issues quickly and effectively.


Supporting staff and students


While acquiring the latest technology is important, supporting those who use it is even more critical. Solutions including AI tools and classroom management systems can reduce staff workloads by automating tasks and providing insights, while also creating personalised learning pathways for students. However, supporting staff and students in using these tools effectively is just as crucial to maximising their benefits and enhancing the overall learning experience. Designating ‘digital champions’ – staff members with a higher level of technological expertise – can create a collaborative environment for troubleshooting and ongoing training. Overcoming challenges


Rolling out new technology is not without challenges. Schools often face budget constraints, resistance to change and data privacy concerns. Leasing devices or adopting subscription models for software can spread costs over time, making technology more affordable. Over time, many digital solutions offer cost-saving benefits by improving energy efficiency and reducing teacher workload.


Clear communication about the benefits of new technology can help ease the transition. Demonstrating the positive impact on teaching and learning can significantly reduce opposition. Schools must also implement strong cybersecurity measures and regularly review data privacy policies to protect both student and staff information.


By taking a strategic approach to technology implementation, schools can maximise the benefits of their digital resources, ensuring they are well-prepared to meet the demands of the new academic year and beyond.


www.education-today.co.uk 33


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