DfE will repay colleges £4k for RAAC surveys – but there’s a catch

Schools and colleges can claim back up to £4,000 for RAAC surveys, but only if they were completed during a two-month period last year.

The Department for Education has announced responsible bodies will be able to claw back the cash for checks to identify the dangerous concrete carried out between August 30 and November 1 2023.

It is not clear why a cut-off point of November 1 has been applied. The DfE was approached for clarification.

Guidance published this afternoon also said leaders will only be eligible for the money if the DfE had not already funded or carried out a RAAC survey at the site.

Under the qualifying criteria, the inspections must have had “the primary purpose of identifying RAAC”.

They need to have been conducted by an “appropriately qualified building surveyor or structural engineer”, with the results reported “via the RAAC questionnaire” shortly afterwards, it added.

Leaders will be able to receive funding for up to £4,000, including VAT, per setting.

The DfE escalated its RAAC policy at the end of August by ordering 104 schools to partially of fully close days before the start of the new academic year.

It came in the wake of three cases of the concrete collapsing “without warning”, despite being considered non-critical.  

Guidance updated at the beginning of September stated the government would fund surveys organised by responsible bodies, “unless unforeseen issues are identified”.

According to the government’s latest figures, which were released last month, there have been 231 confirmed cases in all. This includes 10 colleges.

To file a claim, responsible bodies should complete a RAAC survey claim form and email their establishment’s name, its “RAAC status” and invoice to RAAC.Awareness@education.gov.uk by February 1.

HE short course trial hit 5% of student enrolment target

Just 125 students out of an expected 2,400 enrolled onto the government’s higher education short course trial – raising questions about demand for the flagship lifelong learning entitlement.

The “shocking” figures were revealed today by HE regulator the Office for Students as it published an independent evaluation report for the £2 million pilot.

Delivery of the scheme began in 2022/23 with 21 universities and one college – Weston College – handed a slice of the funding to develop 96 higher education courses shorter than traditional degrees at levels 4 to 6.

But just 17 of those courses at 10 providers were actually launched with student intakes, with a total of 125 enrolments – a “long way short of the more than 2,400 enrolments anticipated in project proposals”, as stated by the evaluation report.

The report said a “distinct aim” of the programme was to test a new student finance product, which provided funding for tuition fees up to a level of £2,310 for a 30 credit course and £3,080 for a 40 credit course.

But data shared by providers suggested half of all enrolled students – 62 – funded their participation individually, with the remainder attending on a free-of-charge basis arranged with their employer. Of those who did pay course fees, just 41 obtained the new student loan.

The low take up meant the trial was not a “robust test” of the new student loan scheme.

‘Systematic framework for credit transfer’ concern

The 22 providers of the scheme were announced in December 2021, meaning they had around eight months to develop and market the courses ahead of enrolments in August 2022.

Evaluators said that due to delays with validation and other processes to support provision – such as handling admissions, which had to incorporate eligibility requirements bespoke to a short course – the time available to promote and market courses intended “became very short or even non-existent”.

The report said many providers were also “unclear about the best target market for their provision, which programme guidance suggested should be targeted to adults outside the mainstream HE market but also closely aligned with employers’ needs to upskill their workforces”.

Those two markets required “entirely different promotional strategies, and several projects that started promotions to both markets subsequently narrowed their strategy to only the employer market”.

Evaluators also found a “serious weakness” of the scheme was that providers could not guarantee the future value of credits gained from a course and whether they would be recognised by another provider or accumulated towards a degree.

The report also found that learners required a greater level of flexibility than was offered – particularly as many of the students were working full-time alongside their studies.

Will the LLE ever get off the ground properly?

The short course trial was launched as a step towards the government’s lifelong learning entitlement. Set to be rolled out from 2025, the entitlement will provide individuals with the equivalent of four years of tuition loans – worth up to £37,000 in today’s fees – to use flexibly over their lifetime.

Experts are now questioning whether the LLE can be rolled out successfully.

Nick Hillman, director of the Higher Education Policy Institute (HEPI), described the short course trial figures as “shockingly low”. 

He added: “Indeed, some people have even started to question whether the LLE will ever get off the ground properly or whether it will instead get lost in the chaos of this election year.

“For one thing, the Treasury will be reluctant to fund a policy initiative that is yet to look like it is delivering value for money. But lifelong learning is critically important and so my hope is that people will work now hard to learn the hard lessons from the trial – after all that is the point of trials.”

Rose Stephenson, HEPI’s director of policy, said the report’s warning of a “lack of a systematic framework for credit transfer” will be the case for the LLE, unless a sector-wide credit transfer mechanism is in place, tested, and functional ahead of the roll-out. 

“With the first set of courses due to launch next year, this feels wildly unobtainable”, Stephenson added.

“Increasing the flexibility on offer, by including modules of less than 30 credits, and funding support for distance learning are two steps needed for the LLE to be successful. Given the tiny figures engaged in this trail, policy makers need to think carefully about whether the LLE is feasible in is current form.”

An OfS blog about the the short course trial evaluation said: “While it is disappointing that enrolments were lower than expected, it is important to emphasise the novel nature of this work and that universities and colleges worked swiftly to develop innovative new courses at speed and with limited resources.

“The evaluation provides a range of recommendations for the OfS, which we will carefully consider in how we run future funding calls of this kind.”  

A DfE spokesperson said: “Students who enrolled on these courses reported positive experiences and there was strong engagement from employers throughout the process. 

“We have taken lessons from the HESC trial forward, for example through the Modular Acceleration Programme, where successful providers will be awarded specific funding for demand rising activities to support the roll-out of their modular courses.”

Ofsted: Inspectors locked out of new training after tech glitch

Ofsted has promised all inspectors will get mental health awareness training today after hundreds were locked out of accessing the online session this morning due to a technical glitch.

All inspectors working in schools, further education, social care and early years were due to attend initial training today, led by Sir Martyn Oliver, the watchdog’s chief inspector. There are around 3,000 inspectors.

But Ofsted said earlier today it was “experiencing some technical issues with this morning’s mandatory training”, an email seen by FE Week‘s sister title Schools Week shows.

It is understood that just short of 1,000 inspectors were able to access the online training.

“We are very sorry for the issues experienced this morning and are trying to resolve them as quickly as possible,” the inspectorate added in the email.

The watchdog has maintained all inspectors will be able to access the training today, however.

An Ofsted spokesperson said: “We’re aware of the technical issues, however we will be publishing a recording of the training so that anyone who was unable to access this morning’s session will be able to watch it back.”

A coroner last month ruled an Ofsted inspection in November 2022 contributed to the death by suicide of headteacher Ruth Perry in January last year.

Today’s “initial training” was due to include an introductory session from social enterprise Mental Health First Aid England.

On Friday, the watchdog announced inspections will resume on January 22 after they were paused so inspectors could undergo the training in the wake of Perry’s death.

When inspections return, all lead inspectors working in schools and further education will have completed both sessions of the new mental health training, Ofsted said.

Every inspector will have completed the training by the end of March.  

Ofsted inspections to restart from January 22

Ofsted inspections will resume from January 22 after they were paused so inspectors could undergo mental health awareness training in wake of Ruth Perry’s death.

Chief inspector Sir Martyn Oliver also said Ofsted will respond in full to the senior coroner Heidi Connor’s recommendations from Perry’s inquest on January 19. 

The coroner last month ruled an Ofsted inspection in November 2022 contributed to the death by suicide of headteacher Ruth Perry in January last year. 

The leaders of unions the Association of School and College Leaders and the National Association of Head Teachers and Leora Cruddas, chief executive of the Confederation of School Trusts, will “provide constructive challenge as Ofsted responds to the coroner’s recommendations”. 

Ofsted said this engagement will continue following the publication of the response to the coroner.  

It added that by January 22, all lead inspectors overseeing schools and further education inspections will have completed both sessions of the new mental health training.

Every inspector will have completed the training by the end of March.

Ofsted has committed to publishing the mental health training. 

The watchdog also wants to publish its response to the coroner’s report “as soon as it is completed, ensuring the whole profession can be reassured of the fullness of Ofsted’s response and Sir Martyn’s personal commitment to learn from the tragedy of Ruth Perry’s death”.  

Oliver said: “Inspection plays a vital role in making sure that children and learners are getting the education and care they need and deserve. So we need to get back to that work as quickly as we can. 

“But I’ve also been very clear that we must reflect on the findings of the coroner, learn from the tragic events of last year, and emerge as a better and more effective inspectorate. That means being trusted by parents and respected by the education and social care professionals we work with. “

He said the awareness training was the “critical first step in reassuring the sectors we work with that we’re serious about change”.

He described the meetings this week, which included meeting Perry’s sister, as “constructive”.

The department store could be the new model of FE the economy needs

Recently, the head of John Lewis, Dame Sharon White called for a royal commission into the dwindling number of shops on our high streets. With department stores also quickly becoming graveyards of the prestige brands of yesteryear, we have to start thinking creatively about how these spaces could be used to fulfil other sector needs – no least, further education.

Headlines around retail and consumer footfall tend to focus on arguments about online consumerism, pandemic hangovers, Brexit and economic changes. Dame White echoed this, citing a circle of taxation, changing working practices and environmental transport policies, each contributing to more than 6,000 store closures across the UK in the past five years.

But as our interactions with town centres continue to evolve, it’s not clear that a return to the way things were is neither feasible or desirable. Instead, we must make strong decisions about the way we use the spaces left behind by flagships of the shopping experience.

Take the humble and rapidly vanishing department store. These are huge spaces, primed for repurposing. Recently, we embarked on a RIBA-led venture to reimagine them as education entities. Our analysis concluded that department stores could quite easily be integrated as further education hubs.

Further education caters for a wide demographic of learners, from 16–19-year-olds looking to continue their academic, vocational learning or apprenticeships, to increasing numbers of adult learners looking to upskill or reskill. These institutions need to be located in the right place and provide the right facilities to provide the right learning environments.

In developing our concept, we specifically examined how it could apply to the growing NEET population, providing a means to get people back into employment, education or training. Our high streets could be an untapped resource to align job centres with specialist further education facilities – a symbiotic relationship offering training, re-training and learning opportunities to meet the needs of this group, allowing them to engage with learning where they are and acting as a fulcrum for businesses to find and train the right employees amid skills shortages.

Our high streets could be an untapped resource

To examine our concept initially, we took a real-world example: Kendals in Manchester, an archetypical deep-plan department store. We mapped out how we would transform this space into a vibrant learning environment across seven storeys. At the core of our concept – ReStorED – curriculum areas act as shop windows, encouraging students to part with their time to learn a subject – literally ‘shopping’ for their future within accessible, open learning environments.

This in turn is linked to real-life industries and businesses. The lower floors provide community-accessible spaces like theatres and studios based around performing arts, restaurant and kitchen facilities for culinary courses and digital spaces for IT and coding courses. The opportunity here, is to curate a grown-up, life-long learning environment, geared towards training, re-skilling and up-skilling and drawing in adult learners who may have reservations about setting foot on a typical college campus.

Our concept delivers an experiential journey for users via connecting staircases and walkways to connect curriculum areas and encourage cross-fertilisation, with a climbing wall and indoor green spaces, incorporating a sense of fun and biophilic principles into our design choices.

A central tenet to our architectural landscape was reuse and retrofit – achieving ‘Passive House’ standards and reducing embodied carbon through repurposing the existing fabric.

Internally, learning spaces are created with Oriented Strand Board (OSB) material. Its light, economical and adaptable nature allows inner partitions to be created and moved at will, with collaborative learning or closed-off nooks for quiet study, depending on course requirements.

From an exterior perspective, we envisioned the roof as outdoor recreational space, powered by renewable energy and accompanied by sensory gardens and allotments, encouraging students to really connect with biodiversity and think deeper about the reusability of their environment in an inclusive and productive space.

This venture really questioned our choices around regeneration: the decline of the high street, but more so challenging the norms we have become accustomed to. The department store environment presents an obvious setting to take colleges out of their traditional environments and refashion them as central institutions in a renewed town centre estate.

‘This isn’t the end of pen-and-paper exams’, Pearson says as English GCSEs set to go on-screen

Pearson Edexcel is planning to give students the option to take all GCSEs on-screen by 2030, starting with English next summer. 

The exam board announced today that up to 125,000 students could choose to take GCSE English language and English literature on-screen in summer 2025. This is subject to Ofqual approval. 

Schools and colleges would still have the option to offer paper-based exams.

It is the third exam board in recent months to set a timeline on moving exams on-screen. 

But college leaders have claimed on-screen exams would be “logistically impossible” for college learners taking GCSE resits.

Eddie Playfair, senior policy manager at the Association of Colleges, said: “We welcome the introduction of this new on-screen assessment option. It’s important for assessment methods to keep up with the way we use technology today, and some colleges will want to pilot an on-screen approach.

“Across England, colleges enter over 100,000 candidates a year for GCSE English and entries in many colleges are counted in the thousands. This means that there simply won’t be enough technology available for all candidates to access on-screen assessment. So, while welcome, this will not be an option for the majority of candidates for the time being.”

“Logistically impossible to do this so it won’t be an option for post-16. But of course awarding bodies will know that from the full and thorough consultation they’ll have done with colleges?” said Anna Dawe, principal of Wigan and Leigh College in a tweet posted this morning.

GCSE resit numbers are on the rise in England. Over 60,000 November GCSE entries were provisionally recorded for English Language resits in 2023, a 29 per cent rise from the year prior, according to Ofqual.

Sharon Hague, managing director for Pearson Schools, said this is a “pivotal moment” and they’ve heard “loud and clear from students and teachers that they want a choice in how they take exams”.

“This absolutely isn’t the end of pen-and-paper exams. It’s about opening up more ways for all students to best show what they know and can do. By 2030, our ambition is for all GCSEs to have both paper-based and onscreen formats.” 

Pearson added an on-screen component to its GCSE computer science in 2022. It has also been piloting on-screen tests in international GCSEs. 

Hague added on-screen is a “better experience for students who need accessibility adjustments”. 

“Students can zoom in to increase font size and choose colour filters on-screen during exams, something their schools or college would otherwise need to request in advance of their exams.

“Onscreen brings benefits for all students too. They can highlight and annotate information, cut and paste text and make easy edits to their answers. 

“It’s what many students are used to doing when they work at home and in the classroom and it’s undoubtedly how they will work in their careers too.”

Ofqual to evaluate proposals ‘in detail’

In October, England’s largest exam board AQA set out its timeline to move some exams on-screen, with a large-entry subject like English going digital by 2030.

Research by the board found one of the biggest barriers to digital exams was a lack of infrastructure, such as devices in schools and colleges. 

Last month, OCR said pupils sitting GCSE computer science will be able to sit digital rather than paper-based exams in 2025.

Exams regulator Ofqual is currently undertaking a feasibility study alongside the government on “what it would take” to make GCSE and A-level exams “fully digital”.

Ofqual chief regulator Sir Ian Bauckham said the exams regulator is “committed to supporting well-evidenced innovation in how examinations are taken”. 

“We will evaluate in detail Pearson’s proposals when they are submitted for review.  Our priority will be making sure the approach is fair to all students, whether they take their GCSE on screen or continue to do so on paper.”

Boost Turing scheme funding for most disadvantaged, evaluators tell DfE

The Department for Education’s flagship study abroad scheme should offer higher funding rates to its most disadvantaged students to widen participation, researchers have said.

An independent evaluation of the first year of the Turing scheme, the DfE’s replacement for the Erasmus scheme since 2021/22, was published today and revealed nine in 10 HE and FE participants were satisfied with their placement.

But researchers warned how several delivery issues had a “greater impact on participants from a disadvantaged background and may have created barriers to many participating”.

These included an initial lack of guarantees for funding, the amount of funding and the timing that it was delivered, which “disproportionately impact participation among disadvantaged groups,” the report said.

Researchers said that some students who could not afford the upfront costs or the risk of funding not being available further down the line meant they dropped out.

“From the participant perspective, many described receiving the funds while already on placement, or even after they had returned,” the report said.

It added that these participants acknowledged that without being “fortunate enough to have alternative funds (for example, from parents or saved up from working) to see them through, or to fall back on in case funding was not going to be available, they would not have been able to go on the placement”.

The researchers said the DfE should offer greater funding amounts for the most disadvantaged and bring the application window and confirmation of outcome window forward to combat this issue.

The government is planning to bring forward both dates for the academic year 24/25 application cycle compared to last year, FE Week understands.

The department should also “encourage providers to offer some funds to participants upfront (before placements have started)”, to ensure disadvantaged students have access to upfront funds for travel and to secure accommodation.

The Turing scheme was introduced in 2021 to “widen access to global opportunities” post-Brexit.

Around £110 million was committed in its first year to fund up to 35,000 placements, but various issues mainly due to Covid-19 meant only around 21,000 were run. Of the 6,800 placements planned for FE students, just two-thirds (68 per cent) went ahead.

Of the total 21,000 placements, almost two-fifths of participants were from disadvantaged backgrounds.

The scheme, first administered by the British Council and Ecorys until April 2022 when Capita took over, is now in its third year. Around 40,000 students are set to go on placements in 2023/24, 60 per cent of which are from disadvantaged background or underrepresented groups, according to government figures.

Minister for skills, apprenticeships and higher education Robert Halfon said: “The Turing scheme is a real game-changer for students from disadvantaged backgrounds, empowering them with transformative opportunities abroad, a chance to experience other cultures and learn vital skills for life and work.

“It showcases our positive ambition post-Brexit, fostering a global outlook for more students who deserve every chance to thrive.”

The DfE was approached for further comment on the researchers’ call for higher funding rates for disadvantaged students.

Emma Meredith, director of skills policy and global engagement at the Association of Colleges, said colleges need clarity on student mobility funding beyond 2024/25.

“Two years down the line there are still factors within the scheme that limit mobility for colleges, including barriers to partnership development and the omission of staff mobility.

“We are also concerned about increasing demand on the scheme as legacy Erasmus+ funding has run down in addition to ongoing system issues which impact on Turing project management and payments.”

How much do FE students get to study abroad?

FE participants receive funding per day according to their destination. The funding rates have not changed for the three years the scheme has been running.

Group one destinations are deemed to have a high cost of living, such as the USA, Switzerland and Japan. Group two destinations include Finland, France and Brazil and group three entailed countries with a low cost of living such as Chile, China and Bangladesh. 

For group one destinations, learners receive £109 per day for the first 14 days and £76 per day thereafter. Learners going to group two destinations receive £94 per day for the first 14 days and £66 per day thereafter. For group three destinations, learners are funded £80 per day for the first 14 days, and £56 per day thereafter.

Students in higher education are funded differently as they are likely to carry out longer placements. 

HE students on four to eight weeks receive £545 per month for group one destinations and £480 per month for group two and three destinations. Those on placements lasting between nine weeks to twelve months will receive £380 per month for Group 1 destinations and £335 per month for Group 2 and 3 destinations.

The government’s researchers reported that both providers and participants said that the funding went some way in covering costs, but further funds from outside of the scheme were often needed.

Interviews found that a minority (45 per cent) of HE participants felt the funding covered at least half of their costs on placement; this compares to the vast majority (86 per cent) of FE participants. However, the researchers said the funding appears to have been more crucial for FE participants in terms of enabling them to go abroad in the first place. When asked the likelihood of going on placement in the absence of funding, only 23 per cent of FE participants said it was likely they would have, compared to 60 per cent of HE participants.

Navigating the Future of Education: A Glimpse into The World Education Summit

The Summit provides sessions that can be used by educators and schools as part of their professional learning or school improvement plan. The easy-to-navigate pathways provided by role and phase allow individuals to select the sessions most relevant to them. For example, they could select 10 sessions focused on leadership and use these to form the focus for the year.

Introduction:

In the ever-evolving landscape of education, staying abreast of the latest evidence-based trends and innovations is crucial for educators, policymakers, and stakeholders alike. The annual World Education Summit offers a platform for discussions, insights, and collaborations that shape the future of learning. Upon delving into the key speakers, stages, and themes of the upcoming summit, it becomes evident that this March launch event is poised to address pressing challenges and explore groundbreaking solutions.

Key Speakers:

The roster of speakers for The World Education Summit reads like a who’s who in the world of education. Renowned experts, influencers, and policymakers converge to share their perspectives on the current state of education and the path forward. Among the many notable speakers is Doug Lemov, a renowned educator and instructional guru, whose insights promise to ignite discussions on impactful teaching strategies in education. Other luminaries on the list include Leora Cruddas CBE an educational leader and policy influencer, (alongside other CST speakers) Dame Alison Peacock, a prominent voice for teacher empowerment and Professor Paul Miller, an advocate of anti-racism and social justice in education and leadership.

Speaking on the World Headliners stage are, Professor John Hattie, Dr Andreas Schleicher, Dr Jo Boaler, Dr Jim Knight, Professor Rose Luckin, Hywel Roberts and Dr Debra Kidd amongst many more.

Special Features:

The Summit features six special segments. ‘Living Legends: 3 Pinnacles of Educational Greatness’ explores the life’s work of our educational greats featuring Professors Viviane Robinson, Michael Fullan, John Hattie, Alma Harris, Linda Darling Hammond, Andy Hargreaves, Sugata Mitra. ‘Elephants in the School Room’ challenges common educational practices, shedding light on their historical evolution and questioning their value. The Cambridge Assessment driven segment led by Professor Tim Oates delves into the future of assessment, exploring learning theories, pedagogical strategies, and addressing gaps in educational outcomes. ‘Living Legends: Pioneers of equity and equality’ with Diana Osagie shares stories of diversity and inclusion pioneers. Lastly, ‘Women in Leadership’, hosted by Vivienne Porritt OBE, engages in global conversations with female leaders from the WomenEd movement.

Stages:

12 dynamic stages act as focal points for in-depth discussions and workshops, ensuring that participants can tailor their experience to align with their specific interests. From the ‘Brave Leaders’ stage to the ‘Passionate Practitioners’ stage, the Summit covers a spectrum of topics crucial for shaping education in 2024 and beyond. The popular ‘Training Stage’ features highly practical sessions to enhance leadership, strengthen teaching strategies, make learning visible and maximise the impact of AI in the classroom. 

Conclusion:

The World Education Summit is now regarded as a phenomenon; it stands as a beacon of innovation and collaboration in the realm of education. By bringing together visionaries, educators, and policymakers, the Summit creates a space for meaningful dialogue and action. Looking ahead to the much-anticipated 2024 Summit, it is evident that the themes and discussions will play a pivotal role in shaping the future of education, ensuring that it remains dynamic, inclusive, and responsive to the needs of the ever-changing world.

Inspections won’t restart next week as new Ofsted boss launches inquiry

Ofsted inspections will not restart next week, new chief inspector Sir Martyn Oliver has said, as he launches an internal inquiry into how the embattled watchdog responded to the death of headteacher Ruth Perry.

In a wide-ranging interview with FE Week’s sister publication Schools Week, the former Outwood Grange Academy Trust boss has promised the sector a “fresh start”, with more “empathetic” inspections and a “less defensive” inspectorate that is more “of the system”.

The watchdog has faced fierce criticism after Perry’s suicide. A coroner ruled an Ofsted inspection contributed to her death, adding there is a “risk of future deaths if there is only lip service paid to learning from tragedies like this”.

Inspections were paused before Christmas. Ofsted and the Department for Education have until February 7 to tell the coroner what actions they will take over her concerns about school inspections.

Oliver told Schools Week while there was a “tremendous amount that Ofsted has already done, there’s far more that’s planned to come”.

Starting the role today, he said inspections won’t restart for a “couple of weeks”, something union leaders have called for while the watchdog responds to the coroner’s concerns and training for inspectors is rolled out.

The later start to 2024 inspections applies to further education and skills, except for joint inspections of prisons.

The Association of Employment and Learning Providers (AELP) have since posted on X (formerly known as Twitter) that inspections won’t commence until w/c January 15.

“I don’t think it’s a pause… I think it’s not starting until a couple of weeks where I’ve put in place the plans and training and met with these leaders to talk to them face to face.

“I think there’ll be updates on that quite quickly, by the end of this week, or the following week… as you can imagine, trying to do this before you’ve begun is very difficult.”

Emergency inspections will continue as they are “about ensuring that people and children are safe”, he added.

‘Professional, courteous, respectful, empathetic inspections’

Ofsted held emergency training last month for lead inspectors on spotting and dealing with school leader anxiety during inspections. It has promised wider training for all inspectors this term.

Further details published by Ofsted this morning state Oliver will lead initial training for all inspectors.

It will include training from Mental Health First Aid (MHFA) England, which will also lead a “rolling programme” of further mental health awareness training for inspectors. 

Details of the training will be published “ensuring it is embedded throughout the professions”.

Oliver added: “I think Ofsted needs to do a thorough review. It’s already doing a review of its EIF [education inspection framework]. I think we need to look at a review, quite rightly as the coroner requested, to our response to Ruth’s tragic death.”

The scope for the internal review is yet to be determined but is expected to include looking at how Ofsted responded to Perry’s death last year.

As part of that, Oliver will meet later this week with Perry’s sister Julia Waters, who has been campaigning for Ofsted reform.

Oliver said: “First and foremost, I just want to send my deepest condolences. As a fellow headteacher, it was a shock to learn of what happened.

“It’s been a very challenging time for the system and for the inspectorate. Quite rightly, it’s a very critical coroner’s report of Ofsted.

“I’m really clear that we should accept and take on board all of those points, very seriously. I look forward to working with everyone to develop a really strong response.

“From January, it’s about having a fresh start and really focusing and doubling down on having professional, courteous, respectful, empathetic inspections.”

Oliver will run a ‘big listen’ to get the sector’s views on change. “Part of the thing that the system fears with a new chief inspector is that it’s just going to be their ideas imposed on the system, which I’m not going to do.”

He doesn’t think a new framework is required, but if the sector thinks required changes are “untenable” under the current inspection model then “nothing is off the table”.

He pledged to look at the workload impact of any changes and to consult the sector on major proposals.

However, expanding on his idea to get more leaders inspecting, saying he wants to create a “faster track” so it becomes “part of the golden thread” of teacher development.

“The chance to be an inspector quicker, it would have certainly helped me do my job. In the role of an executive in a trust, you’re judging schools: what are the areas for development? What are their strengths?

“Well, that’s Ofsted’s profession. The more we can bring the two together: that’s that sense of synthesis that I was talking about. I think that’s when Ofsted can be part of raising standards.”

Less defensive, more open

He also promised not to just release training materials used by inspectors, but also open up the watchdog’s vast database for “researchers and academics to look at Ofsted’s working performance”.

“I’m determined to meet with the media and to be more open, less defensive, to accept the criticism because I genuinely think you [the media], researchers, serving practitioners: we’re all doing this job and you’re reporting on education because you firmly believe that the power of education and Ofsted should be a significant part of that.”

When asked if he would act on proposals for a comprehensive review of the grading system, including the validity and reliability of judgments, he said: “I think we should review all of this.”

While he has “thousands of ideas, I’m trying to contain them because … a sense of ‘of the system’ means listening to people” not just for the immediate response but also to produce a “longer-term plan, which is more sustained and more considered going forward”.

But he added: “The timing of any changes and the timing of a general election: it could be that nothing changes, it could be that things change significantly, I just need to be sensible.”

He also suggested a move away from Ofsted’s role under Spielman of publishing research, such as subject reviews.

Ofsted published a review of the business curriculum in October, a first for FE having published numerous reviews of the school curriculum since April 2021. 

“I don’t think it’s not Ofsted’s role. But I do think it’s Ofsted’s role to deliver the best inspections it can for the funding it’s got. My absolute and only priority is to do that. If there is then additional time and money to be spent, my next stage would be to look at how we can be even better at doing that.”