{"id":240114,"date":"2026-01-12T16:37:51","date_gmt":"2026-01-12T16:37:51","guid":{"rendered":"https:\/\/schoolsweek.co.uk\/?p=240114"},"modified":"2026-01-16T10:32:41","modified_gmt":"2026-01-16T10:32:41","slug":"ofsted-publishes-first-school-report-cards","status":"publish","type":"post","link":"https:\/\/schoolsweek.co.uk\/ofsted-publishes-first-school-report-cards\/","title":{"rendered":"Ofsted publishes first school report cards"},"content":{"rendered":"\n

Ofsted has published its first report cards from new school inspections, as the leaders of featured schools warn about the impact of repeated visits and question some of the outcomes.<\/p>\n\n\n\n

Reports for 22 volunteer schools – 13 primary schools and nine secondaries – inspected under the framework that took effect in November<\/a> had so far been published by Ofsted, as of Thursday night.<\/p>\n\n\n\n

As schools volunteered for the inspections, we would expect the outcomes to be positive.<\/p>\n\n\n\n

The inspectorate has previously said the \u201clikely three most commonly awarded grades\u201d will be the middle three \u2013 \u2018needs attention\u2019, \u2018expected standard\u2019 and \u2018strong standard\u2019.<\/p>\n\n\n\n

Schools Week<\/em> analysis shows of the 150 individual grades awarded, just four \u2018needs attention\u2019 grades were given across four schools. No school received the lowest ‘urgent improvement’ rating.<\/p>\n\n\n\n

The grades were instead largely clustered around the middle and second-highest point on the five-point scale, with 79 at \u2018expected standard\u2019 and 58 ‘strong standard\u2019.<\/p>\n\n\n\n

Meanwhile nine \u2018exceptional\u2019 grades were awarded across two primary schools and one secondary.<\/p>\n\n\n\n

School \u2018distressed\u2019 by follow-up visit<\/strong><\/h3>\n\n\n\n

Leigh Academy Halley, a secondary and sixth-form in Greenwich, south London, was the highest rated of the 22 schools with five \u2018exceptional\u2019 grades and two \u2018strong standard\u2019.<\/p>\n\n\n\n

Inspectors said<\/a> pupils \u201cfrom all backgrounds are welcomed, nurtured, challenged and supported\u201d at the \u201cexceptionally inclusive\u201d school, where they \u201cfeel safe, attend very well, and thrive\u201d. Principal Ben Russell said the school \u201ccould not be more delighted\u201d.<\/p>\n\n\n\n

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But Simon Beamish, the chief executive of its sponsor the Leigh Academies Trust said: \u201cAlthough the outcome from this inspection was superb, it didn\u2019t feel like a more humane experience.\u201d<\/p>\n\n\n\n

Ten HMI inspected the school across two days from November 11. But the report says inspectors had to return almost a month later to \u201cgather additional evidence\u201d.<\/p>\n\n\n\n

\u201cAs you can imagine this was distressing for staff.\u201d<\/p>\n\n\n\n

Beamish believes inspectors had initially failed to enter evidence on laptops \u201cduring every inspection activity, as directed\u201d.<\/p>\n\n\n\n

Ofsted was approached for comment.<\/p>\n\n\n\n

Achievement descriptors ‘one-dimensional’<\/strong><\/h3>\n\n\n\n

Beamish also said some grade descriptors in the \u2018achievement\u2019 area<\/a> appeared \u201cvery one-dimensional\u201d. Context was not taken into account as much as “we had been led to believe”.<\/p>\n\n\n\n

\"Simon
Simon Beamish<\/figcaption><\/figure>\n\n\n\n

\u201cIt is only right that in a school like Halley with a very high level of mobility, disadvantage and EAL, these [descriptors] are interpreted carefully with proper regard to the\u2026pupil cohort.\u201d<\/p>\n\n\n\n

He said inspectors \u201ceventually took this on board\u201d, but \u201cit took some time\u201d.<\/p>\n\n\n\n

St Leonard\u2019s Church of England Primary Academy, in Hastings, received six \u2018expected standard\u2019 grades, but ‘needs attention’ for attendance and behaviour.<\/p>\n\n\n\n

Inspectors said<\/a> \u201cpupils behave well\u201d but that \u201cattendance is not high enough\u201d.<\/p>\n\n\n\n

\u201cLeaders have taken steps to reduce the barriers some pupils face\u201d but \u201cthis is not yet effective enough\u201d meaning some pupils \u201cmiss too much school\u201d, particularly those with SEND.<\/p>\n\n\n\n

Frustrations over ‘attendance and behaviour’ grouping<\/h3>\n\n\n\n

Faith Rew, the school\u2019s head, said it was “regrettable” that under the new framework, her school’s “well\u2011established strengths in behaviour are obscured by a \u2018needs attention\u2019 judgment relating solely to attendance”.<\/p>\n\n\n\n

Data shows the school’s absence rate sat at 7 per cent in 2023-24 – above the national average of 5.5 per cent. Meanwhile its persistent absence was 19.1 per cent – above a 14.6 per cent national average.<\/p>\n\n\n\n

“While we fully accept our responsibility to improve attendance for all pupils … we remain proud of the consistently positive, responsible and kind behaviour, strong engagement, and positive attitudes to learning shown across the school,” said Rew.<\/p>\n\n\n\n

Meanwhile, Ark Castletown Primary Academy in Hastings was graded \u2018strong standard\u2019 for \u2018attendance and behaviour\u2019 despite having similar levels of absence (6.7 per cent in 2023-24) and persistent absence (19 per cent).<\/p>\n\n\n\n

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Inspectors said <\/a>\u201cdetailed and precise work with pupils and families\u201d had led to \u201cnotable improvements in attendance\u201d. Attendance among disadvantaged pupils and those with SEND was above average, and the described it as \u201can extremely inclusive school\u201d.<\/p>\n\n\n\n

Ofsted has made clear inspectors will take context into account and look beyond numbers alone when grading.<\/p>\n\n\n\n

Ark Schools managing director Venessa Willms said attendance \u201chas been a top priority for the Ark network this year, and we\u2019re delighted that Ofsted has recognised our hard work\u201d.<\/p>\n\n\n\n

Meanwhile Andrew Rigby, national director of education at REAch2 Academy Trust, described Ofsted’s new secure-fit grading model as “a double-edged sword”.<\/p>\n\n\n\n

Four REAch2 schools have so far been inspected under the new framework, including Aerodrome Primary in Croydon<\/a> \u2013\u00a0a volunteer school which received two ‘strong standard’ grades, and five ‘expected standard’.<\/p>\n\n\n\n

Writing for Schools Week<\/em><\/a>, Rigby said: “We\u2019ve seen schools meet every descriptor for strong except one\u2014and then land at expected.”<\/p>\n\n\n\n

But he said inspectors stressed that ‘expected standard’ is a high bar. “It really does signal that a school is doing the right things consistently and well.” He said he was pleased to see the narrative section of Aeorodome’s report card “reflect what makes the school tick”.<\/p>\n\n\n\n

Leaders split on new format<\/strong><\/h3>\n\n\n\n

Lorraine Clarke, Ark\u2019s director of primary, said the new report format \u201cmakes it easier for parents and the wider community to understand what really matters.\u201d<\/p>\n\n\n\n

Others disagreed. One X user described Ark Castledown\u2019s 16-page report as \u201cnot very friendly for viewing\u201d.<\/p>\n\n\n\n

Meanwhile Beamish warned new report cards \u201care much longer\u201d. \u201cI do wonder how many parents will get to the end\u201d.<\/p>\n\n\n\n

Meanwhile Shaftesbury Primary School i<\/a>n Forest Gate, London, scored three ‘exceptional’ grades, and four ‘strong standard’.<\/p>\n\n\n\n

\n

Headteacher Alma Begum said the new inspection framework “genuinely felt different”. Inspectors were “transparent” and the process “collaborative” with leaders.<\/p>\n<\/div>\n\n\n\n

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Alma Begum<\/figcaption><\/figure>\n\n\n\n

Meanwhile the approach was “thorough”. Inspectors spent “extended periods” in classrooms, and listened carefully to pupils, staff and parents.<\/p>\n\n\n\n

She said the addition of the nominee role was “invaluable”. “Their presence offered consistent support for both the headteacher and staff throughout the process,” she said. <\/p>\n\n\n\n

Begum “felt genuinely listened to” and that her school’s context “was carefully considered at every stage”.<\/p>\n\n\n\n

Report cards for the first non-voluntary Ofsted inspections under the new framework, which began in December, are yet to be published.<\/p>\n\n\n\n

Andy Jordan, inspection and accountability specialist at leaders’ union ASCL, said this will give “a better understanding of how the new system is working”, adding: “We will be keeping a close eye on this and supporting members as necessary.\u201d<\/p>\n\n\n\n

Meanwhile he said high grades for volunteer schools were “anticipated” and “reflect[s] the hard work that has gone on in these institutions.”<\/p>\n","protected":false},"excerpt":{"rendered":"

Leaders give their views on new inspections as reports for 22 volunteer schools are released<\/p>\n","protected":false},"author":314902,"featured_media":234368,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"om_disable_all_campaigns":false,"footnotes":""},"categories":[4],"tags":[],"post-theme":[],"class_list":["post-240114","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-news"],"acf":[],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t