{"id":243536,"date":"2026-03-20T05:00:00","date_gmt":"2026-03-20T05:00:00","guid":{"rendered":"https:\/\/schoolsweek.co.uk\/?p=243536"},"modified":"2026-03-25T20:03:21","modified_gmt":"2026-03-25T20:03:21","slug":"fury-as-ofsted-digs-in-on-low-expectations-barb","status":"publish","type":"post","link":"https:\/\/schoolsweek.co.uk\/fury-as-ofsted-digs-in-on-low-expectations-barb\/","title":{"rendered":"Fury as Ofsted digs in on \u2018low expectations\u2019 barb"},"content":{"rendered":"\n

Ofsted chief inspector Martyn Oliver has been blasted for an \u201cincendiary\u201d speech to school leaders<\/a>, as headteachers insist schools\u2019 contexts are not being adequately considered in inspections.<\/p>\n\n\n\n

Oliver told the ASCL conference<\/a> on Friday he would \u201cnever acquiesce to the quiet curse of low expectations that would see Ofsted prioritise context over outcomes for the most disadvantaged and vulnerable children\u201d.<\/p>\n\n\n\n

He claimed that where disadvantaged and vulnerable children are underperforming, critics \u201cargue we should recognise the work and the effort \u2013 and downplay disappointing outcomes.<\/p>\n\n\n\n

\u201cOf course we will recognise the work, celebrate where that school is doing well and identify the contextual challenges being faced. But we can never downplay the disappointing outcomes.\u201d<\/p>\n\n\n\n

The comments have been widely condemned by leaders and unions, amid growing frustration at Ofsted\u2019s use of national averages in new report cards. Leaders claim the new framework is unfair on schools with higher levels of disadvantage and SEND.<\/p>\n\n\n\n

But Ofsted argued this week the entire point of Oliver\u2019s speech was to \u201ctake-on the claims that Ofsted is not doing enough to take account of context in its achievement grades.<\/p>\n\n\n\n

\u201cHe was clear that consideration of context is central to our grades. But he was also clear that children have one chance at education and it is right that Ofsted has exacting standards in the interests of all children.\u201d<\/p>\n\n\n\n

\u2018Nobody is disregarding outcomes\u2019<\/h3>\n\n\n\n

 But Richard Sheriff, former chief executive of Red Kite Learning Trust, described Oliver\u2019s speech as \u201cincendiary\u201d, calling his language \u201cbrutal\u201d and \u201cTrumpian\u201d.<\/p>\n\n\n\n

\u201cIt basically says \u2018you lot are not doing enough \u2026 what you need is Ofsted to set the bar higher, to make you jump higher and run faster\u2019.\u201d<\/p>\n\n\n\n

Richard Uffendell, headteacher of Ashton Park School in Bristol, said Oliver\u2019s approach \u201cignores the daily realities of a stretched education system and suggests a profound lack of connection with the sector\u201d.<\/p>\n\n\n\n

\u201cThere was genuine hope that new leadership in Ofsted would usher in a more humane accountability system. Instead, we are left with a framework that fuels despair.\u201d<\/p>\n\n\n\n

On social media, leaders, teachers and education experts described Oliver\u2019s approach as \u201ctone deaf\u201d, \u201cdisrespectful\u201d and having \u201cdone serious harm\u201d.<\/p>\n\n\n\n

Amid growing tensions, ASCL general secretary Pepe Di\u2019Iasio said no leaders had \u201clow expectations\u201d of pupils, adding they \u201cwork tirelessly\u2026often in very difficult circumstances\u201d to achieve the best for them.<\/p>\n\n\n\n

\u201cNobody is seeking to duck accountability, disregard outcomes, or lower the bar in any way.\u201d<\/p>\n\n\n\n

Context \u2018not being properly factored in\u2019<\/h3>\n\n\n\n

Oliver said that Ofsted would recognise schools working in challenging contexts to deliver positive outcomes.<\/p>\n\n\n\n

He acknowledged claims the achievement grade \u201cis intertwined with outcomes data\u201d, and therefore puts those working in difficult circumstances \u201cat a disadvantage\u201d.<\/p>\n\n\n\n

But he added: \u201cIt is not true that we ignore context entirely and automatically grade 49 per cent of schools \u2018needs attention\u2019 for achievement.\u201d<\/p>\n\n\n\n

 \u201cI will ensure context is seen as a core part of the assessment.\u201d<\/p>\n\n\n\n

But leaders claim this is not happening, and inspectors are relying too heavily on schools\u2019 data.<\/p>\n\n\n\n

To be graded \u2018expected standard\u2019 for achievement, inspectors must be satisfied that \u201con the whole\u201d pupils at a school \u201cachieve well\u201d.<\/p>\n\n\n\n

\u201cTypically, this will be reflected in their attainment and progress in national tests and examinations, which are broadly in line with national averages, including for disadvantaged pupils,\u201d the inspection toolkit states.<\/p>\n\n\n\n

Analysis by education consultant Steve Wren of the 69 first secondary report cards suggests a correlation between lower achievement grades, and schools with below-average prior attainment or above-average disadvantage.<\/p>\n\n\n\n

Of the 18 with \u2018very low\u2019 prior attainment, more than half (55 per cent) were \u2018needs attention\u2019 and 45 per cent \u2018expected\u2019. Of 15 with \u2018very high\u2019 prior attainment, 40 per cent were \u2018expected\u2019 and \u2018strong\u2019, and 20 per cent \u2018exceptional\u2019.<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

Wren said Ofsted\u2019s use of national averages in toolkits seemed to directly conflict with its \u201crhetoric around published data being only the starting point and understanding context being crucial to the inspection process\u201d.<\/p>\n\n\n\n

 \u201cWe know that the published data predominates inspector thinking.\u201d<\/p>\n\n\n\n

Ofsted said the data it used was \u201cmostly composed of the DfE\u2019s published performance data.<\/p>\n\n\n\n

\u201cAny statistical calculations and presentation of the data are made to support inspection and help inspectors interpret the data in a consistent and fair way, including understanding a school\u2019s context.<\/p>\n\n\n\n

\u201cWe know that starting points are not always reflected which is why data only forms part of the picture on inspection. For example, the case sampling methodology that happens on site helps us understand individual pupils\u2019 starting points and progress and the impact of the support they receive.\u201d<\/p>\n\n\n\n

‘Challenge’ to meet results average<\/h3>\n\n\n\n

 Cheshire Academies Trust has had two inspections under the new framework.<\/p>\n\n\n\n

CEO Steve Ellis claimed the toolkit \u201cput a ceiling on achievement and affected other grades like leadership as well\u201d, particularly in the school with higher disadvantage.<\/p>\n\n\n\n

Meanwhile Oakmoor School in Hampshire scored strong and expected standard across the board, except for achievement which was graded \u2018needs attention\u2019.<\/p>\n\n\n\n

Its report card said pupils \u201cdo not achieve as well as they should\u201d in national assessments, though noted progress and attainment \u201care improving\u201d and pupils with additional needs \u201cachieve in line with their peers\u201d.<\/p>\n\n\n\n

Part of the issue is a lack of Covid-era key stage 2 SATs results, meaning progress made for pupils with low prior attainment is not demonstrated in schools\u2019 statistics.<\/p>\n\n\n\n

Oakmoor headteacher Nigel Wright said this meant the inspection failed to take into account its year 11 pupils’ “very low start points”.<\/p>\n\n\n\n

He added it would be \u201cmuch more challenging\u201d for the school\u2019s attainment results to be \u201cbroadly in line with national average\u201d.<\/p>\n\n\n\n

New framework fails to lift confidence<\/h3>\n\n\n\n

The speech and fallout come after the watchdog recently reached a deal with leaders\u2019 unions to increase monitoring of headteacher wellbeing.<\/p>\n\n\n\n

But Oliver sparked anger last week for saying Ofsted issuing more \u2018needs attention\u2019 grades than it issued \u2018requires improvement\u2019 grades under the old framework is a sign it is \u201craising standards\u201d and \u201cbeing more exacting\u201d.<\/p>\n\n\n\n

NAHT general secretary Paul Whiteman believes Ofsted \u201chas seen fit to ratchet up pressure\u201d despite the fact its recent reforms were prompted by the death of headteacher Ruth Perry.<\/p>\n\n\n\n

A Teacher Tapp poll from Wednesday suggests that confidence in the inspectorate has not increased in the last year-and-a-half despite Ofsted’s reforms.<\/p>\n\n\n\n

Of more than 9,000 teachers and leaders polled, just 12 per cent agreed Ofsted \u201cacts as a reliable and trusted arbiter of standards across all different types of schools\u201d, virtually unchanged on the 11 per cent who said the same in September 2024.<\/p>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

Oliver told the ASCL conference on Friday he would ‘never acquiesce to the quiet curse of low expectations’<\/p>\n","protected":false},"author":314902,"featured_media":243570,"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":[2378],"class_list":["post-243536","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-news","post-theme-ofsted"],"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