Beyond satisfactory
Ofsted should change the term ‘satisfactory’ to ‘performing inconsistently’ in its rating system for schools, according to a new report from the RSA’s education team.
The recommendation emerged from research into the location, improvement trends and demographics of UK schools that have a ‘satisfactory’ rating. Carried out in collaboration with Ofsted, the research finds that the term limits schools’ chances of improvement by lowering morale but failing to identify specific weaknesses.
The report shows that young people from disadvantaged backgrounds are over-represented in ‘satisfactory’ schools. While policymakers have tended to focus their efforts on supporting failing schools, the introduction of a clear framework to improve those rated ‘satisfactory’ would have a more widespread impact on the prospects of disadvantaged pupils. According to the research, the main challenge facing ‘satisfactory’ schools is the inconsistent nature of teaching and assessment practice. Other problems include inadequate leadership or governance and a lack of engagement with parents.
To address these issues, ‘satisfactory’ schools need to be both supported and challenged. There should be incentives for talented teachers to work at these schools and opportunities to share best practice. Ofsted should provide schools with more detailed reports about areas and methods for improvements, while headteachers should submit regular updates on progress. The report recommends the creation of a nationwide support system, run by an organisation such as Ofsted or the National College for School Leadership, that would give schools better access to expert advice.
Earlier this month, the RSA held a high-profile policy seminar to discuss the report findings. Professor Becky Francis, director of education at the RSA, said: “Improving ‘satisfactory’ schools is a vital means of enhancing the life chances of disadvantaged young people. Our recommendations provide practical support that will enable these schools to do better.”
Read the full report
The recommendation emerged from research into the location, improvement trends and demographics of UK schools that have a ‘satisfactory’ rating. Carried out in collaboration with Ofsted, the research finds that the term limits schools’ chances of improvement by lowering morale but failing to identify specific weaknesses.
The report shows that young people from disadvantaged backgrounds are over-represented in ‘satisfactory’ schools. While policymakers have tended to focus their efforts on supporting failing schools, the introduction of a clear framework to improve those rated ‘satisfactory’ would have a more widespread impact on the prospects of disadvantaged pupils. According to the research, the main challenge facing ‘satisfactory’ schools is the inconsistent nature of teaching and assessment practice. Other problems include inadequate leadership or governance and a lack of engagement with parents.
To address these issues, ‘satisfactory’ schools need to be both supported and challenged. There should be incentives for talented teachers to work at these schools and opportunities to share best practice. Ofsted should provide schools with more detailed reports about areas and methods for improvements, while headteachers should submit regular updates on progress. The report recommends the creation of a nationwide support system, run by an organisation such as Ofsted or the National College for School Leadership, that would give schools better access to expert advice.
Earlier this month, the RSA held a high-profile policy seminar to discuss the report findings. Professor Becky Francis, director of education at the RSA, said: “Improving ‘satisfactory’ schools is a vital means of enhancing the life chances of disadvantaged young people. Our recommendations provide practical support that will enable these schools to do better.”
Read the full report
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