Common sense…

and ambitions and how to capture them in our recommendations. If standards are not met, then we will have areas for action, and they will be discussed with the school, but it will be for the reporting inspector to indicate what action needs to happen.”

The inspection report in the new 6-year cycle of inspections from September 2023 will identify the following: note, Vanessa acknowledges that “there are certain things we have to see, so there are certain things that we have to have, because schools have to have them. That’s not a preferred method; that comes down to meeting the standards.”

Meanwhile, at the heart of the inspection lies the decision-making of school leaders, the clarity of putting policy into practice, creating a space to empower a conversation between the school and the inspecting team.

Vanessa cites a key phrase used within the ISI, which underpins their work in schools: “What do I notice and why does it matter?” She goes on the define it: “Once I’ve noticed something, and I’ve worked out why it matters (and it’s great if it’s a shared conversation, if we’re building in collaboration), I can work with the school to decide what to do next on inspection. During an inspection, it’s important to create space for noticing. Talking about these things, articulating them, allowing space for these conversations to happen around inspection, that’s really important.”

1. The standards are met/not met.

2. Significant strengths of the school.

3. Recommended next steps.

4. Areas for action.

At the end of the inspection process, there has to be an evaluation. That evaluation needs to be articulated in the inspection report. Inspection reports are used to communicate the characteristics of a school to a wide audience, with the Department for Education, and current and prospective parents at the forefront of its readership. Usually there is much to celebrate. But sometimes the report may contain a hard message to hear.

Clarity is hugely important, and Vanessa’s explanation of the style of the report is, indeed, very clear: “We’ll be looking at the extent to which standards are met. We’re going to have the ability in the reporting to say where there are significant strengths. The framework has a set of characteristics that may indicate significant strengths. For all schools, we will indicate recommended next steps. If standards are met, then those recommended next steps will be in discussion with school leaders. That will be a very collaborative process, where we’ll ascertain the school’s aims

But with clarity must come nuance in order for a school’s characteristics and complexities to be effectively communicated. Vanessa unpacks the rationale behind the inspection report further: “The main thing we want to focus on is how we get clarity and nuance. Schools are complex, sophisticated places. We want our inspection reports to clearly capture the nuance of a school, whereby anyone reading them will be really, really clear about the school’s individual characteristics. We’re going to have a summary section at the beginning of the report which is going to focus on the distinctiveness of a particular school.”

So, back to the staff room. Has the atmosphere surrounding the discussion of inspections settled? Actually, teachers and school colleagues inspect themselves, every day. They are diligent, self-reflecting people. Heads and governors make value judgements all the time, that’s their job as part of the wider quality assurance process. As Vanessa says, “I’ve done all of those roles.” In doing so, she recognises that schools and inspectors all want what’s best for the children.

Quality assurance is all in a day’s work in education. ● u Purchasing Solutions u Consumer Insight u Tender Management u Contract Monitoring u Benchmarking u Strategic Reviews u Catering Design & Planning

Dynamic catering and facilities management consultancy.

We want to support your school and would therefore like to offer you a pro bono, no obligation call or video conference to informally discuss any estate related challenges you may have. Alternatively, we would be delighted to meet with you face to face.

Contact Joe Parfitt is our Education Consultancy Director, his contact details are below, or scan the QR code.

M: 07837 759 198

T: 01276 673 891

E: joeparfitt@litmuspartnership.co.uk

W: www.litmuspartnership.co.uk

T: @litmussolutions

Litmus have been providing catering and FM consultancy in Independent Schools for over 30 years and we are very proud of our track record.

We understand that every school has its own identity. Its own culture. Its own community and its own challenges.

We’re here to help your school create the best possible support service solutions, whether contracted or managed in-house.

Community

Great, healthy food should be a given, cost-effective cleaning and housekeeping services the norm.

Our goal is to help schools drive quality and efficiency, supporting you to ensure time at school is a pleasure for everyone in your community.

In-House and Contracted

Whichever arrangement exists we’re comfortable because, in the end, it’s the service that matters, not who delivers it.

Boarding

Boarding schools are unique, and we have learned that any experience that boosts pupils’ happiness and comfort in a secure environment is central to every school we have worked with.

Joe Parfitt Litmus Independent Schools