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The single-word rating system - What was it and why was it problematic?

For years, Ofsted – the Office for Standards in Education, Children's Services and Skills – has used a simplified system of single-word judgements to rate schools in England. After an inspection, schools were awarded one of four headline grades: Outstanding, Good, Requires Improvement, or Inadequate. These ratings provided a snapshot of a school’s overall performance, giving parents and other stakeholders a quick and easily digestible quality measure.

However, while the system's simplicity was designed to make school ratings more accessible, it quickly became apparent that this approach had severe drawbacks. Critics argued that reducing a school’s complex operations and performance into a single word oversimplified the nuances of educational environments and failed to accurately reflect individual institutions' challenges and successes. In the words of Julia Waters, sister of Ruth Perry, “single-word judgments are dangerous and reductive,” often masking the intricacies of a school’s overall performance.

A key issue with the one-word system was that it created high-stakes pressures on schools. For schools that were graded as “Inadequate” or “Requires Improvement,” the implications were severe. Such ratings could result in immediate interventions, including leadership changes or forced conversion to academy status. As a result, headteachers and school leaders were put under immense pressure, with many reporting significant mental health struggles. The most tragic example of this pressure was the suicide of Ruth Perry in 2023 after her school, Caversham Primary, was downgraded from “Outstanding” to “Inadequate” following an Ofsted inspection.

Perry’s death became a focal point for criticism of Ofsted’s approach, with many arguing that the single-word rating system contributed to a toxic, high-stakes environment that demoralised staff and, in some cases, unfairly penalised schools for isolated issues.

The catalyst for change - Ruth Perry’s tragic death

The reforms that have now been implemented were, in many ways, catalysed by Ruth Perry’s death. Following the coroner’s inquest into her suicide, which found that the Ofsted inspection process had contributed to her mental distress, there was an outpouring of criticism directed at the regulator. The grading system's simplicity and high stakes were seen as unfair and potentially harmful, with a growing number of headteachers, unions, and advocacy groups calling for fundamental change.

Julia Waters, Ruth Perry’s sister, became a powerful voice in this campaign, highlighting Ofsted's inspections' emotional and psychological toll on school staff. Her message resonated with educators across the country, many of whom had experienced similar stress and anxiety in the face of Ofsted’s one-word judgements. The case for reform became impossible to ignore, and the Labour government, under Prime Minister Sir Keir Starmer, committed to scrapping the one-word rating system in favour of a more nuanced and balanced approach.

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The new system - School report cards and a broader assessment framework

In place of the single-word ratings, the government has introduced a new report card system, which will be phased in fully by September 2025. For the current academic year, schools will still be graded in four subcategories: quality of education, behaviour and attitudes, personal development, and leadership and management. These grades will give parents a more detailed view of a school's performance across multiple areas rather than relying on a single, overarching judgement.

The new report card system aims to provide a more comprehensive picture of a school’s strengths and weaknesses. By breaking down performance into different categories, parents and other stakeholders can access a more transparent and detailed account of how a school operates. As Bridget Phillipson, the Education Secretary, has stated, “Parents deserve a much clearer, much broader picture of how schools are performing – that’s what our report cards will provide.”

The government has also promised that the new system will be more supportive than punitive. Under the previous framework, schools graded as “Inadequate” were often subject to immediate structural interventions, such as being forced into academy status. However, the government plans to introduce regional improvement teams, which will work with struggling schools to address weaknesses and help them improve without the default recourse to leadership changes or academy conversions. This shift from punishment to support is a key element of the new framework, designed to reduce the high-stakes nature of school inspections.

Expected benefits of the reform

Education unions, parents, and school leaders have widely welcomed the scrapping of the one-word judgements. Paul Whiteman, general secretary of the National Association of Head Teachers, described the move as a “landmark moment” for education, noting that the old system had been “harmful” and disproportionately focused on simplistic performance measures.

The new report card system is expected to have several key benefits:

• A more nuanced understanding of schools - The report cards will offer a richer, more detailed picture of how schools perform in different areas, allowing parents to make more informed decisions and encouraging schools to improve across various factors.
• Reduced pressure on school leaders - With the removal of single-word ratings, the high-stakes nature of inspections will be diminished, reducing the stress placed on headteachers and staff. This should help improve the mental health and well-being of school leaders who have long been under immense pressure under the old system.
• More effective school improvement - By focusing on support rather than punishment, the new framework is designed to help schools improve through targeted interventions. Introducing regional improvement teams will provide struggling schools with the resources they need to address specific weaknesses rather than immediately resorting to drastic measures like leadership changes.
• Increased trust between Ofsted and schools - One of the major criticisms of the old system was that it fostered a climate of distrust between schools and Ofsted. The new approach, focusing on transparency and support, aims to rebuild that relationship and ensure that inspections are seen as an opportunity for improvement rather than a threat.

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Potential challenges and criticisms

While the reforms have been broadly welcomed, there are concerns about how the new system will be implemented and whether it can live up to its promises. Pepe Di’Iasio, general secretary of the Association of School and College Leaders, has cautioned that while the changes are a step in the right direction, there is still a risk of “replacing one flawed system with another flawed system.” This is a reminder that the success of the new report card system will depend on how well it is designed and implemented.

One key challenge will be ensuring that the report cards are clear and accessible for parents. While the single-word judgements were overly simplistic, they were easy for parents to understand. With its multiple subcategories and detailed assessments, the new system may risk overwhelming parents with too much information. Striking the right balance between detail and clarity will be crucial to the success of the reform.

There is also a concern that the new system may still need to address the underlying issues with school inspections. Dr Patrick Roach, general secretary of NASUWT, has pointed out that while removing single-word judgements is an important step, more fundamental reform is needed to fix the “broken accountability system” underpinning Ofsted’s approach. Without root-and-branch changes to the inspection framework, some critics worry that the new system may offer a more detailed version of the same problems.

A step in the right direction

The scrapping of Ofsted’s single-word school ratings marks a significant and welcome shift in how schools are inspected and held accountable. By moving towards a more detailed and supportive approach, the government has taken an essential step towards reducing pressure on school leaders and improving transparency for parents.

However, the success of these reforms will depend on their implementation. The report card system has the potential to provide a much more comprehensive and balanced assessment of schools. Still, it also risks becoming overly complex or missing the deeper issues within the inspection process. As with any major reform, the real test will be how it works.

As we look ahead to the complete introduction of the report card system in 2025, it is clear that the scrapping of single-word judgements is just the beginning. Much work remains to ensure that the new system truly improves school standards, reduces stress on educators, and provides parents with the information they need to make informed choices. For now, though, the changes represent a positive step forward for the education sector in England.

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