Inspection – a flawed system

I have no doubt that the negative inspection outcomes for Feltham YOI were justified. Having read the report, it's not a happy place. But I'm now thinking more broadly about the nature of inspection and service improvement. The rhetoric (indeed it was Ofsted's tag line at one point) has been 'improvement through inspection'. While there is no doubt that both the anticipation of inspection and the consequences of an adverse inspection cause institutions to review what they do and how their metrics stack up, there is also, unfortunately, no doubt that inspection findings can move downwards quite rapidly.

An alternative interpretation is that a forthcoming inspection encourages institutions to game the system. One of these is true in every case, and for every type of institution and service inspected by Ofsted – schools, colleges, early years providers, and local authorities - and indeed those inspected by other inspectorates – prisons, YOIs and police forces, for example. When Ofsted was set up, some schools took the approach that 'they must take us as they find us'. That laissez faire approach seems quaint in retrospect. The high-stakes nature of inspections means that all institutions prepare extensively for the challenge.

But having prepared, the unfortunate truth is that 'outstanding does not stick'. Worse, there are far too many examples for comfort of institutions moving from 'outstanding' to 'requires improvement' and even 'inadequate'. Partly that's a consequence of changing frameworks, and there is also a 'limiting grade' factor. But while I can understand how an institution might move one grade between inspections, moving two grades or more – up or down – is an indication of something systemic about either the institution or the inspection process.

I'm really concerned that outstanding schools will be inspected much less frequently – that seems to me a recipe for future failure.

When I was responsible for schools it seemed to me that the aim was to develop sensitive early-warning antennae, so that we were able to spot where problems were staring to develop, and to provide appropriate support to enable the school to meet its challenges before externally-assessed failure. That's a job that has to be done behind closed doors, and with honesty on both sides – and getting it right, while it was never publicly lauded, always seemed to me a major success.

Many converter academies seem to have cut themselves off from local improvement networks – and local authorities also don't always have effective peer support and challenge, though it is recognised that when it operates well, it can be a powerful model. It's deeply unfortunate that the work of the Children's Improvement Board has been brought to a premature end.

I believe that external inspection has an important role to play, sustained improvement requires ongoing support and challenge – inspection by itself is not enough.

John Freeman CBE is a former director of children's services and is now a freelance consultant