The education system needs a supportive, effective, and fair inspection system that prioritises the welfare and wellbeing of school leaders, teachers and staff who work hard with children and young people in their community.
"It just preyed on her mind until she couldn't take it anymore."
Following the tragic and preventable death of Ruth Perry, the Headteacher of Caversham Primary School, I have felt compelled to ask myself, "what is the human cost of school inspection and how much more are we willing to pay?"
Human cost: damage or loss caused to people or societies, including material loss, social costs and psychological damage.
Recently, the Guardian, and subsequently other news outlets, published articles about Ms Perry taking her own life after learning about the "inadequate" Ofsted rating for her school. The woman's family has come forward to share her story and raise awareness about the pressure that educators and school administrators face when it comes to achieving high ratings from Ofsted. Although the family of Ruth Perry has acknowledged that the reasons behind someone taking their own life are never simple, her story has resonated with headteachers across the country and fuelled a demand for change at Ofsted. The National Education Union (NEU), which believes the inspectorate should be abolished, is presenting a petition to the Department for Education with over 40,000 signatures from across the profession, demanding that Ofsted be replaced.
The following image shows some of the overview statements from the school's inspection report, one of which goes as far to comment on the death of Ms Perry around the time of the inspection.
According to Ms Perry's family, she had been working tirelessly to improve her school's performance and had been looking forward to the Ofsted inspection as an opportunity to showcase the progress that had been made. However, upon receiving the low rating, she became overwhelmed and distraught. Her family described Ms Perry as someone who was deeply committed to her students and the school, and who cared deeply about their wellbeing.
The new inspection framework under which Caversham Primary was inspected, introduced in 2019, has been a cause for concern among school leaders who highlight that it has led to inconsistency and unpredictability because judgments are more subjective than data-driven. Another significant factor is the decision to end the exemption to inspection for schools that have previously been judged “outstanding”. As a result, many schools have been downgraded after 10 years or more without an inspection. Caversham Primary was downgraded to "inadequate" after 13 years without an inspection.
This tragic incident highlights the immense pressure that teachers and school leaders face in this education system. With the emphasis on high-stakes testing, accountability measures, and ratings systems like those from Ofsted, the pressure to perform can be overwhelming. In some cases, school staff may feel that their own worth as professionals and human beings is tied to the success or failure of their schools. There is a fear instilled in teachers and school leaders by the threat of "the call", and the rush to make sure all the boxes are ticked, the i's are dotted and the t's are crossed.
And for what?
Some headteachers suggest that if the graded judgment were removed, much of the pressure would disappear overnight. The factors that contribute to a school's success or failure are complex and multifaceted. While ratings and inspections can provide valuable feedback and accountability, they are only one small part of the equation. The quality of education that students receive is influenced by many factors, including funding, resources, teacher training, and community support. The majority of the aforementioned factors are in short supply. How can we expect the provision in schools to be of high quality if the funding, resources, wellbeing support and opportunities for development are "inadequate"?
We need a system that does more to support and value our leaders, teachers and school staff. We need a system that better recognises and gives credit for the incredible work that schools do, day in and day out, to educate and inspire our young people. "One parent [from Caversham Primary], who echoed the sentiment of many, said, ‘I am impressed with how happy my child is at the school. The staff are brilliant and caring, inspiring them to be the very best they can be." (Caversham Ofsted Report, 2022)
It is important for us to take a step back and reflect on the values that underpin our education system. What do we want for our students, and how can we best support our schools in achieving those goals? We must remember that education is about more than just exams and ratings - it's about fostering a love of learning, nurturing creativity and critical thinking skills, and preparing our young people to be engaged and active citizens in a complex and dynamic world.
I don't think anyone is advocating for the removal of all accountability for schools, teachers and leaders. Surely there are more supportive ways to ensure school improvement than the punitive measures we currently have in place? We don't punish young people for poor performance, so why are we doing it to staff in schools? I've experienced inspections with other organisations that predominantly focussed on coaching and supporting the school to make improvements to identified shortcomings. Working in collaboration with the inspectors to improve the school's provision made the world of difference.
The tragic loss of Ms Perry, a dedicated headteacher, is a reminder that we must do more to support our teachers, leaders and staff, and to truly value the work that they do. What is the human cost of school inspection? How much more are we willing to pay? How many more teachers and leaders need to leave the profession, or have their health impacted, or lose their life under such immense pressure? It's time to re-evaluate our priorities and focus on what really matters: providing our students with a high-quality education that prepares them for a bright and successful future, and providing staff with coaching and development opportunities that build on their qualifications and experience.
If you feel that you are experiencing challenges with your mental health, you should seek help. Please never feel you are wasting anyone's time. If you're in the UK, you can:
Talk to your GP
Call Samaritans 116 123
Access Samaritans webchat: https://webchat.samaritans.org/
Find out if your school or workplace has an Employee Assistance Programme, which may offer counselling or advice. These services are typically confidential.
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