Ofsted and mental health - a new approach?

The suicide of headteacher Ruth Perry led to vociferous questioning of Ofsted and its methods. Last year, Sarah Ashworth (pictured right) shared her views in this blog post on measuring and rating schools in this way.

We are encouraged by the fact that Sir Martyn Oliver, Ofsted's new chief inspector, has said that inspections won't restart for a "couple of weeks," whilst the watchdog responds to the coroner's concerns.

This also allows time for training for inspectors on dealing with anxious headteachers to be fully rolled out. We are also heartened by plans for The Big Listen, to begin later this term, to hear directly from parents and professionals about the strengths and weaknesses of Ofsted’s current approach to inspection and regulation.

The origins of Ofsted

Since the Education Reform Act of 1988, schools have been subject to accountability testing through the Office for Standards in Education, Children's Services, and Skills (Ofsted). 

The goal is to improve standards and empower parents to choose high-performing schools. However, over time, these reforms may inadvertently have led to negative consequences for the mental health of both students and educators. Public rating in particular, may be a factor in this, along with the fact that there are very few, rather blunt, ratings to choose from.

Questioning the evidence

The evidence supporting the positive impact of Ofsted on raising school standards has increasingly been questioned, with Ofsted's role in school evaluations and its criteria for 'outstanding' coming under scrutiny.

Criteria for a rating of ‘outstanding’ following Ofsted inspection are viewed by some as “unrealistic for teachers to meet and equally unrealistic as criteria for use by inspectors”. The focus on standardised testing, driven by accountability, has led to increased pressure on both pupils and teachers.

Conflicting values

Some research has suggested that there is a conflict between the progressive values of teachers and the traditional institutional values of Ofsted.

One study in the earlier years of Ofsted identified quite stark differences: Ofsted, for instance, was perceived to place more value on formality, competition and a subject-based curriculum. 

This was in contrast to teachers who generally valued informality, collegiality and a childcentred, holistic, integrative approach to the curriculum.

These are clearly very broad brush strokes but they may illustrate a tension at the heart of the current system.

What should be measured?

In their current form, Ofsted inspections create high-stakes situations that significantly impact the mental health of school staff. The fear of judgment and criticism during inspections results in stress and anxiety among teachers and leaders.

Additionally, the intense preparation for inspections leads to increased workloads and feelings of inadequacy, leading to teacher attrition and declining mental health; often the preparation takes place over an extended period and there is uncertainty for a long time about when the inspection will take place.

Pandemic legacy

The recent pandemic further exacerbated teacher mental health issues, and the reintroduction of Ofsted inspections prioritised academic attainment over pupil wellbeing.

This approach is contested by many, including young people from States of Mind, an organisation led by young people and psychologists, which has put forward an alternative assessment framework, based on research with many teachers and students.

States of Mind has put forward an alternative assessment framework, based on research with many teachers and students.

'Alternative Ofsted'

Rather than focusing on academic achievement, their ‘alternative Ofsted’ would measure mental health, student-teacher relationships, student interactions, teacher autonomy, student satisfaction, life skills and personal development.

At a recent meeting of the Children and Young People’s Mental Health Coalition, of which Charlie Waller CEO Clare Stafford is Vice-Chair, two young people from States of Mind, Tumi and Gabriele spoke. Clare told me:

"Attendance at school is a key issue at the moment. Currently 23% of children are not in school at any given time. I find this shocking.

"The pandemic, of course, had an impact but we are hearing that there are other issues relating to social and economic deprivation, and increased anxiety and stress. 

Focus on mental health

"For many, school is not a safe, welcoming place where children can thrive.

“The young people from States of Mind contended that, if you get things like mental health, student-teacher relationships and personal development right, attendance, attainment and safeguarding will naturally follow.

“It may be also worth asking whether conflict between progressive and traditional values is inevitable, or could elements from each be usefully combined?

“One of States of Mind's main points is that the voice of young people should be central to measuring schools’ success. In their recent survey, 92.2% of the students and 85.4% of the teachers they surveyed rated ‘student voice’ as either ‘very important’ or ‘important’ when asked to rate the level of importance of topics that should be evaluated in education."

Teachers' mental health and its effects on children

In the past academic year, 59% of school staff report that they have considered leaving the profession and 78% of school staff and 87% of senior leaders reported symptoms of mental ill health, with symptoms of anxiety and depression being higher in school staff than in the general population.

Although advice aimed to support teacher mental health exists, it focuses on individual factors.

It tends not to consider the structural and socioeconomic factors over which teachers have no control, such as workload, the impact of Ofsted inspections, the mental health of their students, the cost of living crisis and so on.

Student mental health

What impact might the mental health of school staff have on student mental health? There is clear evidence of a rise in mental health problems in children and young people over the past five years. Numerous reasons have been suggested for this rise, including an increased emphasis on accomplishment and material comfort over the provision of close and supportive relationships within the family.

There is compelling evidence that stress is contagious: observing others who are stressed triggers a corresponding increase in stress hormones in the observer.

However, there is also compelling evidence that stress is contagious: observing others who are stressed triggers a corresponding increase in stress hormones in the observer. Consequently, it could be argued that any additional stress placed on teachers will have a deleterious impact on students.

While Ofsted inspections can have negative effects on staff mental health, they can also provide opportunities for reflection, with some schools using inspections as a catalyst for positive change and development. However, schools and educational authorities must provide adequate resources, training, and emotional support to ensure staff wellbeing during inspections. Therefore, it is crucial for policy makers to continue to reevaluate the current system and consider reforms that prioritise student wellbeing and provide better support for teachers.

By striking a balance between accountability and mental health support, we can create a healthier and more conducive learning environment for all.

Sarah Ashworth is a mental health trainer with the Charlie Waller Trust and a Fellow of the Higher Education Academy. She has worked as a therapist and lecturer for over 20 years.

References

Education Support (2023) The building blocks of good mental wellbeing. Available at: https://www.educationsupport.org.uk/resources/for-individuals/guides/the-building-blocks-of-good-mental-wellbeing/

NHS Digital (2022) Mental Health of Children and Young People in England 2022 - wave 3 follow up to the 2017 survey. Available at: https://digital.nhs.uk/data-and-information/publications/statistical/mental-health-of-children-and-young-people-in-england/2022-follow-up-to-the-2017-survey

Sapien Labs (2023) The Mental State of the World in 2022. Available from: https://sapienlabs.org/wp-content/uploads/2023/02/Mental-State-of-the-World-2022.pdf

Buchanan, T., Bagley, S., Brent Stansfield, R. and Preston, S. (2011) The empathic, physiological resonance of stress. Social Neuroscience, 7(2): 191-201.

Engert, V., Linz, R. and Grant, J. (2014) Embodied stress: The physiological resonance of psychosocial stress. Psychoneuroimmunology, 105: 138-146.

Prime Minister’s Office (2023) Prime Minister outlines his vision for Maths to 18. Available at: https://www.gov.uk/government/news/prime-minister-outlines-his-vision-for-maths-to-18

Ofsted (2023) Changes made to school inspections. Available at: https://www.gov.uk/government/news/changes-made-to-school-inspections