/Concerns Raised Over School Inspection Practices Following NGA Survey
– National Governance Association highlights the negative impact of Ofsted inspections on school staff
– A significant number of respondents express doubts about the inspection process despite fair outcomes
– Challenges faced by disadvantaged schools under scrutiny as inspection criteria are questioned
– NGA calls for a balance between maintaining high standards and ensuring fair evaluation practices
Governors have voiced serious concerns regarding the impact of school inspections, describing their experiences as “brutal,” according to the latest National Governance Association (NGA) annual survey. This alarming insight underscores the necessity for inspections to be both rigorous and supportive in nature.
Despite commitments from Ofsted following its 2024 Big Listen initiative to enhance trust and make inspections more supportive and context-sensitive, the NGA’s findings reveal a precarious level of confidence in the inspection process. While 71% of respondents felt their most recent inspection provided a fair and accurate portrayal of their school—an increase of just 3% from a record low in 2022—the written responses from participants painted a contrasting picture of the overall experience.
One respondent noted the emotional toll on their leadership team, stating, “I watched them break down routinely throughout the 2 days.” Another summarized the experience by saying, “The outcome was fair, but the process was brutal.” A third participant remarked, “I think it was fair, but the process itself was awful. They were not nice at all.”
Additionally, the survey highlighted concerns regarding whether the inspection process appropriately considers the unique circumstances of schools, particularly those catering to disadvantaged communities and students with special educational needs and disabilities (SEND). Comments reflecting these sentiments included: “You can’t compare a school with high deprivation with a leafy lane one” and “It is frustrating that our above average levels of disadvantage made it feel almost impossible to reach the expected standard in achievement.” Another respondent stated, “The new framework is unfair on schools in deprived areas in terms of attainment.”
NGA Chief Executive Emma Balchin commented on the survey’s implications, saying, “Our findings expose a fundamental problem with school inspection: reaching a judgement that is considered fair does not mean the process itself is not flawed. Governors and trustees describe inspections as ‘brutal’ and ‘soul destroying,’ while others believe schools serving disadvantaged communities are being judged without sufficient regard for the challenges their pupils face. This is not what a credible, improvement-focused accountability system should look like.
Balchin lamented the enduring impact of the tragic death of Ruth Perry, emphasizing the need for significant change in inspection practices. She declared, “The tragic death of Ruth Perry should have marked a moment of enduring change for the welfare and morale of school leaders and the wider workforce, and for how inspections are carried out. Her case showed the devastating consequences inspection can have and we cannot ignore the fact that governors and trustees continue to describe experiences that raise serious questions about the system’s impact on school leaders and staff.
Ofsted must uphold high standards, but high standards are no excuse for unfairness. Schools should be held to account, not penalised for the communities they serve. Inspection must drive improvement for children, not cause avoidable harm to the people working to deliver it.”
The NGA Annual Governance Survey, now in its sixteenth year, serves as the most comprehensive assessment of governance in English state-funded schools and trusts, capturing the views, experiences, and challenges facing one of England’s crucial volunteer forces. The survey was conducted from June 2 to June 30, 2026, with more than 3,000 participants.
The NGA is dedicated to improving educational standards and enhancing the well-being of young people by strengthening governing boards and promoting high standards in school governance.
