Evaluation of the Impact of Section 5 Inspections

In 2006, the National Foundation for Education Research (NFER) conducted an independent evaluation of the new inspection process for maintained schools in England, introduced in September 2005. The aim of the research was to assess the extent to which schools felt that the new inspections contributed to school improvement. The research methods used were a survey of all schools inspected over a six month period, statistical modelling, case-study visits to 36 schools and a desk-top review of case-study school documents. Key findings include: (1) The majority of schools were satisfied with the inspection process and it was generally perceived as contributing to school improvement; (2) Most schools agreed with the inspection report recommendations, valued the confirmation, prioritisation and clarification of improvement areas and felt that the report had provided an impetus to drive forward progress; (3) Although the majority of interviewees reported that it was time-consuming to complete the Self-Evaluation Form (SEF), there was also a view that it had been effective as a means of identifying school strengths and weaknesses; and (4) Research revealed a positive, and statistically significant, relationship between constructive oral feedback and overall satisfaction with the inspection process. Approximately half of the interviewees suggested changes, primarily related to perceptions that the SEF should be simplified, more time should be allowed for inspectors to observe lessons, inspections should be less data-driven and that there should be more consistency across inspection teams. Four appendixes are included: (1) Detailed results from multinomial logistic modeling--satisfaction; (2) Detailed results from multinomial logistic modeling--impact; (3) Impact of s5 Inspections--School Context for Primary Schools; and (4) Impact of s5 Inspections--School Context for Secondary Schools. (Contains 6 footnotes, 5 figures, and 41 tables.)