Last month we joined a number of Forum Strategy members for the first of three autumn roundtables chaired by Baroness Estelle Morris. We focused on the current landscape to responsibilityand we addressed four main questions.

• What key guiding principles should underpin the accountability system?
• What could a new balanced scorecard look like?
• What considerations should underpin the inspection of multi-academy trusts?
• And what can trusts do to further generate a culture of local, formative accountability to communities that acts as a balance to more summative national models?

There were of course a range of views on all of these issues, but it is nevertheless possible to give a general idea of ​​where the consensus lies and which ones remain.

To begin, the group recognized the importance of a fit-for-purpose inspection. The inspections of more than forty years ago brought much good, but they also brought challenges.

The group broadly welcomed some of the “silver bullets” the government has brought to inspection in recent months as well as, in principle, plans to move to a “balanced scorecard” approach.

A vision of the future

However, before we address our main questions, a key conclusion was that there was an urgent need for the new government to have a clear vision and discourse on the role of schools and education in general; particularly in the context of a rapidly changing society and economy.

Technology, growing additional needs, pressures on health and wellbeing, changing workforce dynamics and the need for greater community cohesion are all likely to have an impact considerable impact on the system in the months and years to come.

A vision that anticipates this and, to some extent, makes sense of the role of trusts and schools in this context must inform and support accountability reform, but also curriculum reform, a recruitment and retention strategy , and much more.

Regarding the expanded role and increasing demands placed on trusts and schools, particularly since the pandemic, the group felt there was a need to further clarify the boundaries in terms of liability.

As trusts and schools increasingly take the lead in vital work with their communities (and consequently more responsibility), it is not clear that inspection fully reflects or appreciates the contexts, partnerships or the pressures suffered by many.

Any reform should therefore aim to determine clear parameters for national accountability frameworks that align with these demands and pressures.

The balanced balance sheet

Concerning the proposed report card, it was felt that it should include both quantitative and qualitative measures. These should help schools to demonstrate the progress of all children and celebrate the many and varied ways in which this is achieved.

Many trusts and schools are already taking a formative approach to accountability at a local level. A “test and learn” process should be undertaken, first piloting the newsletter approach to determine whether it is both scalable and adaptable to future needs.

There was a clear desire not to see this rushed and to ensure that staff engagement and feedback data was part of the range of metrics used to measure the impact and performance of a school or a trust.

Trust inspections

In terms of inspection of multi-academy trusts, Ofsted’s MAT summary assessments appear on the whole to have been received positively. The approach avoided the simple word “judgments” and emphasized monitoring through “dialogue.”

It was felt that the proposed trust inspections should be more than a summary of the inspection of their individual schools. Such inspections should measure the value that being part of the trust brings and the impact it has on its schools and their communities.

It is also important that inspectors have sufficient knowledge and experience of trusts if they are to credibly inspect them, including at a minimum an understanding of MAT governance and large-scale school improvement models.

Roundtable participants also stressed that this should be introduced with caution, especially given the potential impact on the retention and recruitment of volunteer trustees and governors.

System leadership

Finally, the group recognized the growth of ‘pure liability‘. Many trusts and schools are increasingly making themselves directly accountable to their communities based on their local vision and ambitions. A national inspection model should recognize these developments, when they are delivered to high standards and with impact.

Overall, the clear message from many in our network is that we need to take a step back before moving forward with liability reform.

Let us consider its purpose with clear reference to a changing world and changing needs.

Read the ‘Liability reform” report in full here