Ofsted Consultation Launch: Ensuring Equal Inspection Standards for Citizenship

Ofsted launches consultation on proposed reforms to the reporting of inspections

Following the results of the Big Listen, Ofsted has launched a consultation on proposed reforms to the reporting of inspections and the presentation of findings. Since 2022 ACT has raised concerns about Ofsted’s approach to the inspection of Citizenship under personal development rather than as a curriculum subject as is indicated in the inspection framework. This consultation provides an excellent opportunity to ensure that the quality of Citizenship provision made is given the attention that it needs and deserves on a par with other national curriculum subjects.

Some changes proposed include:

•  The end of single-word judgements – current plans outline a ‘report card’ system across multiple categories
• A resetting of relationships – intent for inspections to be collaborative, with a “done with” rather than “done to” approach. Inspections will be carried out with professionalism and empathy. 
• Transparent inspection materials – a set of education toolkits will help providers understand strengths and support progress in areas for improvement. No return to lengthy evaluation forms in favour of clear demonstration from leaders of an accurate understanding of their context.
• Tailored approach for each setting – tailored procedures for early years, schools, FE and skills, and ITE 
• Focus on improvement rather than blame – specific areas for improvement will be highlighted rather than generalising poor practice and setting context to be considered. With permission from providers, best practice will be identified and shared.
• Focus on the experiences and outcomes of disadvantaged learners – voices of children, parents and carers to be considered when inspecting.  Proposals aim to balance views from parents and professionals

In ACT’s response to the Curriculum and Assessment Review, the historic lack of Ofsted inspection and reporting of Citizenship was highlighted, particularly in regards to the non-compliance of schools to meet their national curriculum requirements in KS3 and KS4.

Ofsted conducted detailed inspections of Citizenship as a subject and provided in-depth evaluations through subject monitoring reports until 2013. The final Citizenship subject monitoring report, published that year, based on evidence from 32 primary schools and 94 maintained secondary schools noted that, ʻin nearly all of the primary schools visited in this survey, Citizenship was thriving’ and ‘Studentsʼ achievement in Citizenship was good or outstanding in over two thirds of the 94 secondary schools visited.ʼ At this point, the subject appeared to be in relatively good health where it was given a chance. 

The same Ofsted monitoring report concluded in 40 schools, the Citizenship curriculum was below satisfactory or inadequate. In these cases, ʻschools were attempting to cover the Citizenship programme in a combined curriculum period that was labelled both PSHE and Citizenshipʼ. Ofsted criticised this approach, highlighting that teaching does not provide enough time, depth, or rigour for students to develop and deeply embed substantive knowledge, or make sense of subject concepts.  While convenient for timetable planning these approaches result in fragmented teaching and superficial learning for students.

Under the current inspection framework implemented from 2019, Citizenship has not been subject to ‘deep dive’ inspections, even though it is a national curriculum subject. Instead, Citizenship is considered under the Personal Development measure, and is sometimes conflated into reporting on British Values or RSHE.

The 2023 HMCI annual report stated 93% of inspected schools were rated ʻgoodʼ or ʻoutstandingʼ for personal development. However the same report tells us, ʻin many schools, different parts of the curriculum are too isolated and not as well-connected to other content as they should be. For this reason, pupilsʼ knowledge does not build over timeʼ and that ʻthe curriculum offer in Citizenship in secondary schools does not typically match the scope and ambition of the national curriculumʼ. 

Ofsted’s failure to report on the subject means inadequate provision and non-compliance with the national curriculum is not reported.It also means good and excellent practice is not being acknowledged and recognised either. Without regular and systematic subject inspection and reporting, some schools will continue to make inadequate provision, or no Citizenship provision at all, while those excelling in Citizenship feel their efforts are undervalued. 

Citizenship and personal development

All subjects in the national and wider curriculum contribute to the personal development of pupils in different ways but these activities vary according to pupils’ interests and these are often optional. Activities beyond the formal and taught curriculum connect to learning in subjects and play an important role in wider personal development adding value and enrichment, but these are not the same as formally teaching the subject. For citizenship these might include activities that contribute to the community and democratic culture of schools. For example: pupil voice and decision making roles within class and student councils or parliaments; opportunities to take part in debate or politics clubs; activities within the school community or wider community where pupils take responsibility or contribute as volunteers; activities that develop the schools environmental  and sustainability action plan; or activities that contribute to diversity, equality and inclusion in the school.

ACT’s Chief Executive, Liz Moorse commented “Historically, inaccurate reporting on Citizenship has been generally left unchallenged for fear of affecting the overall school inspection grade. Ofsted taking this subject seriously and evaluating it rigorously to help schools improve is urgently needed. Because children in this country are concerned about the world around them and want to learn about politics and society. They deserve better.”

In future ACT would like to see:

• Citizenship inspected and reported on with the same rigour as for other national curriculum subjects 
• Encouragement for schools to base decisions about their Citizenship curriculum provision and assessment on the evidence of what develops substantive subject knowledge, understanding and skills in line with the programmes of study and where offered the GCSE content requirements
• Ofsted inspections and reports explicitly on the breadth and balance of the curriculum provided by schools and settings under a new measure highlighting any national curriculum or statutory subject that is missing
• A clear distinction between reporting on the subject of Citizenship within the quality of education measure, and the role of wider Citizenship activities in the culture and community of schools which can contribute to personal development