Ofsted, Funding & STEM: Advice for Headteachers on Policy Changes

The new Ofsted framework, starting in the 2024-2025 academic year, brings significant changes to how schools are evaluated. Previously, schools received a single overall grade based on their inspection, but this will be replaced with individual grades for specific areas like overall performance, quality of education, pupil behaviour, staff development, leadership, and safeguarding. This shift aims to offer a more nuanced and detailed assessment of schools, moving away from one-word judgements.

The change follows criticism, notably after the death of Ruth Perry, where concerns were raised that a single “inadequate” rating could unfairly reflect a school’s performance. From 2025, a “report card” system will replace the existing approach, aiming to provide a clearer and more comprehensive picture for parents and stakeholders, while the frequency of inspections will also be reviewed. Prime Minister Keir Starmer supports the new system, emphasising its ability to give parents deeper insights into schools’ strengths and areas needing improvement.

Several significant policy changes are shaping the UK education landscape, and navigating these changes is critical for schools, educators, and stakeholders.

1. Teacher Recruitment and Retention: The UK government is tackling the ongoing teacher shortage with a focus on STEM and technical subjects. The Levelling Up Premium, launched in 2022, has been expanded to offer up to £6,000 in bonuses for teachers in high-priority subjects like maths, physics, and engineering, particularly in disadvantaged areas. This initiative aims to attract and retain talented educators, addressing the critical need for subject-specific teachers. There’s also a push for more flexible working arrangements for teachers, aimed at improving work-life balance and increasing retention​ (GOV.UK) ​(UK Parliament).
2. Funding Reforms: School funding continues to increase, with £2 billion in additional funds for 2023-24 and new grants to support rising teacher pension contributions. Schools can use this funding for staffing, classroom resources, and addressing operational costs. The National Funding Formula (NFF) for schools has also been adjusted to ensure a more equitable distribution of resources, particularly targeting disadvantaged areas and supporting students with special educational needs​ (Education Hub).
3. STEM Education Focus: Policies supporting STEM education are ramping up, with proposals to improve teacher recruitment and retention, particularly in engineering and technology subjects. The government is urged to introduce a holistic STEM skills plan to bridge the gap between education and the workforce. These policies align with the growing demand for engineering and technology professionals, critical sectors for the UK’s future economy ​(EngUK).
4. Ofsted Framework Changes: Ofsted has updated its inspection framework, placing greater emphasis on student wellbeing and inclusivity, alongside academic outcomes. Schools are encouraged to create environments that support mental health and inclusivity, which may lead to changes in policy, staff training, and student support services​ (GOV.UK).

These policy changes are aimed at modernising UK education, with a focus on addressing critical teacher shortages, improving STEM education, and ensuring equitable access to resources for disadvantaged students. Schools will need to adapt quickly to stay aligned with these new regulations while ensuring the wellbeing of both staff and students.

Related articles:

Addressing Disparities to Achieve Equitable School Funding in the UK

Developing a Technical Education System that Helps Fill Skill Gaps

Providing Equal STEM Opportunities to Inspire Students

How should schools approach implementing these policy changes?

To effectively implement the latest policy changes in UK education, schools must adopt a strategic and well-coordinated approach, ensuring that these policies positively impact both teaching and student outcomes. Below are some key steps schools can take:

1. Strategic Workforce Planning for Teacher Recruitment and Retention

• Review Staffing Needs: Schools should conduct a detailed audit of subject-specific teacher shortages, especially in STEM areas, to align with the government’s incentives, such as the Levelling Up Premium and bonuses for teaching in disadvantaged areas​ (GOV.UK)
• Promote Flexible Working: Implement flexible working arrangements to improve teacher wellbeing and retention. Schools should review existing schedules and roles to explore opportunities for part-time work, job sharing, and remote teaching, as outlined in the government’s new flexible working policies​
• Focus on Professional Development: Invest in Continuing Professional Development (CPD), particularly in critical shortage subjects like maths, physics, and technology. Schools can encourage teachers to take advantage of financial incentives and training programmes designed to upskill in these areas​ (UK Parliament).

2. Aligning Curriculum with STEM and Digital Skills Focus

• Expand STEM Curriculum: Schools should consider expanding their STEM offerings by integrating digital literacy and emerging technologies into the curriculum. This could involve establishing partnerships with local businesses or tech companies, as well as adopting new teaching resources focused on STEM subjects ​(EngUK).
• Offer Vocational Pathways: With the government promoting apprenticeships and vocational training as viable alternatives to university, schools can enhance their career guidance services to highlight these pathways. Establishing stronger links with local industries will provide students with clearer career progression options​ (GOV.UK).

3. Efficient Use of Additional Funding

• Budget Planning for New Grants: Schools need to strategically allocate the additional funding provided by the government for teachers’ pay and pensions. Ensuring that these funds are used to meet both immediate and long-term needs—such as hiring specialist teachers or improving resources—will be critical​
• Support for Special Educational Needs and Disabilities (SEND): Schools should prioritise funding for SEND provisions, ensuring they can deliver inclusive education in line with the updated National Funding Formula (NFF), which focuses on supporting disadvantaged and SEND students ​(GOV.UK)​ (Education Hub).

4. Preparing for Ofsted’s Updated Framework

• Focus on Wellbeing and Inclusivity: With Ofsted’s new inspection framework placing greater emphasis on student wellbeing and inclusivity, schools should adopt a holistic approach to student support. This includes expanding mental health services, providing staff training on wellbeing, and developing programmes that support diversity and inclusion.
• Staff Training for Inspection Preparation: Schools should train staff to ensure they are ready for the new inspection criteria. Regular internal reviews and mock inspections can help schools stay prepared and address any gaps in their practices ​(GOV.UK).

5. Stakeholder Engagement

• Involve Parents and the Community: Schools should keep parents informed about how these changes impact their children’s education. Regular updates through newsletters or meetings can help parents understand new curriculum adjustments, vocational pathways, and wellbeing initiatives​ (UK Parliament).
• Leverage External Support: Engaging with educational think tanks, local authorities, and external training providers can help schools stay updated on best practices for policy implementation. Schools should also collaborate with local businesses to enhance vocational and digital learning opportunities ​(EngUK).

Integrating Dynamic Policy Changes

By focusing on proactive recruitment, effective use of funding, curriculum adaptation, and preparing for regulatory changes, schools can successfully implement these new policies. Importantly, engaging with stakeholders and providing ongoing professional development for staff will ensure that the changes are integrated smoothly and sustainably.

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