Understanding the impact of school inspection: An analysis of how school leaders in Wales interpret and respond to inspection outcomes

This research explores school leaders’ interpretation of and response to inspection outcomes in order to better inform policy developments. In the United Kingdom (UK), research related to school inspection has tended to focus on England’s inspectorate, Ofsted, and its influence on teachers and leaders there. This study is unique in that it considers for the first time the Welsh education and training inspectorate, Estyn, and its perception amongst school leaders in Wales. Semi-structured interviews with four school leaders with experience of inspection were conducted. The sample reflected variation in inspection outcomes and diversity in school size, type and geographic location. Inspired by Foucault’s conceptions of discourse and power (Foucault, 1972; 1977), a Foucauldian Discourse Analysis (FDA) was undertaken and provided a framework for the exploration of perceptions of inspection and how they affect school leaders’ actions. Findings from the study suggest that the conduct of inspectors was more of a concern to participants than the judgements they awarded. While school leaders accepted inspection was a necessary process linked to the need to build and maintain public confidence, they were in broad agreement that the inspectors themselves did not communicate appropriately with school staff, were too authoritarian, and were at times disrespectful. This contributed to an ‘us versus them’ mentality and instilled in school leaders feelings of rejection, failure, anxiety and fear. The most compelling finding, that reaffirms claims made in earlier studies (Ball, 2003; Perryman, 2009; Courtney, 2016; Page, 2017), relates to the way in which school leaders slavishly follow inspection criteria to such an extent that their behaviour and practice is driven almost entirely by the inspection process. New evidence obtained through this study suggests that both the inspector and the inspected engage in acts of fabrication that calls into question the efficacy of inspection as a robust accountability mechanism.

Name dc:type.qualificationname

other

Level dc:type.qualificationlevel

doctoral

Grantor dc:publisher.institution

University of Wales Trinity Saint David

Year dc:date.issued

2023

Author dc:creator

• Evans, Gareth

• L Addysg (Cyffredinol)
• LA Hanes Addysg
• LB Theori ac arfer addysg
• LB1501 Addysg Gynradd
• LB1603 Addysg Eilaidd. Ysgolion uwchradd
• LB2361 Cwricwlwm

Dc Identifier Grantnumber

UWTSD

OAI identifier oai:identifier

oai:repository.uwtsd.ac.uk:2807