Recommendation 11

HM Government · verbatim extract Accepted

73. As outlined in its equality, diversity and inclusion statement10, Ofsted considers these issues through its inspection process. For example, inspectors always question whether there is narrowing of the STEM and wider curriculums through how these have been structured. Narrowing of the curriculum affects all pupils, but disproportionately affects those who are disadvantaged. Another key tenet of inspection considers the extent to which pupils have equal access to high quality education. This is an inclusion issue–and one that is explicitly considered through inspection practice. 74. As mentioned in paragraph 12, when evaluating STEM subjects, through inspection, Ofsted considers the extent to which the curriculum is designed and implemented to raise aspirations for a future STEM career. Inspection practice explicitly considers how the curriculum is designed to give all pupils the knowledge and cultural capital they need to succeed in life. This would include looking at any barriers to girls’ take up of STEM subjects, and particularly those who are disadvantaged or with SEND. This is discussed in its publication ‘Finding the optimum: the science subject report’11. The concept of ‘science capital’ enables inspectors to review the extent to which pupils’ and teachers’ awareness of STEM careers is being deliberately considered. 75. While Ofsted should and does look to ensure there are no barriers to diversity and inclusion in STEM (or any subject), Ofsted should not have a role in encouraging schools to ensure certain pupils take certain subjects, as this will likely have much wider unforeseen impact. The focus must be on ensuring all pupils have a broad, ambitious and high-quality, education. 76. During an inspection, if Ofsted finds stark disparities in the take-up of subjects on the basis of gender, inspectors will explore the reasons behind this, and what the school is doing to remove any barriers that prevent higher take-up. 77. Inspectors explicitly consider subject take-up and attainment among disadvantaged pupils. This information is made available to inspectors through the Inspection Data Summary Report. Inspectors routinely consider the approach to disadvantaged pupils through inspection activities. This includes, but is not limited to, academic and vocational outcomes, pupils who go on to become ‘NEET’ (Not in Education, Employment or Training), retention rates into school sixth form, and subject up-take. Where there is disparity between disadvantaged pupils and others, inspectors ask school leaders for the reasons and seek to understand the steps leaders are taking. 78. Evidence shows that weaknesses in the curriculum tend to have a disproportionate impact on disadvantaged children and those with SEND. Therefore, in exploring the strength of the curriculum on inspection, Ofsted will look at how well schools meet the needs of disadvantaged pupils and pupils with SEND. Seeking to understand pupils through groups, however, tends to assume that pupils from the same group require the same approach, which is not the case. It also tends to assume that one group needs a different approach from another, which is also not the case. All pupils need a well- constructed and well-taught curriculum. 10 Equality, diversity and inclusion statement - GOV.UK (www.gov.uk) 11 Finding the optimum: the science subject report - GOV.UK (www.gov.uk) Teacher workforce