Why has Ofsted decided to ditch its one-word school ratings?

For years, Ofsted’s one-word judgements—such as “Outstanding” or “Inadequate”—have been a staple of the UK’s education system. However, these simplistic labels have often been criticised for failing to capture the complexity of school performance. Now, in a landmark reform, these single-word ratings have been scrapped with immediate effect. But what led to this change, and what does it mean for schools, parents, and teachers?

The recent decision to abolish Ofsted’s one-word judgements is a response to growing concerns that these labels do more harm than good. Triggered by the tragic case of Ruth Perry, a headteacher who took her life after her school was downgraded by Ofsted, the move aims to lower the stakes for schools and provide parents with a more nuanced understanding of school performance. Instead of the one-word ratings, schools will now be evaluated across multiple categories, and a new “report card” system is set to be introduced by 2025. This decision has been welcomed by many in the education sector, who argue that the old system was overly simplistic and often damaging. However, there are concerns about how the new system will work in practice and whether it will provide the clarity that parents need.

The End of an Era: Why Single-Word Judgements Were Scrapped

The catalyst for this reform was the tragic suicide of Ruth Perry, a headteacher at Caversham Primary School, who took her life following an Ofsted inspection that downgraded her school from “Outstanding” to “Inadequate” over safeguarding concerns. The incident sparked a national debate about the pressure these ratings place on schools and their leaders. A coroner’s inquest later found that the inspection process had contributed to her death, leading to widespread calls for reform.

Critics of the one-word judgement system, including Perry’s family, argued that these ratings were reductive and failed to provide a fair and accurate assessment of a school’s overall performance. Instead of helping schools improve, these labels often led to public humiliation and stress for educators, without offering the constructive feedback needed to drive meaningful change.

What’s Next: The New Ofsted Inspection Framework

In place of the single-word judgements, Ofsted will now provide a more detailed breakdown of school performance across four key areas: quality of education, behaviour and attitudes, personal development, and leadership and management. This change is designed to give parents a clearer, more comprehensive picture of how a school is performing.

By 2025, these detailed assessments will be rolled into a new “report card” system, which will summarise a school’s performance in a more transparent and accessible format. The report cards are expected to include not just academic outcomes, but also insights into the school’s culture, student wellbeing, and other factors that contribute to a well-rounded education. This approach aims to shift the focus from punitive measures to support and improvement, with the government promising to intervene only in cases where schools are failing to meet basic standards.

Reactions from the Education Community

The education sector has largely welcomed the reform. The National Association of Head Teachers and the National Education Union have both expressed support, highlighting that the move away from single-word judgements marks a significant step towards a more supportive and less adversarial inspection system. However, not everyone is convinced. Some critics argue that without a clear headline judgement, parents might find it harder to compare schools at a glance, potentially leading to confusion.

The government has assured that the transition to the new system will be smooth and that the new report cards will be as clear and transparent as possible. However, as with any major reform, the devil will be in the details, and much will depend on how effectively the new system is implemented.

Looking Ahead: Will the New System Deliver?

While the abolition of one-word judgements has been broadly welcomed, the success of the new system will ultimately depend on its execution. The government and Ofsted now face the challenge of developing a reporting framework that balances the need for accountability with the goal of supporting school improvement. If done well, this reform could mark the beginning of a new era in education—one where schools are evaluated in a more nuanced and supportive way, and where the focus is on helping all students achieve their full potential.

The scrapping of Ofsted’s one-word judgements is a long-awaited reform that aims to provide a more detailed and supportive assessment of schools. Triggered by the tragic case of Ruth Perry, this change is designed to reduce the high stakes associated with school inspections and to offer parents a clearer picture of school performance. While the education community has largely welcomed the move, the success of the new system will hinge on how well it is implemented. As the government works to roll out the new report card system by 2025, all eyes will be on how this reform will impact schools, teachers, and, most importantly, students.

“Single-word headline judgements are dangerous and reductive… The shame, injustice, and high-stakes consequences of an ‘inadequate’ judgement… were the cause of my sister’s mental deterioration and suicide.” — Professor Julia Waters, Ruth Perry’s sister.

For educators, parents, and policymakers, the end of one-word judgements is just the beginning. Join the conversation on how we can build a more supportive, transparent, and effective education system for all.