Sorry, Feenie, but I'm afraid I don't find the judgment of the parliamentary committee, based on an interview, to be conclusive on that matter. "Did not inspire confidence that she grasped the importance" could mean a lot of different things, depending on what was actually said, and the political bias of those listening. One of things I don't think it means is "doesn't have a clue". Condescendingly telling me that you're "not sure I fully understand", and quoting swathes of the report at me (as if I wouldn't have read it) really doesn't constitute an argument.
I understand that many people are politically opposed to this appointment; however, a great many teachers whose judgment I respect disagree with the committee's his decision. Since you have quoted large chunks of the parliament committee's report at me, I will quote one of them to you:
The basic problem we have had with OFSTED over the last few decades is that it has not been fair. There are schools with excellent results and committed teachers that have been told they “require improvement”. There are “outstanding” schools that have actually been disastrous failures. And this is without the long history of perverse criticisms of effective teaching, and ridiculous praise for gimmicks that has appeared in reports. In my own career I’ve seen schools wrecked by OFSTED, either by rewarding bad practices or punishing good ones. I’ve been told a lesson of mine was inadequate because the students were working quietly and I’ve seen a school dip massively in results, forcing out the most effective teachers, as they pursued the “OFSTED teaching style” instead of academic achievement.
Now I have been positive about the attempts to address these problems. Improvements have been made and in the end I was positive about Sir Michael Wilshaw’s time as HMCI. There are good people in OFSTED trying to get the bureaucracy to work, and I am convinced it’s much better than it used to be. I no longer argue that OFSTED should be abolished, and am really grateful for what they’ve done to address concerns.
But there is always more that could be done. It should be possible to ensure that all reports are fair. That the unintended consequences of inspection are minimised. That problems are addressed as soon as they become apparent.
And that’s where Amanda came in. She proved at Ofqual that she has the ability to correct dysfunctional systems. If her time at Ofqual proved anything, it’s that she knows how to make systems fairer. She has an intellectual grasp of statistics and management, combined with a genuine concern for fairness and the views of teachers. She is the only person on earth that could change OFSTED into an organisation with a reputation for fairness and a respect for the frontline. And this does not mean she doesn’t care about standards or improving schools, but a fair inspection system that evaluates schools accurately is the best way to improve schools. We need to move away from the idea that the OFSTED process is something to be gamed, and to a system where the best way to get a positive judgement is make sure your school is effective.