Idsall School’s Path to Improvement Following “Inadequate” Ofsted Rating

Upon receiving an “inadequate” rating from Ofsted for Idsall School in Shifnal, Shropshire, head teacher Michelle King expressed that she was “shocked, surprised and seriously concerned.” Having been accustomed to Ofsted inspectors issuing “good” verdicts prior to her arrival in 2019, Ms. King recognized she was embarking on “one hell of a journey” to improve the school’s standing. In 2022, the school was identified as struggling with student behaviour and providing insufficient support for pupils with special educational needs, as well as those experiencing difficulties with reading. Idsall School had previously garnered attention, having served as an educational institution for young football talents such as Michael Owen and Sol Campbell, under the Football Association, during its time at the nearby Lilleshall site. Ms. King indicates that modifications have been implemented since Ofsted’s initial assessment, anticipating the outcome of the school’s most recent inspection, expected within days. Challenges arose shortly after Ms. King’s appointment, with the global pandemic lockdown occurring mere months into her tenure. Nevertheless, following the publication of the critical Ofsted report on 28 September 2022, Ms. King understood she would face scrutiny, particularly from parents. She recalled, “That trust isn’t there is it, when you’re new. They don’t know you well enough and the previous head had been here a long time.” Ms. King reported that staff members felt “very bruised and battered” by certain findings, with some teachers initially questioning Ofsted’s assessment. She described her role as head teacher to “pick them up and move on and that’s also very difficult when you’re new.” She further stated, “[But] I was under no illusions that the school did need to improve in significant areas.” Ofsted identified pupil behaviour as a primary concern. The report noted that “too many pupils do not feel safe” and documented instances of “frequent sexual harassment or discriminatory behaviour from their peers.” The regulatory body’s report additionally indicated that pupils “are not confident that teachers will deal with their concerns, so they do not report the incidents that occur.” Ms. King expressed her belief that there had been a “lack of consistency” in the school’s approach to managing challenging behaviour. Casey Bailey, Assistant Head and the individual overseeing “behaviour and attitudes,” commented: “Where there isn’t clarity, it means students don’t know exactly where they stand, staff don’t know exactly where they stand and it creates gaps, loopholes and issues.” To tackle this issue, Ms. King explained that the school “sat down with a large group of students” to establish a clear framework of rules for pupils. Mr. Bailey, who previously held the title of Birmingham Poet Laureate, mentioned that the school was also intensifying efforts to acknowledge positive behaviour and to comprehend and assist students who did not adhere to the school’s regulations. Ashwin, a 17-year-old sixth-form student, observed an improvement in behaviour and noted that “teachers are more confrontational to bad students.” She further stated that the administration of behaviour had become “more organised.” Pupil Zak, 16, had previously indicated that “behaviour could have been improved in some areas.” Nonetheless, he generally considered it a “good school” and not as problematic as the Ofsted report implied. The school has also implemented modifications in several other domains. For example, the 2022 report raised issues regarding the support for children with special educational needs or disabilities. It specified that these students did not receive necessary assistance in lessons, faced a high incidence of suspensions, and “do not experience a good enough education.” Ms. King stated that the school was making greater efforts to comprehend these children and was collaborating with parents to formulate support plans, involving external providers for assistance. Ofsted had additionally recommended that the school enhance support for pupils with reading difficulties and employ more experienced educators. Further recommendations were made, and Ms. King remarked: “It can be a lonely job and you do have to rely on a great team behind you.” In September 2023, the school became part of the Marches Academy Trust, an organization that oversees 10 other educational institutions in Shropshire. Ms. King indicated that she perceived no threat to her position and appreciated the support and guidance provided by the trust. She added that the trust also presented challenges and facilitated collaboration with other schools. Idsall School anticipates that the results of its latest Ofsted inspection, scheduled for publication before Christmas, will reflect a more positive assessment. Ms. King noted that despite the school being at its full capacity of 1,200 students, she was cognizant that some parents of Year 6 children were considering alternative educational placements. The Ofsted monitoring report from July observed that while efforts to transform the school’s culture were advancing, they seemed to have “had little impact on some parents’ perceptions.” Ms. King acknowledged that altering perceptions was “really hard” and had extended invitations to parents to witness the ongoing changes. Ultimately, however, she accepted that “it’s not really about what we say, it’s about what we do.”