In its response, CSIE welcomed the goals that Ofsted has set itself around equality objectives. We added, however, that it is important to ensure that concrete data on life outcomes (social and economic) should be available to inspectors and used to inform their evaluation of schools and colleges; that with respect to outcomes there should be a fully detailed breakdown of categories within each equality strand (e.g. within “BME” or within “disabled”); that structures should be in place to prevent the emergence of a hierarchy of equalities in which one strand is more important than another; that children and young people with high level support needs (for example those said to have profound and multiple learning difficulties), mental health problems, NEETs etc. are not exempted from the equality duty to remove barriers (“all means all”); and that structures are in place to ensure that these are the shared perceptions and explicitly articulated values of all within the organisation.
SES Consultation Document – Response from CSIE (Word, 552 Kb)
SES Consultation Document – Additional (question. 6) (Word, 26 Kb)
