ABSTRACT
Prior to the Education Act 1992, inspection practices, whether involving local education authorities (LEAs) or Her Majesty's Inspectors, had been generally irregular and included a wide range of patterns and procedures. LEAs tended to develop models very much in line with their own culture. Office for Standards in Education (Ofsted) introduced its new inspection model based on a regular four-year cycle claiming that it gave priority to promoting inspection of the highest possible quality, for only in that way could schools be offered sound evaluation to use as a basis for improvement. When setting up its Ofsted structure, the Government made a clear distinction between the functions and processes of the carrying out of inspections and the giving of advice, a division which has proved to be a major feature and bone of contention. As the secondary inspection programme was being implemented in the autumn of 1993, a number of striking features were immediately apparent.
