ABSTRACT
This chapter uses inspection as an illustration of an extreme example of how the accountability/performativity culture in schools has developed. Having examined inspection systems internationally and noted the differing positions inspection occupies along a continuum of support and judgement in different systems, it traces the development of inspection in England. Then, using data across the projects, it will argue that the influence of the inspection agenda is strong in the schools, policy decisions are often made to conform to Ofsted’s expectations and this increases the culture of performativity and accountability. RP1 (Inspection Project) data found an institution consumed by inspection-readiness, and even once the school was released from the regime, it continued the rigorous discipline experienced under inspection and replaced external disciplinary sources with internal mechanisms, a highly visible management team, a continuing programme of lesson observations and a drive for innovation and change, all done to be prepared for the next inspection. Data from RP2 (Enactment Project) illustrate that a perception of post-panoptic perpetual readiness for inspection was evident in schools with policy being determined by the ongoing game of out-guessing and satisfying ‘What Ofsted Wants’, whether or not there was an inspection due. The retention survey data (RP3) indicated that the demands of Ofsted, and the tendency of schools to jump through externally mandated, and constantly changing, hoops is one of the main reasons why teachers consider leaving.
