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Title: An examination of the perceptions of Additional Inspectors involved in maintained school inspections (post September 2012)
Author: Okolo-Angus, Ogugua
ISNI:       0000 0004 7963 3774
Awarding Body: University of Greenwich
Current Institution: University of Greenwich
Date of Award: 2017
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The study undertaken examines the perceptions of Additional Inspectors (AIs) involved in maintained school inspections post September 2012, following revisions to the 1992 Ofsted framework. Ofsted inspectors are now required to modify their inspection practice by making four judgements about the effectiveness of schools as compared to the previous twenty-four judgements required pre-2012. Key themes of accountability together with concerns about 'game playing' to survive their inspection experience and the culture of performativity and its impact on practice are examined. A mixed-method approach based on 41 questionnaire responses and in-depth interviews with 4 Additional Inspectors were used to examine the perceptions and experiences of Additional Inspectors and obtain quantitative and qualitative data. Insider research which is highlighted in chapter 3 enabled access to the participants and is a feature of this study because of the researcher's role as an experienced Ofsted Inspector with extensive knowledge about Ofsted inspection practice. Phase one of the study highlighted the concerns that AIs had about procedural inspection issues in addition to the differing levels of accountability that warranted further exploration in phase two. Phase two concluded that inspecting in maintained schools is a complex and exhausting process that highlights issues of self-identity and performativity. The perceived lack of power and increased accountability are significant perceptions of AIs that give rise to 'game playing' as part of a performative culture to enable them to survive their inspection experience. This study concludes that inspecting in maintained schools is a challenging experience for AIs who must cope with the demands of an increased accountability agenda imposed upon them by the inspectorate. AIs engage in social performances to cope with such demands and this has a dramatic effect on both their professional and personal lives. AIs believe that the significant changes to the Ofsted inspection framework post September 2012 has diminished their personal levels of autonomy through the process of inspecting maintained schools and heightened the levels of power and control by the inspectorate. The original contribution of the thesis is to an under researched area, namely in enabling the AIs' voices to be heard by examining perceptions of their inspection experience following significant revisions to the Ofsted framework post September 2012. A contribution is made to the existing literature about AI's social performances from which they have been affected personally and professionally.
Supervisor: Kinchington, Francia ; Patterson, Jennifer Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: LB Theory and practice of education