Abstract

The current nature of the school inspection régime in England and Wales is considered, together with the reasons why it was created. Two different approaches to educational accountability are considered, the use of performance indicators and inspection. England and Wales have a system of educational accountability that employs both. It is argued that, although neither performance indicators nor inspection are, in themselves, sufficient instruments of accountability, they are complementary and could, jointly be more effective than the current dual system, given certain fundamental reforms to the inspection régime. These include, a common language of accountability, greater use of self-evaluation and a loosening of the functional distinction between inspectors and teachers.