Abstract
The written OFSTED report is the most enduring outcome of a school inspection. This paper examines the 'fitness for purpose' of such reports, in that the current inspection system carries the motto of 'improvement through inspection'. The value of converting set scales and numerical grades into prose is closely scrutinised, and the less frequent qualitative statements are analysed as examples of educational discourse. The validity and reliability of judgements presented in the reports, produced within two different frameworks and sets of guidance is scrutinised, with a view to questioning the overall effectiveness of the OFSTED inspection report as an instrument for school improvement.
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