Schools that experience frequent inspections are more likely to make an even greater effort in boosting performance, according to a new study from Durham University’s Centre for Evaluation and Monitoring.

Researchers discovered that schools that were observed regularly by Ofsted tended to spend more time on raising standards in teaching than schools that have been examined less frequently.

The team, led by professor Peter Tymms, looked at schools that had undergone a formal inspection and then a general monitoring the year after and compared them to schools that had just experienced a formal inspection.

TES reported that all the schools were asked by the Centre for Evaluation and Monitoring what efforts they had made subsequent to being evaluated by Ofsted in terms of transforming teaching methods, promoting collaboration and enhancing the quality of activities.

Those that had an extra monitoring visit outperformed schools that didn’t by a "statistically significant margin, with the differences even larger in the second year".

Interestingly, researchers noted that two years after the monitoring inspections, the playing field leveled out – there was no difference between the two groups of schools.

Professor Tymms commented that the study suggests that where regular inspections occur, schools do tend to make a more of a concerted effort to boost performance, especially if they are “high-stake inspections”.

Responding to the findings, Brian Lightman, general secretary of the Association of School and College Leaders, said that he hoped that this did not lead to an increase in the number of inspections school receive from Ofsted.

“We’re already seeing too much behaviour driven by the perceived requirements of inspection,” he was quoted by the online news provider as saying.

“Genuine school improvement comes from leaders who are committed to providing the best possible education. It shouldn’t be forced on them from outside.” 

Last month, Durham University’s Centre for Evaluation and Monitoring revealed that while English primary school pupils begin with the lowest reading scores globally, by the end of reception year, they catch up with their international counterparts.