Marjon calls for place-based equity to be embedded in Ofsted’s new inspection framework

Released: 20.05.25

In the journey towards educational equity, understanding the profound impact of location on schools, teachers, and learners has become central to our mission at Plymouth Marjon University. As we commit to social justice and addressing inequity within our communities, our work on place-based education challenges reveals not just problems, but pathways toward solutions. 

The power of ‘place’ in educational equity 

Our Marjon 2030 strategy firmly positions Place and Social Purpose as a core priority. This isn't simply an institutional aspiration – it is the living embodiment of our 185-year heritage of challenging entrenched inequity and providing education that transforms lives. Our university's mission, ’to end social inequity through life-changing teaching, learning, research and knowledge exchange’, drives everything that we do. We are committed to being ‘a beacon of opportunity and possibility’, especially for communities that have historically been underserved by higher education institutions. 

Understanding educational isolation 

My research for nearly two decades has focused on 'educational isolation'. Educational isolation occurs when schools, typically in coastal and rural areas in the UK, experience three combined elements of their place - geographical remoteness, socioeconomic deprivation and cultural isolation – that reduce their access to resources and create place-based inequity. These schools often contend with poor infrastructure, including few large employers, limited public transport and challenges with affordable housing. 

The impact of educational isolation for schools and pupils is measurable and concerning: our findings demonstrate that pupils from disadvantaged backgrounds in rural and coastal schools achieve poorer GCSE results than similarly disadvantaged pupils in urban schools and have greater challenges with teacher recruitment and retention than other schools. This disparity reflects systemic place-based challenges that require targeted interventions. 

Marjon's broader commitment to place 

Our work on educational isolation is just one asset in the University's comprehensive approach to championing place and social purpose. As Dean of Place and Social Purpose, I oversee strategic alliances and operational partnerships that challenge inequity across our city, region, nationally and internationally. 

In 2018, we opened Plymouth Marjon University Cornwall in Truro as a direct response to the place-based needs identified for Postgraduate professional development degrees taught in Cornwall by academic experts. Our Truro base is recognition that access to higher education itself is a matter of place-based equity. By listening to what Cornwall leaders in education told us was needed, we removed geographical barriers to participation and created opportunities for high-quality, university-accredited professional development in an area that has historically had limited access. 

Through our Context Agency Place and Education (CAPE) Research and Knowledge Exchange Group, Marjon continues to explore innovative approaches to place-based education challenges. This work extends beyond schools to consider how communities, employers, and educational institutions can collaborate to create more equitable outcomes for all learners and the communities that they live in. 

Looking Forward: place-based solutions for systemic change 

As we look toward 2030 and beyond, addressing place-based inequity remains central to our institutional mission. The post-pandemic landscape has highlighted how educational disparities are often magnified by geographic isolation, digital divides, and uneven access to resources. 

Our research continues to demonstrate that understanding the place-based challenges of schools and communities is the first step toward developing effective strategies. Some multi-academy trusts, understanding the impact of educational isolation on their schools, have already implemented solutions to mitigate place-based inequity. We are committed to supporting and evaluating these approaches through rigorous research and knowledge exchange. 

Place is not just about location, it is a complex web of opportunities, challenges, connections, and barriers that shape educational experiences and outcomes. At Plymouth Marjon University, we are dedicated to understanding these dynamics and developing practical, evidence-based approaches that create more equitable educational opportunities for all. By working in partnership with schools, colleges, organisations, communities and policy makers to apply our academic research to support practical solutions, we believe we can transform educational landscapes and create meaningful, lasting change.  

Responding to the Ofsted Consultation 

Ofsted’s 2025 consultation for a new education inspection framework proposed significant reforms, including the introduction of detailed report cards, a five-point grading scale, and a greater focus on inclusion, behaviour, and attendance. These changes suggest a more nuanced approach to assessing educational providers, however, the absence of reference to place-based inequity is a concern. In our response to the Ofsted consultation, we have called for Ofsted to go further by: 

• Explicitly embedding place-based equity within the inspection criteria and evaluation areas. 
  The new framework must recognise how school context, including rurality, coastal location, and local deprivation, can shape the challenges and opportunities faced by schools and providers. 

• Ensuring that monitoring and support are responsive to place-based needs. 
  The proposed move to full inspections for all schools, with targeted monitoring for those identified as needing attention, must be underpinned by an understanding of local context. Support should be tailored, not generic, recognising the unique barriers faced by educationally isolated communities. 

• Inclusion as more than a ‘tick-box’. 
  While the proposed new framework introduces inclusion as a separate evaluation area, our response urges Ofsted to define and assess inclusion through a place-based lens. This means considering how local factors, from public transport issues to challenges with recruiting teachers, affect the participation and achievement of disadvantaged learners, those with SEND, and other vulnerable groups.  

• Valuing local partnerships and community engagement. 
  Schools and providers that work collaboratively with local organisations, employers, and community groups to overcome place-based barriers should be recognised and celebrated in inspection outcomes. 

The proposed Ofsted reforms offer an opportunity to reset how we think about educational quality and improvement. This reset must include the embedding of place-based equity as a key principle for equitable judgments and outcomes. If place is not considered within the context of inspection, the new system will perpetuate existing disparities. 

At Plymouth Marjon University, we are committed to working with Ofsted, policymakers, and the wider sector to ensure that the new inspection framework delivers for all learners, regardless of where they live and work. Our response to the consultation is rooted in research, practice, and a deep belief in the transformative power of education. 

Let’s make place-based equity the foundation of educational improvement.