Gareth Jones and Richard Hooper draw on their experience as educators to offer alternatives to the Ofsted system that is not fit for purpose

The news that Ofsted inspections are to be overhauled again indicates that a fundamental rethink is required, rather than tinkering again with the grading system (England school inspections to be overhauled again after barrage of complaints, 2 October). As an educator with 30 years’ experience in international schools (21 years as head of two schools), I would suggest that when further changes are made, the first step should be to stop calling them “inspections”. The word implies an unfeeling, top-down procedure. While British curriculum international schools tend to use an Ofsted-style procedure, American international and international baccalaureate schools tend to use “evaluation” or “accreditation” procedures.

In these, the school evaluates its own performance against a set of standards. The people who work in the school, including students, plus parents and board members, spend a year discussing the school’s achievements and identifying areas for improvement. They submit their report to the agency, which then puts together a team who will visit the school. The team is made up of practising educators from other international schools. So the school is evaluated by fellow professionals, which is much less threatening than a team of inspectors. Their job is to decide whether the school has accurately evaluated its own performance.

Campaigners and Send parents including Chris Packham, Carrie Grant and Sally Phillips urge ministers to work with families and organisations to preserve individual provision and improve accountability in the system

The legal rights of children and young people with special educational needs and disabilities (Send) are still under threat. The government’s proposed Send and education otherwise than at school (Eotas) reforms would significantly reduce existing legal rights to enforceable education, health and care plans (EHCPs), parental choice of educational settings and independent routes of appeal.

We support the government’s ambitions for a more inclusive education system. Better teacher training, earlier identification of need, greater specialist expertise and a properly staffed workforce are all necessary. But none of these initiatives require children and families to surrender the legal protections they currently have.