It is a real pleasure to serve under your chairmanship for the first time, Ms Harris. I congratulate my hon. Friend the Member for Kettering (Mr Hollobone) on securing this debate, and I thank him for his kind opening remarks. This important subject deserves scrutiny and discussion in the House, and I have valued the opportunity to listen to my hon. Friend's insights in his well-constructed speech. We all share an ambition to ensure that every pupil in every school across the country receives the education they deserve—one that helps them achieve academically, and more broadly prepares them to thrive and contribute to the world beyond school. Ofsted, as the independent inspectorate for schools, has a distinct and central role to play in supporting that ambition. The value of Ofsted, and the root of its credibility, comes from its independence. That does not mean that Ofsted operates in a vacuum; it is an arm of Government but can inspect and report without interference. This independence places an onus on Ofsted to ensure that all its inspections are conducted to the highest professional standards, producing inspection judgments that are fair, evidence-based and accurate. The new framework sees a shift of focus towards the importance of curriculum, the intent of that curriculum, how it is implemented and the impact it has on pupil attainment and achievement. However well trained the expert workforce, and however good the framework, it is right that quality and consistency are checked. Ofsted monitors the quality of inspections through a range of formal processes. Nine out of 10 inspections are regarded as a good experience by schools but where there is dissatisfaction, schools can raise their concerns with the lead inspector during the inspection process or submit a formal complaint to Ofsted if issues remain unresolved; only around 2% of inspections lead to a formal complaint being received.