figures, further south ii to 14 degrees but by sunday this area of low pressure will move in and again we will see wet weather pushing in with strong winds. thanks, simon. and that's it from us. newsnight is just getting under way on bbc two, with victoria derbyshire. on bbc one, time for the news where you are. goodnight. on bbc london, a ulez camera has been blown up in south—east london. is the home office confirmed the night at the cost of the rwanda scheme has doubled to 290 million tones of not one salesperson centre, rishi sunak tries to sell his own legislation to mps today. is he yet another conservative prime minister —— doubled to £290 million, with not one person sent there. mr sunak is trying to save his rwanda plan — and his premiership. can he get enough votes to get his latest legislation through? we'll talk to two conservatives — one who supports it, one who doesn't. also tonight, as an inquest rules an ofsted inspection contributed to the death of headteacher, we bring together a former ofsted boss and a teacher who's been through 20 school inspections. six former met police officers are given suspended sentences after newsnight revealed racist whatsapp messages. and our tribute to benjamin zephaniah, who's died at the age of 65. iam i am positively sure that i have no chips up my shoulder... get it right and, just for the record, some of my best friends are white. we'll talk to his friend joan armatrading. good evening. is rishi sunak a prime minister in control of his party? he appears to have called a press conference today, essentially to urge his own mps to get behind his new rwanda plan. he does seem to find himself in the position of trying to save it, after the resignation of his friend and ally, immmigration minister robertjenrick, who said last night that the new bill doesn't go far enough. others within his own party say the new bill declaring rwanda is now safe is like stating "all dogs are cats". in some quarters, there's growing talk of a leadership challenge. we heard some of that last night here on newsnight. but how perilous is this moment for mr sunak? is there more noise than substance emerging from critics within his party, or might we be genuinely witnessing the early skirmishes of another full blown tory war? nick's here. some breaking news tonight first of all. this evening, the home office have announced extra funding the uk is providing to rwanda for this resettlement scheme. one payment of 100 million was paid in april, for the current financial year. another payment of 50 million has been pledged for the next financial year beginning in april, on top of 140 million paid in the last financial year ending april this year. this comes out in a letter from matthew rycroft, the permanent secretary at the home office in a letter to dame meg hillier and dame diana johnson the head of the public affairs and public accounts committee. he says these payments are separate to the treaty that was signed this week, saying that rwanda did not ask for any extra money and no actual money was offered. this all comes ahead of a potentially very difficult vote for rishi sunak on his emergency legislation next tuesday. the conservative right are not happy because they think this legislation does not absolutely guarantee that you will not be able to have a legal challenge against your removal to rwanda and the left are not happy because they feel it may go too far. from that side i am hearing that "we are concerned" and there is a degree of pushback and they will decide what to do next week. very difficult and foolish to predict how that vote will go but loyalist are seeing some straws in the wind for rishi sunak. the right have convened a circle star chamber. these are lawyers to take a look at it. the pivotal figure in that is the better in brexiteer, sir bill cass. he stood up brexiteer, sir bill cass. he stood up at the 1922 committee last night with rishi sunak and gave a guarded welcome to this legislation. not a blackjack. says he needs to look at it but gave it a guarded welcome. —— not a blank check. i guess that, a caucus of alex chalk, the lord chancellor, have they resigned? famous last words, it does not look like they are going to risk that at the moment. at the moment what we have now is a countdown to a crucial moment in rishi sunak�*s premiership. old friends. now a new partnership taking aim at rishi sunak over one of the issues he hopes will define the election. no to his emergency legislation on immigration, because it does not go far enough. a special press conference to hit back. we will get flights off the ground, we will deter illegal migrants from coming here and we will finally stop the boats. support from cabinet allies. deputy prime minister, does your party have a death wish? i think you can actually see the prime minister is giving a press conference right now, addressing his immigration proposal, so he's saying everything that is to be said about this. we know what he thinks, but your good friend robertjenrick, you joined forces with robertjenrick to call for... careful, you don't trip up, nick. your good friend robertjenrick doesn't believe a word of it. have a good morning. circumspection from others. i see two immigration ministers, not one but two. two immigration ministers? hello. is this government falling apart? tell me about, tell me about the plan. both legal and illegal immigration, you are both doing. come and talk to me properly rather than doing this. come and talk to me properly at some stage. but is it a serious...? come and talk to me properly. it's very serious. come and talk to me properly. and now a number ten stand—off with the tory right that may decide rishi sunak�*s fate and the timing of the general election. on tuesday, mps will have their first vote on the emergency legislation. if the prime minister loses, will he cut and run to a february election, to win a mandate for his migration plan? a win will mean the legislation would head to the house of lords in the new year. it will probably not be completed there by the end of march, the date when parliament would have to be dissolved for an early may election. that might point to an autumn election. rishi sunak is facing a showdown over there with his party next week on his emergency legislation. the left don't like it, because for them it gets uncomfortably close to questioning the uk's commitment to international law. the right don't like it, because it doesn't go far enough for them on that front. all grounds for a rebellion, but will the looming general election stay their hands? a pollster think the prime minister will want to think carefully about basing an election campaign around immigration. so looking at what rishi sunak�*s doing, which is about making immigration one of the leading issues for his party, as he seeks to appeal to the electorate, looking at what the electorate care about, yes, immigration is up there, one of the top four issues, but there are other things that are much more important, like the economy, cost of living, and importantly public services. but what it will do, because what we can see, is that the conservative 2019 voters are much more likely to say immigration is important, so this message is more likely to appeal to them than it would be to others in the electorate. all quiet as westminster winds down for the weekend. from the winter chill, battle will soon resume. we will speak to a deputy chairman of the conservative party, rachel maclean, and a moment. conservative peer lord stephen grenhalgh is a former home office minister. like suella braverman i robert jenrick you do not think this legislation goes far enough, why? i have been following the lead of the person who has been looking at this the most, robertjenrick is a lawyer, suella braverman home secretary has thought about this in great detail, also a lawyer. we believe this will be a deterrent and they believe it is not going to work as currently drafted. you they believe it is not going to work as currently drafted.— as currently drafted. you will have heard the prime _ as currently drafted. you will have heard the prime minister- as currently drafted. you will have heard the prime minister today i heard the prime minister today saying there's no point in more radical legislation because rwanda would not support it. i am surprised at that. would not support it. i am surprised at that this — would not support it. i am surprised at that. this isn't _ would not support it. i am surprised at that. this isn't about _ would not support it. i am surprised at that. this isn't about what - at that. this isn't about what rwanda thinks. we want to make sure that rwanda is a safe country. when you have a plane full of people that you have a plane full of people that you want to take to rwanda, that international law arguments don't mean the plane is empty again because we know that when you make a commitment to stop the boats, you need strong deterrents to make sure the policy works. if need strong deterrents to make sure the policy worke— the policy works. if rwanda do not su ort the policy works. if rwanda do not sopport it--- _ the policy works. if rwanda do not support it... where _ the policy works. if rwanda do not support it... where is _ the policy works. if rwanda do not support it... where is the - the policy works. if rwanda do not| support it... where is the evidence they don't? — support it... where is the evidence they don't? the — support it... where is the evidence they don't? the words _ support it... where is the evidence they don't? the words from - support it... where is the evidence they don't? the words from the - support it... where is the evidence i they don't? the words from the prime minister himself. _ they don't? the words from the prime minister himself. i _ they don't? the words from the prime minister himself. i don't _ they don't? the words from the prime minister himself. i don't understand i minister himself. i don't understand wh a minister himself. i don't understand why a country _ minister himself. i don't understand why a country that _ minister himself. i don't understand why a country that has _ minister himself. i don't understand why a country that has been - why a country that has been described as a safe country that we all agree on, surely we would want the policy to work. and this is about, it says on the face of the bill that we are not following the european convention on human rights, it is about whether international law. this policy working. the former home secretary and the person who was immigration minister until yesterday, they are both very clear that as drafted this bill is too weak and will not work. i think they should be listened to. what weak and will not work. i think they should be listened to.— should be listened to. what is your alternative? _ should be listened to. what is your alternative? i— should be listened to. what is your alternative? i haven't _ should be listened to. what is your alternative? i haven't considered i alternative? i haven't considered alternatives. _ alternative? i haven't considered alternatives. it _ alternative? i haven't considered alternatives. it is _ alternative? i haven't considered alternatives. it is taking - alternative? i haven't considered alternatives. it is taking the - alternative? i haven't considered alternatives. it is taking the lead j alternatives. it is taking the lead of two considered lawyers who have been working on this for many months. this is not about press releases but about whether a piece of policy will work or not. from our of policy will work or not. from your point _ of policy will work or not. from your point of— of policy will work or not. from your point of view _ of policy will work or not. from your point of view what - of policy will work or not. from your point of view what is - of policy will work or not. from your point of view what is rishi j your point of view what is rishi sunak do? to your point of view what is rishi sunak do?— your point of view what is rishi sunak do? ., , ., ., ., ~ sunak do? to sit down and work with colleagues- — sunak do? to sit down and work with colleagues- we _ sunak do? to sit down and work with colleagues. we spent _ sunak do? to sit down and work with colleagues. we spent hours - sunak do? to sit down and work with colleagues. we spent hours taking i colleagues. we spent hours taking legislation through the comments in the lords which will not be easy, as rachel and i know. we need to know that it will work, a policy that works in theory but also in practice. works in theory but also in practice-— works in theory but also in ractice. ., ., ~ , practice. your own prime minister sa s it practice. your own prime minister says it will- _ practice. your own prime minister says it will- do — practice. your own prime minister says it will. do not _ practice. your own prime minister says it will. do not believe - practice. your own prime minister says it will. do not believe him? l says it will. do not believe him? she has taken that position, —— he has taken that position, together to make sure it does work. if he has taken that position, together to make sure it does work.— make sure it does work. if he does not change — make sure it does work. if he does not change things _ make sure it does work. if he does not change things to _ make sure it does work. if he does not change things to make - make sure it does work. if he does not change things to make it - make sure it does work. if he does not change things to make it work| make sure it does work. if he does l not change things to make it work as you put it then what?— you put it then what? listening to the former _ you put it then what? listening to the former home _ you put it then what? listening to the former home secretary's - the former home secretary's resignation statement, there is great will to work on this and make it a workable piece of legislation so that we know that it has every chance of working and every, as things stand, people have looked at this and think it is too weak and will not work. $5 this and think it is too weak and will not work.— this and think it is too weak and will not work. . , , , ., , will not work. as things stand, this is auoin to will not work. as things stand, this is going to the _ will not work. as things stand, this is going to the commons _ will not work. as things stand, this is going to the commons on - is going to the commons on tuesday for its second reading.— for its second reading. you can amend legislation. _ for its second reading. you can | amend legislation. through the commons and the lords. we will work hard with the prime minister and government to make sure that this is a fine piece of legislation that will work. ii a fine piece of legislation that will work. , ., will work. if it gets to the lords in its current _ will work. if it gets to the lords in its current form? _ will work. if it gets to the lords in its current form? all - will work. if it gets to the lords i in its current form? all legislation will face a series _ in its current form? all legislation will face a series of— in its current form? all legislation will face a series of amendments. will you vote against it? i will alwa s will you vote against it? i will always follow _ will you vote against it? i will always follow the _ will you vote against it? i will always follow the feline - always follow the feline conservative whip. —— the three line conservative whip. —— the three line conservative whip. -- the three line conservative whip.— conservative whip. what is your sense about _ conservative whip. what is your sense about loss _ conservative whip. what is your sense about loss of— conservative whip. what is your sense about loss of confidence l conservative whip. what is your. sense about loss of confidence in rishi sunak? i5 sense about loss of confidence in rishi sunak?— sense about loss of confidence in rishi sunak? , ~ , rishi sunak? is the prime minister, su ort rishi sunak? is the prime minister, support them _ rishi sunak? is the prime minister, support them to — rishi sunak? is the prime minister, support them to the _ rishi sunak? is the prime minister, support them to the hilt, _ rishi sunak? is the prime minister, support them to the hilt, i - rishi sunak? is the prime minister, support them to the hilt, i want - rishi sunak? is the prime minister, | support them to the hilt, i want him to confound the critics and win the next election. this is about the conservative party and our ability to win and a manifesto pledge to stop illegal migration, and we have made great progress as a party, we have seen small boat numbers going down, they deal with albania making a huge difference and this is another piece about having a strong deterrent, and to be a deterrent, a deterrent, and to be a deterrent, a deterrent has to work. that deterrent, and to be a deterrent, a deterrent has to work.— deterrent has to work. that you, lord greenhalgh, _ deterrent has to work. that you, lord greenhalgh, a _ deterrent has to work. that you, lord greenhalgh, a conservative j lord greenhalgh, a conservative peen lord greenhalgh, a conservative peer. —— thank you. let's talk now to one of the deputy chairman of the conservative party, rachel maclean. this will not be a vote of confidence, says the prime minister in this press conference but effectively it is, irrespective of what he says. effectively it is, irrespective of what he says-— effectively it is, irrespective of what he says. effectively it is, irrespective of what he sa s. ~ , ., , what he says. the prime minister has been clear this _ what he says. the prime minister has been clear this is _ what he says. the prime minister has been clear this is an _ what he says. the prime minister has been clear this is an important - been clear this is an important objective, _ been clear this is an important objective, promise made to the british— objective, promise made to the british people and as stephen has said it _ british people and as stephen has said it is _ british people and as stephen has said it is an important issue. people — said it is an important issue. people care about this and they elected — people care about this and they elected us to deliver something that is significant, because they see these _ is significant, because they see these illegal, small boat arrivals and plays— these illegal, small boat arrivals and plays against the basic british sense _ and plays against the basic british sense of— and plays against the basic british sense of fairness. if he and plays against the basic british sense of fairness.— sense of fairness. if he loses this vote, his authority _ sense of fairness. if he loses this vote, his authority is _ sense of fairness. if he loses this vote, his authority is on - sense of fairness. if he loses this vote, his authority is on the - sense of fairness. if he loses this vote, his authority is on the line. | vote, his authority is on the line. this is about the confidence of the british— this is about the confidence of the british government —— the british public— british government —— the british public in — british government —— the british public in the government that they elect to— public in the government that they elect to do important things. it is about the elect to do important things. it 3 about the confidence of those within your party, robertjenrick does not think it can work, nor does suella braverman from what she said in the commons yesterday. is there enough confidence in this legislation to get through? taste confidence in this legislation to get through?— confidence in this legislation to uretthrouh? ~ ., ., , confidence in this legislation to uretthrouh? ~' ., ., ., get through? we know that people are lookin: at get through? we know that people are looking at this — get through? we know that people are looking at this carefully. _ get through? we know that people are looking at this carefully. it _ get through? we know that people are looking at this carefully. it is _ looking at this carefully. it is right— looking at this carefully. it is right that they do. it is an important piece of legislation. it is a central plank of our manifesto. we stood _ is a central plank of our manifesto. we stood on — is a central plank of our manifesto. we stood on a manifesto commitment of bringing _ we stood on a manifesto commitment of bringing down migration numbers, and tackling the small boats and it has been _ and tackling the small boats and it has been a — and tackling the small boats and it has been a central pledge of the prime _ has been a central pledge of the prime minister so it is important we -et prime minister so it is important we get it— prime minister so it is important we get it right — prime minister so it is important we get it right and it is important that— get it right and it is important that when colleagues go to vote that they have _ that when colleagues go to vote that they have confidence in it so, it is right— they have confidence in it so, it is right that — they have confidence in it so, it is right that we all have time to look at it and _ right that we all have time to look at it and scrutinise it and that is what _ at it and scrutinise it and that is what will— at it and scrutinise it and that is what will be happening over the weekend. i believe that when people have done _ weekend. i believe that when people have done that, they will see that this legislation is incredibly tough, _ this legislation is incredibly tough, it delivers on the key problems that were exposed and that supreme _ problems that were exposed and that supreme courtjudgment, and i believe — supreme courtjudgment, and i believe that we will have something that people can get behind because, ultimately, we are all conservatives, we what the prime minister— conservatives, we what the prime minister to— conservatives, we what the prime minister to be able to deliver this. do you _ minister to be able to deliver this. do you think suella braverman does? she can speak for herself, i worked closely— she can speak for herself, i worked closely with her and have a huge amount— closely with her and have a huge amount of— closely with her and have a huge amount of respect for her. i want to finish _ amount of respect for her. i want to finish my— amount of respect for her. i want to finish my point. we need to back the prime _ finish my point. we need to back the prime minister. he is our prime minister~ — prime minister. he is our prime minister. . .,, prime minister. he is our prime minister. ..,, ., minister. the cost of the reminder scheme has _ minister. the cost of the reminder scheme has doubled, _ minister. the cost of the reminder scheme has doubled, up - minister. the cost of the reminder scheme has doubled, up to - minister. the cost of the reminder scheme has doubled, up to £219 l scheme has doubled, up to £219 million, the home office has confirmed those figures. a total waste of money, we have not sent one person to reminder? the waste of money, we have not sent one person to reminder?— person to reminder? the point is we will be sending _ person to reminder? the point is we will be sending people _ person to reminder? the point is we will be sending people to _ person to reminder? the point is we will be sending people to reminder, | will be sending people to reminder, and when _ will be sending people to reminder, and when this programme starts working. — and when this programme starts working, that will be a very important, visible deterrent. but another important, visible deterrent. mt another £150 million? important, visible deterrent. but l another £150 million? people have seen the potential— another £150 million? people have seen the potential of— another £150 million? people have seen the potential of these - another £150 million? people have seen the potential of these flights | seen the potential of these flights taking _ seen the potential of these flights taking off and it is part of an hotistic— taking off and it is part of an holistic package we have got to tackle — holistic package we have got to tackle this absolutely outrageous illegal— tackle this absolutely outrageous illegal migration to answer your question— illegal migration to answer your question directly which i am very happy— question directly which i am very happy to— question directly which i am very happy to do, of course we need to -ive happy to do, of course we need to give the _ happy to do, of course we need to give the rwandan government that money— give the rwandan government that money so — give the rwandan government that money so that they can stand up those _ money so that they can stand up those systems to process people property — those systems to process people properly. it is important that we fulfil— properly. it is important that we fulfil our— properly. it is important that we fulfil our obligations under international law, where they apply to asylum _ international law, where they apply to asylum processing. they are getting — to asylum processing. they are getting ready for it. we have actually— getting ready for it. we have actually appointed more people there in reminderto actually appointed more people there in reminder to process these claims. it is important we have that infrastructure there, accommodation to do— infrastructure there, accommodation to do people properly, to make sure that claims— to do people properly, to make sure that claims are processed properly, we will— that claims are processed properly, we will take this seriously and that is what _ we will take this seriously and that is what that money is poor. james kleve, just because you declare it safe it doesn't mean it is. does it declare it safe it doesn't mean it is. doe ., , , , ., , is. does it does because that is that is how _ is. does it does because that is that is how law— is. does it does because that is that is how law works, - is. does it does because that is that is how law works, so - is. does it does because that is that is how law works, so the l that is how law works, so the british— that is how law works, so the british parliament is a sovereign parliament. | british parliament is a sovereign parliament-— british parliament is a sovereign parliament. , . ., ., parliament. i understand that, what i am parliament. i understand that, what i am asking — parliament. i understand that, what i am asking is _ parliament. i understand that, what i am asking is why _ parliament. i understand that, what i am asking is why is rwanda - i am asking is why is rwanda suddenly safe when three weeks' ago the supreme court five justices said it wasn't and people like former solicitor—general lord garnier says it is like stating all.org.ukes are cats. so it is like stating all.org.ukes are cats, ., ., it is like stating all.org.ukes are cats. ., ., ., it is like stating all.org.ukes are cats. so rwanda has always been a safe country. _ cats. so rwanda has always been a safe country, that _ cats. so rwanda has always been a safe country, that was _ cats. so rwanda has always been a safe country, that was not - cats. so rwanda has always been a safe country, that was not the - cats. so rwanda has always been a| safe country, that was not the issue that the supreme court opined on, they said the risk there was that people would be sent back, to their own country and that was a specific issue they had theirjudgement on, which they found that the, the scheme to be unsatisfactory, the new legislation in front of us, addresses that specifically, and we have the right do that, because we are the sovereign parliament, when we pass these acts and put them on the statute book that means we are able to disapply certain pieces of international legislation that are not relevant. we need to have, we need to have a migration system that deals with the reality of the global flows of people round the world. let me give you the real the friday the supreme court. it wasn'tjust me give you the real the friday the supreme court. it wasn't just about sending people back to their own country, rwanda has little or no experience of considering asylum applications where rwanda has declined application no written reasons, applicant have had no recourse to appeal although a right of appeal has existed since 2018 there has never been an appeal in practise, the rwandan asylum process is mark lighted by an absence of legal application, is mark lighted by an absence of legalapplication, etc, etc, where is the evidence they have sorted all that out, apart from your 12 page bill, stating that rwanda suddenly magically is safe. ida. bill, stating that rwanda suddenly magically is safe.— magically is safe. no, rwanda has alwa s magically is safe. no, rwanda has always been _ magically is safe. no, rwanda has always been a _ magically is safe. no, rwanda has always been a safe _ magically is safe. no, rwanda has always been a safe country. - always been a safe country. rwanda is a modern democracy... democracy... is a modern democracy... democracy- - -_ is a modern democracy... democracy... is a modern democracy... democra ., ., ., ., democracy... you are ignoring all those points _ democracy... you are ignoring all those points have _ democracy... you are ignoring all those points have given _ democracy... you are ignoring all those points have given to - democracy... you are ignoring all those points have given to you i democracy... you are ignoring all. those points have given to you from the supreme court. i am those points have given to you from the supreme court.— the supreme court. i am not with resect. the supreme court. i am not with respect- which — the supreme court. i am not with respect. which have _ the supreme court. i am not with respect. which have dealt - the supreme court. i am not with respect. which have dealt with i the supreme court. i am not with i respect. which have dealt with that. where is the evidence? ilustith respect. which have dealt with that. where is the evidence?— respect. which have dealt with that. where is the evidence? with the new trea we where is the evidence? with the new treaty we have _ where is the evidence? with the new treaty we have signed. _ where is the evidence? with the new treaty we have signed. this - where is the evidence? with the new treaty we have signed. this is - where is the evidence? with the new treaty we have signed. this is how i treaty we have signed. this is how treaties are made. we have made a treaty, we have made a treaty with rwanda, they are a country that we have worked with, had a good relationship with. me have worked with, had a good relationship with.— have worked with, had a good relationship with. we 'ust want to see the evidence. _ relationship with. we just want to see the evidence. they _ relationship with. we just want to see the evidence. they are - relationship with. we just want to see the evidence. they are taking this seriously _ see the evidence. they are taking this seriously because _ see the evidence. they are taking this seriously because they - see the evidence. they are taking this seriously because they want l see the evidence. they are taking | this seriously because they want to live up to their own responsibility to treat people properly.- live up to their own responsibility to treat people properly. where is the evidence? _ to treat people properly. where is the evidence? what _ to treat people properly. where is the evidence? what evidence - to treat people properly. where is i the evidence? what evidence exactly the evidence — the evidence? what evidence exactly the evidence to _ the evidence? what evidence exactly the evidence to show _ the evidence? what evidence exactly the evidence to show they _ the evidence? what evidence exactly the evidence to show they have - the evidence to show they have suddenly better experience of considering asylum applications? that there is a right of appeal, that applicants can get legal reputation, where is the evidence to show us that?— show us that? they can and this is art of show us that? they can and this is part of what _ show us that? they can and this is part of what the _ show us that? they can and this is part of what the money _ show us that? they can and this is part of what the money you - show us that? they can and this is part of what the money you were i part of what the money you were asking me about earlier this is the support we given to the government, they have their own system and the judgement was about these very specific issues, which they found to be unsatisfactory and those are the points that have been addressed directly and will be add drear dressed with the new legislation, and think what the british people expect us to do, is to sort this out, they do not expect to see small boats arriving and foreign courts and foreignjudges boats arriving and foreign courts and foreign judges stopping what we have been elected to do, which is remove people who have no right to be here. i remove people who have no right to be here. , ., ., , be here. i will remind you it was the supreme — be here. i will remind you it was the supreme court, _ be here. i will remind you it was the supreme court, an - be here. i will remind you it was the supreme court, an english | be here. i will remind you it was - the supreme court, an english court that said it was unsafe three weeks' ago. but we will leave it there. but we will leave it there. head teacher ruth perry took her own life, after ofsted rated her primary school in reading "inadequate". today an inquest ruled that inspection "contributed" to the death of the 53—year—old. it's the first time ofsted has been listed as a contributing factor in the death of a headteacher. in a moment we'll bring together a headteacher and a former boss of ofsted. first, here's yasminara. ruth perry, a much loved sister, wife and head teacher. today, after an 11 month wait, ruth's family heard a coroner's verdict that found an ofsted inspection likely contributed to her death. ruth perry was a head teacher at caversham primary school in reading. in november 2022, the schools inspectorate ofsted conducted an inspection. caversham school was downgraded from outstanding to inadequate, due to safeguarding concerns. witnesses say they had never seen ruth so distressed, and that that the inspector was mocking and unpleasant. ruth was not able to discuss the inspection with anyone, and had to keep it all confidential. her mental health was said to slide. she took her own life injanuary. today, the coroner listed some the causes for ruth's death. she said that while the outcome of the inspection was part of this, it was not the only cause, highlighting four areas of concern including the way the current ofsted system allows for the single word judgement of "inadequate". the inspectorate has come in for a lot of criticism after ruth perry's death. the national association of head teachers said they had raised the alarm about how ofsted conducts inspections in 2018. we were talking to the government and ofsted in 2018 about the need for change, and the fact there were perverse incentives in the inspection system, and how harmful the inspection system was becoming. this is a tragedy that didn't need to take place if government and the inspectorate had listened earlier on. as brand i think ofsted is in some difficulty now, it is associated with harm to school leaders, and that comes in the inquest as well. last month amanda spielman, the ofsted chief, made this comment on ruth's case to the bbc. there was a very sad case in the spring, which has been used as a pivot to try and discredit what we do. mr whiteman said that amanda spielman's leadership has been called into question. we have been disappointed in the response of ofsted to these whole tragic circumstances, when it has been very clear, for over five years, that things needed to change to protect school leaders and their staff. today ms spielman apologised for the distress "that mrs perry undoubtedly experienced as a result of our inspection." ofsted said they were making several changes to help reduce pressure felt by school leaders. for some, this is seen as a watershed moment for ofsted, and that systematic changes are needed, but according to sam freedman, an education expert, ofsted has helped improve children's schooling. we had far less accountability of schools in the days before ofsted. we have fewer very poor schools, particularly in lower income areas, than we did before in the 19705 and 805, so from that point of view there's definitely been an improvement as a result of having regular inspections. few doubt the value of holding teachers to account for the performance of their schools, but for some, this case has raised questions about how best to do so. ruth perry's death is a tragedy, and could yet be a turning point for the way schools are inspected. the department for education says it's "worked closely with ruth's family, as well as with ofsted to introduce key reforms", and that it will "look closely at the coroner's recommendations to consider further changes". let's speak to a former chief inspector of schools, sir michael wilshaw, who ran ofsted in england between 2012 and 2016, and he's also a former headteacher, and maria kemble, executive headteacher of st edmunds and stjoseph's rc primary school in suffolk. and foreignjudges and foreign judges stopping what we welcome both of you. so the ruling today, that an ofsted inspection likely contributed to the death of ruth perry. it is extraordinary isn't it. it ruth perry. it is extraordinary isn't it. , �* , isn't it. it is. and the first thing i want to isn't it. it is. and the first thing i want to say — isn't it. it is. and the first thing i want to say is _ isn't it. it is. and the first thing i want to say is i _ isn't it. it is. and the first thing i want to say is i want - isn't it. it is. and the first thing i want to say is i want to - isn't it. it is. and the first thing | i want to say is i want to convey isn't it. it is. and the first thing - i want to say is i want to convey my deepest, deepest sympathies to the family of ruth perry. it has been a very distressing case, and my apologies on behalf of the organisation, ofsted itself, for making mistakes that the coroner highlighted. truths; making mistakes that the coroner hirrhlihted. ~ , ., making mistakes that the coroner highlighted-— highlighted. why do you feel you need to apologise _ highlighted. why do you feel you need to apologise for _ highlighted. why do you feel you need to apologise for an - need to apologise for an organisation you haven't run for seven years. organisation you haven't run for seven years-— organisation you haven't run for seven ears. �* , ., , seven years. because i value ofsted. i went, seven years. because i value ofsted. iwent, i seven years. because i value ofsted. i went. i was — seven years. because i value ofsted. iwent. i was 30 _ seven years. because i value ofsted. i went, i was 30 years _ seven years. because i value ofsted. i went, i was 30 years a _ seven years. because i value ofsted. i went, i was 30 years a head - i went, i was 30 years a head teacher working in challenging areas in london, and i agreed to go to ofsted because it had helped and supported me, to challenge mediocrity in the schools i led, and if you speak to head teachers, up and down the land, they will most of them will say the same thing, they accept accountability. they accept there has to be an organisation like ofsted, to hold schools and head teachers to account, and that they will also recognise that ofsted eden hazard already been said made a big difference to standards in english school, your can see that from the latest results.— latest results. which came out yesterday- _ latest results. which came out yesterday. maria, _ latest results. which came out yesterday. maria, do - latest results. which came out yesterday. maria, do you, - latest results. which came out yesterday. maria, do you, do i latest results. which came out i yesterday. maria, do you, do you accept that you have to be accountable as a head teacher absolutely, i don't think there is a head _ absolutely, i don't think there is a head teacher who wouldn't accept that and _ head teacher who wouldn't accept that and ruth perry accepted that schools _ that and ruth perry accepted that schools needed to be accountable to the community they serve, we are a public— the community they serve, we are a public body, — the community they serve, we are a public body, we spend a lot of public — public body, we spend a lot of public money so we need to do it to the best _ public money so we need to do it to the best. ., ., , ., public money so we need to do it to the best. ., ., y., ., the best. how do you react to the verdict today? — the best. how do you react to the verdict today? i _ the best. how do you react to the verdict today? i am _ the best. how do you react to the verdict today? i am pleased - the best. how do you react to the verdict today? i am pleased thatl the best. how do you react to the i verdict today? i am pleased that the famil have verdict today? i am pleased that the family have been _ verdict today? i am pleased that the family have been vindicated - verdict today? i am pleased that the family have been vindicated in - family have been vindicated in everything they had said, and that actually, _ everything they had said, and that actually, the shortcomings have been highlighted. think that was needed but it— highlighted. think that was needed but it is— highlighted. think that was needed but it isjust so terrible highlighted. think that was needed but it is just so terrible and highlighted. think that was needed but it isjust so terrible and i can't — but it isjust so terrible and i can't imagine how her family feel, how the _ can't imagine how her family feel, how the school community fell feel and the _ how the school community fell feel and the impact it has had on all of them _ them. what needs to them. — what needs to change, if anything? if anything in term of inspections in the light of the rule something ofsted has to listen. it, it has to make judgement ofsted has to listen. it, it has to makejudgement on the ofsted has to listen. it, it has to make judgement on the basis of what head teachers, who are responsible for school improvement, are telling them and i learned that lesson, very early on as chief inspector when i was at ofsted because i tried to raise the game, raise the bar by saying the satisfactory was no good and that schools needed, needed anotherjudgement that required another judgement that required improvement anotherjudgement that required improvement and i wanted all schools to get to good as soon as possible. as soon as i did that and challenged the schools to do better, they looked very closely at what ofsted was doing, and the unions were saying clearly, well, ok, physician heal thy self. there are too many inspectors who are not good enough and i had to in the first few years of my tenure remove a lot of inspector, something like 40% of the workforce, had their contracts terminated. so, it is really important i think, that ofsted listens to what head teachers are saying about inspection, and the latest head teacher sir vase says something like two thirds of head teachers have lost faith in ofsted. are you one of hose? i teachers have lost faith in ofsted. are you one of hose?— teachers have lost faith in ofsted. are you one of hose? i was inspected twice last year and _ are you one of hose? i was inspected twice last year and the _ are you one of hose? i was inspected twice last year and the teams - are you one of hose? i was inspected twice last year and the teams we - are you one of hose? i was inspected twice last year and the teams we had j twice last year and the teams we had were very— twice last year and the teams we had were very professional and the outcomes were good. but, still, the level of— outcomes were good. but, still, the level of pressure that you feel as a head _ level of pressure that you feel as a head teacher and that my staff feel, knowing _ head teacher and that my staff feel, knowing that ofsted are going to walk through the door, no profession is going _ walk through the door, no profession is going to _ walk through the door, no profession is going to function well when they are living _ is going to function well when they are living undera is going to function well when they are living under a constant fear of what _ are living under a constant fear of what will — are living under a constant fear of what will happen, when ofsted come into your— what will happen, when ofsted come into your school. it is what will happen, when ofsted come into your school.— into your school. it is not a constant — into your school. it is not a constant fear _ into your school. it is not a constant fear though - into your school. it is not a constant fear though is - into your school. it is not a constant fear though is it? | into your school. it is not a i constant fear though is it? it into your school. it is not a - constant fear though is it? it is. is it? constant fear though is it? it is. is it? yes _ constant fear though is it? it is. is it? yes because _ constant fear though is it? it is. is it? yes because you - constant fear though is it? it is. is it? yes because you know- constant fear though is it? it is. | is it? yes because you know you constant fear though is it? it is. - is it? yes because you know you are auoin to is it? yes because you know you are going to be — is it? yes because you know you are going to be inspeblingted _ is it? yes because you know you are going to be inspeblingted within - is it? yes because you know you are going to be inspeblingted within a l going to be inspeblingted within a certain— going to be inspeblingted within a certain time frame, certainly we mew we are _ certain time frame, certainly we mew we are in_ certain time frame, certainly we mew we are in what was called the ofsted window— we are in what was called the ofsted window for— we are in what was called the ofsted window for over a year, and that then— window for over a year, and that then meant— window for over a year, and that then meant that from monday to wednesday, every week, we were waiting _ wednesday, every week, we were waiting for— wednesday, every week, we were waiting for that phone call, and actually, — waiting for that phone call, and actually, you then get a few days of leaf and _ actually, you then get a few days of leaf and then that pressure starts to build _ leaf and then that pressure starts to build again. so leaf and then that pressure starts to build again.— to build again. so is that still the s stem to build again. so is that still the system now. _ to build again. so is that still the system now. or— to build again. so is that still the system now, or could _ to build again. so is that still the system now, or could that - to build again. so is that still the i system now, or could that changes, because that kind of feeling of being in limbo for that period of time, that uncertainty does bring stress. ~ , ,., , time, that uncertainty does bring stress. ~ , , ., time, that uncertainty does bring stress. ~ , ., , time, that uncertainty does bring stress. , ., , ., time, that uncertainty does bring stress. ~ , ., , ., ., stress. absolutely, that is one of the thin . s stress. absolutely, that is one of the things that _ stress. absolutely, that is one of the things that needs _ stress. absolutely, that is one of the things that needs to - stress. absolutely, that is one of the things that needs to change. | stress. absolutely, that is one of| the things that needs to change. i also think— the things that needs to change. i also think that we need to lose the one word _ also think that we need to lose the one word judgement and i don't think any one _ one word judgement and i don't think any one should ever be told they are inadequate — any one should ever be told they are inadequate. because even schools where _ inadequate. because even schools where they need to improve, there are still— where they need to improve, there are still going to be good things happening in those schools and what off #12ed _ happening in those schools and what off #12ed should be doing is should be helping schools to improve, it shouldn't — be helping schools to improve, it shouldn't be... it be helping schools to improve, it shouldn't be. . ._ be helping schools to improve, it shouldn't be... it does, that is the oint of shouldn't be... it does, that is the point of part _ shouldn't be. .. it does, that is the point of part of— shouldn't be... it does, that is the point of part of the _ shouldn't be... it does, that is the point of part of the report, - shouldn't be... it does, that is the point of part of the report, isn't i point of part of the report, isn't it, whether it is only the one word description but through is obviously context that comes with that. but it has heled context that comes with that. but it has helped improvement, - context that comes with that. but it has helped improvement, i - context that comes with that. but it has helped improvement, i won't say it hasn't. _ has helped improvement, i won't say it hasn't, but, at what expense? and actually, _ it hasn't, but, at what expense? and actually, there must be a way where by we _ actually, there must be a way where by we can— actually, there must be a way where by we can have a professional dialogue _ by we can have a professional dialogue with people who can help us as head _ dialogue with people who can help us as head teachers to improve our schools. — as head teachers to improve our schools, and that isn't always what it feels _ schools, and that isn't always what it feels like. schools, and that isn't always what it feels like-— it feels like. 0k. how, i mean obviously _ it feels like. 0k. how, i mean obviously you _ it feels like. 0k. how, i mean obviously you are _ it feels like. 0k. how, i mean obviously you are not - it feels like. 0k. how, i mean obviously you are not this - obviously you are not this organisation any more but is that a fair credit civil of it? i organisation any more but is that a fair credit civil of it?— fair credit civil of it? i think ofsted has _ fair credit civil of it? i think ofsted has to _ fair credit civil of it? i think ofsted has to look - fair credit civil of it? i think ofsted has to look at - fair credit civil of it? i think| ofsted has to look at itself, fair credit civil of it? i think i ofsted has to look at itself, it fair credit civil of it? i think - ofsted has to look at itself, it has to look at the quality of its teams and its lead inspector, when something like 40% of inspeck fors have never been ahead are not in leadership positions in schools. but all need at least five years of leadership experience in schools. that could mean middle leadership, the focus _ that could mean middle leadership, the focus of ofsted now is looking at the _ the focus of ofsted now is looking at the curriculum and therefore you have middle leader, heads of department basically, who are going into schools and making judgements, on the _ into schools and making judgements, on the basis of inspecting two or three _ on the basis of inspecting two or three departments on the overallical toy a school and it is really important than head teachers feel that the _ important than head teachers feel that the judgements they are being made, _ that the judgements they are being made, because a lot rides on it, are secure, _ made, because a lot rides on it, are secure, they— made, because a lot rides on it, are secure, they are consistent and being _ secure, they are consistent and being made by people who know what they are _ being made by people who know what they are doing, and have credibility with the _ they are doing, and have credibility with the system, if that doesn't happen, — with the system, if that doesn't happen, then, those one words judgements will lose credibility as they are _ judgements will lose credibility as they are losing credibility now, with a — they are losing credibility now, with a great number of head teachers i with a great number of head teachers i speak— with a great number of head teachers i speak to _ with a great number of head teachers i seak to. �* , with a great number of head teachers iseakto. �* , i speak to. briefly, as you saw in that piece, _ i speak to. briefly, as you saw in that piece, the _ i speak to. briefly, as you saw in that piece, the ofsted _ i speak to. briefly, as you saw in that piece, the ofsted chief - that piece, the ofsted chief inspector amanda spiel man said ruth perry's death had been used to discredit ofsted. do you agree. ida perry's death had been used to discredit ofsted. do you agree. iho i discredit ofsted. do you agree. no i think it showed _ discredit ofsted. do you agree. no i think it showed a lack of sensitivity to the expense of that school _ sensitivity to the expense of that school community and to her family, and i_ school community and to her family, and i think— school community and to her family, and i think ofsted have done themselves no favours by not actually — themselves no favours by not actually acknowledging the shortcomings and actuallyjust saying — shortcomings and actuallyjust saying sorry. properly. saying sorry. i properly. saying sorry. proerl. , , , saying sorry. proerl. , , 11-1 properly. very briefly. very briefly two thin . s properly. very briefly. very briefly two things need _ properly. very briefly. very briefly two things need to _ properly. very briefly. very briefly two things need to happen. - properly. very briefly. very briefly two things need to happen. first i two things need to happen. first of all, something needs to be done about the quality of inspectors, and something needs to be done about the frameworks for inspection to make it crystal clear, as to ofsted's expectations, and, if we are going to keep those one word judgements, thejudgements have to be to keep those one word judgements, the judgements have to be secure, consistent and made by people who know what they are talking about, and i have to come back to this issue of budget. i and i have to come back to this issue of budget.— and i have to come back to this issue of budget. i will stop you... the budgets _ issue of budget. i will stop you... the budgets have _ issue of budget. i will stop you... the budgets have been _ issue of budget. i will stop you... the budgets have been cut - issue of budget. i will stop you... the budgets have been cut over. issue of budget. i will stop you... i the budgets have been cut over the last 20 years. the budgets have been cut over the last 20 years-— an update now on something we've reported previously here on newsnight — six former police officers from the metropolitan police were sentenced today after pleading guilty to sharing racist messages on whatsapp. sima's here — she carried out our original investigation, and has an update. backin back in october we uncovered a racist watch group made up of former met police officers, many of them from the diplomatic protection unit. that is the group that protects embassies and palaces at westminster. some of them exchanged vile racist messages using the n word and the p word. some of the most vile messages i have ever seen. racist and misogynistic in nature. today six of them were given a suspended sentence. they will not be sent to prison unless they reoffend. the man who set up a group, 62—year—old robert lewis, you can see a picture on that screen shortly, he was working with the home office in the border force, and today, as well as being given a suspended sentence she was given 200 hours of community service. today his barrister told the court being told by the bbc that having material on his phone that was grossly offensive was an absolute wake—up call for him. and thejudge offensive was an absolute wake—up call for him. and the judge told the men the messages were offensive to many good people in this country and not only people who might be directly offended, "i have no doubt each of you now understand the public outrage that there will be and all communities about your appalling communications, we thought they were sillyjokes, well, they are not. they have harmed public confidence in the police." the timing of this is not idealfor the met police. it had been trying to rebuild his reputation again and now we have had another case where former police officers have been told that they have been given a suspended sentence and they have been told that there whatsapp group was racist and that they were exchanging incredibly vile messages. thank you very much, sima kotecha. british writer and poet benjamin zephaniah has died at the age of 65. mr zephaniah was a dub poet who also played the role ofjeremiahjesus in peaky blinders. over the years he's been on newsnight on many occasions. i used to think police were men. i used to think poets were boring until i became one of them. benjamin zephaniah was born and raised in handsworth in birmingham. he was the son of a barbadian postman and a jamaican nurse. he left school, aged 13, unable to read or write. "we heard dat de streets were paved wid gold, "sometimes it's hot, sometimes it's cold. "i luv me mudder an me mudder luvs me. "we try te live in harmony. "yu might know her as valerie, but to me she's my mummy." as a dub poet, a style he claimed was poetry with a groove, he used his art to confront the social and political injustices as he saw them — most notably racism, empire and colonialism. here he is in a newsnight film back in 2015, on the 50th anniversary of the race relations act. i no longer have to run away from skinhead thugs, but i still get stopped by the police. on the whole, society is more accepting, but we still have institutional racism. after the death of stephen lawrence, the macpherson report said the met was institutionally racist, and that hasn't gone away. in 1982, he released an album called rasta, which featured the wailers' first recording since the death of bob marley. it included a tribute to nelson mandela, who heard it while in prison, and later asked to meet zephaniah. he famously rejected an obe in 2003, citing its association jeremiah, jeremiah, what do you see? on top of his writing, the poet also appeared in the hit bbc series peaky blinders, as jeremiah jesus. an aston villa fan, zephaniah would go on to inspire countless artists and those seeking to shake up the status quo. black is not the problem. mother country, get it right. and just for the record, some of my best friends are white! let's talk to his friend joan armatrading — who first met him in in 2004 while taking part in a bbc documentary �*this obe is not for me', about the british empire — i think it's a nice thing. well, i don't. joan, i think you are almost perfect, apart from the mbe. benjamin, i think you're almost perfect, apart from... i know, i should get my hair cut, but look at you too. i know, i know. we could always kiss and make up. benjamin zephaniah kisses joan armatrading. you've got that on record. that is a lovely moment, joan. i can see your wonderful smile. tell me how much you love this man. benjamin, everybody loved benjamin because he loved everybody. that is actually one of the great things about it. he embraced everybody, every culture, every climate. he talked about the planet. you would go to places, when he talked about a world tour, it would include gaza, azerbaijan, china and hejust went to places because he loved people and he love the culture of the people and he wanted to find out as much as he could about them. that was the beauty of him. you could talk to benjamin about anything. you could talk about being on loose women, who should be the prime minister. whatever topic you wanted to talk about, he would be there. the great thing about him was, we just had a laugh. wejust talk rubbish quite often, quite often just kind of mundane things, just making each other laugh. the shock of knowing that he is no longer here is quite incredible. ifind myself knowing that this is what has happened and thinking that this is not what has happened, it is the weirdest thing to be going throughout the minute and for his family, much, much worse than i am feeling. family, much, much worse than i am feelina. ., , ., , feeling. you spoke to his wife toniuht, feeling. you spoke to his wife tonight, didn't _ feeling. you spoke to his wife tonight, didn't you? - feeling. you spoke to his wife tonight, didn't you? i- feeling. you spoke to his wife tonight, didn't you? i did. - feeling. you spoke to his wife tonight, didn't you? i did. it. feeling. you spoke to his wife| tonight, didn't you? i did. it is feeling. you spoke to his wife - tonight, didn't you? i did. it is up tonight, didn't you? i did. it is up to his family _ tonight, didn't you? i did. it is up to his family to _ tonight, didn't you? i did. it is up to his family to tell— tonight, didn't you? i did. it is up to his family to tell you _ tonight, didn't you? i did. it is up to his family to tell you their- tonight, didn't you? i did. it is up to his family to tell you their side j to his family to tell you their side of things. the great thing about benjamin is that he has left us with his charm, his poetry, his revolutionary ways, his caring for people, his inclusiveness. if you talk about empire and the wrongness of it, but while he was talking about that, he was mixing with all sorts of people in all sorts of different society in britain. he might say that i'm not interested in the monarchy but he would talk to the monarchy but he would talk to the monarchy. you

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