By Anne Peck, Director of Education Services – Primary and Early Years
Liz Shapland, Director of Education Services – Secondary, Special and AP
In January 2025, appearing in front of the Education Select Committee, Sir Martyn Oliver outlined his rationale for changing Ofsted. He argued that the system “oversimplified complex school environments and put undue pressure on leaders”, and that one-word Ofsted judgements were “low information and high stakes”.
Fast-forward nearly a year and much has happened. Ofsted has published its response to the Big Listen, and there is a renewed framework and inspection methodology in place, with Ofsted promising a “slow and steady” start to implementing this.
Here we outline the five most frequently asked questions from school leaders, alongside our top tips on addressing this new-look process within a wider context of continual school improvement.
Q: There are lots of news stories, but what are the essentials leaders need to know?
A: As with any announcement in the education sector, it is always important to go to the original source. Ofsted has published the inspection toolkit, alongside the operating guide and information for schools. Click to access: School inspection: toolkit, operating guide and information - GOV.UK
Whereas the toolkit provides information on each evaluation area, the operating guide provides further details of how schools will be inspected, including details about the planning phone call and the onsite activities leaders can expect to take place.
While it is tempting for leaders to focus solely on the grading criteria in the toolkit, the document also explains the thinking that underpins each evaluation area, which we’d encourage leaders to explore.
Q: Should we use the toolkit for our school’s self-evaluation?
A: Ofsted has been keen to point out that, in this framework, leaders are encouraged to use the toolkit to evaluate their own school and to inform priorities for improvement between inspections. Leaders will be asked to share their evaluation, against the toolkit, during the planning phone call. This will require a good working knowledge of the evaluation areas and also a thorough understanding of your school. At the heart of the new methodology is the intention to celebrate what schools do well, validate schools’ self-evaluation and highlight the highest priorities for next steps. Using the toolkit to inform your ongoing school evaluation would seem a pragmatic and sensible route forward. Remember, Ofsted will now apply “secure fit”, not “best fit”, to determine grades.
Q: Is Strong the same as Good, and is Exceptional the same as Outstanding in the old framework?
A: No. Ofsted has made it clear that the new evaluation areas do not directly correlate with the old framework, apart from Urgent Improvement, which has points similar to Inadequate.
Exceptional is a higher bar than Outstanding, and the need for a “secure fit” means Strong Standard demands more than the best fit for Good.
The starting point for every inspection will be the expected standard, with the vast majority of schools sitting within the middle three judgement areas of Needs Attention, Expected Standard and Strong Standard.
Q: Why is inclusion in the framework as a separate evaluation area and in every other area too?
A: The separate inclusion area is linked to policies and processes (intent and implementation) to support the most vulnerable, whereas in the other areas, inspectors will look at the impact of this support. Ofsted’s definition of vulnerable includes disadvantaged pupils; those with SEND; those known (or previously known) to social care; and those who face other barriers to their learning and/or wellbeing, for example young carers. Leaders are likely to have other groups or individuals who they might consider as vulnerable.
This sharpened focus on inclusion will be woven through the entire inspection process but specifically explored through case sampling.
Given that case samples will be chosen onsite at the start of day one, leaders are likely to want to have a clear view of which pupils they would want to focus on and therefore suggest to inspectors. While the final choice will always be in the gift of the inspector, knowing who you might want to propose – and why – is vital.
Q: What else can we be usefully doing as leaders to make sure we are “Ofsted ready”?
A: While we never do anything just for Ofsted, leaders are likely to want to fully acquaint themselves with this new inspection methodology. Schools should focus on the key themes of how they help pupils:
Achieve – perform well academically and personally
Belong – feel that they belong to, and are valued as part of, the school community, so that they attend, behave and contribute positively to what the school offers
Thrive – benefit from the right systems, processes and levels of oversight, so that they are kept safe and are able to flourish, whatever their background or individual needs
When asked how he thought school leaders would respond to this new approach, Sir Martyn said, “I hope that they’ll say this is fairer, this is more proportionate, and at the same time, gives parents the information that they want.”
Will this be the case? Only time will tell.
For further advice and guidance, please contact:
Heidi Otranen, Head of Service – Primary School Leadership heidi.otranen@hfleducation.org
Becky Cox, Head of Service – Secondary School Leadership becky.cox@hfleducation.org
