Ofsted has introduced a range of new policies aimed at improving the inspection process, enhancing transparency, and fostering trust between schools and inspectors. From revised frameworks that are more tailored to individual school phases to a renewed focus on inclusivity and curriculum excellence, these updates signal significant shifts in how schools are evaluated.
We’ve highlighted 12 key changes that schools need to be aware of, offering insights into how these new policies will impact inspection practices.
Advance Notice of Inspections
Ofsted will now provide schools with advanced notice of inspections. For example, an inspector will notify a school on Monday, between 9:30 am and 2:00 pm, for an inspection scheduled to take place on Tuesday and Wednesday. This applies to graded and ungraded inspections, with the inspection report being issued on Thursday of the same week.
However, sometimes Ofsted can inspect schools without warning. In such instances, the lead inspector typically gives the school a 15-minute heads-up before showing up.
Phase-Appropriate Frameworks
Ofsted will tailor its inspection framework to consider the unique aspects of each phase of education. This includes early years, Key Stages 1, 2, 3, and 4, as well as sixth-form provision. This phase-specific approach will be put in place to make sure that inspectors evaluate schools in a way that reflects the age-appropriate developmental needs and learning goals of students.
For example, early years inspections place more emphasis on how well children are prepared for their next stage of education, such as transitioning to primary school, while secondary education evaluations focus on outcomes like GCSE and A-Level readiness.
Focus on an ‘Excellent’ Curriculum
The curriculum remains a cornerstone of Ofsted’s judgements, with a strong emphasis on its structure, sequencing, and delivery. Schools are expected to provide a broad and balanced curriculum that ensures deep learning and supports long-term retention of knowledge. Particular importance is placed on the quality of early reading, especially phonics, as this is considered foundational for future academic success.
Ofsted is looking for schools to demonstrate that their curriculum meets the needs of all students, particularly the most disadvantaged. Inspectors will evaluate how effectively the curriculum is taught and how well students are progressing against it, with a focus on intellectual challenge, engagement, and coherence.
Introducing ‘Area Insights’ in Reports
New reports will provide localised data, helping parents find the most suitable schools and assisting inspectors in understanding the school’s context. This includes gathering information on local socioeconomic factors, pupil mobility, and other local demographic data that might impact the school’s performance.
These insights help inspectors understand the community context in which the school operates, aiming to aid both parents in choosing schools and Ofsted in making context-aware judgements about a school’s performance.
New Inclusion Criteria
The updated inspection framework has expanded to give significant weight to how schools support disadvantaged pupils under both leadership and management and quality of education.
This includes children with Special Educational Needs and Disabilities (SEND), those eligible for Pupil Premium, and other vulnerable students requiring support.
Ofsted inspectors will evaluate how well the school ensures that these students have access to a high-quality education and the level of support provided to overcome any barriers to learning.
Grace Period for Safeguarding Fixes
Safeguarding is a non-negotiable area for Ofsted inspections. However, schools rated highly in other areas (such as quality of education and leadership) may not face immediate downgrading due to safeguarding issues alone, provided these issues are not severe.
Schools that have safeguarding weaknesses but are otherwise performing well may be given up to three months to address issues, provided a letter from Ofsted is sent to parents to communicate the concerns and the school takes swift corrective actions.
New Ofsted Academy for Staff Training
The new guidelines have an emphasis on the importance of professional development and training for inspectors to ensure consistency and accuracy across inspections.
Ofsted inspectors are expected to partake in continuous training and development playing a crucial role in maintaining the quality of inspections. This focus on inspector training aligns with the establishment of a more structured and centralised academy for training Ofsted personnel.
National Hubs and Reference Groups
National hubs will ensure inspections consider local context and feedback from the region. These hubs will gather insights from inspections and provide advice and support to schools based on national trends and patterns observed during inspections.
Transparency in Sharing Evidence With Schools
Schools will be encouraged to engage with inspectors throughout the inspection, which will include end-of-day meetings where inspectors share their findings and evidence.
Schools will be given the opportunity to discuss the evidence collected, challenge any misinterpretations, and clarify points during these meetings. This approach enhances trust and ensures that the school leadership understands the basis for Ofsted’s judgements, fostering a more collaborative process.
Permanent Changes to Complaint Handling
Complaints about inspections can be raised at any point during the inspection process and if issues cannot be resolved with the lead inspector, schools can follow formal complaint procedures.
External independent senior representatives will be introduced into the complaint procedure to enhance impartiality and fairness in the handling process.
Future Inspection Of Multi-Academy Trusts (MATs) & Local Authorities (LA)
While the previous Ofsted framework distinguished between individual school inspections and Multi-Academy Trusts (MATs), the updated guidelines will involve inspectors evaluating the distribution of leadership responsibilities within the trust and its schools.
This ensures that both levels of management are held accountable for school performance, ensuring consistency and accountability across all schools under MAT.
A Call for Change
Building trust between Ofsted and schools is a central theme in the updated handbook. Ofsted emphasises the importance of fostering professional relationships between inspectors and school leaders.
The aim is to foster a collaborative environment where schools receive support in their improvement efforts, rather than feeling unfairly judged. Ofsted encourages schools to engage openly with inspectors, ensuring that both parties work together towards the common goal of improving education for all students.
Conclusion
With these new policies, Ofsted aims to streamline its inspection process while supporting schools in their development. Contact us today to discover how we can assist you in navigating the evolving landscape of Ofsted inspections and help your school attract and retain talented teachers.
