Understanding Ofsted’s reforms: what schools and colleges need to know

Ofsted has unveiled a set of reforms to its inspection framework which will change how inspections are conducted, reported, and understood. 

The ‘big listen’ and sector engagement

The reforms are the result of The Big Listen, Ofsted’s most comprehensive consultation to date. It was launched in response to growing concerns about the impact of inspections on staff well-being, particularly following the tragic death of Ruth Perry, headteacher of Caversham Primary School. 

Over 4,900 education professionals and 1,300 parents and carers responded to the consultation. Independent polling by YouGov revealed that two-thirds of parents supported introducing a new grading scale and preferred the proposed report card format over the existing single-word judgements. 

Key changes

1. Grading scale

We knew that Ofsted intended to change its grading system and was considering adopting a multi-dimensional report card to replace one word outcomes. 

It has decided to introduce a five-point grading scale: exceptional, strong standard, expected standard, needs attention, and urgent improvement and provide a concise narrative summary for each area of evaluation. 

It is removing the overall effectiveness grade in an attempt to reduce the pressure and stigma often associated with inspections. It hopes this will provide a more balanced and informative view of a provider’s performance.

2. Evaluation criteria

The scope of evaluation has also been changed and certain evaluation criteria have been merged. 

 3. Inspection methodology

Ofsted have also published updated education inspection framework and inspection toolkits and operating guides for:

• Early years
• State-funded schools
• Non-association independent schools
• Further education and skills
• Initial teacher education

it has introduced a new grading methodology. The previous ‘best fit’ model has been replaced with a ‘secure fit’ approach, meaning inspectors must find clear evidence that all standards within a grade are met before awarding it. 

Definitions of the ‘expected standard’ and ‘strong standard’ have been clarified across all toolkits. The toolkits now focus on the ‘expected standard’, with the three most common grades:

•  needs attention
• expected standard; and 
• strong standard

presented together. The extremes:  urgent improvement and exceptionalare now on a separate page.

Inspectors will now provide specific recommendations or actions when an area is graded ‘needs attention’. For early years settings regulated by Ofsted, these will take the form of clear actions to address weaknesses. 

The process for awarding ‘exceptional’ grades has also been simplified; inspectors will use their evidence during inspection rather than requiring case studies.

4. Inclusion

Ofsted has introduced a dedicated evaluation area for inclusion as part of its commitment to raising standards for disadvantaged children, those with special educational needs and disabilities (SEND), and those known to children’s social care. 

The grade for inclusion will be based on leaders’ ambition and their ability to identify and meet the needs of vulnerable learners. 

5. Workload and well-being

Ofsted has taken steps to address concerns about the impact its inspections have on the amount of work staff have to do to prepare and on their well-being. The revised framework is built on existing statutory and professional expectations, meaning providers are not expected to do more simply to satisfy inspection requirements.

To ease pressure during inspections, an additional inspector will join school inspection teams for one day, allowing lead inspectors more time to engage with leaders and coordinate the process. Inspection days will also be capped, with guidance on arrival and departure times to reduce long hours on site.

Inspectors will now evaluate how well providers support the well-being of their staff and this will be included in the leadership and governance evaluation area. 

Schools and other providers will continue to have access to a national support team and the contact helpline. In addition, inspectors will be able to pause inspections if they are concerned that the process is having a detrimental impact on the well-being of leaders or other members of staff. 

These are designed to ensure inspections are conducted with empathy and professionalism.

Next steps: implementation and evaluation

Ofsted will begin inspections under the revised framework from 10 November 2025 for early years, state-funded schools, and further education and skills providers. Inspections for initial teacher education and non-association independent schools will follow in January 2026, giving all providers at least two months to familiarise themselves with the changes.

In the initial weeks, Ofsted will prioritise volunteers for full inspections in state-funded schools, issuing report cards with complete grades. Inspections will pause in the final week before Christmas, and requests for deferral will be reviewed with sensitivity by the Deputy Chief Inspector.

To ensure inspectors are confident with the new methodology, all His Majesty’s Inspectors will participate in pilot inspections. Senior inspectors will lead the first visits, supported by structured shadowing and quality assurance processes.

Ofsted will also evaluate the impact of the reforms through independent research, consistency checks, and ongoing engagement with providers, parents, carers and inspectors.

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