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Ofsted Tracker, Highlights & Insights

Welcome to SAfE’s latest Ofsted tracker, highlights and insights

This month, along with Ofsted data, and inspection highlights we are exploring: A Summary of the changes to the new revised OFSTED framework

Download Surrey’s November 2025 Inspection Tracker to find your school and access data by phase and cross-phase.

Summary of the changes to the new revised OFSTED framework

The new Ofsted inspection framework has introduced, what the inspectorate intends to be a more nuanced and transparent approach. Schools will now be assessed across six core areas, plus early years and sixth form where appropriate, using a new five-point grading scale with the outcomes published using a new Report Card system. OFSTED state this new methodology is aimed to promote greater collaborative working between schools and the inspectorate. A core focus on professional dialogue will enable a more in depth understanding of each individual school context and support schools in celebrating their successes as well as validating the priorities they have set for further improvement.

Within this edition of OFSTED Insights, we provide a summary of the key changes, taking each new element and explore the practical implications for school leadership.

Inspection Methodology:

Inspectors will collect evidence through learning walks, targeted case sampling, work reviews, and scrutiny of key documents such as data and contextual information. Conversations with staff, pupils, governors, and parents remain central to the process.

Learning walks, conducted with a leader and focused on agreed priorities, allow inspectors to see teaching and learning in context while gathering evidence on behaviour, personal development, and well-being. Treating these as strategic ‘show and tell’ opportunities helps leaders highlight effective practice. Clear links between classroom activity, curriculum intent, and typical provision will support confidence. Case sampling will focus on small, targeted groups of pupils, often drawn from the Inclusion evaluation area.

Five-Point Grading Scale for School Evaluations:

Each area of evaluation will be assessed using a five-point scale.

  • Exceptional

  • Strong Standard

  • Expected Standard

  • Needs Attention

  • Urgent Improvement

This approach offers school leaders more detailed feedback on each area enabling the identification of key priorities for school improvement. OFSTED has indicated that most schools are anticipated to meet the Expected Standard for each evaluation area and inspections will begin by collecting evidence aligned with this benchmark. It is crucial for school leaders to understand that this is not a “best fit” model; each evaluation point must be fully met to achieve the corresponding judgement. The introduction of Inspection Toolkits are intended to keep grading as consistent as possible. OFSTED have also been very clear that these gradings do not correlate with the previous one-word judgements.

Once a school demonstrates it meets the Expected Standard in a given area, inspectors will then consider evidence for the Strong Standard. Any school receiving a grade of Urgent Improvement in any area—or failing to meet safeguarding requirements—will be placed in a category of concern. These schools will undergo focused monitoring inspections aimed specifically at addressing the identified areas for improvement.

Inspection Data Summary Report (IDSR):

The new IDSR supports inspectors in building a clear picture of pupil achievement by including contextual indicators such as cohort stability, levels of disadvantage, and proportions of pupils with SEND. These flags help inspectors understand a school’s unique context and should be used alongside the inspection toolkit to guide discussions with school leaders.

Leaders are strongly encouraged to be familiar with their school’s IDSR and use it proactively to inform self-evaluation and improvement planning. Understanding the data and its context will help leaders engage confidently in evidence-based discussions during inspection. The IDSR is not a judgement or full picture of performance but a summary of available statistical information. It provides a starting point for inspectors, who will seek first-hand evidence of the quality of education pupils experience and how well leaders understand their learners.

Inspection Report Card:

The new Inspection Report Card offers a clearer, more detailed picture of a school’s performance. By summarising each evaluation area separately, it reflects a school’s context and provides a fairer, more rounded view. Designed for better accessibility—especially on mobile devices—it helps parents understand a school’s strengths and areas for improvement. The key challenge for school leaders is helping communities adapt from a single-word judgment to interpreting this broader set of results.

Evaluation Areas:

Under this framework schools are evaluated across.

Now central to all evaluation areas and also forms a standalone judgement within the inspection framework. Inspectors will assess how well schools provide a broad and ambitious curriculum for all learners, how quickly and effectively they identify individual needs and the quality and impact of tailored support on pupil progress. A key focus will be how schools foster an inclusive culture – one rooted in high expectations and equity where every pupil regardless of background or need is supported to thrive. Throughout the inspection, particular attention will be given to the experiences and outcomes of disadvantaged pupils, pupils with SEND needs and or disabilities, pupils known or previously known to children’s social care and those who face barriers to their learning and/or well-being. These groups are central to inspection activity and evaluation.

Inspectors assess the ambition, coherence, and delivery of the curriculum. This includes how well teaching enables all pupils to build knowledge and skills over time, how assessment is used to support learning, and how teaching is adapted to meet diverse needs.

This is evaluated based on how well all pupils learn and make progress across the curriculum. This includes academic outcomes, progress from starting points, and how effectively pupils acquire and apply knowledge.

This area examines pupil attendance, punctuality, and behaviour. Inspectors consider how the school promotes positive conduct, manages disruptions, and supports pupils with attendance challenges.

Inspectors evaluate how the school supports pupils’ broader development, including mental health, character education, enrichment opportunities, and preparation for life in modern Britain.

This area focuses on how leaders set strategic direction, ensure accountability, and foster a culture of improvement. Inspectors assess governance effectiveness, staff development, and how leadership supports inclusion and safeguarding.

For schools with early years provision, inspectors will evaluate how well the setting supports children’s development, learning, and welfare. This includes the quality of routines, relationships, and the curriculum. Inspectors will look for evidence of a nurturing environment that promotes communication, independence, and readiness for the next stage of education.

In schools with sixth-form provision, the focus is on how well learners are prepared for further study, employment, or adult life. Inspectors will assess the quality of teaching, the ambition and coherence of the curriculum, and the effectiveness of support and guidance. Outcomes, progression routes, and student engagement are key indicators of quality.

Assessed using a two-tier judgement: either ‘Met’ or ‘Not Met’. Inspectors will examine how effectively the school protects pupils from harm, ensures safe operational practices, and complies with statutory safeguarding requirements. They will also look for evidence that leaders have embedded a positive, transparent safeguarding culture—one that reflects a whole-school commitment to pupil safety and wellbeing. A ‘Not Met’ judgement in this area will automatically place the school in a category of concern, triggering further monitoring.

The new to primary inspections is the optional Nominee Role, designed to enhance the inspection process by providing a clear point of contact and strategic support. The nominee can act as a professional link between the school and inspectors – coordinating logistics, facilitating access to evidence and ensuring clear articulation of a school’s context and strengths. Whilst this role is potentially supportive by allowing headteachers to focus on leadership and strategic oversight, careful consideration on who takes on this role, how they will operate during the inspection and why it will be supportive is needed.

In summary, much like previous frameworks, the real test of the inspections will come over the next few months and years. However, leaders can utilise this time to scrutinise the toolkits, prepare their teaching teams and governors for the changes this framework brings and potentially take the opportunity to communicate these changes to parents in advance of a potential inspection. Becoming familiar with the Inspection information for state-funded schools and the Schools’ inspection operating guide for inspectors will also enable leaders to approach an inspection from a position of knowledge.

References

Further Learning