Let’s talk about Ofsted: 2025 Ofsted inspection framework

For me, the mere mention of the word ‘Ofsted’ evokes fear, anxiety and dread. Even after a long and successful career, The Call would turn me into a gibbering wreck. All plans for the next few days would be cancelled, hours would be spent second-guessing lesson plans, and I would lie awake until the early hours of the morning rehearsing lessons and imagining every negative scenario: the disruptive pupil, a whiteboard malfunction, an ineffective explanation or response to a pupil’s question, an unchallenging lesson, not enough differentiation…the list goes on.

And on the day, bleary-eyed and sleep-deprived, what would normally be an inspiring and engaging lesson would feel more like a performance. Indeed, it’s almost impossible to be fully present for your students with one eye scrutinising the inspector scribbling notes at the back of the classroom. And is the judgement made after one lesson truly representative of the overall quality of your teaching?

In his article Why are teachers so scared of Ofsted?, Ben Newmark aptly compares the fear surrounding Ofsted to that of ‘He Who Shall Not be Named’ in Harry Potter. The pervasive dread shrouding the inspection process lies in its unpredictability, unreliability, lack of transparency, and the threat of a negative judgement. Relations between Ofsted and the education sector are strained to say the least, and for trust to be rebuilt, there needs to be a complete overhaul of the inspection process.

Toward this end, following a 12-week consultation (from 3rd February to 28th April 2025) on its proposed reforms, Ofsted is set to implement a new education inspection framework (EIF) from Autumn 2025. The aim is to deliver higher quality inspections whilst rebuilding trust and resetting relationships with education providers. But is this overhaul enough to bring about positive change or will it merely result in further stress and disillusionment for teaching professionals?

In this article, I will discuss some of the key proposals and the likely impact on teachers.

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Introduction of the new Ofsted report cards

Perhaps one of the most significant changes outlined in the 2025 Ofsted inspection framework is the move from headline grades for overall effectiveness (the simplistic and reductive single-word judgements such as ‘outstanding’ or ‘inadequate’) to the more nuanced report cards.

A new colour-coded 5-point grading scale (ranging from ‘exemplary’ to ‘causing concern’) accompanied by short summaries of findings will evaluate practice across eight areas, with a separate evaluation of safeguarding standards. It aims to present a “fairer” and “more proportionate” picture, recognising the complex nature of a school’s performance. The absence of any headline single-word judgements will allow schools to showcase their strengths in areas where they excel.

But is this new proposal not akin to rearranging the deckchairs on the Titanic? Schools will still endure the stress of a one or two-day visit, and their performance will be judged, graded and ranked. Changing the framework without addressing the underlying issues is merely papering over the cracks. Will a more detailed and complex system necessarily equate to increased accuracy and a fairer inspection? I think not. Yes, the report cards may present a clearer picture of a school’s performance for parents, but will the emotional impact on teachers be reduced? Or will the workload and administrative burden for teachers simply be increased?

New Ofsted inspection toolkits

Ofsted’s proposed introduction of inspection toolkits aims to better tailor the inspection process to the type of education provider and the different phases of education. By doing so, it hopes to “help drive greater consistency on inspection and give providers clarity about the expected standards and what they need to do to improve”.

The phase-specific toolkits are designed to ensure that inspections are tailored to the unique needs and challenges of different educational stages, whether primary, secondary or special education. This will help to make the inspection process more relevant and accurate. By outlining specific criteria and standards, the toolkits aim to provide clearer expectations for schools. Furthermore, they will help ensure consistency in the inspection process. Inspectors will have a clearer framework to follow, leading to more reliable and comparable assessments across different schools and phases.

But does the introduction of multiple, detailed toolkits simply add layers of complexity to an already failing system? There is increased potential for misinterpretation, leading to confusion or misinformed judgements about a school’s performance. Frank Norris, a former HMI (His Majesty’s Inspector), states that the “draft grade descriptors look as though they have been cobbled together with insufficient consideration of how they will play out during inspections.” Praise indeed.

Plus, we can’t ignore how resource-intensive such toolkits will be and the additional burden they will place on education providers. Schools may feel overwhelmed by the sheer volume of information and expectations, with the increased pressure potentially leading to stress and a focus on compliance over genuine improvement.

What’s more, the risk of inconsistencies still remains, as inspectors may interpret the criteria differently.

Removal of ungraded inspections

From November 2025, Ofsted is proposing the discontinuation of ungraded inspections for state-funded schools, with all schools set to undergo full graded inspections. The aim is to streamline the inspection process. Every school will be fully aware of what to expect and the frequency of inspections.

But the proposal to transition to full graded inspections for all schools raises several concerns among educators, including heightened pressure on school leaders and staff, and an increased workload for an already disillusioned workforce. Full inspections are resource intensive, disrupt normal school operations, and risk prioritising box-ticking over meaningful progress.

More monitoring for underperforming schools

Schools identified as needing improvement will undergo regular monitoring calls and visits to ensure earlier interventions and enhanced support. Regular monitoring will help to identify issues early, allowing for timely interventions. It will also ensure that schools receive targeted support to address their specific challenges.

The downside of the frequent monitoring of struggling schools, however, may be increased pressure, burnout (particularly if teachers feel constantly scrutinised or unsupported), the potential for micromanagement, and an overemphasis on compliance impacting teacher autonomy.

Increased focus on teacher development

The greater focus on teacher development in the new Ofsted proposals aims to prioritise continuous professional growth for educators. It will assess how schools invest in continuous learning and development, not only to enhance teaching quality but to ensure staff are supported and empowered to succeed in their roles. By fostering a culture of professional growth, schools will be better equipped to adapt to the changing needs of students and the broader educational landscape.

Shifting the focus from merely evaluating teaching practices and outcomes to prioritising long-term improvement through continuous professional development is undoubtedly a positive step forward.

Taking context into account

For years, there’s been a strong correlation between Ofsted inspection judgements and school test scores. Under this system, schools with socially and economically disadvantaged pupils have fared badly. As part of its revised inspection framework, Ofsted proposes to place greater emphasis on understanding and evaluating schools within their local contexts. This approach acknowledges that factors such as local demographics, community characteristics and socio-economic conditions can significantly impact a school’s performance.

This is a promising development, suggesting that Ofsted has finally recognised the limitations schools face in meeting their goals, given the student bodies they are working with. But will schools from disadvantaged areas receive a fairer outcome in the future? This remains to be seen. What is certain, though, is that schools with high exam scores will still be more likely to achieve better Ofsted grades.

A stronger focus on inclusion and well-being

Under the new 2025 Ofsted inspection framework proposals, there will be an increased focus on inclusion for children with additional needs in mainstream schools. Greater emphasis on disadvantaged students and those with special educational needs and disabilities (SEND) is a positive and much-needed change.

If carried out effectively, this emphasis on inclusion may lead to improved support for diverse learners, enhanced mental health and well-being, fairer assessment and better educational outcomes. It will ensure that every student, regardless of their challenges or background, has equal opportunities to thrive within the school system. It will foster a more holistic approach to education, where academic success is balanced with the emotional, social and mental well-being of students.

The new proposals place greater emphasis on how schools support the mental health and well-being of both students and staff, and they will be expected to demonstrate clear strategies for promoting mental health and addressing issues like stress and anxiety—ironic really, given that the Ofsted inspection process is a major contributor to teacher stress and burnout in the first place.

A more collaborative approach

Under the new proposals, Ofsted aims to move away from a “top down” inspection model towards one that is more collaborative. Inspectors will work more closely with school leaders and staff to understand the context of their school and identify areas for improvement, making the process more constructive and less adversarial.

While this proposal may seem promising in theory, it still relies on a grading system, which means the high-stakes pressure associated with inspections will persist in practice.

Feedback on the proposals

The 2025 Ofsted inspection framework promises to bring about a transformative shift in how schools and other educational providers are assessed. It aims to better align with the needs and aspirations of today’s learners, whilst also promoting fairness and transparency in the inspection process.

However, the proposals to date have been met with disappointment, criticism and scepticism. The general consensus among educational providers is that they don’t go anywhere near far enough.

A whopping 93% of members of the National Association of Head teacher Union (NAHT) who were surveyed lack confidence in the proposed framework. Not only does it fail to meet demands to reduce staff pressure and workload, but some of the new changes could potentially threaten the well-being of staff.

The sister of headteacher Ruth Perry describes the proposals as a “rehash” of the “dangerous system” they were intended to replace. Critics have compared the colour-coded report cards to the spice-ranking system used in Nando’s.

Granted, there is a shift towards a more holistic view of education, with increased emphasis on inclusivity and equality, and a focus on well-being and mental health. A more collaborative approach with educators aims to build trust and open up lines of communication between educators and inspectors—a more than welcome move.

But these proposals still fall short of making a significant impact. Steps in the right direction aren’t enough to mend a broken system.

Another concern is whether sufficient time has been allocated to implement a comprehensive overhaul of the Ofsted inspection framework. It appears that Ofsted will begin implementing the new framework from September 2025. Even if the proposals have been thoroughly researched and developed, the lack of time to pilot the new system raises questions about whether inspectors will be fully prepared to carry out assessments effectively.

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Looking forward

While the new Ofsted 2025 inspection framework is still in the consultation phase, the ongoing dialogue between Ofsted and education providers remains crucial to shaping a more effective and supportive evaluation process. It is essential that educators are not only heard, but that their feedback is acted upon to create a system that truly reflects the complexities of modern education. For meaningful change to occur, the voices of those on the front lines of teaching must be central to the conversation. Only then can we ensure that the framework supports both the well-being of educators and the success of students, fostering a learning environment that is truly focused on growth, development, and long-term improvement.

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