What to Expect as a Headteacher from the New Ofsted Framework

As a secondary headteacher who has recently been through an Ofsted inspection under the new framework, I know exactly how many questions are swirling around school leaders right now: What is this new process really like? How different does it feel? What should I be preparing for? And perhaps most importantly, what does Ofsted now expect from us in UK education?

When our inspection arrived, I wanted honest answers to those same questions — not policy documents or corporate statements, but real experiences from people who’d lived it. That’s why I’m sharing mine here. This is a practical, personal reflection on what the new framework actually feels like in a real secondary school: what inspectors looked for, what surprised us, what challenged us, and what genuinely felt like a step forward for education and learning.

If you’re a headteacher, senior leader, governor, or teacher wanting a clear sense of what’s coming, I hope this gives you the insight I was searching for myself.

What to Expect in an Ofsted Inspection Under the New Framework

“From the moment the inspectors arrived, the tone was one of professional dialogue.” [tes.com]

Honestly, I felt the same. I braced myself for tension, but instead found a team genuinely interested in listening. They asked sensible questions, sought context, and kept the conversations professional and human — something several headteachers noted in early reflections.

However, warmer does not mean easier.
The new expected standard is more demanding than the old “good,” and the “strong standard” is described by early leaders as tougher than the previous “outstanding.”

What This Means
Yes — inspectors feel more human.
No — the bar hasn’t been lowered.

How the New Ofsted Framework Actually Feels: A Headteacher’s Honest Experience

I found the experience more reflective and conversational than in previous years, echoing the pilot schools’ feedback that the process feels more collaborative. Inspectors were transparent about emerging findings, and there were regular reflection opportunities — a noted improvement from the old “keep in touch” meetings.

That doesn’t make the process light. It’s still intense, and the leadership team needs to be tightly aligned.

Why the 90‑Minute Call and the First Learning Walk Matter More Than Ever

One thing I’ve learned — and something echoed again and again by experienced leaders — is that the two most powerful opportunities to shape how inspectors understand your school’s journey are:

• the 90‑minute phone call, and
• the very first learning walk, especially with the lead inspector.

These early touchpoints are where context finally meets narrative. It’s where you can frame your improvement journey, articulate the barriers you’re working through, and explain the direction you’re building towards. If these moments are used well, they help inspectors grasp the why behind what they’ll later see in classrooms, books, conversations, and routines.

If they’re under‑used or unfocused, the team may form interpretations without that crucial understanding — meaning later evidence can be judged through a harsher, less contextual lens. And in a framework where inclusion, belonging, curriculum coherence, and leadership rationale matter so deeply, that understanding is everything.

How JMC Education Supports Leaders With These Critical Moments

At JMC Education, our former inspectors and leadership specialists help schools get these pivotal moments right. Through our 90‑minute call preparation training and learning walk leadership sessions, we support headteachers and senior leaders to:

• clarify their narrative
• articulate improvement journeys with confidence
• identify the messages that matter most
• avoid the common pitfalls that weaken first impressions
• understand how inspectors form early hypotheses
• rehearse the flow and focus of the call
• approach the first learning walk strategically and authentically

These sessions aren’t about creating a performance. They’re about helping leaders express the real story of their school with clarity, accuracy, and confidence from the very start — so inspectors see what you see.

Are Deep Dives Really Gone? What Inspectors Look for Now

Deep dives are officially gone — but what’s replaced them is in many ways deeper.

Inspectors now take a panoramic view of curriculum coherence across the whole school, rather than drilling into one department. This aligns with pilot school experiences noting that the new model encourages staff to show their real work rather than perform.

A small but important change to achievement criteria now includes the word “typically,” acknowledging the limitations of published data and the context of small cohorts.

Expect Inspectors To…
Join learning walks
Observe transitions and corridors
Look for curriculum coherence
Triangulate practice across multiple sources

This isn’t easier — it’s more authentic.

Why Inclusion Now Sits at the Heart of Every Ofsted Judgement

“Inclusion wasn’t treated as a standalone question but woven through every discussion.” [tes.com]

This absolutely matched our experience. Inspectors spoke to pupils with SEND, examined wellbeing systems, and looked closely at how we support disadvantaged learners. The updated EIF centres vulnerability, wellbeing, and inclusion as non‑negotiable strands of effectiveness.

Expect Questions Such As…
How do your most vulnerable pupils experience your curriculum?
What does belonging look like in your school?
How do you support staff wellbeing as part of pupil wellbeing?
What barriers do you actively remove?

Inclusion must be evident not just in policy, but in your corridors, classrooms, and culture.

Understanding the New Ofsted Grading Scale and What It Means for Your School

The new multi‑point grading scale aims to provide a fuller picture of school performance and reduce the pressure around old one‑word judgements. This is a noted shift in the updated framework.  

However, not everyone is convinced.

A group of former HMIs have raised concerns that the scorecard model and framework reforms do not fix deeper accountability issues in Ofsted’s structure, citing widespread sector scepticism and dissatisfaction.

A Fair Summary
The new scale is…
More nuanced, yes.
Perfect? Not yet.

The Leadership Questions Inspectors Will Ask — And How to Prepare for Them

One thing became clear very quickly:
You have to signpost impact.

Don’t assume the facts speak for themselves.

Every member of the leadership team needed a full grasp of the school’s strategy — not just their own area. Inspectors repeatedly asked:

• Why did you make this decision?
• How do you know it’s working?
• How does this link to your curriculum design?

My Advice for Leaders
Ensure everyone knows the “why,” not just the “what.”
Prepare middle leaders to talk across departments.
Keep evidence accessible — not buried.
Practise telling your school’s story clearly.

How the New Framework Affects Staff Workload and Daily School Life

Pilot reflections warned that workload could intensify under the new model, particularly for smaller schools or those with complex contexts.

And yes — inspectors are everywhere.
Corridors, break duty, form time — they want to see learning in its natural habitat.

It’s more human, but undeniably full‑on.
Your staff need support, communication, and clarity.

What JMC’s Former Inspectors Are Saying About the New Ofsted Framework

At JMC Education, our team of Former HMIs bring decades of frontline inspection experience — and they haven’t shied away from offering clear, informed perspectives on the New Ofsted Framework. Drawing on their deep understanding of inspection practice, they’ve highlighted key systemic concerns, including the increasing politicisation of inspection, reduced professional autonomy for inspectors, and inconsistencies in inspection quality that continue to challenge the sector.

These professional insights align closely with the findings of the Alternative Big Consultation, where a significant proportion of school leaders and sector professionals rated many of the proposed reforms as unfit for purpose. [thealterna…sten.co.uk]

Why This Matters for Schools Working With JMC

Our Former HMIs don’t just comment — they help schools navigate this shifting landscape. Their insider understanding means JMC Education can offer practical, realistic guidance rooted in current inspection thinking, not outdated assumptions. In a climate where the framework continues to evolve, having access to honest, experience‑driven advice makes all the difference.

The Bigger Picture
There’s progress…
…but the wider accountability debate is far from settled.

Practical Steps Every Secondary School Should Take Before Their Next Inspection

Here’s what I’d focus on:

✔ Put inclusion front and centre

Inspectors expect it to be woven into everything.

✔ Strengthen your curriculum narrative

Inspectors will cross‑reference intent, implementation, and impact.

✔ Prepare your entire leadership team

Any leader can be asked about any area.

✔ Signpost impact explicitly

Never assume inspectors will spot it unaided.

✔ Support staff wellbeing

Pilot feedback highlights increased demands.

✔ Stay informed about national debates

It keeps expectations realistic.

A Headteacher’s Final Thoughts: Is the New Ofsted Framework Moving in the Right Direction?

For me, this inspection was more human, more grounded in the realities of school life, and more reflective of what genuinely matters in education and learning. The emphasis on inclusion, wellbeing, and curriculum coherence aligns with the values most of us hold dear in UK education.

But the system is still evolving.
And as headteachers and school leaders, we’ll need to navigate that evolution with clarity, honesty, and a commitment to what we know works best for our pupils.

Silence isn’t secrecy — sometimes it’s simply the safest way to speak truth.

Signed,

The Silent Headteacher of the JMC Education Network.

Ready to feel confident about your next Ofsted inspection?

Get in touch with JMC.

📧 Email us at enquiries@jmcinset.com