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 Inspection Under the New Ofsted 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 Judgement in the New Ofsted Framework
“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.
Lessons from Early Inspections Under the New Framework
Although the renewed Ofsted framework is still relatively new, patterns are beginning to emerge from schools that have experienced inspection under the new arrangements.
Many school leaders report that inspections feel more focused on professional dialogue and understanding the context of the school. Rather than relying on a narrow snapshot, inspectors appear increasingly interested in how leaders evaluate their work, understand their challenges and respond to the needs of their pupils.
Several leaders involved in pilot inspections have suggested that inspectors spent considerable time exploring the experiences of pupils and discussing inclusion throughout inspection activity. Inclusion was not treated as a separate conversation but appeared within discussions about attendance, curriculum, achievement, behaviour and leadership. [jmcinset.com]
Many leaders have also reported that inspectors were interested in understanding how schools operate on a typical day rather than rewarding highly polished inspection preparation. Schools that understood themselves well and could evidence ongoing improvement appeared more confident during inspection. [consult.ed…ion.gov.uk], [assets.pub…ice.gov.uk]
For school leaders, this reinforces the importance of:
- Honest self-evaluation
- Strong safeguarding culture
- Effective attendance strategies
- Inclusion for all learners
- Leadership capacity at all levels
- Robust governance and accountability
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.
School leader / Ofsted Nominee looking for some personalised mentoring which supports you in articulating your school’s work with precision, coherence and professional confidence?
We can arrange online mentoring sessions with former HMI’s & Ofsted professionals , find out more here
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]
How JMC Education Can Support Schools
The renewed framework requires schools to be able to articulate and demonstrate the impact of their work.
Our support includes:
Mock Ofsted Inspections
Independent evaluations aligned to the current framework.
Ofsted Leadership Mentoring
Supporting Headteachers, Deputy Heads and senior leaders before inspection.
👉 https://jmcinset.com/category/inspection-quality-assurance/inspection/ofsted-inspection-support
Training for Key Staff on the 2025/26 Ofsted Framework
Helping leaders understand current expectations.
👉 https://jmcinset.com/category/inspection-quality-assurance/inspection/ofsted-inspection-support
School Governance Reviews
Independent reviews of governance effectiveness and accountability.
👉 https://jmcinset.com/school-governance-review
Executive Recruitment
Helping schools secure the leadership capacity required for sustainable improvement.
👉 https://jmcinset.com/executive-recruitment-schools-academies
What School Leaders Should Focus on Now
The renewed framework means that school leaders should focus less on inspection performance and more on creating sustainable systems that improve outcomes for pupils.
Inclusion
Inclusion is now a significant component of inspection activity and should not be viewed solely as the responsibility of the SENDCo. Leaders should be prepared to explain how the needs of disadvantaged pupils, vulnerable learners and pupils with SEND are considered throughout the school.
👉 Read: How Ofsted Inspects Inclusion: A Guide for School Leaders
Attendance and Behaviour
Attendance remains a major national priority and is considered alongside behaviour within the inspection toolkit. Schools should be able to demonstrate how attendance information drives intervention and improvement work. [assets.pub…ice.gov.uk]
👉 Related support: Attendance Reviews and Improvement Support
Safeguarding Culture
Inspectors continue to focus on safeguarding culture rather than paperwork alone.
Leaders should consider:
- Staff confidence
- Recording systems
- Leadership oversight
- Safer recruitment
- Pupil voice
A safeguarding policy is only effective if it influences practice every day.
👉 Related support: Safeguarding Reviews
Leadership and Governance
The renewed framework places considerable emphasis on strategic leadership and governance.
Governors and trustees should understand:
- School priorities
- Risks and challenges
- Safeguarding
- Attendance
- Inclusion
- School improvement activity
👉 Read: School Governance Review https://jmcinset.com/school-governance-review
👉 Read: Leadership and Governance in the New Ofsted Framework (future supporting article)
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.
The Silent Headteacher of the JMC Education Network.
Signed,
Ready to feel confident about your next Ofsted inspection?
Get in touch with JMC.
📧 Email us at enquiries@jmcinset.com
[su_expand more_text=”Ask us about this.” height=”2″ link_color=”#0F5889″ more_icon=”icon: comment”]
Frequently Asked Questions About the New Ofsted Framework
Are schools still given a single overall grade?
No. The renewed framework uses report cards and evaluates schools across multiple evaluation areas rather than relying on a single overall effectiveness judgement.
Are deep dives still used?
No. Inspection activity is now guided by the inspection toolkit and evidence gathering across evaluation areas rather than the deep-dive methodology associated with previous frameworks.
How is safeguarding evaluated?
Safeguarding is evaluated separately and receives a judgement of either Met or Not Met.
What role does inclusion play?
Inclusion is now one of the central evaluation areas and also influences inspection activity across curriculum, achievement, attendance, behaviour and leadership.
What should governors prepare for inspection?
Governors and trustees should be able to explain how they provide challenge, support strategic priorities, oversee safeguarding and monitor school improvement.
Should schools undertake a mock inspection?
Many schools find mock inspections valuable because they provide independent challenge, strengthen self-evaluation and identify areas for development before inspection.
Discover more from Award Winning Professional Development & School Improvement in UK
Subscribe to get the latest posts sent to your email.
