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Understanding the new inspection framework
Ofsted has introduced a new inspection model that will be used from 10 November 2025. The familiar single-word grades of Outstanding, Good, Requires Improvement and Inadequate will no longer appear. In their place, schools will receive a detailed report card that aims to give parents and staff a clearer and more balanced picture of school performance.
Key changes in the inspection model
1. Evaluation across several core areas
Instead of one overall judgement, schools will now be assessed across six core areas:
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Leadership and governance
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Curriculum and teaching
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Attendance and behaviour
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Achievement
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Personal development and wellbeing
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Inclusion
If the school has early years or post 16 provision, these areas will be evaluated as well.
Safeguarding is judged separately using a simple Met or Not met outcome.
2. A new five point grading scale
Each of the core areas will receive one of the following grades:
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Exceptional
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Strong standard
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Expected standard
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Attention needed
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Urgent improvement
This is intended to give a more detailed overview of strengths and weaknesses.
3. Report cards replacing single overall grades
Schools will now receive a report card that includes:
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Grades for each inspection area
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A short narrative explanation
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Relevant contextual data such as SEND profile, deprivation indicators and pupil demographics
This is designed to help parents understand the story behind the grades rather than relying on a single label.
4. Greater focus on context
The new framework recognises that schools operate in different circumstances. Inspectors will consider factors such as local challenges, intake, SEND levels and wider community needs.
Routine inspections under the new framework begin on 10 November 2025. Many schools will not receive their first inspection until after December as initial inspections will involve volunteer schools that requested an early visit.
Source
5. Greater emphasis on support and improvement
Schools that receive lower grades will receive more immediate support through new regional improvement teams. These teams have access to budgets of up to £100,000 per school and will provide targeted guidance and intervention.
If a school continues to struggle after receiving this support, it may be moved to a stronger academy trust.
How this compares with the previous model
The biggest change is the removal of the single overall grade. While many hoped this would reduce the high stakes nature of inspections, it is not yet clear whether the pressure will be eased or simply redistributed across multiple areas. The new model does provide richer information, although it also increases the volume of evidence schools need to demonstrate.
Narrative reporting and contextual data provide more depth, although this may feel more complex for parents. Schools will need to communicate clearly so that parents understand the meaning of each grade and how it relates to the school’s specific context.
Detailed report cards: what to expect
Each report card will show:
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A grade for every inspection area
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A narrative summary that highlights strengths and areas for improvement
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Contextual indicators that help explain the school’s circumstances
Safeguarding remains separate and is judged as Met or Not met.
Although the new system aims to be more transparent, there is concern that reporting across several areas may increase workload and stress if schools feel compelled to produce more detailed evidence.
Sector concerns
Although many welcome the move away from single-word grades, several challenges remain:
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Increased workload linked to evidence preparation
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Anxiety about the consistency of inspector training and decision making
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The risk that pressure will remain high, even with a different structure
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Concerns from unions and leaders about the wellbeing of headteachers and senior staff
The changes follow intense scrutiny of the inspection system after the death of Ruth Perry in 2023 and calls for a more humane and supportive approach. However, some campaigners believe the reforms do not go far enough to address underlying cultural issues.
What schools should do next
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Review the new Education Inspection Framework for November 2025
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Align the school improvement plan and self evaluation with the six core areas
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Ensure governors and trustees understand the new grading structure
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Prepare communication plans for parents ahead of the first report card
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Review safeguarding processes to ensure they meet the binary threshold
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Strengthen internal monitoring so that evidence for each area is clear, proportionate and up to date
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Continue prioritising staff wellbeing and workload during the transition
The new Ofsted changes represent one of the most significant shifts in school inspection for many years. The move to multi area report cards aims to give parents clearer information and provide a fairer reflection of each school’s context and strengths. Whether the new system delivers the intended benefits will depend on implementation, inspector training and how well the sector supports schools through the transition.
For now, schools should familiarise themselves with the new framework, prepare for the updated grading structure and ensure that communication with staff, governors and parents reflects the new expectations.
