For many of us working in schools, the idea that our school will at some point be judged as ‘Outstanding’, ‘Good’, ‘Requires Improvement’ or ‘Inadequate’ has been a long-standing feature of professional life. These single-word judgments have shaped reputations, careers, and school policies. They have also broken many institutions and sadly, led to some tragic events that are all too recent in our memories. But from September 2025, that system is set to change. Ofsted has taken on board feedback about its own processes – including the impact that inspection pressure has had on school leaders – and is introducing a new framework designed to be more balanced, supportive and fair. It seems, for once, that Ofsted has read its own report! In this article, we will look at the proposed Ofsted changes in 2025 to give you a heads-up for what’s coming.
Background to the changes
In 2024, Ofsted launched a national consultation known as The Big Listen, inviting feedback from teachers, leaders, parents and wider stakeholders. This was in response to the very well-reported case of Ruth Perry, the headteacher of Caversham Primary School in Reading, who tragically took her own life in January 2023. Her death followed an Ofsted inspection that downgraded her school from “outstanding” to “inadequate,” citing safeguarding concerns and the event sparked widespread calls for reform in the school inspection system, highlighting the immense pressure faced by educators.
As a senior leader who has witnessed similar distress that Ofsted inspections have caused, including serious medical problems, I wholeheartedly welcomed the review.
The response was overwhelming: while inspections were seen as important, many believed the current system created unnecessary stress and did not reflect the full picture of what schools do well or the context in which they operate.
Concerns included the bluntness of single-word outcomes, the pressure of deep dives, and a lack of recognition for a school’s individual situation. The new framework is Ofsted’s response to the criticism, aiming to shift inspections from ‘labels’ to more constructive professional feedback.
We would never tell a pupil they were ‘inadequate’ – so why have we put up with labelling our schools like this for so long?
That’s clearly a rhetorical question, as I’d much rather consider the new proposals and explain how these could improve school improvement overall.
What is not changing?
Intent, implementation and impact
Despite various updates to the inspection framework, certain foundational principles remain unchanged. Inspectors will maintain their emphasis on the quality of education, evaluated through the “three Is” – Intent, Implementation, and Impact. As a result, all schools and individual departments and teachers should ensure they:
- Clearly articulate the objectives of their curriculum
- Effectively demonstrate how the curriculum is put into practice
- Provide evidence of the curriculum’s impact on children’s learning and development
Notification process
From September 2024, the inspection notification process was updated and this will continue. Schools will receive inspection notifications at 9:30 AM on a Monday, with inspections starting the following day. This approach aims to provide schools with adequate preparation time while maintaining the integrity of the inspection process.
IMPORTANT NOTE:
At the time of writing, the following proposed changes have been published for consultation, and this consultation finished on 28 April 2025. Therefore, it should be understood that this guide is based on the draft proposed changes and there may be further amendments, additions or omissions before these changes come into force officially in September 2025.
The main proposed changes
The 2025 updates reflect a shift toward more detailed, supportive and transparent inspections. Key changes include:
- The replacement of single-word judgments with detailed report cards
- Assessment across eight evaluation areas instead of four, using a five-point and colour-coded scale
- Safeguarding to be evaluated separately on a binary scale (Met/Non met)
- The introduction of an official Inspection Toolkit for early years settings (ages 0-5), outlining expectations for each criteria
- A focus on contextual understanding, early language acquisition in early years
- Greater emphasis on inclusion practices
- Discontinuation of ungraded inspections and deep dives
These changes aim to create a more balanced and fair process, giving schools clearer feedback and more opportunity for reflection and improvement.
Moving beyond single-word judgments to report cards
Perhaps the most visible change is the removal of the overall one-word grading system. Instead, schools will receive a report card with a colour-coded, five-point rating for each of eight key areas, plus safeguarding. These areas are slightly different depending on whether the setting is a school, has an early years or sixth form provision, in which case, there could be up to 11 areas of assessment. These include:
- Leadership and governance
- Curriculum
- Developing teaching
- Achievement
- Behaviour and attitudes
- Attendance
- Personal development and well-being
- Inclusion
- Safeguarding (assessed as met or not met)
- Early years in schools (if applicable)
- Sixth form in school (if applicable
Each area will be assessed on a scale of: Exemplary, Strong, Secure, Attention Needed, or Causing Concern.
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This approach aims to show a more complete picture, acknowledging that schools may excel in some areas while still working on others.
Below is an example of a school report card for a secondary school with a sixth form provision, showing the new areas of assessment graded according to the proposed new system.
The safeguarding Met/Not met grade appears separately at the bottom of the report card.
When published on the Ofsted website, readers will be able to click on the individual boxes to see more about the judgement in that area.
You can see an explanation of the new report card system by watching a video at:
New report cards – Ofsted’s Chief Inspector explains our proposals
What happens if a school is struggling?
Schools will still fall into legal categories of concern if there are serious issues, but the labels are changing slightly to make them clearer:
- Special measures: for schools with widespread concerns, including serious safeguarding or leadership failings.
- Requires significant improvement: replaces the term ‘serious weaknesses’ and applies to schools with specific – but serious – problems.
Importantly, safeguarding is now a separate judgment. If a school does not meet safeguarding standards, it can be placed directly into one of these categories, even if other areas are graded more positively.
Monitoring visits will follow:
- 5 visits in 18 months for schools needing significant improvement
- 6 visits in 24 months for schools in special measures
These inspections will now focus only on the areas graded amber or red, allowing schools to demonstrate progress without waiting years for reinspection. It also gives them the acknowledgement of the good work they are doing in other areas.
By Portable Antiquities Scheme from London, England – Children learning about archaeology via pottery, CC BY 2.0, https://commons.wikimedia.org/w/index.php?curid=164013966
Contextual understanding matters
A key feature of the new framework is its emphasis on context. Inspectors will be expected to consider each school’s unique circumstances, including the socio-economic factors, local community challenges, and pupil intake.
This is especially important for schools serving high-deprivation areas or with high numbers of EAL or SEND students. Schools will not be judged on a one-size-fits-all scale but rather on how they are responding to the specific needs of their pupils, and whether they are making progress from their starting points.
Inspectors will ask:
- What are this school’s specific challenges?
- How have leaders adapted their approach?
- How is progress being secured across different groups of learners?
By mattbuck (category) – Own work by mattbuck., CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=22944763
Safeguarding: now a separate rating
Safeguarding will be judged on a binary scale: Met or Not Met. It will no longer be embedded within other categories but will stand alone, underlining its critical importance.
If safeguarding is judged as ‘Not Met’, the school will automatically fall into a category of concern, regardless of other strengths. For this reason, leaders should ensure that all staff are fully trained, confident and consistent in their safeguarding procedures.
No deep dives, no graded lesson observations
In another welcome shift, the new framework confirms the removal of deep dives and individual lesson gradings. Inspectors will no longer judge teachers’ performance based on snapshots or scripts. Individual lesson observations and teacher feedback have been waning in recent years, but deep dives have persisted. Now, the emphasis will be on speaking with staff, pupils and parents, observing pupils, and understanding how curriculum intent is enacted in practice.
This aims to reduce stress and allow staff to show authentic, day-to-day teaching without pressure to perform for inspectors or to drag out their “Ofsted Outstanding” lesson plan that is far different from what they do on a day-to-day basis!
What all this means for drama departments
Drama teachers may not be directly inspected or involved in the nitty gritty of the Ofsted inspection like senior leaders are, but they are very likely to be part of wider discussions about the curriculum, inclusion and pupil engagement. And they can have a lot to add to the discussions about enrichment, cultural capital and cross-curricular activities that help embed learning.
You may be asked:
- How does drama support the school’s curriculum intent?
- How are students progressing, especially those with SEND or EAL?
- What broader impact does drama have on the school’s ethos and wellbeing?
- How do you safeguard children in a drama class?
Drama can also demonstrate its value through enrichment opportunities, cross-curricular projects, and events that build confidence, collaboration and creativity. And we all know that drama teaches life skills, which everyone needs.
Use this chance to articulate your contribution, not just as a subject, but as a vital part of the school’s cultural and emotional life.
The inspection toolkit: use it wisely
A new inspection toolkit has been published in draft form and will be finalised by September 2025. You can download a copy from the Government website here: Improving the way Ofsted inspects education – GOV.UK
There are separate versions for state-funded schools, early years settings, independent schools and further education establishments and initial teacher education. These are still in draft form as of May 2025 but are likely to be finalised over the coming months in time for September 2025.
Each toolkit breaks down the key areas into specific expectations, indicators, and examples of strong practice.
Schools should use the toolkit to:
- Self-assess their strengths and development needs to see where they are on the scale
- Support staff training across departments
- Prepare examples of curriculum design, impact, and inclusion
- Build a shared understanding of inspection language and expectations
An example is shown below for the Curriculum area.
Busting the paperwork myth
One enduring myth is that Ofsted wants to see lots of paperwork. In fact, Ofsted has repeatedly said the opposite.
Inspectors do not want folders of lesson plans or data spreadsheets. Instead, they want to talk to confident, well-informed staff who can clearly explain:
- What they do
- Why they do it
- How it supports pupil learning and wellbeing
To help with this, schools should focus on encouraging reflective dialogue, not presentations. and support staff in building their confidence to describe practice clearly and proudly.
Final thoughts
These changes represent a real opportunity to move towards a more honest, balanced and constructive inspection system. They reflect the complexity of school life and give schools more scope to show what they’re doing well, even in difficult circumstances.
For drama teachers, it’s also a moment to highlight the vital role of the arts in supporting inclusion, engagement and wellbeing. Your subject matters. And now, more than ever, it can shine.
Having gone through some very stressful Ofsted inspections, and some very calm ones, I welcome the changes because I think it allows schools to showcase their strengths, and acknowledge their areas for improvement in a way that is progressive and positive.
Let’s hope that Ruth Perry and her family would agree.
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Why drama should be included in school curriculums
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This was a truly enlightening read! I appreciate how you unpacked the proposed Ofsted changes with both clarity and compassion. Moving beyond harsh single-word judgments feels like a long-overdue step toward more meaningful evaluations. I especially liked the emphasis on context and removing deep dives. It shows real progress toward supporting educators rather than stressing them. Do you think these changes will actually reduce the fear factor among school staff during inspections?
Hi Kavitha. Thanks for reading the article and taking the time to comment. This is an important topic for everyone, not just educators because it sets up how we value and rate our education system. For too long in the UK we have relied on league tables and single word judgements which have treated education like a business, focusing on the ‘bottom line’ all the time. However, in my opinion, education needs to switch towards focusing its attention on whether it meets the needs of the children it serves. There are many people in society that do not fit the ‘academic mould’ and for too long, these people have been sidelined and been made to feel inadequate and unworthy because they do not ‘make the expected grade’ which has been arbitrarily set by the government – e.g. they will all achieve so many GCSE exams at the age of 16. This does not take into account the history or needs of the child – only the arbitrary outcomes. By changing the way we judge our schools, this will hopefully change their focus back to what’s important and that is serving the needs of every child, regardless of academic ability. Life is so much more varied and rich compared to the things we measure a child on in school. I personally welcome the change but we’ll have to wait and see if it affects the overall culture of education too.
This is very important that Ofsted has listened and changes are being made. The worry that it inflicts on a school and its staff can be catastrophic as we have learned. Single word judgements do not help anyone and more detailed explanations are often needed. This can help identify the problem and finding ways to solve it.
Hi Charlie. Thanks for your comments on the article and I totally agree that the single-word judgements are outdated and I’m glad they’ve gone. We’ll have to wait and see whether the new ‘reports’ make a difference but I’m hopeful that it will relieve some pressure on the already pressured system. Thanks again. Gail