Headteachers Share Their Views on the New Ofsted Framework Consultation

Over the past few weeks, we had the privilege of bringing together a passionate group of headteachers from across the country to discuss the proposed changes to school Ofsted inspections, currently out for consultation. These school leaders were identified through our project work with local authorities because they share a common commitment to inclusion. As a group, they shared deep insights, reflections, and concerns based on their lived experiences. What was clear from the outset was their unwavering commitment to ensuring the best outcomes for children and their desire for an inspection framework that contributes in a meaningful way to their mission. Below are some of the key themes that emerged from our discussion.

The Purpose of Ofsted Outputs

One of the central debates was around the fundamental purpose of Ofsted inspections and reports. Many headteachers felt that Ofsted is attempting to serve too many roles within the system, which can dilute its effectiveness. Should Ofsted primarily be focussed on identifying areas for school improvement? Should it be a means of providing transparent information to parents? Or should it serve as an accountability measure for government? Without a clear purpose, there is a risk that inspections become stretched in their intent, leading to confusion and unintended consequences.

Variability in Inspection Teams

A significant concern raised was the inconsistency in inspection experiences, largely dependent on the team conducting the visit. The process, and ultimately the outcome, can vary greatly based on the inspectors involved, leading to an uneven playing field for schools. The stress this causes for leadership teams and staff is immense, with some headteachers sharing experiences of inspections that felt fair and constructive, while others found them stressful and lacking contextual understanding.

The Use of Language in Ratings

The group broadly welcomed the reintroduction of a fifth grade in the rating system and the shift in language from the historic ‘satisfactory’ to the new ‘secure.’ This change allows schools to be credited for their good work whilst acknowledging there are areas for improvement. The current gap between ‘good’ and ‘requires improvement’ grades can lead to families moving their children when their local school falls short of the ‘good’ grade. This is particularly problematic for small and rural schools, where pupil numbers are already fragile and headteachers agreed the ‘secure’ grade would go some way to preventing this.

SEND and Inclusion: A Narrow Focus?

While there was appreciation for the increased emphasis on inclusion in the new framework, many felt that the toolkit’s focus was disproportionately skewed towards SEND. True inclusion should be broader, encompassing other marginalised groups and protected characteristics. The group proposed that categories such as ‘behaviours and attitudes,’ ‘attendance,’ and ‘personal development and wellbeing’ could be more effectively grouped under a wider ‘inclusion’ umbrella, alongside SEND, ensuring a more holistic approach.

The Importance of Contextual Understanding

Unanimously, headteachers emphasised that the unique context of each school must be at the heart of any inspection. Inspectors need to have a deep understanding of the communities schools serve, as well as the unique challenges they face, before making judgments. While there had initially been a strong commitment to this idea in discussions about a new Ofsted approach, many felt that this emphasis had been lost in the consultation documents and supporting toolkits.

Parental Views and Engagement

A key discussion point revolved around how parents perceive Ofsted ratings. The consensus was that parents are far more concerned with their child’s happiness, wellbeing, and safety than with technical judgments about curriculum design or a school’s rating. This raised important questions about how Ofsted can better communicate the strengths of schools in a way that resonates with the priorities of families.

Effort and resources

Headteachers expressed broad acceptance of the need for a single set of descriptors and success measures for all schools. However, they emphasized the importance of any inspection framework needing to acknowledge that, for some schools, simply getting close to these metrics requires extraordinary effort. Schools with high levels of free school meals, SEND, and other significant challenges need considerably more investment, resources, and effort to meet the same standards as those without these factors. This includes everything from attendance targets to attainment data and even engagement with families.

Final Thoughts

The headteachers in our discussion offered invaluable perspectives on the Ofsted consultation, driven by their unwavering commitment to children’s best interests. While there are positive changes proposed in the new framework, there are also areas requiring further refinement. Those on the front line of education are best placed to support the development of Ofsted in a way that truly supports schools, staff and pupils alike. It is important to note the change fatigue experienced by this group of school leaders, many of whom have been leading schools through five significant OFSTED reviews and changes in the last decade. There were concerns about how well an ever-changing framework can serve school communities without a period of stability.

We encourage all education leaders to engage with the consultation process and ensure their voices are heard. The future of school inspection should be shaped by those who understand its impact most deeply. The consultation is open until midday on 28^th April.

We would love to hear from other school leaders—what are your thoughts on the new Ofsted framework? To join our Inclusion Network of headteachers get in touch.