What's changed in the new Ofsted reforms? 10 key updates
Ofsted鈥檚 new reforms came into effect in November 2025 with the first school inspections running on a voluntary basis. Regularly scheduled inspections are expected to resume from December. Learn more about these new Ofsted changes with 糖心Vlog as we outline 10 of the key changes to expect.
How are Ofsted inspections changing?
Under the new Ofsted framework, various changes have come into effect from November 2025. Learn about some of the key Ofsted reforms below.
1. A new inspection report card
Alongside other reforms, Ofsted introduced a new-look report card in November 2025 which will offer more detailed information for parents and providers. It combines at-a-glance grades with narrative summaries of strengths and areas for improvement.
Furthermore, the new-look report cards promise to be more accessible and mobile-friendly, recognising the changing landscape of technology and how parents typically engage with Ofsted reports.
2. A new 5-point grading system
The 2025 reforms will welcome a new five-point grading system to mark schools across several key areas. These five grades will be:
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Exceptional
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Strong standard
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Expected standard
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Needs attention
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Urgent improvement
3. A wider range of evaluation areas
Schools will be graded on this 5-point system across a number of key evaluation areas. These are:
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Curriculum and teaching
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Early years
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Achievement
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Inclusion
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Leadership and governance
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Personal development and wellbeing
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Attendance and behaviour
4. A new 鈥渆xceptional鈥 grade
To highlight exemplary success, a new 鈥渆xceptional鈥 grade has been introduced. Additionally, the process of awarding this grade has been simplified. Previously, it was proposed that providers would need to submit case studies of exemplary practise for approval. However, Ofsted feared that this would create an additional burden on workload and wellbeing. Instead, they will evaluate 鈥渆xceptional鈥 practice the same way as other grades 鈥 using their evidence and applying the toolkit during inspection (more on this below).
For an 鈥渆xceptional鈥 grade to be awarded for a particular evaluation area, all the 鈥渟trong standards" need to be met; inspectors can then look at their evidence against the standards for 鈥渆xceptional鈥.
5. A new 鈥渋nclusion鈥 evaluation area
Ofsted have highlighted the importance of inclusion by giving it its own evaluation area. The grade for inclusion will be based on specific standards in that area which focus on leaders鈥 intent, ambitions and identification of those who need support. Inclusion has also been made a key theme across other evaluation areas; from leadership to teaching to behaviour, all aspects of education will be considered against inclusion.
6. New inspection toolkits for inspectors
Under the new report card system, inspectors will base their judgements on 鈥渢oolkits鈥 that set out how to grade schools. Inspectors will begin by gathering evidence to see if a school is meeting the 鈥渆xpected standards鈥. All areas will need to meet this grade before inspectors then consider evidence against 鈥渟trong standards鈥. This new toolkit is intended to keep grading as consistent as possible.
7. A new inspection methodology
Ofsted were concerned that their methodology left too much up to inspectors鈥 discretion, which could lead to inconsistency. The new Ofsted reforms address this with a new methodology, changing from a 鈥渂est fit鈥 model to a 鈥渟ecure fit鈥 model. This means that each standard within a grade must be met before it can be awarded, opposed to the old methodology which allowed inspectors to award grades by determining a 鈥渂est fit鈥 across a range of standards.
8. Evaluation of providers鈥 work to support and promote leader and staff well-being
Feedback on Ofsted鈥檚 proposals earlier this year raised concerns about additional workload on schools that the new framework may create. However, toolkits have been built in such a way that nothing in the standards should add to a provider鈥檚 workload. Inspection toolkits are built on the requirements, standards and expectations already placed on leaders and their provision.
Ofsted have also increased inspector capacity and have introduced clear guidance on inspection timeframes, including the times at which they can arrive on site and the suggested latest times that they should be departing on each day of inspection, to cap the number of hours spent on site.
Another way that the new framework may support workload and wellbeing is the optional invite to nominate an individual to act as a nominee, where appropriate, to support planning, communication and ongoing engagement, thus helping to streamline the process.
Furthermore, Ofsted believe that the reduced evaluation areas in this new framework will ease concerns about wellbeing and workload.
9. A new monitoring system for schools that require improvement
Schools graded with 鈥渦rgent improvement" in an evaluation will receive a monitoring inspection each term following the publication of their report card. This is to ensure that timely action is taken to raise standards.
10. Increased resource and training for inspection teams to drive quality and consistency
To drive consistent and fair inspections, inspections will be led by full-time inspectors. These experienced inspectors will oversee the inspection and build a professional relationship with school leaders (including any nominee) to deliver a more collaborative experience.
Additionally, Ofsted will introduce a programme of work to assess consistency in school inspections, including having a senior inspector shadow a sample of live inspections to guide and advise the inspection team. Post inspection, any initial differences between the senior inspector and the team will be analysed.
What鈥檚 more, there will be increased resource and training for inspection teams to drive quality and consistency. An additional school inspector will add capacity to the team, allowing the lead inspector to spend more time with leaders, as well as overseeing and quality assuring the inspection.
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