Ofsted: Navigating the evolving inspection landscape

In your opinion, what is the most impactful change that has resulted from the Big Listen Consultation / Ofsted reforms?

The most significant change from the Big Listen Consultation and Ofsted reforms has been the recognition that the current inspection system needs to evolve. The move towards a more 'constructive' approach and greater consideration of the pressures on school leaders is a step in the right direction.

One key reform is the removal of the single overall judgment, which has often been seen as overly simplistic and high-stakes. By moving to report cards that assess specific areas like education quality, pupil behaviour, personal development, and leadership, Ofsted hopes to provide a more nuanced and fair evaluation system. This change not only offers parents a clearer understanding of a school's strengths and areas for improvement but also fosters a more supportive environment for school leaders and staff, focusing on constructive development rather than punitive measures.

However, many headteachers remain cautious about whether these changes will lead to meaningful improvements in how schools are evaluated and supported. The real impact will be determined by how these reforms are implemented in practice and whether they genuinely lead to a fairer, more balanced inspection process that supports school improvement rather than increasing pressure.

What is the thinking behind the new School Report Cards due to be introduced, and how effective do you think they will be?

The introduction of School Report Cards is intended to provide a more comprehensive and balanced way of evaluating school performance. Instead of reducing a school’s efforts to a single-word judgment, the new system aims to present a fuller picture of its strengths and areas for development. This approach seeks to give parents clearer, more useful information while ensuring that schools are recognised for their progress and the broader aspects of education they deliver.

How effective this will be remains to be seen. Much will depend on how well the information is communicated and whether it genuinely shifts the focus towards school improvement rather than accountability pressures. If the reports highlight meaningful progress and context rather than acting as a disguised ranking system, they could help rebuild trust and engagement between Ofsted and the education sector. However, if the format still leads to schools being unfairly compared or judged in isolation, the reforms may not achieve their intended impact.

There is a lot of talk about the mental health impact a school assessment can have on individual leaders. How can inspectors ensure their processes do not have a negative impact?

The high-stakes nature of school inspections can place immense pressure on school leaders, contributing to stress and anxiety. To mitigate this, inspectors must adopt a more supportive and constructive approach that prioritises professional dialogue over scrutiny.

It is crucial that school inspections are rigorous yet fair, without causing undue stress to school leaders. Inspectors can help minimise the negative impact by fostering a culture of open communication and transparency throughout the process. Providing clearer expectations in advance, along with opportunities for school leaders to contextualise challenges, can also help reduce the sense of unpredictability that often fuels anxiety.

Additionally, the timing and process of feedback are crucial. Offering immediate, constructive verbal feedback during the inspection — rather than a lengthy period of uncertainty — can help leaders feel more engaged in the process. Transparency in reporting, ensuring that evaluations reflect a school’s progress rather than just its shortcomings, will also play a role in reducing stress.

In your experience, what are the key areas where schools typically struggle with during inspections, and what advice would you give?

Many schools find certain aspects of inspections particularly challenging, often due to the complexity of demonstrating sustained progress within a short visit. It is hard to give advice whilst we are in the middle of change but from what I see at the moment these are the key areas of difficulty:

Curriculum Depth and Implementation – Schools often struggle to clearly articulate how their curriculum is designed, sequenced, and adapted for all learners, particularly SEND and disadvantaged pupils.

Advice: Ensure all staff, not just leaders, can confidently explain the intent, implementation, and impact of the curriculum. Regularly review subject planning and ensure middle leaders are well-prepared to discuss their areas.

Assessment and Impact – Demonstrating how assessment informs teaching and learning without excessive data collection can be challenging.

Advice: Focus on how assessments help teachers adapt lessons rather than just generating data. Be prepared to show real examples of how assessment leads to pupil progress.

Behaviour and Attitudes – While major incidents are rare, inspectors often look for consistency in behaviour expectations and staff responses.

Advice: Ensure staff apply behaviour policies consistently and that pupils understand expectations. Provide opportunities for pupils to share their experiences of school culture.

Safeguarding – Even when safeguarding culture is strong, administrative errors or unclear policies can create issues.

Advice: Regularly review safeguarding policies, conduct spot-checks on record-keeping, and ensure all staff are confident in explaining how they would handle concerns.

To navigate inspections effectively, schools should focus on embedding strong practices year-round rather than preparing reactively.

Encouraging staff confidence, maintaining clear documentation, and fostering a culture of continuous improvement will help inspections feel like an opportunity to showcase strengths rather than a high-pressure event.

What will you be speaking about during your session at Education Business Live?

I’ll be covering more on the above — I hope I haven’t given too much away already! My session at Education Business Live will focus on how schools can navigate the evolving inspection landscape with confidence. I’ll be discussing practical strategies for managing the changes introduced by Ofsted’s reforms, how to prepare for inspections without adding unnecessary pressure, and ways to ensure the process supports both school improvement and staff wellbeing.

I’ll also explore common inspection challenges in more depth, offering insights on what inspectors might be looking for and how schools can highlight their strengths effectively. Most importantly, I want to open up a conversation about how we can shift the inspection process from being something schools endure to something that genuinely supports progress. I look forward to sharing ideas, hearing from school leaders, and hopefully providing some reassurance along the way!

About Amanda Jackson

Amanda is the Lead Senior Inspector for Havering Education Services with over 25 years’ experience in primary and secondary education as a teacher, leader, and school improvement adviser. Specialising in whole school improvement, she also has expertise in computing, online safety, and EdTech.