See the question What does a ‘needs attention’ judgement mean for my school? below for more information about the implications of receiving a ‘needs attention’ judgement.

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When will my school be inspected?

Ofsted’s policy is to inspect a school approximately every four years¸ but some schools will be inspected sooner, depending on a school’s most recent inspection outcome.

In the past, Ofsted has struggled to deliver sufficient inspections to meet its policy to inspect at four-year intervals. This means that it was common for a school to wait longer than four years for an inspection. NAHT’s view is that Ofsted may continue to struggle to meet its inspection targets.

The maximum statutory permitted interval between inspections is five years from the end of the school year in which the school was last inspected (almost six years).
 

Schools judged good or better at their most recent inspection

Date of last inspection	Most recent inspection outcome	Likely next inspection
Before September 2024	Overall effectiveness grade of good or outstanding or Ungraded inspection stated the school continued to be good or outstanding or Ungraded inspection of a good school that suggested the school might be outstanding if a full inspection was carried out.	Within four years of publication of most recent inspection report. In the past Ofsted has struggled to achieve this frequency. Regulations require Ofsted to inspect every school within five years from the end of the school year in which a school was last inspected.
Between September 2024 and September 2025	All judgements graded as good or better or Inspection report stated the school had taken effective action to maintain standards since the last inspection or Ungraded inspection report stated that a school may have improved significantly across all areas since its previous inspection.	Within four years of publication of most recent inspection report. In the past, Ofsted has struggled to achieve this frequency. Regulations require Ofsted to inspect every school within five years from the end of the school year in which a school was last inspected.

 

Schools previously judged as requires improvement at their most recent inspection

Date of last inspection	Most recent inspection outcome	Likely next inspection
Before September 2024	Overall effectiveness grade of requires improvement or Ungraded inspection of a good school stated that evidence indicates that the school might be declining.	Within two and a half years of publication of most recent inspection report.
Between September 2024 and September 2025	At least one individual judgement of requires improvement or ungraded inspection stated that evidence indicates that the school might be declining.	Within two and a half years of publication of most recent inspection report.
	Schools in these circumstances will not normally receive a monitoring visit before their full inspection.

 

Schools judged to be causing concern their most recent inspection

Most recent inspection outcome	Monitoring inspections	Next full inspection
Serious weaknesses	Up to five monitoring inspections (one per term).	Within 18 months of publication of most recent inspection report. The monitoring inspector may determine an earlier full inspection should take place because a school has improved, or a school may apply for an earlier full inspection.
Special measures	Up to six monitoring inspections. Monitoring will continue for schools subject to structural intervention until that process is concluded.	Within 24 months. The monitoring inspector may determine an earlier full inspection should take place because a school has improved, or a school may apply for an earlier full inspection.
	Monitoring inspections restart from January 2026.

Schools judged to be causing concern their most recent inspection

Date of last inspection	Most recent inspection outcome	Likely latest date for full inspection
Before November 2020	Outstanding, and no graded inspection has taken place since.	By the end of July 2026.

 

Maintained nursery schools

Ofsted says it will be likely to inspect a school within four years of the publication of its most recent inspection report. 

Maintained nursery school inspections are likely to take place in spring and summer terms.

New schools

If a school has/receives a new URN, Ofsted treats it as a new school. Ofsted normally inspects a new school in its third year of operation (not three years from opening).

If a school merges with another school and retains the URN of one of the predecessor schools, it is not treated as a new school. The inspection interval will be determined by the URN of the school that remains open.

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Can Ofsted inspect a school at any time for other reasons?

Broady speaking, yes, if it has reason to do so. 

Ofsted has powers under Section 8 of the Education Act 2005 that allow the chief inspector to inspect a school where he is not required to do so routinely (under Section 5).

Ofsted uses Section 8 powers to conduct:

• monitoring inspections
• what it now calls ’focused monitoring inspections’ – these were previously called urgent inspections
• inspections at the request of the secretary of state
• thematic or subject inspections (although it’s not clear how much of this work Ofsted now intends to do).

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Does Ofsted inspect at the beginning and end of a term?

Yes. 

Ofsted's policy is that it will inspect schools at any point from the first five school days after the first day that pupils attend during the autumn term. If the autumn term started on a Wednesday, a school could therefore receive notification on the following Tuesday for an inspection that would begin on Wednesday.

In the spring and summer terms, inspections are likely to take place in the week that schools return. See the question below, When does Ofsted notify a school of an inspection?

Ofsted’s information for schools is silent on whether it intends to inspect schools during the last week of a term, meaning that an inspection is possible.

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What expectations should I have of inspectors’ conduct?

Ofsted says it has undertaken extensive training to improve the consistency and quality of inspector conduct.

You should expect constructive, professional dialogue that displays courtesy and empathy.  Inspectors are required to follow Ofsted’s code of conduct, adhere to the Nolan Principles and the civil service code.

You should expect that the inspection team will have regard to your well-being, and the well-being of your staff too.  If necessary, Ofsted's policy makes provision for an inspection to be paused to allow support for leaders’ well-being during an inspection. 

See the question below, What should I do if I have concerns or complaints at any point during an inspection?

NAHT advice: There are no circumstances where it is acceptable for an inspector to behave in a hectoring, bullying or threatening manner towards the head teacher, senior leaders, teachers or any member of school staff.

Inspectors are under time pressure to complete evidence gathering and evaluation. However, time pressure is never an excuse for poor conduct, nor should evidence gathering be rushed or curtailed. You and your staff should be allowed to present and articulate evidence that you believe to be relevant to the inspection.

Ofsted is required to ensure that inspectors collect and weigh sufficient evidence to deliver findings and judgements are secure so that the inspection report provides an accurate picture of the quality of education provided by a school.

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What should I do if I have concerns or complaints at any point during an inspection?

During the planning call (see the question below, What is the purpose of the ‘planning’ call?) Ofsted’s operating guidance instructs inspectors to check whether leaders have any concerns they wish to raise, and explain that leaders will be able to raise any concerns during the inspection – see the section 'Ensuring that leaders have what they need’ (this is the nearest link in the document – scroll down the page to find it).

See also concerns or complaints about an inspection in Ofsted’s Information for Schools.

NAHT advice: You are entitled to raise concerns or complaints. This might be about, for example: the conduct of the inspectors, the completeness of their evidence-gathering, the security and accuracy of emerging inspection findings, or the judgements they are communicating.

Concerns and complaints are more likely to be satisfactorily resolved if raised during the inspection and before the final feedback meeting. Do not wait until after the inspection, or until you receive the draft report, to raise a concern or complaint. Once written it is notoriously hard to secure substantive amendments to a report.

• Speak to the lead inspector at the earliest opportunity. Keep a note of the concerns raised, and of the inspector’s response.
• If the problem cannot be resolved, set out the issue on headed notepaper in brief bullet points. Ask for a meeting with the lead inspector, hand them your note and have a witness to record any comments.
• The inspector should pause to consider your complaint and respond to it. They may seek advice from senior HMI at Ofsted.

If the problem persists, it may be appropriate to request that the inspection be formally paused, particularly where there are serious conduct issues and/or where the relationship with an inspector or the inspection team has broken down.

If this is the case, contact NAHT’s specialist advice team immediately on 0300 30 30 333 to speak to one of our expert advisers.

We also advise that you contact Ofsted directly using the telephone number provided to you at notification. Ofsted’s guidance states that: ‘If leaders cannot resolve their concerns with the lead inspector during the inspection’, they can contact a senior Ofsted leader using the number provided as part of the notification process.

Remember that inspectors are required to keep you informed about the likely inspection outcomes as the inspection progresses.

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When does Ofsted notify a school of an inspection?

The lead inspector normally calls a school to notify it of an inspection on Monday between 9.30am and 10am. An inspection will then normally take place on a Tuesday and Wednesday. 

A notification all will usually only be on a Monday. However, after a bank holiday, or in the first week after the Christmas or Easter holidays, Ofsted may notify a school on a Tuesday – in this case an inspection will normally take place on a Wednesday and Thursday.

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Can Ofsted inspect a school without notice?

Yes, although this would only happen in exceptional circumstances. Notification would take place about 15 minutes before inspectors arrive on the school site.

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How long does an inspection last?

Normally two days.

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What will inspectors look at to prepare for the inspection?

• The school’s previous inspection report
• Ofsted’s inspection data summary report
• Any relevant complaints made about the school to Ofsted
• Other relevant information on Ofsted’s ‘find information about a provider’, such as warning notices
• The school’s/trust’s website, including any scheme of delegation.

See more information about what inspectors look at before an inspection.

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What happens during the ‘notification’ call’?

The lead inspector normally makes the notification. The inspector follows a script, should explain the type and length of the inspection, and should check for any conflicts of interest.

The lead inspector will:

• agree a time later that day for an inspection planning call(s) by video, which may take up to 90 minutes – you can request that this is split into two or more calls
• agree who will attend the planning call (the head teacher should be able to choose to include senior leaders, and perhaps the SENCo if desired)
• ask if a school would like to have a staff member to act as ‘inspection nominee’ (see the question below, What is an ‘inspection nominee’?) to liaise with inspectors during the inspection – they will ask if the nominee has accessed Ofsted’s optional training – this is not a requirement, nor is it a requirement that an ‘inspection nominee’ is used
• ask whether there are any requests for reasonable adjustments for those participating in the planning call – the head could also consider making the lead inspector aware of any individual that might require reasonable adjustment during the on-site inspection. See responding to request for reasonable adjustments in the operating guidance
• ask for key school information (this would previously have been during the second call) – this includes contact details; pupil information (numbers with SEND, attending AP and any on part-time timetables); whether the school manages any nursery and before or after school provision or holiday clubs); and for academies any scheme of delegation. A list of information that the lead inspector may ask for during the notification call can be found in the section of information for schools (this is the nearest link in the document – scroll down the web page to find the list).

Following this call the school will receive a formal letter by email with links to pupil and staff questionnaires for the school to circulate.

The letter will also include a list of documents that the school is required to provide to the inspection team at the start of the inspection.

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What is an ‘inspection nominee’?

A school can choose to nominate a senior member of staff as an ‘inspection nominee’ to liaise with the inspection team during the inspection. 

Ofsted sets out its view of the nominee’s role in its section of information for schools of information for schools (this is the nearest link in the document – scroll down the web page to find the list).

There is no requirement to appoint a nominee. However, NAHT’s early view of the new inspection arrangements is that the changed inspection methodology significantly increases the demands on leaders (and particularly head teachers) who are expected to accompany inspectors as they gather evidence. 

It may therefore be prudent, if the school has sufficient leadership capacity, to identify a nominee well in advance of an inspection and consider the role they might play.

If you choose to have a nominee, NAHT strongly recommends that the nominee should be knowledgeable about the school’s provision, self-assessment and outcomes that will be graded; and capable of confidently discussing and challenging inspectors' findings when appropriate.

The nominee should also be able to brief staff and learners and gather information to feedback for the leadership team during the inspection.

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What is the purpose of the ‘planning’ call?

The ‘planning’ call sets up the onsite activities for the inspection. The lead inspector will use it to learn about your school, its context and will want to hear your views about its strengths and areas for improvement, which will be tested during the inspection. 

The operating guide for inspectors states that inspectors should discuss: ‘… leaders’ evaluation of the school’s strengths and successes, and their priorities for improvement, including where they believe they currently sit in terms of the 5-point grading scale for each evaluation area’.

It is important to understand how this planning call fits into the wider inspection. NAHT therefore recommends that you familiarise yourself with the planning call section of the operating guide for inspectors, to understand the approach inspectors will take.

Inspectors will apply three overarching key principles for this inspection throughout their work.

NAHT strongly recommends that you familiarise yourself with the detail of these principles, which are:

• the extent to which pupils achieve, belong and thrive (read Ofsted’s meanings of these terms)
• leadership, inclusion and whether there is an open and positive safeguarding culture
• the ‘expected standard’ in the evaluation areas in the toolkit (which will be inspectors starting point for inspection activities).

The inspection toolkit lists what inspectors will consider when gathering and evaluating evidence for each evaluation area. NAHT strongly recommends that that you familiarise yourself with the detail of the toolkit.

Within the toolkit there is a list of descriptors (‘standards’) for each of the evaluation areas – which determine the judgements. Note that the inspection model is secure fit, meaning that every descriptor for an evaluation must be ‘met’ for an inspector to award that grade.

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What happens during the second ‘planning call’?

There should be three parts to this call:

• Practicalities: covering leaders’ well-being, reasonable adjustments and any additional information about the school. (NAHT recommends you familiarise yourself with the section Part 1: Introduction and discussing practicalities – this is the closest link, scroll down to find it)
• Context and priorities for improvement – this includes your school’s strengths and successes, leadership priorities for improvement, where leaders believe the school sits on the five point scale for each or the evaluation areas, the school’s demographics, and its approach to inclusion including disadvantaged pupils, those with SEND, those known to social care, and those who leaders have identified are significant to the school’s context. (NAHT strongly recommends you familiarise yourself with the section Part 2: Understanding the school’s context and leaders’ priorities for improvement – this is the closest link, scroll down to find it)
• Planning the timetable for the first day – this includes a new activity of case sampling, focused on pupils who are disadvantaged, have SEND, are/were known to social care/eligible for pupil premium, or from another group which leaders have identified are significant to the context of the school. (NAHT strongly recommends you familiarise yourself with the section Part 3: Planning the timetable for the first day – this is the closest link, scroll down to find it).

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What times will inspectors be in school?

Inspectors should not arrive before 8am. They should leave the school site by 5pm.

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What activities should I expect on day one of the inspection?

The operating guide for inspectors divides the structure of day one into two parts (this is the nearest link – scroll down to read the section ‘Inspection activities on day 1’). 

The morning of day one is likely to include:

• single central record and discussion with the DSL team
• identification of pupils for inspectors to follow for case sampling
• learning walks with leaders to show inspectors the school, discuss the school’s context, exemplify the impact of leaders’ actions – these walks will include inspectors looking at, and discussing, pupils work with them
• discussions with pupils at the start of the day and social times
• some time with the head teacher
• time with the DSL
• time with the SENCo.

The afternoon of day one is likely to include:

• focused leadership meetings
• further learning/lesson walks/sampling work
• meetings with staff
• meeting with governors
• and perhaps meetings with parents of case sampling pupils and, where relevant, visiting AP provision.

Note that early feedback from members indicates that this framework is more intensive for leaders, and particularly head teachers. There is a greater focus on leadership in the framework. Deep dives have been discontinued, and inspectors are likely to expect that leaders accompany them on learning walks and case sampling activities, in addition to engaging in meetings. Inspectors will be seeking to validate leaders’ self-evaluation.

The operating guidance does require that inspectors should discuss how best to achieve this in smaller schools.

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How do inspectors evaluate safeguarding?

The lead inspector will usually review the SCR, review a sample of casework and meet the DSL, at the start of the inspection. 

Inspectors will ‘go beyond’ reviewing documents and checking that the school meets statutory requirements to evaluate a school’s ‘safeguarding culture’. NAHT recommends you familiarise yourself with:

• the section on safeguarding in the toolkit (pages three to nine)
• the section ‘evaluating safeguarding in practice’ in the operating guidance for inspectors (this is the nearest link in the document – scroll down the web page to find ‘evaluating safeguarding in practice’).  

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How is safeguarding graded?

As a met/not met judgement. ‘Met’ means that all the descriptors (‘standards’) in the toolkit are met, and that none of the not met descriptors (‘standards’) apply.

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Do minor errors or the need for minor improvements affect the safeguarding grade?

Inspectors should give a school an opportunity to correct small administrative errors in paperwork or to update policies, if this can be completed before the end of the inspection.

Safeguarding can also be judged as met in some cases where steps have been taken to complete improvements, but these cannot be completed before the end of the inspection – Ofsted gives the example of safeguarding training that is booked, but will not take place for some weeks.

The key issue is that there must be no immediate of significant risk to pupil safety.

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Can inspectors suspend an inspection for three months to allow safeguarding improvements to take place?

Yes. If:

• all other evaluation areas are judged to be the ‘expected standard’ or better
• leaders are capable of resolving the issue within three months
• there is no significant risk of harm to pupils
• governors/trustees/the LA agree to help the school to make improvements
• leaders accept that a suspension of inspection letter will be copied to the secretary of state
• leaders agree to publish the suspension of inspection letter on the school’s website and send it to parents.

See the ‘suspending an inspection’ in the ‘meeting standards and determining’ section for full details (this is the nearest link in the document – scroll down the web page to find ‘suspending and inspection’).

Inspectors will return to complete the inspection after three months using Ofsted’s gathering additional evidence protocol (see paragraphs one-six, 69-73 and 80-84).

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When and how do inspectors engage with pupils?

See the section additional guidance to support evidence gathering and scroll down to ‘engaging with pupils’.

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How will inspectors record evidence?

The operating guidance states that inspectors must inform leaders that the inspection team will require ‘short amounts of time between inspection activities to write up their evaluations’.

Early feedback indicates that inspectors are recording much less evidence than before.  They may also rely on leaders’ presence on learning walks and case sampling as a source of evidence. 

However, Ofsted is a public body. It must be able to demonstrate that the findings that it makes are based on secure evidence, if challenged. See the question above, What should I do if I have concerns or complaints at any point during an inspection? if you believe that the evidential basis for the inspectors’ judgements is insecure.

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How do inspectors make their judgements?

Inspectors will apply the three overarching key principles for this inspection throughout their work. NAHT strongly recommends that you familiarise yourself with the detail of these principles, which are:

• The extent to which pupils achieve, belong and thrive (read Ofsted’s meanings of these terms)
• Leadership, inclusion and whether there is an open and positive safeguarding culture
• The ‘expected standard’ in the evaluation areas in the toolkit will be inspectors starting point for inspection activities.

The inspection toolkit lists what inspectors will consider when gathering and evaluating evidence for each evaluation area. NAHT strongly recommends that that you familiarise yourself with the detail of toolkit.

Within the toolkit there is a list of descriptors (‘standards’) for each of the evaluation area – which determine the judgements. 

Note that the inspection model is secure fit, meaning that every descriptor for an evaluation area must be ‘met’ for an inspector to award that grade (standard).

Within each evaluation area, inspectors begin by deciding if all of the ‘expected standard’ descriptors (‘standards’) are met.

• If they are, they will consider whether all of the ‘strong standard’ descriptors (‘standards’) are met.
• If those are, they will consider whether all of the ‘exceptional’ descriptors (‘standards’) are met.

The guidance states:

‘Some minor inconsistencies may lead to priorities for improvement but do not lower the grade. Where one or more standards have not been met for a particular grade, then that grade cannot be given ….’

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Will inspectors share their emerging findings?

Yes. This is a requirement of the new framework. The operating guidance specifies that there will be regular ‘reflection meetings’ as follows:

• an ongoing reflection meeting around lunchtime on day one
• an end-of-day reflection meeting at the end of day one – where inspectors have gathered sufficient evidence to determine a secure fit judgement for an evaluation area, they should indicate this
• an ongoing reflection meeting at the start of day two
• an ongoing reflection meeting around lunchtime on day two
• a grading meeting at the end of day two
• ongoing reflective conversations with leaders, through learning walks and other joint activity (where applicable).

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Who can the inspection outcome be shared with?

At the final feedback the lead inspector will set out the inspection findings and grades. They will explain that the inspection outcome is provisional, pending quality assurance.

You may share the inspection outcome with governors/trustees and whoever else you consider appropriate. This includes:

• colleagues
• family members
• your wider support group (which would include trusted friends), including your medical professionals and professional supervision.

The report should not be made public or shared with parents.

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