Last revised and updated: 28 August 2026
Ofsted has updated its inspection toolkit, operating guidance for inspectors and information for schools for inspections from September 2026.
These frequently asked questions (FAQs) do not attempt to cover every aspect of the inspection arrangements. They do not, for example, work through individual evaluation areas.
NAHT strongly recommends that you familiarise yourself with Ofsted’s key documents.
Please note: if you are an NAHT member who has concerns about how a live Ofsted inspection is progressing and needs urgent support, NAHT has created specific advice for this scenario. Click below to see this guidance.
The FAQs below reflect NAHT’s understanding of how Ofsted is currently operating its approach to inspection and may be subject to change. We will endeavour to update this document as soon as possible in response to any future changes.
Some of the links in these FAQs are to the nearest section in a relevant document – you may have to scroll down to find the precise information.
This FAQ document can also be downloaded as a PDF.
- Where do I find Ofsted's key inspection documents?
- How are schools graded?
- What does the report card include?
- When will my school be inspected?
- Can Ofsted inspect a school at any time for other reasons?
- Does Ofsted inspect at the beginning and end of a term?
- What expectations should I have of inspectors’ conduct?
- Should I keep a record of the inspection?
- What should I do if I have concerns or complaints at any point during an inspection?
- When does Ofsted notify a school of an inspection?
- Can I ask for the inspection to be deferred?
- Can Ofsted inspect a school without notice?
- How long does an inspection last?
- What will inspectors look at to prepare for the inspection?
- What happens during the ‘notification’ call’?
- What is an ‘inspection nominee’?
- What is the purpose of the ‘planning’ call?
- What happens during the second ‘planning call’?
- What times will inspectors be in school?
- What activities should I expect on day one of the inspection?
- How do inspectors evaluate safeguarding?
- How is safeguarding graded?
- Do minor errors or the need for minor improvements affect the safeguarding grade?
- Can inspectors suspend an inspection for three months to allow safeguarding improvements to take place?
- Are there changes to the way inspectors evaluate and grade achievement from September 2026?
- Are there other changes to the school inspection toolkit from September 2026?
- When and how do inspectors engage with pupils?
- How will inspectors record evidence?
- How do inspectors make their judgements?
- Does ‘secure fit’ still mean that ALL grade descriptors (standards) for each grade must be met?
- Will inspectors share their emerging findings?
- Who can attend reflection meetings?
- Who can attend the final feedback meeting?
- Can grades be changed by Ofsted following final feedback?
- With whom can the inspection outcome be shared?
- What does a ‘needs attention’ judgement mean for my school?
- What does an ‘urgent improvement’ judgement mean for my school?
- If a school is deemed to be a school causing concern, will this lead to intervention?
- What is the definition of a ‘stuck’ (coasting) school?
- How do I make a formal complaint about an inspection or inspection report?
Where do I find Ofsted’s key inspection documents?
There are three key documents. NAHT recommends that you familiarise yourself with the content of each of these documents:
- The school inspection toolkit sets out the areas that inspectors will evaluate and grade. It includes ‘standards’ (grade descriptors) for each judgement and information on evidence that inspectors will gather to inform their judgements. Note that Ofsted continues to operate a ‘secure fit’ methodology, meaning a school must meet every descriptor within an evaluation area to be awarded that judgement (except for ‘urgent attention’). For example, to be awarded the ‘expected standard’ grade for an evaluation area, all the criteria within the expected standard descriptor must be met. See the section Meeting standards and determining grades in Ofsted’s school inspection operating guide for inspectors.
- School inspection operating guide for inspectors – this explains how inspectors should carry out routine Section 5 inspections. The guidance works through inspectors’ activities sequentially covering key principles, notification, the planning call, how inspection activities should be conducted on each day, and final feedback.
- Inspection information for schools – this contains information written for schools about the focus of the inspection, what inspectors do, how the inspection will be conducted, and how inspectors feedback and report their findings.
If your school is eligible for monitoring, NAHT strongly recommends that you familiarise yourself with the school monitoring operating guide for inspectors, which describes how inspectors should carry out:
There are webinars available on Ofsted’s YouTube channel.
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How are schools graded?
Grades are colour coded.
Inspectors will grade safeguarding as either met or not met.
Inspectors will grade each of the following evaluation areas:
- inclusion
- curriculum and teaching
- achievement
- attendance and behaviour
- personal development and well-being
- leadership and governance
- early years (if applicable)
- sixth form (if applicable).
Each of the above evaluation areas will be judged as either:
- Exceptional
- Strong standard
- Expected standard
- Needs attention (eligible for monitoring)
- Urgent improvement (category of concern).
There is no overall grade for a school.
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What does the report card include?
The report card is colour coded. There is a short narrative explanation for each area to explain that grade.
The report card also includes sections on:
- what is it like to be a pupil at this school
- next steps for the school
- contextual information about the school such as FSM, performance and attendance data.
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.
Certain schools will receive their first inspection under the new framework within 2.5 years of their last inspection. For full details, see the When we inspect schools section of Ofsted’s information for schools.
New schools are inspected in their third year of operation. 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. In such cases, the inspection interval is determined by the URN of the school that remains open.
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).
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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 for pupils, 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 When does Ofsted notify a school of an inspection? below.
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?
NAHT has engaged extensively with Ofsted on inspector conduct issues. Ofsted has undertaken 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.
Just as schools must meet equalities duties, so must inspectors. In both their conduct and in how they carry out inspections: inspectors must not act in a discriminatory manner; have a duty to make reasonable adjustments; and must meet the requirements of the Public Sector Equality Duty. If your school encounters any discriminatory behaviours, including through the inspection process, or the conduct of individual inspectors, contact NAHT’s specialist advice team immediately on 0300 30 30 333.
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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Should I keep a record of the inspection?
There are many examples where a positive working relationship between inspectors and school staff fosters trust, enabling the inspection process to run smoothly.
However, inspection creates very significant demands on leaders, and particularly head teachers, meaning that disputes, disagreements or differences of opinion can arise between inspectors and leaders. In such cases it can be very helpful to have a record of events.
If the school has sufficient capacity, NAHT advises that a member of the school’s administrative team, or the inspection nominee (if used) accompanies the head or other leaders to note down any action points arising from inspection activities and keeps a high-level record of interaction with inspectors.
We advise that this should include: the notification and planning calls; any requests made by the school (for example, deferral or reasonable adjustment requests) and inspectors’ response; the outcome of conversations, learning walks and reflection meetings with inspectors; meetings with inspectors on specific areas, such as SEND, safeguarding, curriculum, attendance, etc; evidence requested by inspectors, or evidence submitted by the school; any action points to be followed up; and the detail of conversations about emerging judgements, including a note of the final feedback meeting.
In the event that there is a need to raise a concern(s) or complaint(s) about an inspection, this record will be useful. In its formal complaints process Ofsted asks complainants about any steps that were taken to resolve concerns about an inspection and requests that schools supply relevant details such as dates and names.
See also the FAQs below What should I do if I have concerns or complaints at any point during an inspection? and How do I make a formal complaint about an inspection or inspection report?
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What should I do if I have concerns or complaints at any point during an inspection?
During the notification call, you will be provided with details about Ofsted’s provider contact helpline (PCH) which can be used to speak to a senior HMI at any time.
In both the notification and planning calls (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 to 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 (see Ofsted’s policy on pausing inspections), particularly where there are serious conduct issues and/or where the relationship with an inspector or the inspection team has broken down. Always contact NAHT for assistance if you believe a pause is required.
To access urgent support during a live inspection or after an inspection contact NAHT immediately. Our advice line is open from 8.30am to 5pm, Monday to Friday (excluding bank holidays).
If you’d prefer, you can call us 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.
If an inspection has been previously deferred, notification may take place on any school working day.
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Can I ask for the inspection to be deferred?
Yes. Note that a deferral may only delay an inspection by a few days.
Ofsted’s deferral policy lists the grounds that it will consider for deferral.
If you believe that there are good reasons that the inspection should be deferred, the school should make a request in writing to Ofsted as soon as possible after the notification call, and before 4.30pm on the day of the notification call. Request the contact details from the lead inspector.
If you believe your request for a deferral has been unreasonably refused, contact NAHT’s specialist advice team immediately on 0300 30 30 333 for assistance – explain that you need assistance about a deferral of a live inspection.
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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?
It normally lasts 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 – from September 2026, this includes data from the Department for Education (DfE’s) similar schools model for attainment
- 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 and ask about any adjustments already in place – the head could also consider making the lead inspector aware of any individual that might require reasonable adjustments during the on-site inspection. See responding to requests for reasonable adjustments in the operating guidance
- ask for key school information – 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 care – a full list is available in the operating guidance for inspectors, see Information the lead inspector may ask for during the notification call (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 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 view is that the current inspection methodology has significantly increased the demands on leaders (and particularly head teachers) who often 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 case sampling, focused on ‘a minimum of approximately 6’ pupils who are disadvantaged, have SEND, are/were known to social care and/or are looked after, 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 ‘a minimum of approximately 6’ 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. The section on activities that inspectors undertake during ‘learning walks’ has been substantially revised in the September 2026 operating guidance. NAHT strongly recommends that you familiarise yourself with the detail (see Structure for day 1 – scroll down the web page to find ‘Learning walks’)
- discussions with pupils at the start of the day and social times
- some time with the head teacher
- time with the DSL
The afternoon of day one is likely to include:
- focused leadership meetings, including a meeting of the lead inspector and the DSL
- a meeting between an inspector and the SENCo (for which the lead inspector be present for ‘at least some of the time’); inspectors ‘should consider inviting other relevant leaders with an inclusion role’, including those supporting disadvantaged pupils, pupils with SEND, pupils known (or previously known) to children’s social care (including looked after children) or pupils facing other barriers to their learning and/or well-being
- 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.
Ongoing feedback from members indicates that this framework is significantly 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 may expect that leaders accompany them on learning walks and case sampling activities (or leaders may wish to do so), 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 and any other records relating to disqualification under the Childcare Act 2006, 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:
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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.
Inspectors must report serious fire safety concerns to the fire service, who may attend to assess or mitigate risks.
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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 ‘suspending an inspection’ in the ‘meeting standards and determining’ grades section for full details.
Inspectors will return to complete the inspection after three months using Ofsted’s gathering additional evidence protocol (see paragraphs 1-6, 69-73 and 80-84).
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Are there changes to the way inspectors evaluate and grade achievement from September 2026?
Yes. From September 2026, Ofsted will use data from the DfE’s new Similar schools model for attainment in its inspection data summary (IDSR) reports. This compares a school to its 50 nearest ‘statistical neighbours’ with similar pupil characteristics, including prior attainment, levels of disadvantage, cohort size and stability, and the proportion of pupils with SEND and/or EAL.
The DfE says these data will be used ‘to support inspectors’ understanding of a school’s context and help in discussions about achievement and pupils’ progress. Ofsted’s blog says similar schools data will provide ‘additional information to help leaders and inspectors understand how well pupils in one school are achieving compared to schools with a similar context’.
The table below shows the amendments and additions Ofsted has made to the achievement section of the school inspection toolkit from September 2026.
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Changes to the achievement section of the school inspection toolkit
The chart below shows only changes to text.
Unchanged bullets and descriptors are not included.
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Withdrawn toolkit (Jan to Aug 2026)
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Toolkit effective from September 2026
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Considering achievement for different ages, phases and provision types
(pages 29-30)
… In schools where published and official data from national tests and examinations is available, inspectors consider:
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- what the published data indicates about achievement over time, and use this as a starting point for discussions with leaders about achievement
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- what the data indicates about achievement over time, including when compared to similar schools, and use this as a starting point for discussions with leaders about achievement
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Inclusive achievement: national tests and examinations (page 31)
In gathering evidence about attainment and progress in national tests and examinations, inspectors consider the extent to which:
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- pupils’ attainment and progress in national tests and examinations compare with national averages
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- pupils’ attainment and progress in national tests and examinations compare with national averages and similar schools
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- the progress of disadvantaged pupils is in line with the progress of non-disadvantaged pupils nationally
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- disadvantaged pupils attain well, including whether their attainment is in line with the attainment of disadvantaged pupils nationally
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- any gaps between the attainment of the school’s disadvantaged pupils and the attainment of non-disadvantaged pupils nationally are closing
- [No previously equivalent bullet point]
- where published attainment and/or progress data is not available, including for pupils with SEND, pupils generally make suitable progress from their starting points
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- any gaps between the attainment of the school’s disadvantaged pupils and the attainment of non-disadvantaged pupils nationally are narrowing
- disadvantaged pupils make appropriate progress from their starting points, including the extent to which their progress is in line with the progress of non-disadvantaged pupils nationally
- where published attainment and/or progress data is not available to make the assessment above, pupils, including pupils with SEND, make appropriate progress from their starting points
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Inclusive achievement: across the curriculum (pp 31-32)
In gathering evidence about achievement across the curriculum, inspectors consider the extent to which:
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[No previously equivalent bullet point]
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- pupils make progress from their starting points, in that they know more, remember more and can do more; they learn what is intended, and develop broad and deep subject knowledge across the curriculum
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[No previously equivalent bullet point]
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- pupils produce high-quality work that reflects the breadth and depth of their learning
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Grading achievement (pages 33-34)
Changes to the expected standard descriptors
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- On the whole, pupils achieve well. Typically, this will be reflected in their attainment and progress in national tests and examinations, which are broadly in line with national averages, including for disadvantaged pupils
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- On the whole, pupils, including those with barriers to their learning and/or wellbeing, achieve well. Typically, this will be reflected in their attainment and progress in national tests and examinations, which are broadly in line with national averages, including for disadvantaged pupils.
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- Disadvantaged pupils, those with SEND, those who are known (or previously known) to children’s social care, and those who may face other barriers to their learning and/or wellbeing generally make suitable progress from their starting points. They develop appropriate knowledge and skills to enable them to progress to the next stage. Any gaps in their knowledge or skills are closing quickly.
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- Pupils, including disadvantaged pupils, those with SEND, those who are known (or previously known) to children’s social care, and those who may face other barriers to their learning and/or wellbeing generally make suitable progress from their starting points. They develop appropriate knowledge and skills to enable them to progress to the next stage. Any gaps in their knowledge or skills are closing quickly.
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Are there other changes to the school inspection toolkit from September 2026?
Yes.
Ofsted publishes a summary of changes (but not the exact changes) made to the toolkit, operating guidance, information form schools and monitoring guidance.
Changes to the toolkit from September 2026 include the following (this is not an exhaustive list):
- page 4 – clarification that leaders’ responsible for an effective whole-school approach to safeguarding include governors
- pages 47, 50 and 70 – references to school allergy safety policy and food preparation in line with allergies plans and in line with government’s statutory guidance on Allergy safety in schools
- page 8 – a new bullet indicating inspectors will evaluate the extent to which leaders ensure ‘that any other required records regarding disqualification under the Childcare Act 2006 are accurate and up to date’
- page 13 – two bullets added regarding leaders making sure that any inclusion base meets pupils’ needs and supports their participation in wider school activities; and that an inclusion strategy has been developed and published by leaders setting out how overall funding allocation, including inclusive mainstream funding, will be used to meet cohort needs and support inclusive practice across the school from reception onwards
- page 14 – amends in Supporting pupils who are known (or previously known) to social care) to indicate inspectors will consider whether the extent to which the designated teacher for looked after/previously looked after children fulfils their responsibilities and has regard to any personal education plans that are in place
- page 15 – addition to second ‘expected standard’ for inclusion that leaders ‘engage proactively and in a timely manner with [pupils] and their families to help reduce barriers to their learning and/or wellbeing’
- page 16 – addition to ‘expected standard’ for inclusion criteria that leaders and staff have regard to personal education plans for pupils known to/previously known to social care, and for those in a virtual school
- page 37 – addition to attendance and behaviour (Considering attendance for different ages, phases and provision types) to recognise that some schools may have a significant proportion of ‘pupils with SEND that may affect their attendance’, which may affect overall attendance or persistent absence rates – inspectors are to pay particular attention to the impact of the school’s work over time
- pages 38-39 – two additional references to mobile phones within Strategic leadership of attendance (page 38) and reference in Behaviour, including bullying (page 39)
- p 45 – additional factor added to evaluation area for Personal development and wellbeing: ‘ensuring that any enrichment is purposeful and varied, having regard to the enrichment framework (where applicable)
- Early years foundation stage (EYFS)
- page 55 – new bullet instructing inspectors to consider achievement over time as a starting point for discussion, where EYFSP data is available
- page 57 – new bullet in EY achievement instructing inspectors to consider extent to which the proportion of children reaching a good level of development by the end of EYFS compares with national average
- page 60 – change to EYFS grade descriptor for ‘strong standard’ – children are ‘consistently’ (previously ‘exceptionally) well prepared for next stage of learning
- page 61 – addition to EYFS grade descriptor for ‘urgent improvement’ – ‘Leaders have not ensured that statutory guidance on safe sleeping arrangements and food preparation and provision is implemented effectively’.
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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’.
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.
All judgements must be founded on secure evidence. The operating guidance states that inspectors must keep a clear and accurate record of evidence, and explain how they weighed and arrived at accurate decisions and findings about indicative (emerging) and provisional (final) grades.
See the FAQ 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 this 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). See the FAQ on secure fit, below.
The operating guidance sets out how inspectors approach grading:
- 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 revised September 2026 guidance states:
'Some minor inconsistencies may lead to priorities for improvement but do not lower the grade. This means that ‘next steps’ may be identified, even if the provisional grade is ‘expected standard’ or above. Where one or more standards have not been met for a particular grade, then that grade cannot be given…’
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Does ‘secure fit’ still mean that ALL grade descriptors (standards) for each grade must be met?
Yes – Ofsted’s ‘secure fit’’ model means that each standard within a grade must be met for that grade to be awarded. This has been a source of much controversy and criticism of the new framework.
Ofsted’s amended operating guidance on determining grades does provide some limited room for inconsistency. It states: ‘Some minor inconsistencies may lead to priorities for improvement but do not lower the grade. This means that ‘next steps’ may be identified, even if the provisional grade is ‘expected standard’ or above. 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 must be regular and ongoing ‘reflection meetings’ through which inspectors should ‘review emerging evidence’ with leaders, 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, and through learning walks and other joint activity (where applicable).
The operating guidance states where inspectors identify ‘…reliable evidence indicating a ‘secure fit’ around an evaluation area, and leaders agree, you may decide to give an indicative grade and not to gather any further direct evidence in this evaluation area’.
NAHT is aware of instances where inspectors have not followed this required practice. If reflection meetings are not held, or emerging evidence is not shared, you should raise this with the lead inspector at the earliest opportunity with the lead inspector. Follow the steps in What should I do if I have concerns or complaints at any point during an inspection?
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Who can attend reflection meetings?
The operating guidance directs inspectors to limit attendance to ensure productive conversations. It states that the following should always be invited:
- the head teacher
- the CEO or delegate (if applicable)
- the nominee.
It states that the following may attend at the inspector’s discretion:
- additional staff members,
- an LA representative
- a diocesan representative.
NAHT expects that leaders’ reasonable wishes on attendance will be respected.
NAHT recommends that the head teacher is always accompanied by another senior leader, the school’s inspection nominee, or member of office staff to assist them with operational aspects and to enable a record of key points and actions to be kept.
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Who can attend the final feedback meeting?
Ofsted’s information for schools states:
- the head teacher
- CEO (or equivalent) or delegate
- Any appropriate person the head teacher wants to be present to assist them
- Maintained schools: the Chair of governors and as many governors as are available; the Clerk to the governors and / or their delegate to take notes
- Academies; The Chair of the board of trustees and as many trustees as are available; the clerk to the board and / or their delegate to take notes
- An LA representative for all maintained schools, and any school where safeguarding is likely to be judged as ‘not met’
- A representative from the diocese or the sponsor
NAHT recommends that the clerk / governance professional and / or other staff take a note of the grades, key findings, evidence and any action points presented by inspectors. This note should be held on file in case needed in the future as it will serve as a contemporaneous note.
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Can grades be changed by Ofsted following final feedback?
Yes – the grades provided at final feedback are provisional. Under previous frameworks, very few grades were changed at the QA stage, but since January 2026 many more final reports have included grade changes. Ofsted’s latest guidance has been amended throughout to emphasise that grades are provisional.
Ofsted should contact you in advance of receiving the final report if a grade has been changed, for which a clear explanation and rationale should be provided.
You can make a formal complaint about any changed grades within five working days of receiving the draft report. You can also complain about any new matters included in the report which were not set out clearly by the lead inspector at the final feedback meeting.
NAHT is pressing Ofsted to extend the complaints window following a grade change, and to take concrete steps to protect leaders’ health and well-being when making notification of changes to grades.
Where members seek to defer an inspection before it begins, and this is refused (and the refusal seems unreasonable), any challenge to this decision must be made very quickly. See Ofsted’s guidance on what would be considered for a deferral.
Contact NAHT’s specialist advice team immediately on 0300 30 30 333 if you have not received an adequate explanation for any grade change or would like support making a complaint or wish to challenge a refusal to defer.
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With whom can the inspection outcome be shared?
At the final feedback the lead inspector will set out the provisional inspection findings and grades, pending Ofsted’s quality assurance procedures.
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 supervisors.
The report should not be made public or shared with parents.
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What does a ‘needs attention’ judgement mean for my school?
The toolkit sets out the expected standard for each evaluation area. Ofsted’s ‘secure fit’ methodology means that every descriptor must be met or exceed the expected standard for that evaluation area to be judged as being (at least) meeting the expected standard.
For any evaluation area where all of the ‘expected standards’ are not met (and no ‘urgent attention’ criteria apply) that evaluation area is likely to be graded as ‘needs attention’.
Inspectors should be able to clearly articulate and evidence which of the ‘expected standard’ criteria for the relevant evaluation area have not been met.
Ofsted says it ‘may’ monitor a school with any evaluation area that is graded as ‘needs attention’. Monitoring will be focused on the area judged as ‘needs attention’.
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What does an ‘urgent improvement’ judgement mean for my school?
An ‘urgent improvement’ judgement is likely to result in a school being placed in a formal category of concern.
There are two categories of schools causing concern. These are a school requiring:
- Significant improvement – this is defined as a school that does not meet the definition for special measures, but is performing significantly less well than it might in all the circumstances reasonably be expected to perform
Ofsted refers to this as ‘requiring significant improvement’.
- Special measures – this is defined as a school that is (both aspects must be met):
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- failing to give its pupils and acceptable standard of education, and
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- the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement in the school
Ofsted’s definition of an ‘acceptable standard’ of education is set out in the operating guidance for inspectors in the section Placing a school in a category of concern – this is the nearest link in the document – scroll down to find ‘placing a school in a category of concern’.
The September 2026 update to the school inspection toolkit has amended the leadership and governance grade descriptors for ‘urgent improvement’ (page 76).
- The first bullet, ‘the school’s capacity to improve is poor’, now has four sub-bullets describing when this applies.
- The final bullet now reads ‘Bullying, unlawful discrimination, harassment and victimisation
of staff go unnoticed or unchallenged’ (‘of staff’ omitted).
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If a school is deemed to be a school causing concern, will this lead to intervention?
An update to the Support and intervention in schools statutory guidance (formerly the Schools causing concern guidance) is expected – NAHT will update this section if required.
- Where a maintained school is judged as ‘requiring significant improvement’ or requiring ‘special measures’, the secretary of state has a statutory duty to make an academy order.
- The secretary of state has powers to terminate the funding agreement of an academy school that is causing concern where it is already an academy. In practice, this rests with the DfE’s regions group. Further detail can be found at pages 35 to 37 of Support and intervention in schools.
- Legislation does allow the secretary of state to exercise discretion to revoke an academy order, although current statutory guidance regarding the use of this power is quite inflexible.
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What is the definition of a ‘stuck’ (coasting) school?
The Coasting Schools regulations define the ‘entry’ and ‘exit’ conditions for schools that fall within the regulations – these schools are identified as coasting or ‘stuck’.
The full detail is set out in DfE’s statutory guidance Support and intervention in schools, at page 10.
Schools that have received consecutive ‘requires improvement’ and/or ‘needs attention’ judgements fall within the scope of the regulations. This will engage either targeted or universal RISE support, but can also make a school eligible for intervention.
The technical definition for a coasting school is set out at page 10 of Support and intervention in schools. To help members more easily understand the circumstances in which schools may be classified as coasting or ‘stuck’, NAHT has produced a summary document.
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How do I make a formal complaint about an inspection or inspection report?
If you are dissatisfied when you receive the draft report, you have five working days in which to:
- Seek minor corrections to improve the factual accuracy or clarity of the report. Ofsted will consider these points and respond when sending the final report to the school. In many cases it is possible to resolve minor factual errors or matters of factual accuracy by pointing these out to Ofsted
and /or
- Submit a formal complaint seeking a review of the inspection process, judgements, or outcomes. A formal complaint might also be about the conduct of inspectors and the inspection. If you believe that the inspection judgement is ‘insecure’ or unreliable, this is the time to make a formal complaint, explaining why inspectors have failed to gather sufficient evidence, have misinterpreted evidence, or placed too much emphasis on a single piece of evidence or a particular aspect of the inspection. As long as the formal complaint is submitted within five working days of receipt of the draft report the inspection report will not be published, until the complaint has been investigated and the school has received Ofsted’s full written response.
Note carefully: Ofsted will not normally consider a request for corrections or a complaint about an inspection unless the request or complaint is submitted within the five-day window.
Ofsted’s complaints process uses an online form which asks complainants to set out their complaint under the following headings:
- inspection process
- inspection judgement
- conduct
- other.
Ofsted asks complainants to indicate the outcome(s) that the complainant hopes to achieve.
Ofsted also asks about any steps already taken to resolve concerns about an inspection, and requests that schools supply relevant details such as dates and names, wherever possible.
See Ofsted’s complaints procedure.
It includes the following diagram, describing how the procedure works.
Given the very short window for submission of a formal complaint, NAHT strongly advises that any complaint be drafted in advance of receipt of the draft inspection report, and amended as required.
This allows time to gather and compile evidence, ensuring that the complaint is focused on the reasons why the inspection findings are insecure or unreliable, or evidence that the conduct of the inspection failed to meet the required standards. This also provides a better opportunity to ensure governors or trustees (and the LA / diocese, where relevant) are aligned.
Contact NAHT’s specialist advice team at the drafting stage, who can advise you on how to make a clear and precise complaint. Click here to contact the team, or you can call specialist advice on 0300 30 30 333.
If there are significant discrepancies between the lead inspector’s final feedback and the draft inspection report you receive, you can challenge this. Examples might include:
- changed judgements without compelling or adequate explanation
- new or additional areas for improvement that do not chime with final feedback
- the inclusion of new evidence that was not referred to by the lead inspector during the inspection
- statements which you believe are not underpinned by evidence
- significant factually inaccuracies.
Browne Jacobson has produced a practical guide for members to help them challenge Ofsted inspections.
It’s worth saying that the majority of inspections do run smoothly and are staffed by skilled, professional inspectors. But when inspections go wrong, NAHT expects that your concerns and complaints will be taken seriously, and that mistakes, insufficient evidence and inaccurate statements and judgements will be recognised and corrected.
There is now no second stage (‘internal review’) complaint for a school that is unhappy with the outcome of a complaint. To escalate the complaint further, the school would have to refer it to the Independent Complaints Adjudication Service for Ofsted (ICASO) service, or consider a legal challenge. Note that raising a complaint through the ICASO will not halt the publication of the inspection report. However, members should always approach NAHT’s specialist advice team for advice where a complaint is not satisfactorily resolved by Ofsted.
Further options to see legal remedy, including through judicial review, may be possible. To take this route a school would require comprehensive legal advice and full understanding of the possible costs and risks of pursuing such actions.
Members are advised to seek immediate advice from NAHT’s specialist advice team if the issue cannot be satisfactorily resolved. In exceptional circumstances, it may be appropriate to seek a formal pause to the inspection (see the question above, What should I do if I have concerns or complaints at any point during an inspection? – NAHT will assist you if you need to take this step.