In a snap poll launched yesterday, which received more than 1,400 responses overnight, school leaders have overwhelmingly rejected Ofsted’s recently announced revised approach to school inspection.

The poll, conducted by school leaders’ union NAHT, finds that 91% of leaders oppose Ofsted’s new inspection approach, with almost two thirds (62%) strongly opposed.

More than nine in ten (91%) of school leaders said they thought the changes to inspection would have a negative (33%) or very negative (58%) impact on their well-being.

These findings come hot on the heels of a damning independent report on the impact of the inspectorate’s initial proposals on school leaders’ well-being, commissioned by Ofsted itself, which it has not done enough to resolve.

Commenting on the poll findings, Paul Whiteman, general secretary of school leaders’ union NAHT, said:

“School leaders’ comprehensive rejection of Ofsted’s new inspection plans shows that the small-scale changes they have made to their original proposals have not done enough to alleviate concerns.

“This the result of Ofsted’s failure to properly listen to and engage with teaching professionals, or to learn lessons from other jurisdictions where high stakes inspections have been abandoned in favour of more measured and supportive forms of accountability.

“This is a situation of the inspectorate’s own making and one that was totally avoidable. It has lost the confidence of those it inspects, meaning its plans cannot go forward. Wise counsel must prevail – the government must act to safeguard the well-being of teachers and leaders.”

Analysis of the free-text responses to the poll reveals clear areas of concern:

Key themes arising from over 800 free-text comments from school leaders

Negative Impact on Wellbeing

• A dominant theme is the detrimental effect on the mental health and wellbeing of school leaders and staff.
• Many comments reference stress, anxiety, burnout, and even decisions to retire early or leave the profession.
• The additional inspector role is viewed as adding pressure rather than offering support.

Lack of Meaningful Change

• Many respondents feel the new framework is simply a rebranding of the old system.
• The grading system remains, albeit with different terminology, and is still perceived as punitive.
• The changes are seen as superficial and do not address the core issues raised during consultations.

Increased Workload and Complexity

• The expanded number of inspection areas and the shift from “best fit” to “secure fit” grading are expected to significantly increase workload.
• Leaders anticipate needing to rewrite documentation (e.g SEFs) and prepare staff for more detailed scrutiny.
• The short lead time before implementation (November) is widely criticised as unrealistic.

High-Stakes Nature of Inspections

• Despite changes, inspections are still seen as high-stakes events with significant reputational and emotional consequences.
• The fear of being publicly judged remains, especially with the introduction of colour-coded report cards.
• Concerns persist about the subjectivity and inconsistency of inspection outcomes.

Lack of Trust and Consultation

• Respondents feel Ofsted has not genuinely listened to the profession, unions, or the findings of wellbeing impact assessments.
• The consultation process is described as tokenistic or a “tick-box exercise.”
• There is a strong sense of distrust toward Ofsted and its leadership.

Equity and Contextual Sensitivity

• Many leaders worry that the framework does not account for the unique contexts of schools, especially those serving disadvantaged communities or with high SEND populations.
• The emphasis on national averages and attainment is seen as unfair and demoralising for inclusive schools.

Parental Influence and Public Perception

• There is concern that the framework undervalues professional expertise and autonomy.
• The visual nature of the report card (e.g. colour coding) may lead to misinterpretation and stigma.
• Some feel the changes will increase pressure from parents and erode trust between schools and communities.

Calls for Systemic Reform

• Some advocate for a complete overhaul of the inspection system rather than “tinkering around the edges”.
• Suggestions include moving toward a collaborative, supportive model focused on school improvement rather than judgment.
• Comparisons are made to systems in Wales and Northern Ireland, which are perceived as more constructive.