What Are Ofsted Looking For During Their New Inspections?

What Are Ofsted Looking For During Their New Inspections?

Ofsted’s new School Inspection Toolkit has landed today (9th September 2025).

Alongside the new framework and its report card style gradings comes a clearer picture of what inspectors will be focusing on when they walk through the school gates. OFSTED will be grading across 6 areas judging each as one of:

• Urgent improvement

• Needs attention

• Expected standard

• Strong standard

• Exceptional

Safeguarding will also be evaluated as being either “met” or “not met”. Here we break down what schools need to be doing for each area (plus EYFS), exactly what OFSTED will be looking for if/when they visit your school and what this means for teachers across school...

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Curriculum and Teaching

Ofsted will grade this area on the coherence, ambition, and impact of the school’s curriculum and the quality of teaching used to deliver it.

This is a really interesting area as OFSTED are very clear on what they expect from teachers…

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For pupils in Reception and key stage 1 you need to:

• Identify and prioritise the foundational knowledge and skills pupils need for later learning

• Engage pupils in high-quality interactions to develop their knowledge and vocabulary across all areas of learning

• Help pupils to articulate what they know and understand by scaffolding, modelling, extending and developing their ideas

• Build pupils’ emotional connection to language and help them gain awareness and control of their voices through songs, rhymes and poems

• Prioritise daily story time

• Provide enough teaching and practice for all pupils to become fluent in word reading, spelling, handwriting and number facts

• Provide enough teaching and practice for pupils to be able to count and calculate, and describe time, size and shape using correct mathematical terminology

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For older pupils, including those in key stage 2 who have not secured strong foundations you need to:

• Assess any gaps in pupils’ foundational knowledge in communication and language, reading, writing and mathematics

• Use ongoing, targeted teaching and practice so that pupils “quickly catch up” (which is interesting, because in their actual framework they say to prioritise keeping up, not catching up – so maybe do both and hedge your bets?)

• Develop the expertise and experience to provide effective additional support and regularly check whether this is having the intended impact

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What exactly are Ofsted looking for regarding curriculum and teaching?
Inspectors will look at whether schools are:

• Designing and implementing a curriculum which is ambitious, broad and balanced with clear intent, coherence, and progression.

• Establishing strong foundations in communication and language, reading, writing and mathematics.

• Making sure that teachers have expert knowledge of the national curriculum

• Teaching in ways that help pupils build knowledge and make connections.

• Using adaptive teaching effectively instead of rigid differentiation.

• Checking understanding and addressing misconceptions.

• Giving SEND pupils access to a suitable curriculum that builds on their knowledge and is adapted to their needs and recognising that pupils’ work can take many forms

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What this means for classroom teaching
For teachers, this means being confident to explain not just what you teach but why. Day to day, that means:

• Using formative assessment strategies to adapt your teaching in the moment.

• Focusing on depth of learning, not just racing through coverage.

• Making explicit links across subjects to strengthen understanding.

• Ensuring that every child has access to the full curriculum offer.

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And ensure you are prioritising these areas:

• Accurate and fluent word reading across all subjects

• Spelling

• Handwriting

• Mathematics

• Spoken and written vocabulary including oracy (where children need to be able to articulate ideas, develop understanding and engage with others through speaking, listening and communication)

• Reading

• ‘Keeping up’ rather than ‘catching up’ (even though they also said to ensure children catch up!)

• Identifying gaps in pupils’ knowledge and adapting teaching

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Inclusion

Ofsted will grade this area on how well schools create a culture of high expectations for every pupil, ensuring disadvantaged pupils, those with SEND, and pupils learning English as an additional language are fully supported to succeed.

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What exactly are Ofsted looking for regarding inclusion?
Inspectors will look at whether schools are:

• Providing access to a broad, ambitious curriculum for all.

• Identifying and meeting SEND needs accurately and effectively.

• Using resources (including pupil premium) to remove barriers to learning.

• Promoting equality of opportunity and tackling disadvantage.

• Involving specialists when necessary to support pupils’ development

• Listening to pupils and families and responding quickly to concerns.

• Monitoring progress of all groups, especially the most vulnerable.

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What this means for classroom teaching
For teachers, this means showing how you adapt your lessons so every child can access the curriculum. In practice, that includes:

• Adapting lessons to meet the needs of all children.

• Being familiar with support plans (e.g. EHCPs, IEPs – and a note here that EHCPs are being reviewed, OFSTED talk about ‘personal education plans’) and applying them in practice.

• Tracking and encouraging participation so no child is excluded from learning or enrichment.

• Scaffolding rather than narrowing the curriculum.

• Showing how you help children overcome barriers in learning.

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Achievement

Ofsted will grade this area on how well pupils achieve across the curriculum (especially 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). Inspectors are judging whether pupils gain the knowledge, skills, and qualifications to succeed in life and move confidently to their next stage.

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What exactly are Ofsted looking for regarding achievement?

Inspectors will look at whether schools are:

• Securing strong foundations in language, communication, reading, writing, and mathematics so pupils can access the full curriculum.

• Ensuring pupils read fluently and widely, with comprehension appropriate to age.

• Building secure knowledge and skills before moving on to more complex work.

• Enabling pupils to make progress from their starting points so they know more, remember more, and can do more.

• Supporting pupils to produce high-quality work that reflects depth of learning across subjects.

• Achieving well in national tests and examinations, where relevant.

• Preparing pupils effectively for the next stage of education, training, or employment.

• Demonstrating that disadvantaged pupils and those with SEND are progressing appropriately, even where published data is limited.

• Embedding a strong reading culture that develops lifelong readers.

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What this means for classroom teaching

For teachers, this means focusing not just on short-term outcomes but on long-term learning and readiness for what comes next. Day to day, that looks like:

• ·        Prioritising early reading, vocabulary, and number fluency as non-negotiables.

• Building knowledge step by step, checking pupils have secure foundations before moving on.

• Using modelling, scaffolding, and feedback to help pupils produce high-quality work.

• Encouraging pupils to recall and apply prior learning across different contexts.

• Supporting disadvantaged pupils and those with SEND so they can access and succeed in the full curriculum.

• Promoting a culture of reading for pleasure alongside systematic teaching.

• Knowing how your teaching contributes to preparing children for the next phase of schooling.

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Attendance and Behaviour

Ofsted will grade this area on how well leaders and staff create a calm, respectful, and supportive school culture where pupils attend regularly, behave well, and show positive attitudes to learning. Inspectors will pay close attention to disadvantaged pupils, those with SEND, children known to social care, and those with barriers such as young carers.

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What exactly are Ofsted looking for regarding attendance and behaviour?
Inspectors will look at whether schools are:

• Prioritising pupils’ attendance and punctuality so they can benefit fully from education.

• Fostering a positive and respectful culture where staff know, support, and care about pupils.

• Having clear policies for attendance and behaviour, applied fairly and proportionately.

• Using consistent and fair consequences when needed.

• Setting clear routines and expectations across all aspects of school life.

• Developing pupils’ motivation, resilience, and positive attitudes to learning.

• Creating a safe environment where bullying, harassment, and discrimination (online or offline) are not tolerated and are dealt with quickly.

• Supporting pupils with SEND or medical/mental health needs so they can attend and engage in education.

• Working with parents, local authorities, and other agencies to improve attendance and behaviour.

• ·Monitoring impact over time, especially for groups with historic low attendance or behavioural challenges.

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What this means for classroom teaching
For teachers, this means playing your part in embedding high standards and consistent routines. In practice, that includes:

• Taking registers accurately and following procedures for absences.

• Modelling respectful, calm behaviour and reinforcing school routines.

• Applying behaviour policies consistently and fairly, including low-level disruption.

• Encouraging positive attitudes to learning: motivation, persistence, and pride in work.

• Creating a classroom environment where pupils feel safe to report bullying or concerns.

• Making reasonable adjustments for pupils with SEND while maintaining high expectations.

• Building strong relationships with pupils and families to support good attendance and behaviour.

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Personal Development and Wellbeing

Ofsted will grade this area on how well schools support pupils’ wider development, wellbeing, and preparation for later life. Inspectors will judge whether the school provides a coherent programme of personal development through the curriculum and wider opportunities, and whether pupils receive the care and support to thrive in school and beyond.

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What exactly are Ofsted looking for regarding personal development?
Inspectors will look at whether schools are:

• Ensuring the curriculum contributes to personal development and SMSC.

• Supporting pupils to become responsible, respectful, active citizens.

• Developing understanding of British values (democracy, rule of law, liberty, respect, tolerance).

• Promoting equality of opportunity and age-appropriate understanding of protected characteristics.

• Developing character so pupils reflect wisely, behave with integrity, and work well with others.

• Building pupils’ confidence, resilience, and knowledge to maintain good mental health.

• Enabling pupils to recognise online/offline risks (exploitation, extremism, harmful content).

• Teaching how to keep physically healthy, eat well, and stay active.

• Providing age-appropriate RSE/RSHE and careers education (where relevant).

• Offering enrichment activities that nurture talents, interests, and cultural awareness.

• Providing pastoral support that is targeted, accessible, and effective.

• Ensuring SEND pupils and disadvantaged groups access high-quality personal development.

What this means for classroom teaching
For teachers, this means making personal development a visible and natural part of school life, not an add-on. In practice, that includes:

• Embedding opportunities for discussion, reflection, and debate in lessons.

• Promoting respect, kindness, and inclusion daily.

• Modelling British values and ensuring protected characteristics are respected.

• Building pupils’ resilience and confidence through routines, feedback, and encouragement.

• Supporting enrichment — from clubs to cultural trips — and encouraging participation.

• Using PSHE, RSHE, and assemblies to teach safety (online/offline), health, and relationships.

• Being alert to wellbeing needs and signposting pupils to pastoral support.

• Valuing and celebrating diversity and what pupils have in common across different groups.

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Leadership and Governance

Ofsted will grade this area on how effectively leaders and governors ensure the school enables every pupil to thrive, with a particular focus on disadvantaged pupils, those with SEND, children known to social care, and those facing other barriers. Inspectors are judging the quality of strategic leadership, governance, workload and wellbeing management, professional development, and engagement with parents and the wider community.

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What exactly are Ofsted looking for regarding leadership and governance?
Inspectors will look at whether schools are:

• Taking a clear, strategic approach to improvement that prioritises removing barriers to learning.

• Managing the school effectively as an organisation — deploying staff well and protecting core teaching time.

• Making decisions in the best interests of pupils, especially the most vulnerable.

• Demonstrating a reflective understanding of strengths and areas for development and acting effectively.

• Providing a coherent professional development programme that builds collective expertise.

• Ensuring leaders and governors understand and fulfil their statutory duties.

• Promoting positive engagement with parents, staff, and the school community.

• Balancing accountability with staff workload and wellbeing.

• Modelling principled and professional conduct.

• Ensuring governors/trustees challenge and support leaders effectively, particularly around SEND, disadvantage, and professional learning.

• Using evidence and monitoring fairly and constructively to drive improvement.

• Engaging constructively with external partners, other schools, and the wider education system.

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What this means for classroom teaching
For teachers, this means leadership decisions should support your day-to-day work and professional growth. In practice, that includes:

• Expecting clarity about the school’s vision, curriculum priorities, and improvement plan.

• Feeling that workload and wellbeing are taken seriously, with unnecessary tasks reduced.

• Having access to high-quality, evidence-informed professional learning that develops your expertise.

• Knowing that governors and leaders are accountable for ensuring all pupils, especially disadvantaged and SEND, are supported.

• Being part of a culture of professionalism where collaboration and shared expertise are valued.

• Trusting that leaders model the respectful and positive behaviours they expect across school.

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Early Years

Ofsted will grade this area separately (in addition to considering early years across all other evaluation areas). Inspectors will judge whether the provision meets statutory EYFS requirements and offers high-quality early education — particularly for disadvantaged children, those with SEND, those known to social care, and those facing other barriers — that gives them the best possible start.

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What exactly are Ofsted looking for regarding early years?
Inspectors will look at whether schools are:

• Meeting all statutory EYFS requirements.

• Providing an ambitious, well-sequenced curriculum that secures foundations for later learning.

• Ensuring children develop knowledge, skills, and understanding across all EYFS areas.

• Prioritising early communication and language development.

• Supporting children to achieve strong foundations in literacy and mathematics.

• Using high-quality adult interactions (modelling, questioning, story time, songs, rhymes, structured play).

• Using assessment to plan next steps and share progress with parents and Year 1 teachers.

• Creating safe, nurturing care routines that build attachments and promote wellbeing.

• Preparing children for transitions into Reception, Year 1, and beyond.

• Identifying and supporting children with SEND or other barriers quickly and effectively.

• Providing inclusive practices that reduce barriers to learning and wellbeing.

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What this means for classroom teaching
For EYFS teachers and practitioners, this means focusing on:

• Daily story time, talk, and vocabulary-rich interactions.

• Sequencing phonics, handwriting, and maths carefully to build secure foundations.

• Making the most of child-initiated and adult-led play to teach, question, and model.

• Building children’s independence, resilience, and emotional security through routines.

• Observing and acting on children’s needs and interests rather than just collecting evidence.

• Working closely with parents and other settings to ensure smooth transitions.

• Making sure disadvantaged children and those with SEND access the full breadth of early education opportunities.

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Safeguarding

Safeguarding is not graded on the five-point scale. Instead, it is judged as either “met” or “not met”. Inspectors will consider whether the school establishes an open and positive safeguarding culture that puts pupils’ interests first and whether leaders take an effective, whole-school approach.

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What exactly are Ofsted looking for regarding safeguarding?
Inspectors will look at whether schools are:

• Protecting pupils from harm and maltreatment, inside and outside school, including online.

• Maintaining vigilance with an attitude of “it could happen here”.

• Working effectively with safeguarding partners and other agencies.

• Being transparent, recording and reviewing decisions, and seeking expert advice when needed.

• Ensuring staff are trained, confident, and empowered to act on concerns.

• Recognising that poor attendance or missing education may signal safeguarding issues.

• Actively listening to pupils, parents, and staff, and acting on concerns quickly.

• Having robust child protection systems, including safer recruitment and managing allegations.

• Responding appropriately to the increased risks faced by SEND pupils and non-verbal pupils.

• Keeping safeguarding arrangements under continual review.

• Maintaining a single central record of pre-appointment checks.

• Teaching children to stay safe, including online safety, in ways appropriate to their age.

• Tackling child-on-child violence and harassment promptly and effectively, with clear systems and risk assessments in place.

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What this means for classroom teaching
For teachers, this means safeguarding is a daily responsibility, not just a leadership issue. In practice, that includes:

• Knowing and following the school’s safeguarding and whistle-blowing procedures.

• Reporting any concern, no matter how small, through the correct channels.

• Being alert to changes in behaviour, wellbeing, or attendance.

• Building positive relationships so pupils feel safe to raise worries.

• Embedding safeguarding messages in the curriculum (e.g. PSHE, RSHE, computing, assemblies).

• Being vigilant to signs of child-on-child abuse, bullying, harassment, or exploitation.

• Understanding your role in creating and sustaining a culture where safety and openness are prioritised.

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Final Thoughts

At Classroom Secrets, we know that Ofsted inspections can feel daunting. But we also know this: you already care deeply about your pupils, their learning, and their wellbeing. We really hope the new framework helps to shine a light on the brilliant work you already do every day.

We’re here to stand alongside you. Our resources are designed with these inspection priorities in mind and we’re constantly developing new tools to help you not only meet the standards but feel confident that you can show inspectors the true impact of your teaching.

Most importantly, we believe in you. You’re the experts in your classrooms. Our job is simply to give you the support and resources you need to make your workload lighter, your teaching stronger, and your confidence higher.

An inspection should never take away from what really matters: the children in front of you. We hope this guide and our upcoming resources will help you feel ready, not pressured and remind you that you already have what it takes to succeed.