When our school was invited to take part in an Ofsted pilot inspection at the end of September, I’ll admit there was a mix of curiosity and apprehension.
We had only recently been inspected, in March 2025, so agreeing to take part in another inspection six months later was a brave decision.
But it was a decision rooted in our commitment to continual professional development, maintaining the highest standards and embracing an opportunity to contribute to the national rollout of the new inspection framework.
Change always stirs the nerves, and inspections have historically been moments of high tension for school leaders.
But the inspection that took place across 30 September and 1 October felt genuinely different. Not softer, not easier, but more human, more meaningful and more in tune with what schools are really about.
Ofsted’s new inspections
From the moment the inspectors arrived, the tone was one of professional dialogue. They were open about what they were looking for but equally interested in our story. They asked probing but fair questions and gave time for context.
It felt like a joint exploration of how we serve our children, how we nurture inclusion and how our curriculum reflects the needs of our community. The chief inspector’s new emphasis on trust and respect was tangible.
Inclusion in every thread
One of the most powerful changes was around inclusion. It wasn’t treated as a standalone question but woven through every discussion about curriculum, behaviour, achievement, wellbeing, attendance.
Inspectors listened to children, engaged with staff and looked closely at how we create a sense of belonging to help them understand how every child experiences school, particularly those with additional needs or barriers to learning.
It felt like recognition of what really matters: that education isn’t just about results, it’s about ensuring that every child feels seen, supported and successful.
No deep dives, but depth
With “deep dives” now gone, inspectors took a panoramic view of our teaching, connecting curriculum intent, classroom practice and leadership vision across the school.
This felt authentic. It encouraged our staff to show their real work rather than perform. The emphasis was on coherence and reflection, not perfection.
It gave us the space to demonstrate that we know our pupils and our curriculum, and we’re continually improving - not because Ofsted demands it but because our children deserve it.
School culture and climate
Inspectors joined us in the corridors, at lunchtime, and during transitions. They watched how children interacted, how adults modelled respect and how the rhythm of the school day supported calm and belonging.
They wanted to feel the school, not just measure it. For a headteacher, this was welcome. The unseen work, the routines, the warmth, the quiet consistency were all given their rightful place in the conversation.
Clarity on safeguarding
Regarding safeguarding, the message was crystal clear: either children are safe or they’re not.
The approach was thorough but fair, focused on whether our systems actually work, not just whether they exist on paper. It felt proportionate, professional and purposeful. Safeguarding rightly sits as the foundation for everything else.
Balanced, nuanced outcomes
Our feedback from the pilot inspection felt balanced and constructive and we had plenty of opportunities to contribute to it during reflection meetings. The new five-point grading scale, ranging from “urgent improvement” to “exceptional,” brings much-needed nuance.
It recognises that schools are complex ecosystems with strengths and areas for growth coexisting naturally. In 2019 we were judged to be a “good” school, which was a result we were proud of, yet this grade never quite captured the full strength of our practice.
We have always felt that our provision and outcomes reflected something beyond that label.
While I don’t believe Ofsted gradings define a school’s true quality, the introduction of the new descriptors “expected standard”, “strong standard” and “exceptional” offers a more meaningful way to recognise the depth and distinction of what we do.
This model feels like a step towards greater honesty and fairness.
New system shows potential
As the pilot inspection ended, I felt immense pride in my staff, our pupils and the professionalism that shone through. This new framework doesn’t lower expectations; it raises them in a way that values professional dialogue, reflection, inclusion and genuine improvement.
If this is the future of inspection, it is a framework capable of reshaping the life trajectories of all children, and especially those with additional needs or barriers to learning, ensuring that they receive the recognition, support and opportunities that can truly unlock their potential.
Tips for leaders facing inspection
Know your story.
Be crystal clear about your school’s identity, your context, your challenges and your purpose. Inspectors want to understand your journey, not compare you with a template.
Live inclusion daily.
Inclusion isn’t a policy, it’s a mindset. Make sure every member of staff can show how they effectively support every child, every day, in every moment.
Asif Bhatti is headteacher of Town Farm Primary School in Stanwell, Surrey
Sign up for a free Ofsted webinar looking at how schools and trusts are preparing for the new inspection framework - you can register for free now to watch it at 4pm on Wednesday 15 October 2025 (or at your own leisure after that).
You can now get the UK’s most-trusted source of education news in a mobile app. Get Tes magazine on iOS and on Android
