In a significant shift, the Office for Standards in Education, Children’s Services and Skills (Ofsted) has overhauled its school inspection system in England, abandoning the old single-word judgements in favour of a more detailed “report card” approach. The new system, which came into effect in November 2025, aims to provide parents with a more comprehensive understanding of a school’s performance, but has also sparked controversy and concerns among educators.
The previous Ofsted system had long been criticised for its simplistic grading, with schools labelled as “outstanding,” “good,” “requires improvement,” or “inadequate.” This approach was seen by many as putting undue pressure on teachers and school leaders, with the tragic case of headteacher Ruth Perry, who took her own life after her school was downgraded, serving as a catalyst for change.
The new Ofsted inspections now assess schools across several key areas, including curriculum and teaching, achievement, inclusion, leadership and governance, personal development and wellbeing, attendance and behaviour, as well as early years and post-16 provision. Each of these areas is graded on a five-point scale, from “urgent improvement” to “exceptional,” with a separate assessment of the school’s safeguarding duties.
While Ofsted’s chief inspector, Sir Martyn Oliver, has claimed the new system will be “better for parents” and “fair” to schools, the changes have faced significant pushback. The National Association of Head Teachers (NAHT) had unsuccessfully challenged the reforms in court, and the union has now consulted its members on potential strike action.
Critics argue that the new inspections still place immense pressure on teachers and school leaders, with some of the most problematic aspects of the old system remaining. Professor Julia Waters, the sister of the late Ruth Perry, has claimed that Ofsted has “failed to learn the lessons” from her sibling’s tragic death, and that the new system still poses “a risk to the health and wellbeing of teachers and school leaders.”
In response, the government has pledged to intervene more quickly to support struggling schools, with the introduction of new regional teams equipped with budgets of up to £100,000 per school. However, those institutions that fail to improve will still face the prospect of being transferred to a successful academy trust, even if they are already run by a different academy or a local council.
As the education sector in England navigates this significant shift in Ofsted’s approach, the debate continues over whether the new “report card” system will truly raise standards or simply add to the pressures faced by teachers and school leaders.
