Ofsted inspections from a staff perspective

In an Ofsted inspection of a school in England, inspectors observe lessons, look at pupils’ work, talk to pupils and meet staff at every level, then publish a report on the school. They do not grade individual teachers or lessons. Under Ofsted’s renewed framework the old single-word overall grade (“outstanding”, “good” and so on) has been replaced by a report card that gives a separate grade for each area inspected.

How report cards work

Instead of one headline word, the report card grades the school on a set of evaluation areas, such as curriculum and teaching, achievement, behaviour and attitudes, personal development and wellbeing, attendance, inclusion, and leadership and governance. Early years and sixth form provision are graded where the school has them. Each area receives a grade on a scale running from “urgent improvement” through “needs attention” and “expected standard” to “strong standard” and “exceptional”. Safeguarding is judged separately as met or not met.

For staff, this changes what an inspection feels like. A school can be strong on behaviour and weaker on inclusion, and the report says so. The improvement plan afterwards can be more targeted, and there is less of the all-or-nothing tension that came with a single grade, though more areas can now be found wanting. Ofsted publishes the current toolkits and handbooks on its gov.uk page, and they change, so check there rather than relying on staffroom memory.

Before the inspectors arrive

Schools get short notice, normally a phone call to the headteacher shortly before the inspection starts. Staff typically hear on the same day. Expect a staff briefing, a reminder of where the policies are, and possibly requests to tidy displays or update books.

Your school may ask for things in the build-up. Some are reasonable: knowing the curriculum plan for your subject, being ready to explain how you adapt for pupils with SEND, knowing who the designated safeguarding lead is. Others are not required by Ofsted at all. Ofsted has said for years that it does not want to see lesson plans in a particular format, specific marking policies, or evidence produced just for inspectors. If you are asked to create paperwork “for Ofsted”, it is fair to ask whether it is something the school actually uses.

During the inspection

Inspectors use “deep dives” into a sample of subjects. If your subject is chosen, you may be asked to talk about how the curriculum is sequenced, sit with an inspector looking at pupils’ books, or have a lesson visited. Visits are usually short. Inspectors talk to pupils about what they have learned and may ask you about what they saw.

Inspectors also hold meetings with groups of staff, often early career teachers, support staff and middle leaders, and they read the staff survey Ofsted sends out. Senior leaders are normally not present at those meetings, and inspectors are expected to consider staff wellbeing and how leaders manage workload, so you can be honest about both.

Safeguarding questions can go to anyone. If an inspector asks you what you would do if a pupil disclosed something, the answer they want is your school’s procedure: who you would tell and how you would record it.

Workload and wellbeing

Inspection weeks are long. Directed time for full-time teachers in maintained schools is 1,265 hours over 195 days under the STPCD, but in practice inspection days run late and many people work into the evening. The Working Time Regulations limit the average week to 48 hours over 17 weeks unless you have opted out, which is a long-run average and rarely helps in a single week.

After an inspection, many schools give staff time back, cancel meetings or ease deadlines. If the outcome is difficult, the period that follows can bring monitoring visits and a heavier improvement workload. If it becomes unmanageable, raise it with your line manager or union rep first. Your school’s employee assistance programme, if it has one, offers confidential support; see employee assistance programmes. Burnout is covered in burnout in public sector jobs.

Monitoring visits and other inspections

A full inspection is not the only contact a school has with Ofsted. Schools judged to need improvement in one or more areas can expect monitoring visits, which are shorter and focus on the issues the report raised. Staff involvement is usually lighter, often limited to leaders and the teams responsible for the areas in question.

Other inspections run alongside. Early years settings, children’s homes run by councils and some school boarding provision are inspected by Ofsted under separate frameworks. Church schools also have a denominational inspection of religious education and collective worship, carried out by the diocese rather than Ofsted. In special schools and alternative provision, inspectors spend more time on how pupils’ individual needs are met, so teaching assistants and therapists are more likely to be spoken to.

Your rights if things go wrong

An inspection outcome is not grounds for disciplinary action against an individual. If a school starts capability procedures after an inspection, the usual rules apply: a fair process, the right to be accompanied by a colleague or union rep at formal meetings, and the ACAS Code of Practice. If you believe you have been treated unfairly, raise a grievance. A union, such as one of the teaching or support staff unions, can advise and represent you; see trade unions in the public sector.

Schools can complain to Ofsted about the conduct of an inspection or challenge the findings through Ofsted’s complaints process. School leaders make those complaints, not individual staff, but you can raise concerns through your head or governors.