At Prime7 Multi-Academy Trust, we believe it is important that families understand the significant changes taking place within education, particularly those that affect how schools are evaluated and supported.

Ofsted has now introduced a completely new inspection framework, representing one of the biggest shifts in school accountability in recent years. The new approach moves away from a “one-size-fits-all” inspection model and instead places greater emphasis on professional dialogue, school context, inclusion, curriculum quality, and continuous improvement.

As Sir Martyn Oliver, His Majesty’s Chief Inspector, explained:

“I want inspection to feel done with you, not done to you.”

This new framework aims to create a more reflective and humane model of inspection, one that looks at the full picture of school life rather than reducing schools to a single headline judgement.

Moving Beyond Single-Word Judgements

One of the most noticeable changes is the removal of single-word Ofsted grades such as Outstanding or Good. Instead, inspection reports will provide richer narrative evaluations that describe a school’s strengths, priorities, and areas for development.

This shift is designed to give parents and communities more meaningful insight into school life, helping them understand how schools support pupils academically, socially, and emotionally.

Sir Martyn Oliver described this as:

“Moving from low-information, high-stakes judgements to high-information, more proportionate ones.”

Importantly, previous Ofsted outcomes cannot be directly compared with inspections carried out under the new framework, as the criteria, process, and purpose of inspection have fundamentally changed.

Recognising the Importance of Context

Every school serves a unique community, with different opportunities, challenges, and priorities. The new framework acknowledges this by placing greater value on context when evaluating schools.

Inspectors will now consider factors such as:

• Local demographics
• Community partnerships
• Levels of disadvantage
• Additional and complex needs within the pupil population

This means schools are no longer measured solely against identical benchmarks, but instead assessed in light of the communities they serve and the ambitions they hold for their pupils.

As Sir Martyn Oliver stated:

“If you get it right for the most disadvantaged and vulnerable, you get it right for everyone.”

Well-being and Inclusion at the Heart of Inspection

The updated framework places inclusion and well-being firmly at the centre of inspection activity. Inspectors now look closely at how schools create a sense of belonging, support mental health and well-being, and ensure all pupils feel safe, valued, and included.

There is also increased recognition of staff well-being and workload, acknowledging that thriving schools depend on healthy, supported teams.

At Prime7, we strongly welcome this focus. We believe no school can be truly excellent unless every child feels seen, supported, and able to succeed.

Inspectors will also spend more time speaking directly with pupils, particularly those with additional or complex needs, to better understand their experiences of school life.

A Shift Towards Professional Dialogue

Historically, inspections were sometimes perceived as something schools had to “survive.” The new framework aims to rebuild trust by encouraging professional dialogue between inspectors and school leaders.

The emphasis is now on:

• Reflection rather than performance
• Discussion rather than defence
• Improvement rather than fear

Inspectors are expected to provide constructive feedback throughout visits, helping schools learn and improve in real time.

Sir Martyn Oliver has spoken frequently about the importance of relationships within education, saying:

“The best schools are places of belonging, rooted in human relationships and a sense of shared endeavour.”

A Stronger Focus on Curriculum

The curriculum remains central to inspection, but the focus has broadened beyond test outcomes alone.

Inspectors now explore:

• What it is like to be a learner in the school
• How the curriculum is designed and sequenced
• Whether pupils experience a broad, balanced, and ambitious education
• How knowledge, skills, and values are connected

Schools are encouraged to demonstrate impact beyond academic performance, showing how education supports personal development, aspiration, and lifelong learning.

As Sir Martyn Oliver noted:

“A great education means teaching a full, rich range of subjects — that’s fundamental.”

Listening to Parents and Pupils

Parent and pupil voice now play a more significant role in inspections. Feedback gathered before, during, and after visits contributes to inspectors’ understanding of the school experience.

At Prime7, we greatly value this partnership with families. Constructive feedback from parents and carers helps us continue to grow, improve, and provide the very best education for every child.

Looking Ahead

As schools across the country adapt to this new framework, the emphasis is increasingly on continuous improvement rather than snapshot judgements.

At Prime7 Multi-Academy Trust, we welcome many aspects of this change:

• A more balanced view of school quality
• Greater recognition of inclusion and well-being
• More meaningful conversations about education
• A focus on growth, reflection, and improvement over time

We remain committed to keeping our communities informed, celebrating success, and continually improving the experiences and outcomes for every child across our Trust.

In the words of Sir Martyn Oliver:

“Education should be aspirational. And it should be aspirational for every child.”