Information about the inspection outcomes should be shared more widely only when the school receives a copy of the final inspection report. Regulations state that a maintained school that has been judged to require special measures may not appoint ECTs unless HMCI has given permission in writing.
When the lead inspector has informed a maintained school that it may not appoint ECTs , the school must seek approval if it later wishes to appoint ECTs , by writing to the relevant Ofsted regional director, giving supporting reasons.
The restriction on appointing ECTs does not extend to trainee teachers who joined employment-based training programmes at the school prior to the notice.
A school that is judged as requires improvement overall effectiveness grade 3 is a school that is not good but overall provides an acceptable standard of education. The judgement of requires improvement is not a formal category of concern, but the school may be subject to monitoring by Ofsted.
This will not normally apply to a school that has been judged as requires improvement for the first time. We will inspect the school again under section 5, usually within 30 months of the publication of the previous section 5 report.
If, at the next section 5 inspection, the school has not demonstrated that it has improved to good, the lead inspector will need to consider whether the school continues to require improvement or may be inadequate.
If the school has demonstrated improvement in some areas and there is a general upward trend, but key aspects of performance remain less than good, the school may be judged as requires improvement again. In that case, there will normally be monitoring before another section 5 inspection takes place within 30 months of the publication of the previous section 5 report for the first inspection after the pandemic, this period will be extended by up to 6 terms.
These considerations will be made at each section 5 re-inspection of a school that was previously judged as requires improvement. Schools whose overall effectiveness is judged to be inadequate grade 4 will be deemed to be in a formal category of concern.
The lead inspector will be asked for their name and the name and URN of the school. In this call, the lead inspector must talk through the evidence used by inspector s in reaching an emerging provisional judgement of inadequate. The overall effectiveness judgement is not confirmed at this point. The lead inspector must record the main points of the conversation on an evidence form. During the second day of the inspection, the lead inspector may contact the regional duty desk again to discuss emerging findings.
If the inspection team has made the provisional judgement that the school is inadequate and has serious weaknesses or requires special measures, the lead inspector must telephone the regional duty desk before the final oral feedback meeting with the school. The lead inspector will be prepared to explain briefly the reasons and underpinning evidence for the inadequate judgement.
If inspectors judge that the evidence shows that the overall effectiveness of the school is inadequate, they must consider whether the school is failing to give its pupils an acceptable standard of education.
Inspectors must then consider whether leaders, managers and governors are demonstrating the capacity to improve the school. If inspectors find that the school is failing to give its pupils an acceptable standard of education and find that leaders, managers and governors are not demonstrating the capacity to improve the school, then they must find that school requires special measures. In any case, where inspectors find that leaders, managers and governors are not demonstrating the capacity to improve the school, the leadership and management will be judged inadequate.
If inspectors consider that the evidence shows that the overall effectiveness of the school is inadequate, but do not find that the school requires special measures in line with the above paragraph, they will instead judge the school to have serious weaknesses. If a school is provisionally judged to require special measures or to have serious weaknesses, inspectors must use the following words during the final feedback to the school, indicating that the overall effectiveness judgement is subject to moderation by HMIs and, in the case of special measures, agreement by HMCI.
If a school is judged to be causing concern, the timescale for publishing the report is extended so that the school can make comments on the inspection judgements. Maintained schools and PRUs that are judged to be causing concern will be subject to an academy order.
This includes maintained special schools, but excludes maintained nursery schools and non-maintained special schools. Maintained schools or PRUs that have been issued with an academy order and academies that are being brokered or rebrokered to new sponsors following termination of their funding agreements will normally receive monitoring inspections if they have not been brokered or rebrokered after 9 months.
There is still a requirement for the local authority, proprietor or trust to prepare a statement of action, even though these schools will become new sponsored academies once the new funding agreements are in place.
However, with the exception of any safeguarding concerns, which the statement of action must address, the purpose of the statement will be to set out how the relevant authority and the school will support the transition to the new academy or trust. Whether becoming a new academy or being brokered or rebrokered, these schools will become new sponsored academies. We will then inspect them as new schools within 3 years of operation and normally in the third year for the first inspection after the pandemic, this period will be extended by up to 6 terms.
However, in exceptional circumstances, schools that are becoming new academies or being rebrokered may receive a section 8 inspection before their next section 5 inspection. Academies judged to have serious weaknesses, and which are not brokered or rebrokered, will be subject to monitoring by Ofsted. Academies judged to require special measures, and which are not rebrokered, will be subject to monitoring by Ofsted. However, it will normally take place within 30 months of the publication of the inspection report that judged it to require special measures for the first inspection after the pandemic, this period will be extended by up to 6 terms.
Maintained nursery schools and non-maintained special schools judged inadequate are not subject to academy orders. We will monitor them as set out in the section 8 handbook. When an inspection team judges that a school that has been subject to special measures no longer requires special measures, inspectors must use the following words during the final feedback to the school:.
When an inspection team judges that a school previously judged to have serious weaknesses no longer has serious weaknesses, inspectors must use the following words during the final feedback to the school:. The lead inspector is responsible for writing the inspection report [footnote 49] and submitting the evidence to Ofsted shortly after the inspection ends.
The text of the report should explain the judgements and reflect the evidence. The findings in the report should be consistent with the feedback given to the school at the end of the inspection. Inspection reports will be quality assured before we send a draft to the school. In most circumstances, the school will receive the draft report within 18 working days after the end of the inspection. The draft report is restricted and confidential to the relevant personnel as determined by the school , including those responsible for governance, and should not be shared more widely or published.
We may also send the draft report to the DfE and other bodies as necessary. This will only take place following moderation or quality assurance. The school will have 5 working days to comment on the draft report, inspection process and findings.
We will consider all comments. We will respond to them when we share the final report with the school within 30 working days after the inspection. If the school wishes to make a formal complaint, it has 5 working days after we have shared the final report with the school not necessarily the same as 5 school days in which to do so.
If a complaint is not submitted, we will normally publish the report on our reports website 3 working days later. If a complaint has been submitted, the publication of the report may be delayed. Once a school has received its final report, it is required to take such steps as are reasonably practicable to ensure that every parent of a registered pupil at the school receives a copy of the report within 5 working days. However, we may publish the report any time after the school has received it.
In all cases, the inspection process should not be treated as complete until all inspection activity has been carried out and the final version of the inspection report has been sent to the school. This is normally for 6 years from when the report is published. We may decide that retaining it for longer is warranted for research purposes. All inspectors are responsible for the quality of their work.
The lead inspector must ensure that inspections are carried out in accordance with the principles of inspection and the code of conduct. We may also evaluate the quality of an inspection evidence base. The lead inspector will be responsible for giving team inspectors feedback about the quality of their work and their conduct. All schools are invited to take part in a voluntary post-inspection survey in order to contribute to inspection development. The link to this survey is provided when the school receives the final copy of its inspection report.
The great majority of our work is carried out smoothly and without incident. If concerns do arise during the inspection, they should be raised with the lead inspector as soon as possible, in order to resolve issues before the inspection is completed. Any concerns raised, and actions taken, will be recorded in the inspection evidence.
If it is not possible to resolve concerns during the inspection or through submitting comments in response to the draft report, the school may wish to lodge a formal complaint on receipt of the final report.
The lead inspector will ensure that the school is informed that it is able to make a formal complaint and that information about how to complain is available on GOV. The evaluation schedule is not exhaustive. It does not replace the professional judgement of inspectors. Outstanding is a challenging and exacting judgement. In order to reach this standard, inspectors will determine whether the school meets all the criteria for good under that judgement, and does so securely and consistently.
In other words, it is not enough that the school is strong against some aspects of the judgement and not against others, but it must meet each and every good criterion.
In addition, there are further criteria set out under the outstanding judgement, which the school will also need to meet. Our aim in making this change is that schools should only be judged outstanding in a particular area if they are performing exceptionally, and this exceptional performance in that area is consistent and secure across the whole school. When considering a judgement of good or requires improvement, inspectors will look at whether the overall quality of the school is most closely aligned to the descriptors set out.
A school will be inadequate under a particular judgement if one or more of the inadequate criteria applies, unless that inadequate criteria applies solely due to the impact of COVID Inspectors must use all their evidence to evaluate what it is like to attend the school.
If it is not good, then inspectors will consider whether it requires improvement or is inadequate. In coming to each of these key judgements, inspectors will also draw on evidence from the inspection of any early years provision or sixth-form provision and consider its impact in the wider context of the school.
Inspectors will judge the effectiveness of any early years provision or sixth-form provision. For either case or both, inspectors must give a grade, summarise the key findings and explain the effectiveness grading in the inspection report.
However, inspectors may decide not to give a grade and not to report on the early years or sixth-form provision if there is the risk that it is possible to identify individual pupils because numbers are so small. Typically, this will be when there are fewer than 5 pupils. Inspectors will take into account the size of the early years and sixth-form provision in relation to the size of the school when considering the impact of these judgements on the overall effectiveness grade.
Inspectors will always make a written judgement about the effectiveness of the arrangements for safeguarding pupils. All other key judgements are likely to be outstanding. In exceptional circumstances, one of the key judgements may be good, as long as there is convincing evidence that the school is improving this area sustainably and securely towards outstanding.
Typically this will mean meeting each and every one of the good criteria but falling short on the outstanding for that key judgement. All other key judgements are likely to be good or outstanding.
In exceptional circumstances, one of the key judgement areas may require improvement, as long as there is convincing evidence that the school is improving this area sustainably and securely towards good. Safeguarding is effective. If there are any weaknesses in safeguarding, they are easily rectified and there are no serious failings that leave pupils either being harmed or at risk of harm.
Inspectors will take a rounded view of the quality of education that a school provides to all its pupils, including the most disadvantaged pupils see definition in paragraph and pupils with SEND. The judgement focuses on factors that both research and inspection evidence indicate contribute most strongly to an effective education in which pupils achieve highly. These factors are listed below. In this way, it can powerfully address social disadvantage. It is clear what end points the curriculum is building towards and what pupils need to know and be able to do to reach those end points.
Curriculum planning accounts for delays and gaps in learning that arise as a result of the pandemic. The curriculum remains as broad as possible for as long as possible, including when delivered remotely. Pupils are able to study a strong academic core of subjects, such as those offered by the EBacc. The curriculum sets out the aims of a programme of education. It also sets out the structure for those aims to be implemented, including the knowledge and skills to be gained at each stage.
All pupils in maintained schools are expected to study the basic curriculum, which includes national curriculum, religious education and age-appropriate relationships and sex education. We will judge schools taking radically different approaches to the curriculum fairly. Our research has shown that some schools narrow the curriculum available to pupils, particularly in key stages 2 and 3. Our research also shows that this has a disproportionately negative effect on the most disadvantaged pupils.
In key stage 1, inspectors need to check that pupils are able to read, write and use mathematical knowledge, ideas and operations so they are able to access a broad and balanced curriculum at key stage 2.
Inspectors will be particularly alert to signs of narrowing in the key stage 2 and 3 curriculums. If a school has shortened key stage 3, inspectors will look to see that the school has made provision to ensure that pupils still have the opportunity to study a broad range of subjects, commensurate with the national curriculum, in Years 7 to 9.
At the heart of an effective key stage 4 curriculum is a strong academic core: the EBacc. This is an ambition, and not a target for any individual school. Inspectors will not make a judgement about the quality of education based solely or primarily on its progress towards the EBacc ambition.
As part of making the judgement about the quality of education, inspectors will consider the extent to which schools are equipping pupils with the knowledge and cultural capital they need to succeed in life. It is the essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement.
Inspectors will explore:. Inspectors will bear in mind that developing and embedding an effective curriculum takes time, and that leaders may only be partway through the process of adopting or redeveloping a curriculum. They will recognise that the criteria for a judgement of good are the best fit. They will also, where relevant, take into account any transitional provisions that are in place. Inspectors will also consider any documents that leaders normally use in their curriculum planning, but will not request materials to be produced or provided in any specific format for inspection.
In evaluating the implementation of the curriculum, inspectors will primarily evaluate how the curriculum is taught at subject and classroom level. Research and inspection evidence suggest that the most important factors in how, and how effectively, the curriculum is taught and assessed are the following:.
Teachers have expert knowledge of the subjects that they teach. If they do not, they are supported to address gaps in their knowledge so that pupils are not disadvantaged by ineffective teaching. Teachers enable pupils to understand key concepts, presenting information clearly and encourage appropriate discussion.
Teachers ensure that pupils embed key concepts in their long-term memory and apply them fluently. The subject curriculum is designed and delivered in a way that allows pupils to transfer key knowledge to long-term memory. It is sequenced so that new knowledge and skills build on what has been taught before and pupils can work towards clearly defined end points. Their approach to teaching remains rooted in evidence and the key elements of effective teaching.
Teachers consider the most important knowledge or concepts pupils need to know and focus on these. Feedback, retrieval practice and assessment are prioritised. The medium for remote education enables all pupils to access lessons and learn. Learning can be defined as an alteration in long-term memory. If nothing has altered in long-term memory, nothing has been learned. However, transfer to long-term memory depends on the rich processes described above. In order to develop understanding, pupils connect new knowledge with existing knowledge.
Pupils also need to develop fluency and unconsciously apply their knowledge as skills. This must not be reduced to, or confused with, simply memorising facts. Inspectors will be alert to unnecessary or excessive attempts to simply prompt pupils to learn glossaries or long lists of disconnected facts. When used effectively, assessment helps pupils to embed knowledge and use it fluently, and assists teachers in producing clear next steps for pupils.
However, assessment is too often carried out in a way that creates unnecessary burdens for staff and pupils. It is therefore important that leaders and teachers understand its limitations and avoid misuse and overuse.
This will include considering how the school responds to any gaps in learning that have arisen from the pandemic. The collection of data can also create an additional workload for leaders and staff.
Schools choosing to use more than 2 or 3 data collection points a year should have clear reasoning for what interpretations and actions are informed by the frequency of collection; the time taken to set assessments, collate, analyse and interpret the data; and the time taken to then act on the findings. We understand that assessment arrangements may have been altered as a result of the COVID pandemic. Inspectors will seek to understand how staff are supported and the steps that are being taken to remove the risk of additional workload.
In order to triangulate evidence effectively, inspectors will ensure that they gather a variety of these types of evidence in relation to the same sample of pupils. Inspectors will also ensure that the samples of pupils they choose are sufficient to allow them to reach a valid and reliable judgement on the quality of education offered by the school overall. When inspectors evaluate the impact of the education provided by the school, their focus will primarily be on what pupils have learned.
Inspection experience and research show that the most important factors to consider are the following:. A well-constructed, well-taught curriculum will lead to pupils learning more and so achieving good results.
Therefore, such a curriculum contributes to evidence of impact. There need be no conflict between teaching a broad, rich curriculum and achieving success in examinations and tests. Disadvantaged pupils and pupils with SEND acquire the knowledge and cultural capital they need to succeed in life. Pupils are making progress in that they know more, remember more and are able to do more. They are learning what is intended in the curriculum.
All learning builds towards an end point. Pupils are being prepared for their next stage of education, training or employment at each stage of their learning.
Inspectors will consider whether pupils are ready for the next stage by the point they leave the school or provision that they attend. Pupils in sixth form are ready for the next stage and are going on to appropriate, high-quality destinations. Inspectors will also consider this. If pupils are not able to read to an age-appropriate level and fluency, they will be incapable of accessing the rest of the curriculum, and they will rapidly fall behind their peers see paragraphs to Inspectors will not look at non-statutory internal progress and attainment data [footnote 57] on section 5 and section 8 inspections of schools.
Teachers have told us they believe this will help us play our part in reducing unnecessary workload. Inspectors will be interested in the conclusions drawn and actions taken from any internal assessment information, but they will not examine or verify that information first hand.
Inspectors will use published national performance data as a starting point on inspection, where it is available. Inspectors will use the official IDSR as a starting point and get to see first hand the quality of education as experienced by pupils and understand how well leaders know what it is like to be a pupil at the school. Inspectors will ask schools to explain why they have decided to collect whatever assessment data they collect, what they are drawing from their data and how that informs their curriculum and teaching.
Evidence of impact should be drawn together from a combination of inspection activities. None of these on their own is sufficient to make an assessment of the impact. Inspectors will gather evidence of the impact of the quality of education offered by the school from the following sources:.
Inspectors will only use performance information published since the previous section 5 report or the previous monitoring inspection. Inspectors will recognise that some schools are in turn-around, including when they have been brokered into a MAT or rebrokered from one to another. In these schools, the quality of education may have been poor and may now be showing significant and sustained improvement.
In these situations, nationally generated performance data may lag behind the current quality of education in the school and so inspectors will view the national data in this context. Inspectors will not grade intent, implementation and impact separately. Instead, inspectors will reach a single graded judgement for the quality of education, drawing on all the evidence they have gathered and using their professional judgement.
Note: Some sections of the criteria appear in [square brackets] below. This is to mark that they are transitional only, because we recognise that not all schools will have had the opportunity to complete the process of adopting or constructing their curriculum fully. We intend to review whether these transitional arrangements are still needed in March Across all parts of the school, series of lessons contribute well to delivering the curriculum intent. The work given to pupils, over time and across the school, consistently matches the aims of the curriculum.
It is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment. Pupils consistently achieve highly, particularly the most disadvantaged. Pupils with SEND achieve exceptionally well. Leaders adopt or construct a curriculum that is ambitious and designed to give all pupils, particularly disadvantaged pupils and including pupils with SEND, the knowledge and cultural capital they need to succeed in life. This is either the national curriculum or a curriculum of comparable breadth and ambition.
The curriculum is successfully adapted, designed or developed to be ambitious and meet the needs of pupils with SEND, developing their knowledge, skills and abilities to apply what they know and can do with increasing fluency and independence. Pupils study the full curriculum; it is not narrowed.
In primary schools, a broad range of subjects exemplified by the national curriculum is taught in key stage 2 throughout each and all of Years 3 to 6. In secondary schools, the school teaches a broad range of subjects exemplified by the national curriculum throughout Years 7 to 9. Teachers have good knowledge of the subject s and courses they teach. Leaders provide effective support, including for those teaching outside their main areas of expertise.
Teachers present subject matter clearly, promoting appropriate discussion about the subject matter being taught. In so doing, they respond and adapt their teaching as necessary without unnecessarily elaborate or individualised approaches. Over the course of study, teaching is designed to help pupils to remember long term the content they have been taught and to integrate new knowledge into larger ideas.
Teachers and leaders use assessment well. For example, they use it to help pupils embed and use knowledge fluently, or to check understanding and inform teaching, or to understand different starting points and gaps as a result of the pandemic.
Leaders understand the limitations of assessment and do not use it in a way that creates unnecessary burdens on staff or pupils. Teachers create an environment that focuses on pupils. These materials clearly support the intent of a coherently planned curriculum, sequenced towards cumulatively sufficient knowledge and skills for future learning and employment. The work given to pupils is demanding and matches the aims of the curriculum in being coherently planned and sequenced towards cumulatively sufficient knowledge.
At all stages, reading attainment is assessed and gaps are addressed quickly and effectively for all pupils. Reading books connect closely to the phonics knowledge pupils are taught when they are learning to read.
The sharp focus on ensuring that younger children and those at the early stages of reading gain phonics knowledge and language comprehension necessary to read, and the skills to communicate, gives them the foundations for future learning.
Teachers ensure that their own speaking, listening, writing and reading of English support pupils in developing their language and vocabulary well. Pupils develop detailed knowledge and skills across the curriculum and, as a result, achieve well. This is reflected in the work pupils produce.
Where available, impact is reflected in results from national tests and examinations that meet government expectations, or in the qualifications obtained. Teacher assessed grades from and will not be used to assess impact. Pupils are ready for the next stage of education, employment or training. They have the knowledge and skills they need and, where relevant, they gain qualifications that allow them to go on to destinations that meet their interests and aspirations and the intention of their course of study.
Pupils with SEND achieve the best possible outcomes. Pupils read widely and often, with fluency and comprehension appropriate to their age. They are able to apply mathematical knowledge, concepts and procedures appropriately for their age. Pupils experience a jumbled, disconnected series of lessons that do not build their knowledge, skills or understanding.
The range of subjects is narrow and does not prepare pupils for the opportunities, responsibilities and experiences of life in modern Britain. Pupils cannot communicate, read, write or apply mathematics sufficiently well for their age and are therefore unable to succeed in the next year or stage of education, or in training or employment. This does not apply for some pupils with SEND.
The progress that disadvantaged pupils make is consistently well below that of other pupils nationally and shows little or no improvement.
Pupils with SEND do not benefit from a good-quality education. Expectations of them are low, and their needs are not accurately identified, assessed or met. Pupils have not attained the qualifications appropriate for them to progress to their next stages of education, training or employment. The behaviour and attitudes judgement considers how leaders and staff create a safe, calm, orderly and positive environment in the school and the impact this has on the behaviour and attitudes of pupils.
These factors are:. Children, and particularly adolescents, often have particularly strong concepts of fairness that may be challenged by different treatment by different teachers or of different pupils. The development of positive attitudes can also have a longer-term impact on how pupils approach learning tasks in later stages of education. Our evidence for the importance of each of these factors comes from our inspection experience, areas of agreement in academic research and our own research.
A full note of how the criteria relate to the available research can be found in our research commentary. The school may be working with pupils with particular needs in order to improve their behaviour or their attendance. Inspectors will gather evidence about the typical behaviour of all the pupils who attend the school, including those who are not present on the day of inspection. If there is evidence that a school has deliberately removed pupils from the school site on the day of inspection or has arranged for them to be absent, and inspectors reasonably believe that this was done in order to have an impact on the inspection, then inspectors are likely to judge both behaviour and attitudes and leadership and management to be inadequate.
Headteachers have the right to exclude pupils when there are legitimate reasons for them to do so. Used correctly, exclusion is a vital measure for headteachers to use. Exclusions must be legal and justified. If a school uses fixed-term and internal exclusions, inspectors will evaluate their effectiveness, including the rates, patterns and reasons for exclusion and whether any pupils are repeatedly excluded. Schools should have a strategy for reintegrating a pupil who returns to school following a fixed-term exclusion and for managing their future behaviour.
Inspectors will consider whether the school is developing the use of alternative strategies to exclusion and taking account of any safeguarding risks to pupils who may be excluded. Inspectors will recognise when schools are doing all that they can to support pupils at risk of exclusion, including through tenacious attempts to engage local support services.
These are trainees, supply staff, ECTs , administrative support staff and catering staff, as well as other members of staff. Where practically possible, inspectors should carry out discussions with individuals, not groups, to allow members of staff to give clear evidence without being influenced by the views or expectations of others in the group when talking about a sensitive issue. Inspectors will evaluate the experience of particular individuals and groups, such as pupils for whom referrals have been made to the local authority and check, for a small sample of these pupils, how the referral was made and the thoroughness of the follow-up , pupils with SEND , children looked after, those with medical needs and those with mental health needs.
In order to do this, inspectors will look at the experience of a small sample of these pupils and consider the way the school is working with the multi-agency group to ensure that the child receives the support they need. The pupil and staff surveys used in inspection contain questions about safeguarding, behaviour and discipline, bullying, how respondents feel about the school and how well supported and respected they feel they are in the school.
Inspectors will meet school leaders to account for the results of the interviews and surveys of pupils and staff. Over the course of inspection, inspectors will carry out evidence-gathering activities. In some cases, inspectors will be able to gather this evidence as part of other activities they are carrying out. The activities are:. In order for behaviour and attitudes to be judged outstanding, it must meet all of the good criteria securely and consistently and it must also meet the additional outstanding criteria.
Pupils behave with consistently high levels of respect for others. They play a highly positive role in creating a school environment in which commonalities are identified and celebrated, difference is valued and nurtured, and bullying, harassment and violence are never tolerated.
Pupils consistently have highly positive attitudes and commitment to their education. They are highly motivated and persistent in the face of difficulties. Pupils actively support the well-being of other pupils. Pupils behave consistently well, demonstrating high levels of self-control and consistently positive attitudes to their education.
If pupils struggle with this, the school takes intelligent, fair and highly effective action to support them to succeed in their education. These expectations are commonly understood and applied consistently and fairly. Staff make sure that pupils follow appropriate routines.
Leaders, staff and pupils create a positive environment in which bullying is not tolerated. If bullying, aggression, discrimination and derogatory language occur, they are dealt with quickly and effectively and are not allowed to spread. There is demonstrable improvement in the behaviour and attendance of pupils who have particular needs.
They are committed to their learning, know how to study effectively and do so, are resilient to setbacks and take pride in their achievements. Hide this message. Home Education, training and skills Inspections and performance of education providers Inspection and performance of further education providers. Guidance Education inspection framework EIF. Applies to England Documents. Education inspection framework HTML.
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You can change your cookie settings at any time. Ofsted guidance on inspecting maintained schools and academies in England under the education inspection framework. This handbook is primarily a guide for Ofsted inspectors on how to carry out inspections of maintained schools and academies under section 5 of the Education Act We have also published guidance for section 8 school inspections , along with Inspecting schools: guide for maintained and academy schools.
Added guidance on aligned inspections of schools with boarding or residential provision. Removed old guidance: the September handbook is now in force.
Edits throughout: see 'Summary of changes' for details. Updated with minor changes following the launch of the education inspection framework EIF. Updated with minor changes as we launch the education inspection framework EIF.
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