Your thoughts on Ofsted’s new framework

On 5 November 2025, Ofsted introduced a new inspection framework for all education settings, including early years providers. As well as introducing new judgement areas and grades, the new framework promised a more supportive, empathetic and collaborative approach, aiming to reduce pressure, consider the wellbeing of those involved and better understand a setting’s individual context.

But how are the changes impacting inspections in reality?

58 early years settings responded to a recent call for feedback on inspections under the new framework, including 12 (21%) childminders, 18 (31%) nurseries and 26 (45%) pre-schools, and the comments paint a complex picture of this ‘new era’.

When we asked settings to rate their first inspection under the new framework:

■   50% described it as very positive

■   22% said it was somewhat positive

■   5% felt it was neither positive nor negative

■   12% said it was somewhat negative

■   10% described it as very negative

While 42 respondents (72%) reported a positive shift towards a more supportive, collaborative atmosphere, a smaller but significant 13 (22%) remain unconvinced, with some describing the process as stressful, unfair and the changes as “tokenistic”.

A clear trend within the feedback was a feeling that there’s been a move towards a more considerate experience, with a greater focus on the wellbeing of educators.

Following the Big Listen consultation, Ofsted embedded mental health awareness into its training, and this improvement has been noted, with a number of respondents commenting that their inspector was kind, friendly or supportive and many saying their mental health was prioritised.

Similarly, a number of respondents described feeling at ease during the visit, with one educator praising “a much more relaxed approach”, noting that the focus on wellbeing “was very apparent”.

The new Ofsted framework aims to better recognise a setting’s context and make the inspection process more collaborative. This openness appears to be the framework’s biggest win, with many of those who shared their experiences noting a shift toward a more cooperative inspection style. One manager said: “Rather than the inspector simply observing, by working through the inspection toolkit together there was every opportunity for me to give my input”.

Educators also welcomed the opportunity to discuss their settings in more depth, with feeling listened commonly cited as a key factor contributing towards a positive inspection experience.

Respondents also highlighted improved communication as a significant area of development, with providers praising the open dialogue and increased feedback. The new planning call emerged as a standout success, with one educator commenting: “I liked having the zoom call the day before as it broke the ice with the inspector before meeting them on [the] day”.

Ongoing feedback throughout the day was also described as giving teams a chance “to reflect” and increased

“opportunities for professional discussion”, adding a much-needed sense of clarity to the inspection process.

While the framework has clearly opened doors for better collaboration, clearer feedback and a more empathetic approach, these improvements were not experienced universally.

Despite the steps taken by Ofsted to prevent the negative impact of inspections, a number of respondents still reported the process as stressful and intimidating, with one educator describing their inspection as “relentless, critical and emotionally draining from beginning to end”.

In some cases, even “confident and highly committed” educators were left “visibly distressed”, while some of those who criticised the intensity said the process left them shaken, emotional or even considering a change of careers.

While the new framework aims for a comprehensive understanding of each setting, some respondents expressed disappointment with the depth of the process. Participants described the inspection as “rushed” and felt “there was no opportunity to explain” their setting and “show [it] in action”, especially as the traditional learning walk has been removed.

Parallel to these concerns, a number of respondents highlighted aspects of the new framework that felt unjust, including:

■   the increased difficulty in achieving a higher grade

■   the feeling of being penalised for not having children with SEND

■   a sense that the system is skewed against PVIs and childminders

Some felt the new grading system sets an impossibly high bar for top marks and leaves families struggling to decipher what a good grade looks like. One manager said: “The revised framework makes it virtually impossible to achieve a high grade, and it is our impression that this model is purely to further drive the nail in the coffin of PVIs and childminders.”

Similarly, with inclusion now a standalone evaluation area, a number of respondents report being told that they could not be awarded ‘exceptional’ in this area because they didn’t have any children with SEND on roll at the time of the inspection, even if they had done so in the past.

The most stinging criticisms concerned authenticity. Some settings felt the new elements introduced were merely designed to quieten sector critics, with a number of respondents saying that they found the system remained rigid and felt they were not listened to. According to one respondent, the inspector “didn't take on board anything [that was] said” and another described the process as “bound by the handbook”.

Of those who felt there was no real change to the process, a number said the focus on wellbeing was superficial. One participant explained: “Being asked if we were OK did not match the tone or conduct of the inspection itself. There was no meaningful adjustment in approach, despite clear signs of anxiety and strain.

“The focus on wellbeing felt tokenistic and made no real difference to the team. The day is stressful, regardless of how many times an inspector asks.”

While the feedback only represents a small snapshot of experiences under the new framework, the depth of feeling is undeniable. It suggests that while Ofsted’s new framework is a step in the right direction for many, the empathetic approach is not yet a universal reality.

From discussions with fellow providers, one contributor noted “lots of inconsistencies between the inspections” and said the outcome “depends what inspector you get on the day”.

To ensure the new four-year cycle doesn’t add undue pressure, it’s clear the sector needs more than just a change in tone; it needs consistency.