The New Ofsted Framework: Practical Insights for Primary Leaders

Practical Insights for Primary Leaders Preparing for the New Ofsted Framework

Is your primary school anticipating an Ofsted inspection under the new framework? If you’re not sure what to expect, the recent experience of colleagues at our Iceni Primary Academy can help guide your preparations.

Following our recent webinar “The New Ofsted Framework: A Primary Experience”, we’ve brought together the most valuable insights shared by the school’s leaders and Trust specialists. Here we’ve distilled the key messages for primary, EYFS, SEND, safeguarding and MAT leaders preparing for the new inspection framework.

Understanding the New Inspection Rhythm

One of the first things our leaders noticed was the concentrated pace of the inspection. Inspectors arrived exceptionally promptly and began seeking detail almost immediately, particularly around pupils selected for case sampling. In smaller schools like Iceni Primary, where mixed‑age classes are common, inspectors might spend extended periods in single classrooms, allowing them to build a deep understanding of teaching sequences and pupils’ learning journeys. Staff must therefore be more prepared for sustained observation rather than brief drop‑ins, and leaders should expect frequent requests to contextualise what inspectors are seeing.

 

“It’s really important to make sure the person who leads these discussions can highlight the strengths and point out the reasons for the identified priorities.”

-Emma Owner, Principal at Iceni Primary Academy

 

This increase in pace means that leaders will benefit from having succinct pupil information at their fingertips. Being able to describe a child’s needs, context, progress and support swiftly helps maintain the flow of the inspection conversation and demonstrates secure oversight.

Ensuring Documentation Is Clear, Concise and Purposeful

Iceni’s experience highlighted the importance of having carefully curated documentation ready in advance. Inspectors will want to see evidence that leaders understand their school’s priorities, track the impact of actions and respond to feedback from pupils and parents. Documents such as curriculum overviews, long‑term plans, participation data for disadvantaged groups, improvement priorities and survey information provide the backbone for these discussions.

The underlying expectation is that leaders can explain why decisions have been made, how they relate to the school’s context and what difference they have made. This is not about quantity but clarity: inspectors want documentation that genuinely informs practice rather than large volumes of paperwork.

What Subject Leadership Now Looks and Feels Like

Although the new framework has moved away from formal “deep dives,” subject leaders should not assume that scrutiny is lighter. The subject conversations remain rigorous and require primary subject leaders to articulate a coherent narrative about their subject across the whole school. This includes being able to explain why particular schemes or pedagogical approaches were chosen, how consistency is maintained between classes and what impact these decisions have had on pupils’ outcomes.

 

“This is your opportunity to prove you’re an expert in your own subjects. So make sure you show off your knowledge, ensuring that you know and can share what is happening in every class in your school with regards to your subject.”

-Emma Frost, Teacher at Iceni Primary Academy

 

Evidence of impact remains critical. Even simple internal data that shows a positive trend can help illustrate that development work is effective. At the same time, subject leaders are encouraged to be candid about any areas requiring improvement and to show how these are being addressed through action planning and monitoring.

Interpreting EYFS Expectations Under the New Framework

The inspection at Iceni reaffirmed that early years continues to be a significant focus. Inspectors looked for clear evidence that phonics teaching was consistent, that adults understood each child’s starting point and that provision was intentionally shaped around developmental needs. Continuous provision came under close scrutiny. Leaders needed to articulate the thinking behind each learning area; how it linked to curriculum plans, how children were expected to use the space and how adults intervened to extend learning.

 

“Inspectors were looking for and are looking for skilled adult interaction, purposeful questioning, conversations that move children’s thinking forward, adapting support and challenge”

Lisa Barrow

 

Inspectors also paid close attention to the needs of children at both ends of the attainment spectrum. They wanted to see that the most confident learners were being appropriately challenged, while children requiring additional support were given thoughtful adaptations and targeted opportunities. A strong understanding of every child, and being able to explain decision‑making confidently, is essential.

Safeguarding: A Deep and Forensic Lens

Safeguarding remains one of the most intensely examined areas. The new framework places considerable emphasis on safer recruitment, including meticulous checks of DBS records, references and any associated risk assessments.

Beyond recruitment, safeguarding conversations now explore the rationale behind leaders’ decisions, the accuracy and clarity of record‑keeping and the degree of professional curiosity shown in response to concerns. Inspectors triangulate information from several sources- case logs, pupil conversations, classroom observations and discussions with staff- to understand the strength of a school’s safeguarding culture. Leaders must be ready to explain why actions were taken, how decisions were monitored and what themes have been identified across the school’s contextual safeguarding landscape.

Viewing Inclusion as a Whole‑School Responsibility

One of the clearest messages from Iceni’s inspection was that inclusion is no longer seen as the sole domain of SEND. Inspectors look broadly at how schools support a wide range of vulnerable pupils, including those with low attendance, behavioural needs, looked‑after children, pupils with safeguarding records and those experiencing disadvantage. They evaluate the quality of learning plans, the appropriateness of targets, the level of challenge and support in lessons and the extent to which interventions make a tangible difference in the classroom.

 

“Ultimately, inspectors were determining whether inclusion was intentional, embedded and designed into the school’s culture – ensuring that every child thrives through the right support and the right mindset”

-Christine Franklin

 

This means all leaders- and many classroom staff- need to be able to speak confidently about the needs of key pupils, the strategies in place to support them and the principles underlying the school’s graduated response- therefore showcasing how inclusive thinking is woven through curriculum, assessment, pastoral structures and classroom practice.

Professional Development as Evidence of Effective Leadership

A significant shift in the new framework is the heightened focus on professional development within the leadership and governance judgment. Inspectors want to see that improvement priorities are well‑reasoned, that staff learning is coherently structured and that there are clear opportunities for teachers to practise and embed new strategies. Evidence of engagement beyond the school- through networks, professional communities or collaborative projects- strengthens this narrative.

Iceni’s use of our Institute’s Professional Development Curriculum helped demonstrate how staff development is sequenced, intentional and connected to wider school priorities.

The Evolving Role of MAT Leaders During Inspection

Trust‑level support played a significant role in Iceni’s inspection. MAT leaders helped with logistical planning, retrieving documentation, facilitating online meetings with governors and trustees, supporting safeguarding processes and even joining classroom visits when appropriate. The inspection framework is flexible in this regard; MAT leaders may take on responsibilities that lighten the burden for school leaders, particularly in smaller settings. What matters most is that the support is purposeful and helps the school demonstrate its strengths clearly and confidently.

Iceni Primary Academy’s experience with the new Ofsted framework offers reassurance that although the expectations are high, they are achievable with thoughtful preparation, strong internal systems and a culture of reflection. Leaders who know their school well, understand the rationale behind their decisions and can demonstrate intentionality in curriculum, safeguarding, inclusion and professional development will be well placed to navigate the new approach.

While the inspection process is undeniably demanding, it also provides opportunities for leaders to celebrate their school’s strengths. Being clear, confident and proud of the work already happening within the school can make a meaningful difference.