Published on HeadteacherChat Blog | April 2025

By: Jonathan Coy

Monday morning. 09:30. The phone rings. Ofsted is calling.

For many school leaders, these words spark a familiar rush of adrenaline. But what if that moment could be the beginning of something positive?

That was exactly the experience shared by one of our HeadteacherChat community members this month. Their post – heartfelt, honest, and refreshingly optimistic – captured the attention of thousands of educators. It told the story of a two-day graded inspection, with three inspectors and five deep dives, all executed with precision, professionalism, and – crucially – compassion.

“Regardless of the outcomes, we felt it was done with us, not to us.”

At a time when inspection itself was under intense scrutiny, the post showed what inspection can look like when it is grounded in respect.

Listening, Not Judging

The comments echoed a common thread – this wasn’t a one-off. Several school leaders recounted similar experiences:

  • “Rigorous but fair throughout.”
  • “They took time to understand our context.”
  • “My first experience as a Head… I was terrified. But they brought out the best in us.”
  • “A great opportunity to showcase what we’ve done since the last inspection.”

What made these inspections stand out was the way inspectors listened. The tone was one of partnership, staff wellbeing was acknowledged, and staff came away proud of their work.

The New Face of Ofsted?

These positive reflections align with some of the key messages we've seen coming from Ofsted leadership in recent months: more consistent empathy, more space for dialogue, and more attention to staff wellbeing. If this is a sign of real cultural change within the inspectorate, it's one many school leaders have long advocated for.

And yet, the discussion also reminded us of a critical truth: not every school has this experience. Some community members shared stories of inspections that were deeply challenging, with starkly different tones and outcomes. The issue of inspector consistency remains.

One comment read:

“It really depends on who you get… there seems to be no equity in the process.”

Others reminded us that some inspections – even when conducted with professionalism – can still be deeply triggering due to past trauma. Good experiences are not yet everyone's experience.

So, What Can We Learn?

From this thread – and the hundreds of schools who’ve quietly or publicly shared similar experiences – three lessons stand out:

  1. Inspection can help a school when rooted in collaboration, not confrontation.
  2. Leadership matters – not just in schools, but among inspection teams. The tone is set from the top.
  3. Transparency and consistency are key to building trust in the system.

This is not about being “soft” on standards. The inspections were still rigorous, thorough, and deeply evaluative. They showed that:

You can be exacting and empathetic. You can hold high expectations and humanise the process.

A Final Word

To the inspection team that inspired this post – thank you. To the Headteachers who shared their reflections – thank you. Your voices matter. Your experiences shape the way we advocate for better practice.

And to Ofsted: let’s make with us, not to us the standard.

Have you had a similar (or different) experience? Join the conversation on our Facebook Group. or our New Community for School Leaders

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