{"id":23157,"date":"2022-10-11T15:19:47","date_gmt":"2022-10-11T15:19:47","guid":{"rendered":"https:\/\/xello.world\/?p=23157"},"modified":"2025-11-05T05:54:10","modified_gmt":"2025-11-05T10:54:10","slug":"ofsted-inspection-framework-preparing-for-an-inspection","status":"publish","type":"post","link":"https:\/\/xello.world\/en-gb\/resources\/blog-posts\/ofsted-inspection-framework-preparing-for-an-inspection\/","title":{"rendered":"Preparing for an Ofsted Inspection"},"content":{"rendered":"<p><span style=\"font-weight: 400;\">Ofsted inspections<\/span><span style=\"font-weight: 400;\"> will go smoothly if educators are prepared, know their role in the process, and what they need to provide to fulfil inspectors\u2019 expectations. In this section, we discuss everything that will help educators get ready for Ofsted inspections, including the type of documents inspectors want to see from them as well as some potential questions they will ask.<\/span><\/p>\n<h2><strong>What documents will Ofsted want to see for an inspection?<\/strong><\/h2>\n<p><span style=\"font-weight: 400;\">It\u2019s important to know that schools don\u2019t have to prepare anything extra for inspections but <\/span><b>the inspectors will ask for some information for the planning of the inspection<\/b><span style=\"font-weight: 400;\"> that is best to be collected as soon as possible.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">We share the full list here based on <\/span><a class=\"\" href=\"https:\/\/assets.publishing.service.gov.uk\/government\/uploads\/system\/uploads\/attachment_data\/file\/977386\/Inspecting_maintained_schools_and_academies__leaflet_for_schools.pdf\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Ofsted\u2019s Leaflet for schools<\/span><\/a><span style=\"font-weight: 400;\">.<\/span><\/p>\n<p><b>Information needed for inspectors before the inspection:<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">The single central record or the school<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">A list of staff and whether any relevant staff are absent<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Whether any teachers cannot be observed for any reason (for example, if they are subject to capability procedures)<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Whether anyone is working on site who is normally employed elsewhere in the multi-academy trust (if relevant)<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Maps and other practical information, such as on whether the school uses interpreters or other specialist support<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Access to the school\u2019s wifi, so that inspectors can connect to the internet<\/span><\/li>\n<\/ul>\n<p><b>The following information is requested to be available at the start of the inspection:<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">The school timetable, current staff list and times for the school day<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Any information about previously planned interruptions to normal school routines during the inspection<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Records and analysis of exclusions, pupils taken off roll, incidents of poor behaviour and any use of internal isolation<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Records and analysis of sexual harassment or sexual violence<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Records and analysis of bullying, discriminatory and prejudicial behaviour, either directly or indirectly, including racist, disability and homophobic\/biphobic\/transphobic bullying, use of derogatory language and racist incidents<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">A list of referrals made to the designated person for safeguarding in the school and those who were subsequently referred to the local authority, along with brief details of the resolution<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">A list of all pupils who have open cases with children\u2019s services\/social care and for whom there is a multi-agency plan<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Up-to-date attendance analysis for all groups of pupils<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Documented evidence of the work of governors and their priorities, including any written scheme of delegation for an academy in a multi-academy trust<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">A summary of any school self-evaluation or equivalent<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">The current school improvement plan or equivalent, including any planning that sets out the longer-term vision for the school, such as the school or the trust\u2019s strategy<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Any reports from external evaluation of the school, including any review of governance or use of the pupil premium funding<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">As mentioned previously, some of this information, if available, can be shared with inspectors before the inspection begins and some must be uploaded through <\/span><a class=\"\" href=\"https:\/\/portal.ofsted.gov.uk\/my.policy\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Ofsted\u2019s provider portal<\/span><\/a><span style=\"font-weight: 400;\">.<\/span><\/p>\n<h2><strong>What questions would Ofsted ask: 40 potential Ofsted questions<\/strong><\/h2>\n<p><span style=\"font-weight: 400;\">The questions Ofsted inspectors may ask during an inspection largely depends on the nature and type of school, and who is addressed specifically in a discussion, a headteacher or a curriculum leader, for instance. Here we take a look at a range of possible and more universal questions for secondary education to ensure that anyone involved in a talk with inspectors would know where to start:<\/span><span style=\"font-weight: 400;\">\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Ofsted questions about the quality of education<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">How do you make sure that teaching meets the needs of all children?<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">What do you do to demonstrate intent, implementation and impact?<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Are plans in place to bring children and young people up to speed in any areas of academic weakness present? Are children with learning disabilities enabled to excel?<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Ofsted questions about curriculums<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">How does the curriculum help a student in passing school?\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">How is it ensured that the subject staff have the expertise to deliver the curriculum?<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">How is the curriculum intent decided and communicated?<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">How is assessment used to inform curriculum design and sequences of learning?<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">How does the curriculum support safeguarding?<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Ofsted questions about reading<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">How do you engage students and develop a love of reading?<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">What level of texts students are expected to read at home? How do you engage them and make parents aware of these expectations?<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">How do you provide access to reading for those who don\u2019t or can\u2019t read at home?<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Ofsted questions about cultural capital\u00a0<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">How do you promote an understanding of \u201cculture\u201d?<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">How do you improve students\u2019 cultural capital (and how do you ensure it)?<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Ofsted questions about behaviour and attitudes\u00a0<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Can students explain how positive behaviour and attitudes are encouraged and rewarded in the school?<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Is attendance improving and what are the areas where it is particularly high?\u00a0<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Ofsted questions about safety and health<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Does the staff ensure that students eat high quality, nutritious foods? Are students educated about the importance of nutrition and how to eat well?<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Are students encouraged to take part in physical activity they enjoy? Are those with disabilities enabled to engage in physical activity?<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Are school leaders and staff aware of how to identify and respond to online safety concerns?<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Are students safe from discrimination and bullying?<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Do students understand how to stay safe online?<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Ofsted questions about leadership and management<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">What would you do if you had concerns about a member of staff?<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">What is the staff qualified for?<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">How is staff performance monitored?<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Is the staff aware of students\u2019 performance in school?<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">How do school leaders make sure that new staff is given the knowledge they need to keep children safe? Is there mandatory training for them at their new workplace?<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">How are newly qualified teachers supported when it comes to school policies and practices?<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">How is the staff trained to identify risks of a student being neglected, abused or exploited?\u00a0<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Ofsted questions about safeguarding\u00a0<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">What do you do to ensure that you have comprehensive safeguarding policies in place?<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">How do you record safeguarding incidents?<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Does the staff know to whom to report safeguarding concerns?<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">When did the staff last undertake safeguarding training?\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">How do you report a safeguarding issue? What if the manager is not there?<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">What would be some warning signs for you that there was a safeguarding issue with one of your students?<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Ofsted questions regarding parents\u00a0<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">How do you keep parents updated on policy and procedures?<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">How often do you report information to parents about their child\u2019s progress?<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">What is your process for dealing with parent complaints?<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Ofsted questions about personal development\u00a0<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">How do you promote British Values in your setting?<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">How are you checking that students know what they have learnt?<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">How do you monitor the quality of careers guidance and how well it benefits students in choosing and deciding on their next steps?<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">How are students\u2019 talents and interests identified and developed?<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Xello\u2019s <\/span><a class=\"\" href=\"https:\/\/xello.world\/en-gb\/blog\/lab-connecting-skills-to-careers\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Skills Lab<\/span><\/a><span style=\"font-weight: 400;\">, along with the Personality and Learning Style assessments, give an excellent platform for students to map their true skills and interests. After identifying relevant career options, <\/span><span style=\"font-weight: 400;\">Xello<\/span><span style=\"font-weight: 400;\"> allows students to map out potential paths to reach their set goals, including assessing the need for an apprenticeship, gaining new qualifications and getting a diploma at a specific university. All this planning better prepares students with the skills to overcome life\u2019s transitions and pursue a job that not only suits them the best but is in high demand.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Educators can continuously monitor this progress with streamlined reporting, plan interventions with students needing more assistance with career planning and do it all in a time- and energy-saving setting online. <\/span><a class=\"\" href=\"https:\/\/xello.world\/en-gb\/demorequest\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Book your demo here!<\/span><\/a><\/p>\n<h2><strong>Preparing for an Ofsted inspection: Checklist<\/strong><\/h2>\n<p><span style=\"font-weight: 400;\">We collected some tips that can help educators prepare for their next Ofsted inspection.<\/span><\/p>\n<ol>\n<li><span style=\"font-weight: 400;\"> Get familiar with Ofsted inspections as soon as possible<\/span><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400;\">Familiarise yourself with the <\/span>Ofsted inspection process<span style=\"font-weight: 400;\">, what inspectors expect from schools, what they have to provide and even what is not necessary at all. This will help you have a solid ground and give you confidence that you did your homework and are aware of what is coming.<\/span><\/p>\n<ol start=\"2\">\n<li><span style=\"font-weight: 400;\"> Inspect your own provision\u00a0<\/span><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400;\">Ofsted will be expecting you to give your best judgement on all the <\/span><span style=\"font-weight: 400;\">key categories they are looking at<\/span><span style=\"font-weight: 400;\">, including the school\u2019s overall effectiveness and highlighted subjects important for a \u201cgood\u201d or \u201coutstanding\u201d rating such as the state of safeguarding and activities promoting reading.<\/span><\/p>\n<ol start=\"3\">\n<li><span style=\"font-weight: 400;\"> Focus on evidence, not feelings<\/span><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400;\">Be driven by facts and evidence, instead of your emotions when evaluating your school\u2019s processes. Furthermore, just as Ofsted may do, talk to parents and students about their experiences, views and ideas, in relation to the themes that will be examined during the inspection. You won\u2019t be needed to hand in a self-assessment report to the inspector but collecting information beforehand will only help you in answering their questions.<\/span><span style=\"font-weight: 400;\">\u00a0<\/span><\/p>\n<ol start=\"4\">\n<li><span style=\"font-weight: 400;\"> Don\u2019t be afraid of weaknesses<\/span><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400;\">If you are aware of any areas where the school is not performing its best, it\u2019s not necessarily a failure in Ofsted\u2019s eyes. What counts is your ability to analyse the situation and see that a field does need improvement, and presenting your plans on how you are planning to achieve better results in the area. Ofsted is not going to give you nice grades out of pure sympathy but based on the evidence they see, however, attitude and proactive planning might just be what tilts the scale from an \u201cinadequate\u201d to a \u201crequires improvement\u201d rating.<\/span><\/p>\n<ol start=\"5\">\n<li><span style=\"font-weight: 400;\"> Collect reports diligently\u00a0<\/span><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400;\">Ofsted will want to look at all available records about your school and the students, including records of accidents, complaints, your safeguarding or health and safety policies, and information about staff qualifications (see our previous section for details).<\/span><\/p>\n<ol start=\"6\">\n<li><span style=\"font-weight: 400;\"> Make sure the staff are prepared\u00a0<\/span><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400;\">Ofsted will sit down with staff to discuss some questions just like they will with the Headteacher. If you\u2019re the latter, after you collected your evidence and reports, you may want to summarise your findings for the others and make sure that you are all aligned when it comes to Ofsted\u2019s potential questions.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Ofsted inspections will go smoothly if educators are prepared, know their role in the process, and what they need to provide to fulfil inspectors\u2019 expectations. In this section, we discuss everything that will help educators get ready for Ofsted inspections, including the type of documents inspectors want to see from them as well as some &hellip; <a href=\"https:\/\/xello.world\/en-gb\/resources\/blog-posts\/ofsted-inspection-framework-preparing-for-an-inspection\/\">Continued<\/a><\/p>\n","protected":false},"author":61,"featured_media":23158,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[42,76],"tags":[93],"class_list":["post-23157","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-blog-posts","category-regional-standards","tag-blog-posts"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.1.1 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Preparing for an Ofsted inspection | Xello Blog<\/title>\n<meta name=\"description\" content=\"Learn what 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