Upcoming Changes to the Ofsted Inspection Framework – What Further Education Providers Need to Know

On the back of a recent webinar with a member of Ofsted’s policy team, hosted by The Sussex Council of Training Providers (SCTP), we now have clearer insight into the upcoming changes to the Ofsted Inspection Framework, due to come into effect from November 2025. 

Why does the Consultation Matter?

With over 28,000 schools compared to a smaller FES sector, there is a risk of under-representation in the feedback process. Therefore post 16 providers are strongly encouraged to respond to the consultation to make sure the framework fairly reflects the diversity and complexity of Further Education and Skills provision.

It is crucial that the Further Education sector participates to ensure its voice is heard amid a school-heavy focus.

Here’s a breakdown of some of the key takeaways, especially for Further Education and Skills (FES) providers that we gained from the session.

Upcoming Changes to the Ofsted Inspection Framework

Key Timelines and Context:

• Inspections under the current framework will stop at the end of August 2025.
• New inspection format will begin in mid-November (anticipated second or third week).
• Social care is not part of this new inspection framework.
• The current consultation on the new inspection process is open until 28th April 2025. Contributions are welcomed from all.

New Structure and Approach to Inspection:

• Employer Providers will be classed under the wider umbrella of Further Education Providers; alongside colleges, ITPs, community learning, Boot Camp and apprenticeship providers.
• Inspection reports will be replaced with “report cards” – intended to offer more practical insights and a clearer overview.
• The report cards will be interactive electronic documents with expandable fields and printable PDF versions.
• Toolkits will replace the current inspection handbook, covering the why, how and what of the inspection process, and are tailored to 4 different provision types: Apprenticeships, EPYP, Adults and High Need.

Inspection Methodology and Judgement:

• Inspections will assume providers are compliant unless evidence suggests otherwise. The judgement process will start with the secure judgement statements and move through the statement levels/ gradings in response to the evidence provided.
• The approach aims to avoid a “one-size-fits-all” model, instead favouring tailored, activity-based inspections.
• Deep dives will still feature but less obviously and will contribute to a broader, more rounded assessment, rather than being the primary focus.
• Intent, Implementation and Impact remain part of the thinking but are now less formally applied.

Focus on Provision Types

The new framework introduces more nuanced grading:

• Overall provider judgments will centre around three main themes: Leadership, Inclusion, and Safeguarding.
• Then by provision type. Provision types such are Apprenticeships, Adult Learning, EPYP (Education for Young People) and High Needs they will be assessed separately (4 grading areas for each type). 
• Meeting Skills Needs will only be considered for providers such as Colleges
• Up to 20 different grades may be awarded based on provision types.

Nominee and Shadow Nominee Roles:

• A continued and expanded focus on the nominee role – a key mechanism allowing providers to have their voice heard during inspection.
• Introduction of a shadow nominee role to support development and training for future nominees, intended to increase confidence and capability within provider teams.

Increased Focus on SEND and Vulnerable Learners:

• Clearer focus on how providers identify and support vulnerable and disadvantaged learners.
• With no standardised data indicators like pupil premium in FE, inspectors will look at provider-defined insights and actions.
• This is particularly relevant for young people and high-needs learners, where bespoke support is crucial.

Safeguarding and Grading:

• Safeguarding will be judged as ‘met’ or ‘unmet’, with a slightly refreshed approach in wording and focus.
• There are 4 areas of judgement within each type of provision:
  • Curriculum
  • Developing Teaching and Training
  • Achievement
  • Participation and Development
• There are 3 evidence themes are included within each are of judgement:
  • Leadership
  • Securing Knowledge
  • Inclusion 
  • Area grading within each sectional theme is still being developed but is intended to be informed by the overall trend for the area being considered.

Initial Teacher Education (ITE) Providers:

• ITE provision will fall under a new framework from January 2026.
• Each educational phase (Primary, Secondary, FE) will be judged separately with six evaluation areas per phase. (Leadership; Inclusion; Curriculum; Teaching; Achievement; Professional behaviours, personal development and well-being.

Additional Considerations:

• Skills Bootcamp providers will be inspected under the new framework.
• If you were recently inspected, don’t assume you’re in the clear for three years—the inspection cycle is being reshuffled.
• Be prepared at any time.

Consultation Tips:

• Many of the consultation questions are school-centric, but FES providers should still contribute.
• Make use of free-text sections to highlight FES-specific issues (e.g., the impact of short notification windows, or the need for more tailored inspection criteria).
• Stress that short-notice inspections can disadvantage providers trying to demonstrate their best work. 

Final Thoughts on the Upcoming Changes to the Ofsted Inspection Framework

This is a significant shift for Further Education and Skills providers. The move towards a more nuanced, inclusive and tailored inspection process is promising—but only if the sector makes its voice heard during the consultation.

For more information and supporting documents, you can view Ofsted’s dedicated page.