More to do to get Ofsted inspections right despite positive signs
Early years providers are generally giving the new Ofsted inspection framework the thumbs up, although they question the consistency and collaborative approach.
In September 2025, Ofsted launched the renewed education inspection framework (EIF) and began inspecting under the new framework from November 2025.
Ofsted commissioned IFF Research, an independent social research agency, to evaluate how this renewed framework was being implemented.
This report included responses from early years providers, but the response rate was fairly low at 22%.
Those responses were more positive about the new framework than school settings were, generally feeling that the inspections were more tailored to the realities of their provision. 79% of early years settings thought that inspectors sought to understand their context and took it into account.
Providers have reported a significant shift towards a more collaborative inspection approach, viewing inspectors as working with leaders to understand evidence, context, available data and areas for improvement, rather than simply judging performance. The removal of the single overall effectiveness judgement was viewed positively, with report cards considered more transparent and easier to understand.
69% of providers said inspectors took actions to reduce stress and anxiety during inspection and 95% said that those actions did reduce stress at least to some extent.
Inspectors are placing greater emphasis on SEND, vulnerability, wellbeing and inclusion than under previous frameworks. 85% of responses noted a greater recognition of the work done to support children facing barriers to learning and wellbeing.
It wasn’t all positive however, the report notes that implementation is not always consistent, with some providers feeling the promised collaborative approach is not yet fully embedded everywhere. Workload and wellbeing concerns remain a challenge, although responses indicate the challenge is less acute in early years settings than schools.
Tim McLachlan, Chief Executive of National Day Nurseries Association (NDNA) said: “The overall findings of the report echo a lot of the feedback we have heard from providers about the new approach being more collaborative, supportive and the new reports better reflecting the reality of what is happening in settings. However, there are still important lessons to learn. While many people have positive experiences there are still too many who do not, showing that the consistency of inspectors’ approaches and judgements still needs to be improved.
“When the new framework was proposed we raised serious concerns about the ‘Exceptional’ grade. There is still confusion about how, when and whether this can be awarded among providers and from the information inspectors give. This needs to be addressed so people and parents can have clarity on what ‘exceptional’ means in reality.
“Reports suggest the Secretary of State intends to look again at the framework. This will give her the opportunity to address the inequality between how early years are inspected in standalone settings- like nurseries – compared with school-based provision which currently receive a fraction of the time and attention during a whole-school inspection.
“For any system to work well it must be able to address feedback through a trusted complaints process. We still hear of too many nurseries who lack the confidence or the opportunity to use Ofsted’s complaints process. At the same time, anonymous, unfounded complaints against nurseries cause untold amounts of stress and additional work to address. This report demonstrates a positive start but there is still more that can be done to get this process right for providers, children and families.”
You can read the full report here https://www.gov.uk/government/publications/evaluation-of-ofsteds-renewed-approach-to-education-inspection-summary-of-interim-findings
- England
- early education
- England
- Ofsted
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