My Experience of the New Ofsted Inspection Framework – An Honest Reflection

by Rebecca Butler

I wanted to write this blog because, if you’re anything like me, the new Ofsted inspection framework has probably been sitting in the back of your mind causing a low-level hum of anxiety. There isn’t much out there yet in terms of real, lived experiences – and when something feels unknown, it’s easy for worry to fill the gaps.

So this isn’t a “how to pass Ofsted” checklist, and it’s definitely not intended to panic anyone. It’s simply an honest reflection on my recent inspection under the new framework, what it felt like, what genuinely helped me, and what I’d want to tell another experienced provider going through it.

A bit of context

I was last inspected in January 2020, so I knew I was due. I’ve previously received Outstanding in my inspections under the old framework, so I’ll be honest – that inevitably shaped how I was feeling heading into this one.

I received the initial phone call from the inspector on Friday 5th December, just before 10am. She introduced herself and asked if she could call back later that day for the planning call. We agreed a time, and she rang again at around 1:30pm. This wasn’t a video call.

The inspector said the planning call usually lasts around 30 minutes, but mine ran to just over an hour – and looking back, I think this was one of the most important parts of the whole process.

The planning call – don’t underestimate it

If there is one thing I would really stress, it’s this: read and understand the inspection toolkit before your planning call.

The inspector will want to know how you evaluate your provision against each strand of the framework. This is your opportunity to talk confidently about what you do well – and why.

I made a conscious effort not to undersell myself. When I talked about where I felt my practice sat, I backed it up with real examples of things I actually do and have embedded in my setting. That made a huge difference.

The inspector commented during the call that it was very clear I knew my stuff, based on the language and terminology I was using. That was incredibly reassuring and, for me, set a positive tone from the very start.

I was extremely nervous going into the planning call – I’m an overthinker by nature – but once I started talking, something shifted. I moved out of panic mode and into “actually, I do know what I’m doing, and this is my chance to help the inspector see that.”

The inspection itself was arranged for the following Tuesday.

Inspection day – very different to before

The inspector arrived at around 9:15am and left at approximately 1:30pm.

First, I have to say this: I had a genuinely lovely inspector. I know how much luck plays a part here, and I really do think it matters. Something about her manner – calm, approachable, human – immediately put me at ease and helped me keep a clear head.

The inspection felt very different to previous ones. It was far more observation-based, which initially felt strange. There were fewer direct questions than I expected, but a much greater focus on watching practice and listening to how I talked about what I was doing.

I made a conscious decision to keep our routine exactly the same. I didn’t want to unsettle the children by doing anything differently just because Ofsted were there.

What I did think carefully about was what resources and activities were out, and being very clear in my own mind about why.

Being intentional – and talking about it

Our planned adult-led activity that day was sensory playdough. We’d made it the day before – coloured green, scented like a Christmas tree, with a little glitter mixed through – and set it up with loose parts such as pom poms, twigs and sparkly pipe cleaners.

It was a brilliant activity. With adult support and conversation, it genuinely covered every area of learning and linked closely to several children’s current next steps.

One thing I found really important was talking through what I was doing and why. You don’t need to wait to be asked. In many ways, I felt like I was almost narrating my thinking:

“I’m doing this because it gives the children a predictable start to the day…”
“This supports their communication and language…”
“This helps them practise counting in a meaningful context…”

For example, I explained the intent behind our daily hello song: bringing the children together, building a sense of community, practising listening and turn-taking, embedding early maths through counting and patterns, and helping them feel emotionally ready for the day.

The inspector also gave me feedback throughout the inspection, which I actually really appreciated.

Overall, I found the process more relaxed in tone – but more intense mentally, because I felt the need to explain my practice clearly and thoughtfully.

What I did in preparation (and why it helped me)

I want to be very clear here: you do not need to do all of this to do well. Ofsted have been explicit that they do not want excessive paperwork.

I’m sharing this simply because these are things I already do – and they helped me feel calm, confident and able to articulate my practice. I:

  • Do weekly written planning, including continuous provision and one adult-led activity, with clear differentiation for babies and toddlers

  • Share planning weekly with parents and have strong ongoing communication

  • Run a book lending scheme, with parental feedback recorded

  • Share learning-at-home suggestions linked to our topics

  • Have a clear, predictable daily routine (including a hello song and self-registration board)

  • Have a carefully planned outdoor classroom, designed to cover multiple areas of learning

  • Keep safeguarding quick reference cards and local numbers (including LADO and whistleblowing) visible and accessible

  • Understand children’s learning styles and schemas and can talk about them confidently

  • Have children’s next steps written down, and can explain what they are and why

  • Created a “Learning Through Our Environment” document explaining why each space is set up as it is

  • Prepared a simple inspection file outlining our curriculum, differentiation, inclusion, SEND planning (even though we don’t currently have SEND children on roll), and how we celebrate cultural heritage

  • Researched local safeguarding priorities and noted what to look out for and what action I would take

I feel all of this created a really clear overall picture: that I had thought deeply about my practice and had systems in place.

Again – this isn’t a checklist. It’s just what helped me.

Case study children – know them well

During the planning call, I was asked to choose a case study child. This is usually a child with SEND or potential barriers to learning.

I prepared a simple pile of information:

  • Starting points and baseline assessment

  • Learning summaries and 2-year check

  • Current next steps

  • Parent feedback

We talked a lot about this child during the inspection – particularly their progress and how we are currently supporting them.

This really reinforced something important: what matters most is knowing your children.

Where they started.
Where they are now.
What their next steps are – and why.

All providers know their children well. Sometimes it’s just about being able to get that across confidently on the day.

About outcomes and the new wording

I’m not able to share my grades yet – providers can only do this once their report is published. Reports are currently taking longer because the framework is so new and requires additional moderation.

I will say that it felt strange not receiving an overall grade, and the new wording does take some getting used to – particularly if you’ve previously been graded Outstanding.

However, I was pleased with my outcome.

What I’d say to someone about to be inspected

  • Be prepared – but don’t panic

  • Read the inspection toolkit (and the operational guidance – all four documents are useful)

  • Think about what you’ll have out on the day and why

  • Know your children well

  • Be yourself

  • Talk as much as you can – it often reduces the number of questions

  • Keep routines the same

  • Don’t introduce anything new just for inspection

Most of all, see it as an opportunity to showcase what you already do well.

Closing reflections

The biggest takeaway for me is that the new framework isn’t about performing or creating something new for inspection. It’s about being able to explain what you already do, why you do it, and how it supports children’s learning and wellbeing.

The language has changed, and that can feel unsettling – especially if you’ve been inspected under the old framework – but the heart of good early years practice hasn’t changed at all.

Knowing your children, understanding your provision, and being confident in your intent still matter most.

If you’re heading towards inspection, my biggest reassurance would be this:
you don’t need to become someone else for Ofsted – you just need to help them see the thoughtful, reflective practice you live every day.

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