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The first annual update to Ofsted’s inspection materials has been published, giving school leaders their clearest picture yet of what inspections will look like from September 2026.
While these updates don’t introduce a completely new inspection framework, they do refine what inspectors will be looking for within the existing one. That means the schools who prepare early won’t be scrambling to respond when inspections begin.
This guide breaks down what has changed, why it matters, who needs to be involved, and, most importantly, the practical actions you can start taking now to ensure your school is inspection ready.
What has been released?
Ofsted has published updated inspection materials that will come into effect from September 2026, including:
- The updated School Inspection Toolkit
- The revised Operating Guide
It is important to note that the five evaluation areas and report card structure remain unchanged. Instead, Ofsted has refined the evidence inspectors will seek within those areas, signalling where expectations are increasing.
For school leaders, these updates provide valuable insight enabling them review policies, strengthen evidence and embed practice in time for the new inspection approach to begin.
Why is this important?
These updates offer much more than minor wording changes.
They indicate the direction of travel for inspections throughout 2026–27 and beyond. Several expectations have become more explicit, particularly around safeguarding, inclusion and leadership accountability.
Three themes stand out:
- Evidence matters more than intention. Schools will need to demonstrate not only that policies exist, but that they are consistently implemented.
- Inclusive leadership is under greater scrutiny. Inspectors will look more closely at how leaders support pupils with SEND and those facing barriers to learning or wellbeing.
- Preparation can begin now. None of these changes require schools to wait to take action.
For many schools, this is an opportunity to address gaps proactively rather than reactively.
The key changes school leaders need to know
1. Allergy safety becomes an inspection focus
Perhaps the most concrete change is the expectation around allergy management.
Inspectors will now consider whether schools have:
- A dedicated allergy safety policy
- A named senior leader responsible for allergy safety
- A named link governor
- Annual policy review arrangements
- Appropriate systems for identifying pupils with allergies
- Risk assessments
- Staff training
- Emergency response procedures
For schools that currently include allergies within wider medical needs policies, this may require creating a standalone document.
2. Mobile phone policies face greater scrutiny
Many schools already have mobile phone policies, but inspectors will now have clearer lines of enquiry around:
- How the policy is implemented
- Consistency across the school
- Enforcement in practice
- Whether expectations are understood by staff and pupils
This means leaders should be prepared to evidence how the policy translates into day-to-day practice, rather than relying on the written document alone.
3. SEND and inclusion expectations continue to grow
The updated toolkit strengthens the inspection focus on inclusive leadership.
Notable changes include:
- Recognition of “leaders who have an inclusion role”
- Greater emphasis on engagement with pupils with SEND and their families
- Increased scrutiny of outcomes for pupils experiencing barriers to learning or wellbeing
Inspectors will increasingly ask:
- How are these pupils supported?
- How do leaders know provision is effective?
- What impact is it having?
Evidence of leadership engagement and measurable outcomes will be increasingly important.
4. A new similar-schools comparison model
Ofsted and the Department for Education have developed a new statistical model to compare schools with similar contexts.
This will influence how inspectors interpret:
- Attainment
- Progress
- Performance data
Rather than comparing schools against previous benchmarks, inspectors will use this updated model when considering performance.
School leaders should understand how their school is grouped and be prepared to explain outcomes within this new context.
5. Enrichment remains on the agenda
Although the new enrichment framework is still to come, the toolkit now references it.
This signals that inspectors will increasingly consider whether enrichment opportunities are:
- Purposeful
- Broad
- Well-planned
- Accessible for pupils
Schools should continue reviewing the quality, not simply the quantity, of enrichment they provide.
6. Early Years updates
For schools with nursery provision or maintained nursery settings, inspections will also reflect updated Early Years Foundation Stage guidance around:
- Safer sleeping
- Safer eating
These areas will become routine inspection considerations from September 2026.
Don't wait - act now
One of the biggest advantages school leaders have is time.
Unlike many inspection updates that appear shortly before implementation, these changes have been published well in advance, giving schools the opportunity to strengthen policies, improve evidence and embed consistent practice before inspectors arrive.
Schools that take the time to review documentation, involve governors, strengthen inclusion evidence and prepare leadership teams will be far better placed when the updated inspection materials come into force.
Use our action plan to help ensure that you are Ofsted ready.
Victoria Raynor is the Director of Raynor Safeguarding Ltd and an experienced safeguarding consultant, trainer and speaker. A former Head of Safeguarding and Designated Safeguarding Lead, she works with schools and trusts across the UK and internationally to strengthen safeguarding leadership, culture and practice.
Victoria is also the Global Safeguarding Partner for Leading Your International School (LYIS) and regularly delivers training, safeguarding reviews and keynote presentations.
Vic created and is part of SafeHive. A network of highly experienced safeguarding professionals providing expert consultancy, reviews, training, supervision and interim leadership. They work alongside schools, trusts and organisations to strengthen safeguarding culture, improve practice and build sustainable systems that keep children safe through collaboration, expertise and professional challenge.
