This is one of two related blogs. In this post, we explore the changes to the guides for inspectors announced for September 2026. Here, we explore the changes to the inspection toolkit.
In June 2026, in light of lessons learned during the early implementation stages of the new framework, Ofsted published updates to their inspection materials for use from September 2026. Changes were made to the guides for inspectors and the schools’ inspection toolkit.
Here’s the lowdown on the seven most significant changes to the guides for inspectors…
1. Tighter scrutiny of governance and trust oversight
The new Ofsted guide gives inspectors clearer expectations about engaging with:
- Governance professionals (clerks/governance leads)
- Chairs of trustees (or delegates)
- Trustees
- CEOs and trust leaders
There is a stronger emphasis on understanding how governance and delegated responsibilities operate in practice, particularly within MATs. Inspectors are now expected to consider the role of the governance professional, including how they support effective governance, and (where applicable) to meet with the chair of trustees, trustees, and the CEO as part of gathering evidence. They are also directed to review governance information, including whether an Interim Executive Board (IEB) is in place.
Rather than simply checking governance structures exist on paper, inspectors will want to understand how accountability works in practice, how responsibilities are delegated across the trust, and how trustees gain assurance that policies are being implemented consistently across schools.
What this means
School and trust leaders should:
- Review and document governance and delegation arrangements so they are easy to explain.
- Ensure trustees, local governors, and governance professionals understand their respective responsibilities.
- Be ready to demonstrate how boards monitor the impact of key policies, rather than simply approving them.
- Make sure CEOs, chairs, and governance professionals can clearly articulate how they challenge and support school leaders.
2. Safeguarding evidence requirements strengthened
Inspectors are now explicitly directed to:
- Review safeguarding audits.
- Examine safeguarding processes and how they are reviewed.
- Discuss safeguarding more systematically with relevant leaders.
The updated guidance also requires inspectors to review records relating to disqualification under the Childcare Act where relevant and strengthens expectations around meetings with the designated safeguarding lead (DSL) and other leaders with inclusion responsibilities throughout the inspection.
This builds on the existing safeguarding scrutiny but places greater emphasis on schools demonstrating an active cycle of review, evaluation and improvement. Inspectors will be looking not just for compliant policies, but evidence that leaders regularly audit safeguarding arrangements, identify weaknesses, and take action to address them.
What this means
School leaders should:
- Complete regular safeguarding audits and ensure actions arising from them are monitored to completion.
- Keep a clear record of how safeguarding procedures are reviewed and improved over time.
- Ensure the DSL can explain safeguarding quality assurance processes, not just statutory compliance.
- Check that safeguarding records, training, and audit documentation are inspection ready.
3. Alternative Provision (AP) explored in inclusion meeting
The new guidance states that discussions with the DSL, SENCo and other inclusion leaders should include consideration of any alternative provision (AP) used by the school.
Inspectors are expected to explore why placements have been commissioned, whether they are genuinely in the pupil’s best interests, how safeguarding arrangements operate, the quality of due diligence undertaken before placements began, how placements are monitored (including at least half-termly reviews), and plans for reintegration or transition. They will also consider pupils’ attendance, progress and outcomes while attending AP.
Inspectors are also directed to establish whether pupils are appropriately registered, speak to AP providers where appropriate, and consider whether any placement could amount to off-rolling if it is not in the pupil’s best interests.
What this means
Schools using AP should:
- Keep clear evidence explaining why every placement is in the individual pupil’s best interests.
- Ensure robust safeguarding and due diligence records are available.
- Maintain documented review meetings, attendance information and progress monitoring.
- Be able to demonstrate clear reintegration or transition plans wherever appropriate.
4. Clearer expectations around off-rolling
The September 2026 guide adds clarification on:
- Ofsted’s definition of off-rolling.
- What inspectors should do where off-rolling is suspected or identified.
The updated guidance defines off-rolling as decisions taken in the interests of the school, rather than the pupil, including removing pupils from roll without a formal permanent exclusion or preventing them from attending normally without a formal suspension (for example through inappropriate use of part-time timetables or sending pupils home). It also includes pressuring parents to remove children from roll or encouraging post-16 students to leave courses against their best interests. Managed moves and alternative provision are not considered off-rolling where they are genuinely in the pupil’s best interests and follow statutory guidance.
Inspectors are instructed to contact senior Ofsted colleagues if off-rolling is found or suspected and are told that, where they determine off-rolling has occurred, the leadership and governance evaluation area is likely to be graded Urgent Improvement.
What this means
School leaders should:
- Review pupil movement data for any unusual patterns.
- Ensure every managed move, AP placement, and part-time timetable has a clearly documented educational rationale.
- Check exclusion and attendance processes comply fully with statutory guidance.
- Be prepared to demonstrate that decisions affecting vulnerable pupils are made solely in those pupils’ best interests.
5. Attendance recording mechanisms made more prominent
A notable addition is guidance requiring inspectors to ask leaders about:
- Established attendance recording patterns.
- Any unusual practices.
- The impact these may have on inspection judgements.
Inspectors are specifically instructed to challenge leaders where they identify inaccurate register coding, changes to the timing of registration that could artificially improve attendance figures, or inappropriate use of part-time timetables. Where inspectors believe attendance recording is being manipulated, leadership and governance is likely to receive an Urgent Improvement grade.
The emphasis is therefore not simply on attendance outcomes but on the integrity and accuracy of attendance recording systems.
What this means
Schools should:
- Audit attendance coding to ensure it complies with statutory guidance.
- Review any recent changes to registration procedures and ensure they have legitimate operational reasons.
- Monitor the use of part-time timetables carefully and ensure they are lawful and well documented.
- Ensure attendance leaders can explain both attendance trends and recording practices confidently.
- Equality considerations made more explicit
The updated guide contains clearer direction about:
- Situations where equality duties must be considered.
- How inspectors should take equality issues into account during inspection.
The guidance now highlights specific circumstances requiring inspectors to seek further advice, including concerns that schools are not teaching statutory relationships, sex and health education appropriately, are failing to teach about protected characteristics in an age-appropriate and impartial way, or where there is evidence of potentially unlawful separation of pupils on the basis of a protected characteristic. It also reinforces the shared responsibility of inspectors and providers to meet their duties under the Equality Act 2010.
This sits alongside existing Equality Act requirements but provides more explicit operational guidance about when equality issues should influence inspection activity.
What this means
School leaders should:
- Review equality policies and ensure they are reflected consistently in practice.
- Be ready to explain how the school prevents discrimination, harassment and victimisation.
- Check that curriculum provision relating to protected characteristics meets statutory expectations.
- Ensure leaders can evidence how equality issues are monitored, addressed and evaluated.
7. More detailed guidance on learning walks
The September 2026 version clarifies:
- The purpose of learning walks.
- How leaders may participate in joint activities.
- What inspectors must do when evaluating reading.
The guidance makes clear that learning walks are intended to gather evidence across several evaluation areas – not just curriculum and teaching – and should promote open, reflective professional dialogue.
Schools may nominate an appropriate leader, such as a senior leader, reading leader or subject leader, to accompany inspectors during learning walks. Inspectors are also expected to share emerging findings with leaders so they can discuss whether the evidence reflects the school’s typical practice.
Reading receives particular emphasis. In primary schools, inspectors must evaluate how pupils are taught to read by listening to lower-attaining pupils read, discussing the school’s phonics and reading curriculum, visiting phonics and reading lessons, considering how assessment identifies gaps, and reviewing the suitability of reading materials. Secondary learning walks must also gather evidence about how leaders secure strong foundations in reading so pupils can access the wider curriculum successfully.
What this means
School leaders should:
- Ensure leaders understand the collaborative nature of learning walks and are prepared to participate professionally.
- Review reading provision across the school, particularly phonics, early reading and intervention.
- Ensure assessment systems clearly identify pupils who need additional reading support.
- Be prepared to demonstrate how reading enables pupils to access the wider curriculum, whatever the phase of education.
Don’t forget to read our lowdown on the 6 main changes to the inspection toolkit.
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