There’s a new Sheriff in town—and any excuse-making, low-standard varmint better brace themselves. This isn’t just a shift; it’s a full-blown reckoning. 

If you thought the old Ofsted regime was relentless, think again. This new era is all about passion—fearless, uncompromising, and ready to call out failure without blinking. No sweet-talking or sidestepping will soften the blow. Schools either meet the mark or face the cold glare of judgment— tenfold. 

Without fear or favour? That was for wimps. 

This isn’t evolution; it’s revolution. And for those stuck in the mud, clinging to complacency? There’s no room left on this trail. 

But let’s hold up for a second. Is this really the change education needs? 

I genuinely want to support educational reform—it’s essential if we are to meet the evolving needs of our children and society. Believe it or not, I felt the same during the Gove era. Ever the optimist, I even endured ridicule from colleagues when I went to hear him speak at the Birmingham Headteachers’ Conference around 2013. But here’s the rub: change in education is one of the hardest acts to pull off. Schools are built on routines, traditions, and structures that have provided stability for generations – even when narrow data points might say otherwise. Even those so-called ‘stuck’ schools have often been trying to pull themselves out of the mud, providing something no data analysis, exam measure, or distant bureaucrat will ever understand. 

Great leaders and educators have tried—and often struggled—to improve our most challenging schools. Success rarely, if ever, happens overnight. When it does seem quick, it’s usually because no one acknowledges the groundwork laid beforehand. Yet policymakers cling to short-term revolutions, expecting instant transformation while ignoring the real, patient work it takes to shift school culture. Policy makers have been “improving” education for years, yet every new initiative arrives with the same verdict: it’s still not good enough trapping us in a bureaucratic loop of perpetual reform without resolution. 

Educational policy seems to have become the plaything of outliers. When one or two schools thrive under a new framework, policymakers flaunt them as proof of success, disregarding the systemic barriers faced by the majority. Meanwhile, those who actually walk the corridors of schools know the reality: disruption without clear, well-supported plans isn’t just daunting—it’s dangerous. Teachers and leaders deeply invest in practices that work. Uprooting those without providing adequate time, trust, and resources is nothing short of gambling with students’ futures. 

And so here I am, trying to view the new Ofsted framework through an optimistic lens. What will be better? Will it genuinely lead to meaningful improvements? Or is it just another hurried revolution destined to sink in the mud it churns up? The government labelled those who resisted Gove’s reforms as the “enemies of promise”—so what will the Labour Party call those who challenge the new Ofsted framework? It’s always worrying when an education secretary seems to read the room so badly and sees those speaking up as more of the problem, rather than people with solutions. I heard the many words – Improve, not punish; we want the same thing; the best trusts, the best schools and the best leaders… Words, and more words – we need a unified action but we get The Accountability Stick followed by the ‘I make no excuses’ rhetoric of the past… and all I see is The Stick has got bigger.

The education sector deserves more than empty promises and revolutionary slogans. It needs thoughtful, sustainable reform led by people who truly understand the heart of our schools. More than this – it needs revolutionary levels of funding and innovation. 

What Needs to Change? 

The new Ofsted report cards must take into account the complex and diverse local contexts that schools operate within. A one-size-fits-all approach is reductive and fails to recognise the unique challenges faced by schools in areas with high levels of deprivation, cultural diversity, or rural isolation. This is not to make excuses for them – but acknowledging this is vital as a starting point. A nuanced evaluation must consider factors such as pupil demographics, socio-economic pressures, and community engagement efforts. I would go as far as looking at investment in the area, NHS, amenities, access to health care etc… We punish schools as if they are the only reason children fail… We need to grow up and realise there are many factors, and a school cannot solve them all. Schools that make significant progress in the face of adversity should be celebrated—not judged solely by narrow data points. Without this contextual lens, the framework risks reducing schools to mere statistics, undermining the incredible efforts of educators working tirelessly against the odds. 

But the change must go further: 

  • Investment in SEND: Special Educational Needs and Disabilities (SEND) provision is at breaking point, placing unbearable strain on schools and communities. 
  • Teacher Recruitment and Retention: We need motivated teachers who believe in the profession—teachers who aren’t worn down by unrealistic pressures and inadequate support. And an all too growing sense of ‘bashing’ then and shaming them. 
  • A Vision for Unity: The education system needs a cohesive vision, not fragmented initiatives that pit schools against one another. We are seeing an Era of who do I need to keep on side, who should I say something positive about…  
  • Accountability That Supports: Schools need accountability frameworks that uplift and guide rather than punish and ostracise. 

If this new Ofsted era wants to be remembered as a genuine revolution, it must ditch the tired rhetoric of fear and judgement. As our CEO mentioned today – Ofsted have taught us one thing – no one really knows, after decades, how to accurately and fairly judge a school.  

Ofsted should embrace thoughtful, informed strategies that empower schools to thrive in their own unique contexts – not gimmicky score cards. Without that shift, it will simply churn up the same old mud and leave the education system stuck yet again.