This is standard practice to ensure that the guides are up to date. The changes will take effect from the beginning of the new school year.

We also published a Chris Russell’s blogfrom the National Director of Education, which explains in detail the changes and why we made them.

These are the main changes to be aware of:

Impact of COVID-19

COVID-19 continues to have an impact on educational institutions, schools and further education providers and is likely to influence how they make decisions for some time to come. However, education providers are moving away from emergency response to the pandemic and returning to more familiar ways of working. To reflect this, the relevant paragraphs dealing with temporary measures against COVID-19 are now included in the main sections of each handbook to make it clear that inspectors will continue to consider the challenges that suppliers may face.

Transitional measures

If within the framework of the education inspection (EIF) was introduced in September 2019. It was recognized that the new focus on the curriculum would mean that schools and IP suppliers may want to change their approach – and this will take time.

Therefore, transitional measures were included in the “Good” evaluation criteria for evaluating the quality of education. These arrangements meant that any school or IP a provider that was still in the process of updating its training program could receive a good rating provided that other aspects of the provision were good.

The arrangements were originally planned to remain in place until September 2020, but were extended as many institutions were forced to re-prioritize their curriculum plans in response to the pandemic.

Transitional measures have now been removed from the updated handbooks. In their place, a new grade descriptor has been added to the education quality assessment, which recognizes that institutions are no longer facing emergency measures and are using longer-term approaches to get pupils and students back to the curriculum they always planned for.

This change does not mean that schools and IP suppliers are now expected to meet each guideline criterion to remain good. Inspectors will continue to make their judgments based on the most appropriate approach outlined in the handbook. And providers will continue to be assessed against their individual context, taking into account the specific needs of pupils and learners.

Graded and non-graphed checks

Updated Handbook of school inspection also provides for Section 5 inspections, now called ‘marked inspections’, and Section 8 inspections of good and outstanding schools, called ‘non-marked inspections’. The purpose of each type of inspection and the way they are carried out remain unchanged. The name change is simply aimed at creating a better understanding of the types of inspections Ofsted carry out and why, particularly among parents.

Enhanced verification of colleges

Updated further education and skills manual sets out how Ofsted will strengthen its full inspections of further education colleges, sixth form colleges and specialist institutions from September 2022. This will include new descriptive judgment on how well colleges are contributing to skills needs.

Structural changes of Art EY inspection manual

In Art Early childhood inspection manualwe have added a new part containing instructions for use EIF in certain contexts and settings such as caregivers and out of school settings.

The verification policy has not changed. However, we have taken the opportunity to review some of the terms we use in the guide and have revised it to provide greater clarity for Ofsted inspectors and the sector.

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