Digital Education Resource Archive

Cuff, Benjamin M. P.

Keys, Ellie

Churchward, Darren

Kennedy, Lauren

Holmes, Stephen

Extra time in assessments : a review of the research literature on the effect of extra time on assessment outcomes for different students

Access arrangements for GCSE, AS and A level : 2024 to 2025 academic year

Main findings : state-funded schools inspections and outcomes as at 31 August 2025 : Published 25 November 2025

Consultation Document : Learner travel operational guidance 2025

Pulse surveys of childcare and early years providers, 2024-2025 : research report, October 2025

GuidanceInitial teacher education (ITE)inspection framework: foruse from January 2026Updated 10 September 2025Applies to England  MenuHome Education, training and skills Teaching and leadershipTeacher training and professional development Initial Teacher Training (ITT)Initial teacher education (ITE) inspection: toolkit, operating guide and frameworkPrint this pageIntroductionThe initial teacher education (ITE) inspection framework sets outhow Ofsted inspects ITE providers in England. It includes theprinciples of inspection, which are set out in this document, andthe standards we use to inspect providers, which are in our ITEinspection toolkit.  We have also published the following core inspection materials: an operating guide that sets out the methodology inspectorsuse to gather evidence  an inspection information page that provides usefulinformation about the process for a wide audience Legal basis for ITE inspectionsITE inspections are carried out under the Education Act 1994and the Education and Inspections Act 2006.Section 18B of the Education Act 1994 gives His Majesty’sChief Inspector (HMCI) the power to inspect initial training ofteachers for schools and, when requested by the Secretary ofState, a duty to do so.The Education and Inspections Act 2006 and the Education andInspections Act 2006 (Prescribed Education and Training etc)Regulations 2007 set out HMCI’s duty to inspect publicly fundedtraining of further education and skills teachers, lecturers andtrainers when requested by the Secretary of State.For use on inspections from January 2026.!ContentsIntroductionPrinciples ofinspectionThe evaluation scaleused for inspectionThe evaluation areasgraded on inspectionEarly years initial teacher training (ITT) inspections are coveredunder paragraph 9(1) of Schedule 13 (Interaction with otherauthorities) to the Education and Inspections Act 2006. Thisstates that ‘The Chief Inspector may make arrangements with apublic authority for the carrying out by him (a) in England orWales, or (b) in Northern Ireland, of inspections of any institutionor matter which he is not required or authorised to carry out byvirtue of any other enactment.’Why we inspect ITE providersIn ITE inspections, we focus on providers and how all theindividuals within them work together to make sure traineesreceive the highest possible quality of ITE. We do not inspectthe specific individuals that work in the providers.The purpose of ITE inspectionsInspections provide an independent external evaluation of anITE provider’s effectiveness and, where appropriate,recommend what it should do to improve.Inspectors gather a range of evidence, which they evaluateagainst the framework. They take full account of our policies andrelevant legislation in areas such as safeguarding, equality anddiversity.Our inspections of ITE:provide trainees and prospective trainees with an expert,independent assessment of how well an ITE provider isperforming and the quality of its ITE and traininginform the public, the Secretary of State for Education, andParliament about the work of ITE providers and whether theyare providing an acceptable standard of teacher training; thisprovides assurance that minimum standards are being met,provides confidence that public money is being used well, andindicates where improvements are neededencourage individual ITE providers to improve, and raisestandards across the education system as a wholePrinciples of inspectionInspections of ITE providers offer important information topotential trainees, current trainees, employers and otherstakeholders about the quality of ITE. These groups should beable to make informed choices about different providers basedon the information published in our inspection report cards.The framework sets out the grades that apply to all phasesof ITE and to the training programmes of individual providers.Inspectors use consistent standards for reaching those grades,which are based on statutory and non-statutory guidance andresearch. They gather evidence in similar ways across differentphases, although there may be some variation, for exampledepending on the type of provision. Inspectors comply withrelevant guidance and codes of conduct, such as the Powers ofentry: code of practice.We use evidence-led insights and inspector training to ensurethat our process for determining grades is as valid and reliableas possible. Our inspections and grading process focus on 2things: key strengths, from which other providers can learnintelligently, and priorities for improvement. They act as a triggerfor others to take action.Raising standards and improving livesfor allOfsted exists to raise standards and improve lives for all. Weput trainees and the pupils and learners they teach at the heart ofwhat we do, especially those who face barriers to their learningand/or well-being. This is our mission.The Equality Act 2010The ITE inspection framework is intended to encourageimprovement in the education and training provided to all traineeteachers in England.The ITE inspection framework and standards make it clear thatthe expectation is that all trainee teachers will receive high-quality, ambitious education and training.Inspectors assess the extent to which the provider complies withthe relevant legal duties as set out in the Human Rights Act 1998and the Equality Act 2010, including, where relevant, the PublicSector Equality Duty.Conduct during Ofsted inspectionsOfsted’s code of conduct sets out our expectations for theconduct of both our inspectors and providers during inspection.Inspectors uphold the highest professional standards in theirwork. They act with professionalism, courtesy, empathy andrespect.Providers should approach their inspection with integrity and beopen, transparent and honest. This includes providing evidence– or access to evidence – that enables inspectors to reporthonestly, fairly and reliably. It means not withholding orconcealing evidence or providing false, misleading, inaccurateor incomplete information.The evaluation scale used forinspectionWe use a 5-point scale to grade different areas of a provider’swork. From November 2025 we no longer provide an overalleffectiveness grade for any provider.The evaluation scale for each evaluation area is: Exceptional (highest quality provision) – anevaluation area can be graded ‘exceptional’ when all thestrong standards have been met and it meets all theadditional standards in the ‘exceptional’ section of thetoolkit.Strong standard – an evaluation area can be graded‘strong standard’ when all the expected standards and allthe strong standards have been met.Expected standard – an evaluation area can be graded‘expected standard’ when all of the standards are met –this includes meeting the legal requirements and theexpectations set out in statutory guidance, as well as theprofessional standards required of the particular type ofprovision, where these apply.Needs attention – an evaluation area can be graded‘needs attention’ when the ‘expected standard’ has notbeen met because some aspects of provision areinconsistent, limited in scope or impact and/or not fullymeeting the legal requirementsUrgent improvement (lowest quality provision) – anevaluation area can be graded ‘urgent improvement’when it needs urgent action to provide a suitablestandard of education for trainees.The evaluation areas graded oninspectionThe evaluation areas represent the components of greateducation provision. Evaluating these areas enables:nuanced reporting for stakeholders on the different aspects ofprovisionclarity for providers on particular strengths and recommendedareas for improvementFor information about how inspectors grade evaluation areas,please refer to the operating guide for ITE inspections.The evaluation areas for ITE providers we inspect are:inclusioncurriculum, teaching and trainingachievementprofessional behaviours, personal development and well-beingleadership (and compliance, including safeguarding)The toolkit for ITE inspections provides the grading standardsand/or indicators for each evaluation area.Services and informationBenefitsBirths, death, marriages and careBusiness and self-employedChildcare and parentingCitizenship and living in the UKGovernmentactivityDepartmentsNewsGuidance and regulationResearch and statisticsBack to topIs this page useful?YesNoReport a problem with this pageCrime, justice and the lawDisabled peopleDriving and transportEducation and learningEmploying peopleEnvironment and countrysideHousing and local servicesMoney and taxPassports, travel and living abroadVisas and immigrationWorking, jobs and pensionsPolicy papers andconsultationsTransparencyHow government worksGet involvedHelp  Privacy  Cookies  Accessibility statement  Contact  Terms and conditionsRhestr o Wasanaethau Cymraeg  Government Digital ServiceAll content is available under the Open Government Licence v3.0, except whereotherwise stated© Crown copyright

Initial teacher education inspection toolkit : Updated 9 September 2025

Data to monitor the additional learning needs (ALN) system

Grant, L.

Bostock, L.

Kinman, G.

Shephard, L.

Friel, S.

Tinarwo, M.

Child and family social worker knowledge and skills : Rapid evidence review : April 2025

Learner Behaviour in Further Education Colleges : Understanding, Supporting and Promoting Positive Behaviour : May 2025

Kinship Allowance Pilot : Expression of Interest (EOI) supporting guidance for local authorities : June 2025

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