Implications of Ofsted’s 2025 Education‑Inspection Framework for School Premises Management

Nov 11, 2025

Background – How the 2025 framework differs

The new Education‑Inspection Framework (EIF) announced in September 2025 applies to all school inspections in England from 10 November 2025. It replaces the four‑judgement approach and introduces a 5‑point grading scale (‘exceptional’, ‘strong standard’, ‘expected standard’, ‘needs attention’ and ‘urgent improvement’)[1]. Safeguarding will be judged separately on a ‘met’/‘not met’ basis[2]. Inspection reports will take the form of a report card with narrative explanations and separate grades for each evaluation area[3]. Evaluations will be more granular and will assess how well learners “achieve, belong and thrive”[4]. Ofsted’s stated aim is to reduce workload, remove subject “deep dives” and focus on a school’s context and improvement priorities[5][6].

Key evaluation areas and potential links to premises and compliance

Safeguarding

  • Separate ‘met’/‘not met’ grade– safeguarding now receives its own grade[2], signalling that any failure to meet statutory safeguarding requirements (e.g., site security, vetting, visitor management) can trigger a category of concern and regular monitoring[7].
Both safeguarding and security aim to keep children safe from harm. Safeguarding focuses on wellbeing and protection from abuse or neglect, while security focuses on physical safety and protection from external threats. Schools should already have a good level of security management, governance and operations including:
  • Have suitable and sufficient security risk assessment to ensure the safety of the school occupants.
  • Have a competent security audit with actions plans for recommendations.
  • Access control measures (secure perimeters, signing systems
  • Risk assessments for school houses that have premises staff and others living on the site; inspectors ask whether any adults live on school premises and will evaluate the risk assessment for this[8].
  • Single‑central record (SCR) checks and Disclosure & Barring Service (DBS) arrangements are up to date; failure constitutes ineffective safeguarding[9].
  • Consideration of ‘lost child’ risk and the need to have suitable and sufficient risk assessment if deemed a significant risk
  • Premises area risk assessment and management of high-risk areas, for example the need to have secure plant rooms and electrical intakes and secure access to roofs
  • ‘Safe Contractor’ culture and management of contractors that may come onto school site during the school day

Inclusion and SEND accessibility

  • New inclusion evaluation area – inspectors will grade how well the school supports pupils who may face barriers to learning or well‑being[13]. Premises must be accessible and inclusive:
  • Accessibility Policy and arrangements in place
  • Accessibility Audits completed with recommendations completed
  • Plan safe environments for pupils with sensory needs (e.g., quiet rooms, appropriate acoustics).

Curriculum and teaching / Achievement

  • Although these areas focus on educational quality, premises have a supporting role. Classrooms must be fit for purpose, well‑maintained and equipped to support learning; poor physical conditions could contribute to an ‘urgent improvement’ rating under the new scale[16].

Attendance and behaviour

  • Behaviour and attendance will continue to be graded, but there will be no more deep dives[5]. Inspectors will look at routines and the school environment; a safe, orderly site with clear signage and supervision supports good behaviour and punctuality.
  • Design of Spaces: Layouts can influence behaviour (e.g. open spaces vs. narrow corridors). Estates teams may work with pastoral leads to design safer, calmer environments.
  • Supervision & Visibility: Good estate design supports better supervision, reducing opportunities for poor behaviour
  • Capacity Planning: Understanding attendance trends helps estates teams plan for space usage, cleaning, and maintenance.
  • Ventilation & Health: High occupancy in poorly ventilated areas can raise health risks and attribute to poor attendance

Personal development and well‑being

  • Inspectors will grade personal development and well‑being[18]. Safe Learning Environment: A key part of well-being is feeling safe. This includes physical safety (e.g. secure buildings, hazard-free spaces) and emotional safety (e.g. anti-bullying policies).
  • Medical Needs: Health and safety procedures must support pupils with medical conditions (e.g. asthma, allergies, diabetes) to ensure their well-being.
  • Staff Well-being: A safe working environment supports staff mental health, which in turn affects pupil well-being and development
  • Physical Health: Safe environments support physical education, active play, and healthy lifestyles—key elements of personal development.
  • Mental Health & Well-being: A safe, calm, and orderly environment contributes to positive mental health. Health and safety policies must support this (e.g. safe spaces, and first aid provision)
  • Risk Education: Teaching pupils how to assess and manage risk (e.g. in science labs, during trips) is part of personal development and relies on robust H&S systems

Leadership and governance

Leadership and governance remain an evaluation area[18]. Governors and leaders must assure compliance with health & safety legislation, equality duties and data protection[14].

Practical actions for NASPM members

  1. Review the new evaluation areas: Understand that site safety, inclusiveness and staff/learner well‑being underpin several grades – safeguarding, inclusion, attendance and behaviour, personal development and leadership.
  2. Review Security and safeguarding measures:
    • Review of the school’s security management
    • Verify DBS/Right‑to‑Work checks for contractors and adults on site.
    • Ensure staff follow the visitor management policy and that the single‑central record is updated.
    • Review risk assessments for adults living on premises and manage access between accommodation and school areas[8].
  3. Promote inclusion and accessibility
    • Risk Assessments for All: Ensure that health and safety risk assessments consider pupils with SEND, mobility issues, or medical needs.
    • Emergency Procedures: Evacuation plans must include provisions for wheelchair users, visually impaired pupils, and those needing additional support.
    • Training: Staff should be trained to assist pupils with diverse needs during emergencies (e.g., use of evacuation chairs).
  4. Support staff and pupil well‑being:
    • Ensure good ventilation, temperature control and hygiene.
    • Provide quiet spaces and outdoor areas for relaxation or counselling.
    • Work with leadership to support mental‑health initiatives; inspectors can pause inspections if they have well‑being concerns[23].

Conclusion

The 2025 Education‑Inspection Framework introduces a broader set of evaluation areas and more detailed grading that places increased emphasis on safeguarding, inclusion, and well‑being. Although Ofsted does not inspect premises directly and they are clear on what they will not inspect, the physical environment and compliance with health‑and‑safety legislation underpin many of the new grades. NASPM members should therefore ensure that school sites are safe, accessible, inclusive and well‑documented. By proactively auditing compliance, strengthening safeguarding measures, supporting well‑being and engaging with leadership, premises managers can help their schools meet or exceed the “expected standard” across the new evaluation areas and avoid being placed in a category of concern. We encourage members to complete the self-audits within our resource hub to aid the school to have assurance of compliance and to identify and strengthen any weaker areas. These self-assessments include a full range of accessibility assessments, security audits and supporting risk assessment templates.

Sources

[1] [13] Understanding the new Ofsted Framework (2025) | Tes https://www.tes.com/en-gb/advice-hub/understanding-new-ofsted-framework-2025 [2] [3] [5] [6] [7] [18] [21] [22] [23] Ofsted inspection framework updated for 2025 | The Key Leaders https://schoolleaders.thekeysupport.com/administration-and-management/government-policies-and-legislation/need-to-knows/ofsted-inspection-framework-updated-for-2025/ [4] [14] [16]  Education inspection framework: for use from November 2025 – GOV.UK https://www.gov.uk/government/publications/education-inspection-framework/education-inspection-framework-for-use-from-november-2025 [8] [9] [20]  [Currently in force] School inspection handbook – GOV.UK https://www.gov.uk/government/publications/school-inspection-handbook-eif/school-inspection-handbook-for-september-2023 [10] [11] [12] [17] [19] W: Safety and suitability of premises, environment and equipment – group and school-based providers https://schoolsnet.derbyshire.gov.uk/site-elements/documents/teaching-learning-and-school-governance/early-years-quality-team/eyfs-statutory-framework-group/w-safety-and-suitability-of-premises-group-and-school.pdf [15] [24]  School inspection operating guide for inspectors: for use from November 2025 – GOV.UK https://www.gov.uk/government/publications/school-inspection-toolkit-operating-guide-and-information/school-inspection-operating-guide-for-inspectors-for-use-from-november-2025
National Alliance of School Premises Management
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