@TeacherToolkit
Ross Morrison McGill founded @TeacherToolkit in 2007, and today, he is one of the ‘most followed educators’on social media in the world. In 2015, he was nominated as one of the ‘500 Most Influential People in Britain’ by The Sunday Times as a result of…
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Is Ofsted inspection making headship an impossible job?
A large-scale survey (n = 6,708) reveals the heavy emotional toll Ofsted inspections place on headteachers — even in schools rated ‘good’ or ‘outstanding’.
The inspection myth
Ofsted inspections are intended to raise standards, but this large-scale study (n = 6,708) shows they often do the opposite for headteachers.
Despite most respondents working in schools judged ‘good’ or ‘outstanding’, more than half described their inspection experience as negative.
This new research, Headteachers and external inspection in England (Perryman et al., 2025), explores the aftermath of Ruth Perry’s tragic death and how Ofsted inspections impact the mental health, workload and professional agency of headteachers. It makes a powerful case for inspection reform.
The survey data revealed high levels of stress, exhaustion, and a relentless state of inspection readiness, especially among headteachers. 92% reported increased stress, and many said the inspection process influenced decisions to quit leadership altogether. The fear of “the call”, the burden of accountability, and the performative nature of inspections were key issues raised.
While few rejected the idea of inspection altogether, there was strong support for a complete overhaul.
Most headteachers favoured supportive, context-sensitive reviews over the current punitive model, with emphasis on developmental feedback and peer-led improvement.
This research matters because it exposes how Ofsted is shaping school culture—often for the worse. Rather than supporting school and college leaders to improve outcomes, the current model fosters fear, burnout, and risk-averse leadership. Teachers and leaders are not resisting accountability — they are resisting high-stakes, top-down judgement that limits creativity and personal wellbeing.
The study highlights how the current inspection framework does little to support long-term improvement and may undermine retention of leaders.
From fear to trust
While national changes are currently being debated, there are strategies school leaders can apply now. First, share the load—develop leadership teams that distribute inspection preparation and take collective responsibility for outcomes. This helps reduce the isolation many heads feel during inspections.
Second, foster a culture of authentic self-evaluation. Teachers should be involved in reviewing what is working, where improvements are needed, and how progress is tracked. This can make inspection feel more like confirmation of good practice, rather than a disruptive event.
Finally, explore peer-review and collaborative improvement models. Engage with networks, local authorities, or multi-academy trusts that offer supportive external evaluations. These approaches not only build capacity but help shift the culture away from fear and towards trust and professional growth.
Building a better model
- How much does Ofsted influence day-to-day decision-making in the classroom?
- Are school or college leaders supported in the lead-up to an inspection?
- What systems are in place to reduce isolation for headteachers?
- How might schools share accountability more equitably across staff?
- What impact does inspection readiness have on curriculum innovation?
- How can schools centre wellbeing in their inspection preparation?
- Could more be done to include staff and student voice in self-evaluation?
- How do teachers react to inspection feedback—supportively or defensively?
- Are there local peer-review networks that your school could join?
- What role do governors and trustees play in managing Ofsted pressure?
Teachers and school leaders deserve an inspection system that supports improvement and protects wellbeing. This research gives voice to those calling for something better.
The research concludes:
“Ofsted is no longer trusted and significant change is needed.”
