Revamped Ofsted inspections have left headteachers feeling “overwhelmingly negative” about the visits with some vowing to quit the profession, an independent survey has found. The report by a group of academics, education experts and former senior His Majesty’s Inspectors gathered feedback from 100 heads whose schools have been inspected under Ofsted’s new report card framework. Seventy per cent expressed negative views on how the inspection affected their wellbeing. Around two-thirds (64 per cent) said they do not see the new framework as an improvement on the previous one. Leaders whose schools achieved expected standard across the board were among those who recorded negative comments. It comes ahead of separate independent researched commissioned by the watchdog, set to be published next year. Leaders planning to quit The report was compiled by Frank Coffield, emeritus professor at UCL Institute of Education, Peter Tymms, emeritus professor at Durham University, Christine Pascal of the Centre for Research in Early Childhood and former senior HMIs Frank Norris and Colin Richards. The watchdog had inspected 1,360 state schools by the end of May. Frank Norris Leaders from 100 schools described inspections as “brutal”, and “relentless and gruelling”. Only 30 per cent agreed their inspection had positively impacted their school, while half disagreed with this. The report states heads comments on the new framework were “overwhelmingly negative”. Eight reportedly said they plan to quit before facing another inspection. The head of one sixth-form academy said “I will not be here for the next one”, while a primary head said the inspection process “will definitely bring forward” their retirement. No headteachers are fully named in the report. ‘Deeply disturbing’ Coffield and Tymms described this as “deeply disturbing”, adding the report “presents detailed evidence of the urgent need for change to the present inspection system”. Frank Coffield Nearly 70 per cent of heads disagreed with the statement that their inspection had improved their wellbeing. Around 15 per cent said it had, while 15 per cent gave a “neutral” response. Norris and Pascal said this was particularly worrying, given the new framework was prompted by a coroner’s ruling that an Ofsted inspection had contributed to the suicide of headteacher Ruth Perry. Wellbeing concerns Wellbeing of heads and staff “remains at risk and requires urgent attention”, the authors concluded. One primary head described the toll as “high” while another said their inspection “caused both mental and physical distress to the entire senior team”. Heads expressed frustrations about inspectors repeatedly asking them about their wellbeing. One said: “They would regularly ask ‘are you OK?’ When I said ‘no’, they didn’t know what to do” – echoing concerns recently shared with Schools Week. The authors said such enquiries “may be well-intentioned but are not sufficient”, while the opportunity to suspend an inspection “is not reducing stress” as the pause is “usually short and just extends the stress”. They added that a fully independent complaints system should be introduced “as a matter of urgency”. Context complaints The authors also concluded the inspection framework “is deficient in a number of respects and is not considered an improvement on its criticised predecessor”. They highlighted “particular concern and a deep sense of unfairness” from those leading schools in the most challenging circumstances. While leaders weren’t specifically asked about it, more than a quarter said in comments that their school’s context hadn’t been sufficiently taken into account. The head of a primary school where 55 per cent of pupils are eligible for free school meals said context “wasn’t taken into consideration at all”. The head of another school with high disadvantage said: “Why would I stay in this challenging school long-term when the framework is stacked so heavily against me?” Following ongoing concerns the framework penalises schools with poorer cohorts due to its focus on attainment and use of national averages, the watchdog will in September introduce measures to help inspectors better understand context. Advice from Ofsted ‘not good enough’ The report also found the quality of inspections is “not always good enough”, and advice offered “too variable”. Less than half (39 per cent) of leaders found the advice they received from Ofsted valuable, while 42 per cent felt the inspection process was supportive. Just over half (53 per cent) said they felt the grades their schools received were fair. Leader wellbeing ‘firmly in mind’ Meanwhile, 14 of the 100 heads surveyed spoke positively of their experience. Inspectors were described by some as “very fair” and giving “good advice throughout”. Almost two-thirds of respondents said they had successfully challenged Ofsted during their inspection. An Ofsted spokesperson said the watchdog’s “first priority” is to assess children’s education and welfare, and report back to parents. “But we also want inspection to be a supportive experience for schools. So, while we can never remove all pressure from school inspections, we keep leaders’ wellbeing being firmly in mind,” they added. “But we have also commissioned rigorous, independent research, which will give us true and impartial picture of how our reforms are landing. In the meantime, we will continue listening to all feedback and improving how we go about out work.” Large-scale independent research underway This research is being carried out independently by IFF Research and will be published in 2027. As part of this, all providers inspected under the renewed inspection framework will be invited to take part in a survey to “help measure whether the intended changes are being achieved in practice”. Ofsted’s carries out its own post-inspection surveys, with the first one covering the new framework expected to be published later this year. This publication however does not include narrative responses, and analysis has previously shown schools with positive experiences are more likely to take part. A Department for Education spokesperson said Ofsted’s new report cards “give parents and teachers a clearer, more transparent picture of what’s working and where change is needed”. “We’re continuing to work closely with Ofsted and school leaders to make sure inspections are collaborative, constructive and fair.” They highlighted mentoring and wellbeing support measures that are being introduced through government’s Excellence in Leadership programme, which includes a trial of retention incentives for leaders working in under-served areas.