Check the country and the report date

England uses Ofsted for state-funded school inspection. Wales uses Estyn. In Scotland, current school inspection reports are provided through His Majesty's Inspectorate for Education (HMIE). Northern Ireland's Education and Training Inspectorate inspects education and training settings.

Confirm that you have the correct school and the latest relevant report, including any follow-up publication. A school may have changed name, governance or leadership. The date matters because an inspection describes evidence gathered at a particular time, while the school continues to change afterwards.

Understand the current English report cards

Ofsted's newer report cards give grades for separate areas rather than one overall school judgement. The scale includes exceptional, strong standard, expected standard, needs attention and urgent improvement; safeguarding is reported separately as met or not met.

The current grades cannot simply be translated into the older overall labels. Read the descriptions explaining the findings and note which aspects are most relevant to your child. If comparing schools inspected under different systems, ask about the underlying evidence instead of pretending that the labels form one continuous ranking.

Read narrative findings in the other nations

Estyn's maintained-school reports describe strengths and improvement needs without the old overall summative grades. Scotland and Northern Ireland also publish their own findings and follow-up information under their respective systems. Do not apply English terminology to a report from another nation.

Look for what inspectors say about teaching, pupil experience, leadership and support. Read the recommendations together with the strengths. If a phrase is unfamiliar, ask the school to explain it using an everyday example rather than guessing what it means for a child in a particular classroom.

Connect findings with your child’s needs

Choose the sections that relate to your questions. A child needing support with communication may make inclusion and staff understanding especially relevant. A child approaching subject choices may make curriculum breadth and guidance particularly important. This does not mean ignoring the rest of the report; it means reading with a purpose.

Ask what the findings look like in ordinary practice. How does the school identify someone who is falling behind? What happens when a pupil feels unsafe? How do children with additional needs access clubs or trips? Specific questions make it easier to evaluate the school's response.

Ask what has happened since inspection

A constructive follow-up is to ask what the school has changed, what it is still improving and how leaders know the changes are working. The answer should describe actions and evidence, not only an intention to improve. Ask whether a follow-up report or updated plan is available.

Be cautious about both extremes: dismissing a concern because the report is old, or assuming nothing can have improved since a difficult inspection. Check current information, visit where possible and consider how openly staff discuss the issues. A school willing to explain its work gives families a stronger basis for judgement.

Combine inspection with a broader picture

Inspection is one source alongside curriculum information, published outcomes, a visit and conversations about support. None gives a complete view by itself. Results may not capture participation in the arts or how confidently a child asks for help; a welcoming tour may not reveal every challenge.

Keep notes on the evidence that matters to your family and the questions still unanswered. Use the report to inform a decision, then continue the conversation after your child joins. The aim is an understanding of the school and a workable partnership, rather than a permanent verdict based on one word.

Your quick checklist

  • Find the correct school and latest report or report card.
  • Check the inspection date and framework used.
  • Read strengths, recommendations and safeguarding findings.
  • Avoid translating old grades directly into new ones.
  • Ask what has changed and how improvement is checked.
  • Combine inspection evidence with visits and practical information.
More tools for your family

Common questions

Can I compare an old Ofsted overall grade with a new report-card grade?

Not directly. Ofsted explains that the new scale is a different approach. Read the separate findings and their explanations instead of treating the labels as equivalent.

Does Estyn give the same grades as Ofsted?

No. Wales has its own inspection arrangements. Read the Estyn narrative and recommendations in their own context.

Should an inspection decide the whole school choice?

It should inform the choice, alongside curriculum, inclusion, relationships and practical fit. Ask the school to explain findings that matter to your child.

Sources & checking

This guide was checked against the publications below. They are listed by name so you can identify the underlying guidance. Arrangements can change, and the school or relevant education authority can confirm what applies to your child.

  • Ofsted — Understanding Ofsted report cards and grades
  • Ofsted — Inspection information for state-funded schools
  • Estyn — Inspection explained for parents and carers
  • Scottish Government — Education inspection reports
  • Education and Training Inspectorate — Inspection reports and education inspection information

Read our editorial approach or suggest a correction to this guide.