How to talk confidently about wellbeing during an Ofsted inspection

What the 2025 framework means for leaders - and how to feel prepared

Wellbeing has always been part of school life, but with Ofsted’s updated Education Inspection Framework coming into use from November 2025, it now sits more clearly within inspection conversations. The addition of wellbeing to the Personal Development and Wellbeing evaluation area, and the emphasis on how pupils achieve, belong and thrive, means leaders are increasingly being asked to articulate how their approach supports pupils to feel safe, valued and able to flourish.

For many, this feels like welcome recognition of work that already happens every day. But it also raises an understandable question:

“How do we talk confidently about wellbeing during an inspection - without over-preparing folders, or scrambling to present something that doesn’t reflect what we actually do?”

This blog explores how to do just that.

1. Start with the core principles inspectors are using 

The School Inspection Operating Guide sets out the lens inspectors use when considering pupils’ experiences in school. They look at the extent to which pupils:

• Achieve – academically and personally
• Belong – feel part of, and valued within, the school community so they attend, behave and contribute positively
• Thrive – benefit from the systems and practices that keep them safe, supported and able to flourish, whatever their background or individual needs

These three words can be powerful anchors for your conversations. They offer a shared language that is simple, accessible and grounded in the actual framework.
They also remind us that inspectors aren’t looking for statements - they’re looking for examples of how children experience school life.

2. Remember where inspectors gather evidence from 

One misconception is that inspectors will want extensive paperwork to ‘prove’ wellbeing. But the operating guide is clear: inspectors gather much of their evidence from:

• What they see in classrooms and around school
• What they hear in conversations with leaders, staff, pupils and parents
• What the school’s systems and processes show in practice

This means the most effective preparation is not creating new documents - it’s being clear on what your approach looks like day to day, and how it supports pupils to achieve, belong and thrive.

3. Focus on the systems and processes that help pupils thrive 

Wellbeing can feel broad, but inspectors are primarily interested in the systems that enable pupils to flourish - especially those who face additional barriers. You might reflect on:

• How do we understand emerging needs across the school?
• How do adults notice when a pupil seems different from usual - and what happens next?
• What does “keeping pupils safe and able to flourish” look like in our context?
• How do we ensure pupils know who they can turn to?
• How do leaders know that our approach is working?

You do not need rehearsed answers.
You do need a clear, honest picture of “how things work here”.

4. Share real examples - they speak louder than general statements 

When talking about wellbeing, concrete examples help inspectors understand the lived experience of your pupils. For instance:

• How a pupil’s sense of belonging changed after joining a nurture group
• How a staff member spotted a change in a child early and acted
• How your lunchtime routines support connection and inclusion
• How you adapted provision following pupil voice feedback
• How transitions are supported for pupils with additional needs

These stories bring to life the structures and culture that sit behind them.

5. Show how you ensure the best possible outcomes for pupils 

Inspectors look at how leaders create the conditions for pupils to flourish. You can confidently talk about:

• Where your wellbeing oversight sits and how it works
• How you identify patterns or pressures across the school
• How your team communicates wellbeing concerns
• How you act early to support pupils who may be struggling
• How you monitor whether pupils feel safe, connected and able to engage

This is not about demonstrating perfection - it’s about being able to describe your intentionality and awareness.

6. Tools can help you talk about your work with clarity 

Having a structured way to understand wellbeing can help you speak to your systems with confidence.

Tools like My Thrive Scan™ can support this by helping you:

• Identify emerging needs across year groups
• Track patterns and changes over time
• Highlight strengths and areas for focus
• Demonstrate the ways your approach helps pupils to thrive

It gives leaders a clear picture they can refer to during inspection, helping them talk about how they ensure the best possible outcomes for pupils - something inspectors explore through their evidence-gathering.

7. Keep the heart of your story at the centre 

Ultimately, wellbeing during inspection isn’t about presenting piles of paperwork - it’s about showing, through everyday practice and honest conversation, how your systems help pupils feel safe, connected and able to thrive.

When you stay rooted in your everyday practice - not a script - you’ll speak with clarity, confidence and authenticity. And that’s what inspectors are listening for.