At the recent ASCL Annual Conference 2026 in Liverpool, Sir Martyn Oliver, Chief Inspector of Ofsted, delivered a speech that looked beyond the mechanics of inspection and focused on something more fundamental: why inspection matters in the first place.
Much of the recent discussion around Ofsted has centred on how inspections will work under the new framework. But Sir Oliver chose to shift the conversation. Instead of focusing on processes and grading systems, he spoke about the bigger picture: improving children’s life chances.
For those working in the Early Years sector, his message has important implications. His speech addressed school readiness, disadvantage, expectations, and the role of inspections in helping settings deliver the best possible outcomes for children.
Refocusing on the “Why” of Inspection
Over the past year, Ofsted has been consulting widely on changes to the inspection system. These include the introduction of report cards and updates to the grading framework. Sir Oliver acknowledged the role schools and leaders have played in shaping these reforms, thanking them for their feedback and participation in pilot inspections.
However, at the conference, he deliberately stepped away from the technical details.
Instead, he returned to a central idea:
The inspection should ultimately serve children.
A simple question should guide every judgement, conversation, and report — is this helping improve outcomes for children?
Inspection, he suggested, should celebrate strong practice while encouraging improvement where needed. For early years providers, this reinforces the idea that inspection isn’t simply about evaluating provision; it should also support better experiences and stronger outcomes for children in their earliest years.
Understanding Context — Without Lowering Expectations
One of Sir Oliver’s priorities since becoming Chief Inspector has been ensuring that inspections properly understand the context in which schools and settings operate.
Every community is different, and inspectors cannot rely solely on data or surface indicators. Instead, inspections should take into account the broader environment and the challenges that settings face.
However, he was clear about one important point:
Understanding context must never mean lowering expectations.
He spoke about what he called the “quiet curse of low expectations” — the assumption that children from certain backgrounds cannot achieve as highly as others.
For the Early Years sector, this message is particularly powerful. Early childhood education is widely recognised as one of the most effective ways to tackle disadvantage. High expectations, Sir Oliver argued, need to start from the very beginning.
Keeping Disadvantaged Children at the Heart of the System
Throughout his speech, Sir Oliver repeatedly returned to one key theme: the most disadvantaged and vulnerable children must remain at the centre of the education system.
This aligns closely with the daily work of early years practitioners. High-quality early education can have a profound impact by helping children:
- develop strong language skills
- build social and emotional confidence
- prepare for the transition into school
- narrow attainment gaps before formal schooling begins
Sir Oliver recognised the dedication and care shown by educators working with children facing barriers.
But he also made a challenging point.
Good intentions alone are not enough.
What ultimately matters is what children leave with: the skills, knowledge, confidence, and readiness to learn that will support them as they move through the education system.
The Role of Early Years in School Readiness
Another point that resonated strongly with the early years sector was Sir Oliver’s discussion about how inspection findings can highlight wider issues across the system.
Through inspection data, Ofsted can identify patterns such as:
- limited access to childcare in certain communities
- The impact this has on children’s school readiness
- regional inequalities affecting opportunity
By highlighting these patterns, Ofsted can raise concerns directly with the government and advocate for support where it is needed most.
This signals a growing recognition that early years provision is not simply preparation for school — it is a crucial part of the education system in its own right.
Understanding the New “Needs Attention” Grade
Sir Oliver also addressed one of the new grades that will appear in Ofsted’s report cards: “Needs Attention.”
Under previous frameworks, many schools were judged either Good or Outstanding. The new approach aims to provide earlier signals where improvement may be needed.
The intention is to:
- Identify potential issues sooner
- encourage proactive leadership
- prevent small problems from becoming larger ones
Sir Oliver emphasised that this grade should not be seen as a failure. Instead, it is designed to prompt reflection and improvement before outcomes for children are affected.
For early years leaders preparing for inspection, this reinforces the importance of honest self-evaluation and a culture of continuous improvement.
Moving Toward a More Collaborative Inspection System
Another development announced during the speech was a pilot programme that will involve more serving practitioners in inspection teams.
Traditionally, inspectors often joined Ofsted as individuals. Under the new pilot, practitioners will join in professional groups drawn from existing networks such as:
- multi-academy trusts
- local authorities
- diocesan networks
- education partnerships
The aim is to strengthen the link between inspectors and the sector itself, creating opportunities for two-way learning and ensuring inspections remain grounded in current practice.
For early years professionals, this suggests a shift towards a more collaborative and experience-informed inspection process.
A System That Works for Every Child
Sir Oliver ended his message with a reminder that improving education is a shared responsibility.
Education in England has made significant progress over recent decades. Because of this progress, he argued, the system now has both the opportunity and the responsibility to aim even higher.
His vision is one where:
- Schools and settings learn from each other
- Effective practice is shared openly
- Inspection helps drive improvement
- Every child, in every community, has the opportunity to succeed
What This Means for the Early Years Sector
For early years leaders and practitioners, several key messages stand out from Sir Oliver’s speech:
1. High expectations must begin early
Early years settings play a vital role in ensuring disadvantaged children start school ready to learn.
2. Context matters, but outcomes still count
Inspectors will aim to understand the challenges settings face, but the focus will remain on children’s development and progress.
3. Early years are central to wider education improvement
Issues such as childcare access and school readiness are increasingly part of national education conversations.
4. Collaboration will shape the future of inspection
Greater involvement from practitioners may help create a more balanced and informed inspection system.
Looking Ahead
Sir Martyn Oliver’s speech signals an ongoing shift in the inspection landscape; one that seeks to balance context, accountability, and ambition for children.
For those working in early years, the message is both a challenge and an opportunity.
By maintaining high expectations, supporting disadvantaged children, and sharing effective practice, the sector remains at the forefront of improving children’s life chances.
And as Sir Oliver reminded delegates in Liverpool, that is ultimately the “why” behind the work of everyone in education.
You can read the full speech here: Sir Martyn Oliver’s speech at the ASCL Annual Conference 2026 – GOV.UK
