Emma Mudge explores what the new framework means for early reading, what is no longer required and what leaders should prioritise in preparation for inspections from November onwards… 

From November 2025, Ofsted will introduce a new Education Inspection Framework (EIF).  

This represents a significant shift in the way schools are inspected, with changes designed to reduce workload, sharpen the focus on inclusion and give parents and governors a more nuanced picture of a school’s strengths as well as areas for development. 

For English and phonics leaders, the removal of mandatory Early Reading deep dives may sound like welcome news. But while the structure of inspection is changing, the expectation that all children learn to read securely and quickly remains non-negotiable.  

This blog explores what the new framework means for early reading, what is no longer required and what leaders should prioritise in preparation for inspections from November onwards. 

The end of the early reading deep dive 

Under the current framework, inspectors almost always conduct a deep dive in early reading during graded inspections of primary schools.  

These deep dives typically include: 

• Lesson visits in phonics and reading. 

• Listening to children read aloud. 

• Reviewing phonics books to ensure they match pupils’ decoding stage. 

• Discussions with phonics and reading leads about intent, implementation, and impact. 

• Scrutiny of how struggling readers are identified and supported. 

From November 2025, this fixed methodology will disappear. Ofsted has confirmed that deep dives will no longer be the standard structure for gathering evidence. Instead, inspectors will use new ‘toolkits’ to collect evidence across broader evaluation areas, adapting their focus to the school’s context and priorities. 

For leaders, this means that while early reading will no longer have the same level of focus that it had previously, it will continue to be a crucial area of evidence within the wider categories of curriculum, achievement, and inclusion. 

What will inspectors still expect? 

Even without deep dives, inspectors must be satisfied that children in your school are learning to read successfully. This means they will still want to know: 

1. Is there fidelity to a validated phonics programme?
Schools are expected to use a systematic synthetic phonics (SSP) programme with consistency across classes. Inspectors will want to see that all staff are trained, confident and applying the programme accurately. 

2. Are children keeping up, not catching up?
The best practice expectation remains that children who fall behind are given immediate, targeted support. Evidence of rapid interventions – and their impact – will remain vital. 

3. Do books match pupils’ decoding knowledge?
Children should be reading texts that align with the sounds they have already learned. Mismatched books will still be a red flag. 

4. How are vulnerable learners supported?
The new EIF elevates inclusion as a separate inspection area. Inspectors will look at how pupils with SEND, those who are disadvantaged, or those with other barriers (such as LAC or post LAC) are being supported to become fluent readers. 

5. How does reading link to wider school priorities?
Early reading will no longer be judged in isolation but as part of the bigger picture: achievement, behaviour and attitudes, personal development and inclusion. 

What leaders no longer need to do 

One of the main criticisms of the old deep dive model was the intense preparation burden placed on phonics and English leaders.  

Leaders often felt they had to maintain inspection-ready evidence packs, rehearsed answers to the “intent, implementation, impact” questions, and detailed documentation beyond what was useful for day-to-day improvement. 

From November, this “performance for inspection” culture should ease. Leaders do not need to: 

• Keep a separate inspection folder of reading evidence. 

• Prepare to defend their programme choice in a formal deep dive interview. 

• Expect inspectors to always observe multiple phonics lessons or listen to pupils reading in a structured sequence. 

Instead, evidence should come naturally from the systems and practices already embedded in your school. 

Crucial actions for English and phonics leaders 

While some of the inspection workload will reduce, the responsibility for ensuring secure early reading remains unchanged.

Below are key actions leaders should prioritise:

1. Audit Your Phonics Provision

Check that every teacher and support assistant is delivering your chosen SSP with fidelity. Are there any inconsistencies between classes or year groups? If so, plan training or coaching now.

2. Strengthen Staff Expertise

Build staff confidence not only in delivering phonics but also in teaching early reading beyond phonics – developing fluency, comprehension and enjoyment of reading. Ensure CPD is regular, practical and sustainable.

3. Embed Inclusion in Early Reading

Gather evidence that shows how disadvantaged pupils, children with SEND, or those with other barriers are supported in phonics. Track their progress and be ready to demonstrate impact. Consider whether interventions are timely, effective and well-resourced.

4. Review Catch-Up Systems

Ask yourself: when a pupil falls behind, how quickly do you know and what happens next? Inspectors will expect a clear and effective process. Ensure interventions are sharply focused and outcomes monitored closely.

5. Align Reading with Whole-School Priorities

Think about how early reading supports wider aims such as behaviour, attendance and personal development. For example, does improving early reading also support children’s confidence and engagement across the curriculum? Be prepared to articulate this.

6. Organise Evidence Naturally

Instead of preparing inspection folders, embed evidence collection into normal routines. Use existing pupil progress data, lesson observations and book monitoring as your source of evidence. The key is sustainability, not performance.

7. Communicate with Governors

The new inspection framework introduces a report card with separate grades for evaluation areas. Governors will need to understand how early reading contributes to curriculum, achievement and inclusion. Share updates regularly so they can provide informed challenge and support.

8. Maintain a Culture of Reading for Pleasure

Although phonics is crucial, inspectors will also want to see that pupils are developing a love of reading. Ensure your provision balances technical phonics teaching with opportunities for pupils to engage with a wide range of texts. 

The bigger picture: shifting mindset 

Perhaps the most important change for leaders is a shift in mindset. Inspections will no longer hinge on whether you can perform well in a single deep dive conversation. Instead, the focus will be on the sustained quality of provision across all evaluation areas. 

As a result, your preparation is not about creating inspection artefacts, but about embedding high-quality, inclusive reading provision every day. If systems are strong, evidence will emerge naturally. 

A supportive perspective 

The removal of deep dives is part of a wider attempt to make inspections less stressful and more meaningful. It’s aim is to reduce the workload on subject leaders and free up time to focus on what really matters: ensuring every child becomes a confident, fluent reader. 

Ofsted’s sharper emphasis on inclusion also offers an opportunity. It pushes schools to think deeply about how reading provision works for the most vulnerable pupils – those who historically may have been overlooked. Strong evidence of inclusive reading practice will not only serve you well at inspection but, more importantly, will transform outcomes for pupils who need it most. 

Final thoughts 

For English and phonics leaders, November 2025 marks a turning point. The removal of mandatory early reading deep dives should reduce the pressure of inspection preparation. But the essential question remains unchanged: are all pupils learning to read quickly, securely and with enjoyment? 

By auditing provision, strengthening staff expertise, embedding inclusion and focusing on sustainable systems rather than inspection artefacts, leaders can approach the new framework with confidence. The challenge is no longer to be “deep-dive ready” but to ensure that reading success is the everyday reality for every child. 

If you need support with this topic, or with anything english-related at your school, please feel free to get in touch at hello@servicesforeducation.co.uk

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  Need Further Support with Early Reading? We Can Help.

Ensure your early-reading provision is of the highest quality with SFE’s In-School Early Reading Audit (EYFS and KS1).

Our expert English Adviser will visit your school and review phonics teaching and learning through conversations with leaders, pupil observations, phonics learning walks and policy review. Find out more and book your audit here – In-School Early Reading Audit

Alternatively, if you would like to discuss tailored support for your school, please get in touch at hello@servicesforeducation.co.uk

  About the Author

Emma Mudge - Adviser, Services For Education

Emma has more than 20 years' experience in primary education and has worked in a variety of roles including Assistant Head Teacher, Deputy Head Teacher, and Acting Head Teacher - working at the forefront of school leadership and improvement for the majority of her career.  

Emma now works as the Educational Adviser for English sharing her experience and knowledge to continually promote and improve the standard of teaching and learning in English, and in school improvement overall. Supporting schools with the accuracy of their KS1 and KS2 writing assessments is an important part of her role, using her expertise as a member for the moderation team to inform, train and support teachers and school leaders. 

Emma is also part of the team which delivers the Health For Life programme (improving the healthy opportunities for primary aged children) and the NPQSL, where she proudly supports the development of our aspiring leaders in the city.