Ofsted

Guidance for inspectors on inspecting separation by sex in schools and the teaching of protected characteristics and relationships and sex education (RSE)

Protected characteristics and separation by sex on school inspections - GOV.UK

From:

Ofsted

Published   5 November 2025

Applies to England

Contents

1. Inspecting relationships and sex education and health education (RSHE) and teaching of protected characteristics
2. Separation by sex in mixed schools
3. Impact on inspection grades
4. Impact on leadership and governance grade
5. Independent school standards
6. During inspection: 5-step approach
7. After inspection
8. Annex A: supplementary script for inspectors

Ofsted works in the interests of children, parents and carers. Our mission is to raise standards and improve lives by identifying, championing and striving for the highest quality of education and care for all children and learners across England.

Inspectors consider schools’ compliance with the Equality Act 2010 (the Equality Act) obligations during inspection, as well as our own Equality Act duties. This guidance sets out some important areas where equalities must be considered.

Inspecting relationships and sex education and health education (RSHE) and teaching of protected characteristics

Relationships education is compulsory for all primary school pupils and relationships and sex education (RSE) is compulsory for all secondary school pupils.

In line with Ofsted’s duties under the Equality Act, inspectors must determine whether the school has had regard to the Department for Education’s (DfE) statutory guidance on relationships education, relationships and sex education and health education (RSHE), and is teaching pupils about the protected characteristics in an age-appropriate way.

This guidance sets out that pupils should leave school with a proper understanding of the importance of equality and respecting and understanding differences. Schools should take steps to ensure pupils receive a balanced presentation of opposing views and beliefs where political issues are brought to their attention.

Got the call? Don't panic! Practical actions for school leader to reduce the stress of Ofsed

Webinar: Got the call? Don’t panic! Practical actions for school leaders to reduce the stress of Ofsted by MA Exhibitions

Produced in conjunction with our friends at the National Education Union, the hour-long discussion will take place from 4pm to 5pm on Wednesday, November 4. The webinar has been inspired by the National Education Union’s new Ofsted risk assessment toolkit and will be relevant to primary and secondary education.

It is a crucial issue given that even Ofsted's own independent wellbeing assessment of its new inspection regime raised concerns that the revised framework will create “many more ways to fail”, increase stress and expand the number of roles personally exposed to jeopardy.

As such, our panel of experienced school leaders will discuss what we can do to lessen the impact of Ofsted inspection on the wellbeing and mental health of all staff – and what we must avoid doing at all costs.

We will break down the inspection process and consider key stress points and effective mitigating actions school leaders can take before inspection, in the run-up to and during inspection, and post-inspection.

The webinar will offer a range of practical ideas that school leaders can put into action immediately.

THIS WEBINAR WILL ANSWER KEY QUESTIONS

In the run-up to inspection

• What should schools do in the run-up to inspection to support staff – and what should we avoid doing?
• What are some examples of "Ofsted-ready" activities that consume time but add little value to teaching and learning?
• What messages should leaders be communicating regularly to staff about inspection readiness and what value those activities have regardless of an inspection?
• What role should union representatives and wellbeing leads play in discussions about inspection preparedness?
• Are there particular groups of staff who may be disproportionately affected by inspection pressure, and how can leaders support them?

During inspection

• What are the most important things leaders can do on the morning inspectors arrive?
• How can leaders act as a buffer between inspection demands and staff wellbeing during the inspection?
• How can schools create an environment where staff feel able to raise concerns during the inspection process? If a member of staff becomes visibly distressed or overwhelmed, what should leaders do?
• What practical wellbeing measures have you seen work well during inspections – for example, protected breaks, wellbeing spaces, refreshments or additional cover? Should leaders actively reduce or suspend non-essential expectations during an inspection week?

Protecting staff wellbeing post-inspection

• Once inspectors leave, what are the most important wellbeing conversations leaders should have with staff?
• How can schools create space for recovery after an emotionally demanding inspection process?
• How can schools avoid moving immediately into a culture of blame or over-analysis when reflecting on the inspection?
• What does a healthy post-inspection review process look like? And when should it start?

Final thoughts

• What would your top three recommendations be for schools wanting to reduce inspection-related stress over the next academic year?
• What's one inspection practice schools should stop doing tomorrow and why?
• What's one wellbeing intervention schools on the panel have introduced to good effective?
• What's the single biggest mistake schools make when trying to become "inspection ready"?

Question & answer: We will leave time for audience questions at the end of the webinar.