For schools and colleges these are carried out by Ofsted, which is also responsible for the inspection and regulation of the provision of care for children and young people under the Education and Inspections Act 2006. The New Inspection Framework reflects the statutory duty of inspectors, as set out in the Education Act 2005, section 28(5), to report not only on the quality of education provided to pupils in the school, but also on how effectively it meets the needs of the whole range of those pupils; the standards achieved; the quality of school leadership and management, including the management of financial resources; and the school's provision for the spiritual, moral, social, and cultural development of its pupils. At the same time, the inspection gives consideration to the contribution of the school to the five outcomes for children and young people set out in the Children Act 2004, which includes reporting on the contribution made by the school to the well‐being of its pupils. Teams of inspectors carry out inspections and regulatory visits, and publish their inspection reports on the Ofsted web site, where recommendations and statistical information is also posted. Prior to an inspection, schools were required to provide statistical and other information about the school. Before the New Inspection Framework was implemented, this information was submitted by the school using Forms S1–S4. These forms have now been replaced by one document known as the self‐evaluation form, or SEF. Inspectors use this as the key document when planning the inspection of the school, together with the school's previous Ofsted report and the school's documentation of its Performance Assessment National Data, known as PANDA. The introduction of self‐evaluation for schools has meant that inspections can proceed with what has been termed ‘a lighter touch’, with inspection visits lasting a shorter time and involving a smaller team of inspectors than previously. The external check on schools provided by Ofsted inspections is nevertheless still an essential part of the evaluation process, and will involve such activities as the inspection team considers necessary for clarification of uncertainties or contradictions apparent in the SEF. This may include the scrutiny of pupils' work and other documentation, the observation of teaching, interviews with teachers and pupils, or scrutiny of evidence relating to leadership and management.
For the inspection of further education and teacher training provision the same procedures apply. Where institutions or aspects of their provision are deemed unsatisfactory but capable of improvement, they will receive follow‐up monitoring and inspection visits. See also Her Majesty's Inspectorate; Notice to Improve; self‐assessment; special measures.