Ofsted chief inspector Sir Martyn Oliver has called for “state school standards enshrined in law” to stop the watchdog “tinkering” with what it assesses in future. But it is not clear what the standards would cover or how they would differ from the . Oliver addressed hundreds of academy trust leaders this morning at the 鈥 (CST) annual conference in Birmingham. Here are the key takeaways鈥 1. State school standards should be 鈥榚nshrined in law鈥 Oliver said he would like “state school standards enshrined in law” by the Department for Education (DfE) to prevent Ofsted from “tinkering” with what it assesses. “The next chief inspector might come along and change the framework, or they might not,” he said, alluding to when his tenure as chief inspector ends, “in three years time…or sooner”. “[The DfE] have enshrined in law the independent school standards. “I think there should be the state school standards enshrined in law that stops Ofsted then from tinkering around the edges and deciding to do something new,” he said. “That’s not what I think is Ofsted’s job.” The independent school standards, in force since 2015, lay out eight standards for independent schools including the quality of education, the spiritual, moral, social and cultural development of pupils, schools鈥 premises and suitability of staff. Speaking at the education committee earlier this week, Oliver said the new inspection toolkits “have been written against the statutory and non statutory standards that exist for schools” meaning schools are being assessed on whether they are doing “what they’re supposed to do”. Ofsted did not provide further details about the proposed state school standards when approached by Schools Week. 2. Schools still displaying headline grades Oliver told leaders that despite headline grades being scrapped by Ofsted more than a year ago, they are still 鈥渄isplayed proudly outside schools, nurseries, further education providers鈥. He said he was “so aware of the one-word judgment banners鈥 when he was driving in the north east, near where he lives, a few weeks ago. 鈥淚t really brings home the scale of the change we鈥檙e making.” But he described Ofsted’s new framework, launching on November 10, as 鈥渁 renewed system鈥hat resets and reframes the way schools are seen and the way you see yourselves鈥. He said the new framework is “about more than just one word displayed on a banner and instead gives a full, rounded narrative that accounts for the experience of every child within its walls.鈥 3. New and old grading system should not be compared Oliver warned against comparing the new framework to the previous one. 鈥淚f we’re going to make this level of change, I think it’s really important that we really stop people from doing that,鈥 he said. 鈥楨xceptional鈥 鈥 the top grade in Ofsted鈥檚 new five-point grading system 鈥 鈥渋s not the new 鈥榦utstanding鈥,鈥 he said. 鈥淚’m not going to say it’s harder, I’m not going to say it’s less…it’s different. 鈥淵ou cannot map 鈥榚xceptional鈥 to 鈥榦utstanding鈥. You can’t map 鈥榮trong鈥 to 鈥榞ood鈥. You can’t map 鈥榚xpected standard鈥 to 鈥榬equires improvement鈥.鈥 4. ‘You can be inclusive and high-achieving’ Critics fear Ofsted鈥檚 reforms could mean schools will be tempted to exclude pupils who are less likely to hit top grades, so they can score highly in the inspectorate鈥檚 new 鈥榓chievement鈥 evaluation area. But Oliver said he wants to 鈥渂ust the myth of this false choice between inclusion and high standards鈥. 鈥淵ou can be inclusive and high-achieving,鈥 he said. 鈥淲e want to recognise the tremendous work done by the schools that take on challenging pupils, rather than pushing them away.鈥 He said being inclusive 鈥渕eans setting and realising high standards鈥 for 鈥渃hildren with SEND and on free school meals鈥or those looked after by the state and those who are young carers鈥. 鈥淲e will demand, as you all do, high standards of academic achievement for these children.鈥 5. Ofsted backs heads who are firm on behaviour To this end, Oliver said Ofsted would 鈥渂ack鈥 school leaders 鈥渋n upholding high standards of behaviour in your schools鈥acking head teachers to enforce rules and routines鈥. 鈥淏ecause it is neither inclusive nor acceptable to acquiesce to the unacceptable behaviour of one pupil at the expense of the other children in their classroom,鈥 he added. 鈥淭he most inclusive schools have the calmest classrooms where all children feel safe. So I repeat, inclusion demands high standards.鈥 6. Ofsted MAT inspections 鈥榗omplicated鈥 Oliver admitted Ofsted鈥檚 move to start inspecting MATs – something government plans to implement within this Parliament – 鈥渋s going to be really complicated鈥. He said it will be important to establish 鈥渢he point鈥 of doing this. But hinting at the need for greater scrutiny, he said: 鈥淚 know something’s not quite right.鈥 He said before he took his role, 鈥渢oo many of my peers were saying they were stopping thinking of sponsoring schools in difficult circumstances. 鈥淢y first desire would be to remove that, because that’s just crazy. We want the best people. We’re going to help those schools who need it the most.鈥 7. 鈥楳yth鈥 headteacher stress hasn鈥檛 been considered Oliver also said he wanted to 鈥渂ust鈥 the “myth” that Ofsted 鈥渉aven鈥檛 considered headteacher stress鈥 in creating its new inspection framework. 鈥淭his couldn鈥檛 be further from the truth,” he said. He also echoed a previous suggestion that critics of the inspectorate are anti-accountability. 鈥淭his is the biggest change to how Ofsted grades in 30 years,鈥 he said. 鈥淏ut for some, it will never be enough because we won鈥檛 lessen accountability or remove grading altogether.鈥 He said the reforms are delivering 鈥渟marter accountability that raises standards for children鈥iving parents better information so they can make informed decisions about their child’s education and care鈥. He said Ofsted is also 鈥渕aking things better for teachers by getting true detail in our judgements that allows all schools to show their strengths, by sharing provisional grades as we work with you during the inspection, with early feedback that covers all the points you can expect from the eventual written report card, and by shouting out the positives鈥.