Does Ofsted do more harm than good? The evidence shows that, despite some benefits, Ofsted’s methods are invalid, unreliable and unjust. Educators are diverted from looking after students to looking after inspectors. A new model is presented, underpinned by five principles: education as growth; trust rather than fear; challenge matched by support; dialogue; and appreciative inquiry. There are nine components in the new model that are operationalized so as to dispense with league tables and grades. A single adjective – whether ‘outstanding’ or ‘inadequate’ – cannot sum up all the complexities within a school. There are welcome signs that Ofsted is willing to act on constructive criticism. Ofsted doesn’t belong to the government but to us, and we have a right to call for change. This is the essence of democracy – the freedom to think differently on behalf of others.