Do inspection reports change over time?

School inspections are a common feature of education systems across the world. In these inspections, trained professionals visit schools and reach a high-stakes judgement about the quality of education they provide. School inspections rely upon professional judgement, and are meant to reflect the quality of the provision of a school. There is currently little academic evidence investigating these reports at scale, including how they vary over time. We make use of two cut-off moments in the inspection process in the last two decades: (1) a document dispelling myths about what inspectors in England are looking for and (2) the introduction of the 2019 Education Inspection Framework (EIF). We present new empirical evidence on this matter, drawing upon data from more than 60,000 inspection reports for primary and secondary schools in England between 1997 and 2022. Several computational techniques show that themes in the reports did not change much after the myths document, while after the framework change reports put more emphasis on leadership, subject specialism and the curriculum.