Ofsted hasn't been the issue for years, ime. Inspectors have usually been more than reasonable in their judgements of classrooms and schools as a whole, especially since grading individual lessons has become a thing of the past.
The far bigger problem is school leaders' interpretations of what Ofsted want.
Ofsted haven't looked for in-depth marking in years, yet so many schools still insist this is done.
Ofsted don't require 5 differently-coloured sheets in books to demonstrate assessment, responses, numeracy, literacy and skills-based work, yet some school leaders insist on this to make what people do in the classroom more obvious.
Ofsted don't care about teaching style, as long as the children progress. They don't give a toss about lesson plans (and under the new framework would rightly question this under the workload aspect), but too many school leaders still insist that planning is evidenced in detail. Ours still require lesson plans for observations, even though they are obsolete.
Ofsted haven't inspected whole lessons in years and often drop in for only 10mins or so to see what is going on. Yet most observations by school leaders are still 30-60min.
Ofsted do care that we know our pupils well enough to take their needs into account, which is made difficult by classes of 30+ in secondary, where you may only see pupils once a week.
My last observation under Ofsted was really quite relaxing - the whole class were doing an assessment-based task an their interesting homework projects were on display. No issues. And still, I went against what leaders wanted us to do. I got off a lot better than those who made up all-singing-and-dancing lessons and whose pupils responded truthfully to the question of whether this was an example of an everyday lesson.
Make leaders actually read what Ofsted really want.