Ofsted have made inclusion the heart of their new reforms, but what does this really mean for those with additional needs and for mainstream schools that accommodate inclusion needs? In this article, ����Vlog takes you through the main changes related to inclusion and how they impact mainstream schools. 

What Ofsted’s new framework says about inclusion  

Ofsted has confirmed that every education inspection will focus on provision for disadvantaged children, those with a special educational need or disability (SEND), and those who are known to social care – through a specific grade for ‘inclusion’. 

Following feedback from the consultations earlier this year, Ofsted have committed to: 

• Putting children first by raising standards, especially for the most disadvantaged and vulnerable. By introducing a new inclusion evaluation area, Inspectors will evaluate whether education providers are identifying and offering high-quality support for all children and learners, especially those who need additional support. 

• Starting with what the government asks providers to focus on, through their statutory obligations or non-statutory guidance. This will include investigation into how schools are using targeted funding (e.g. pupil premium, high-needs funding) set aside for those with additional needs. 

• Making inclusion a key theme across all evaluation areas. The grade for the ‘inclusion’ evaluation area will be based on the specific standards in that area, which focus on leaders’ ambitions, intent and identification of those who need support. Inspectors will also consider the impact of leaders’ work on inclusion across other evaluation areas. 

• Revising how they describe and approach inclusion. Ofsted agree that it is not for them to define inclusion but describe this as their approach to it. In their new toolkit and inspection instruments, Ofsted now refer to inclusion as “children and learners who are disadvantaged, those with SEND, and those who are known to children’s social care”. 

Inspection areas 

Schools will be graded on this 5-point system across a number of key evaluation areas. Inclusion is a new, key evaluation area; however, inspectors will also consider the impact of inclusion across other evaluation areas. 

• Curriculum and teaching 

• Early years 

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• Leadership and governance 

• Personal development and wellbeing 

• Attendance and behaviour 

Evaluation grades 

The 2025 reforms will welcome a new five-point grading system to mark schools across several key areas. These five grades will be:  

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• Strong standard  

• Expected standard  

• Needs attention  

• Urgent improvement 

What this means for mainstream schools 

Whilst inclusion as a key inspection area is a step in the right direction, many are concerned that it may become just a tick-box rather than the foundation on which our education system is built. 

For years, policy has prioritised academic achievement, but often at the expense of wellbeing and inclusion. Ofsted has shown an institutional disinterest in why some schools welcome the most vulnerable children or children with special educational needs and disabilities (SEND), while others push them away. 

However, in this new framework, Ofsted states that disadvantaged and vulnerable children are at the heart of reforms. According to Sir Martyn Oliver, Ofsted Chief Inspector, “Ofsted exists to keep children safe and improve their lives.”  

To meet Ofsted standards, this means that schools need to show practical steps towards improving inclusion, such as: 

• Spotting needs early 

• Adapting teaching so that every pupil can access learning 

• Implementing targeted support where required 

Some have also raised concerns about the likelihood of these reforms creating additional workload and impacting wellbeing.  

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