Executive summary
Ofsted began inspecting state-funded schools under a renewed Education Inspection Framework (EIF) from 10 November 2025. Under this renewed framework, inclusion is a standalone graded judgement area with clear evaluation criteria. The framework uses a 5-point grading scale consistently across all graded areas. [Sources: S1, S2]
Why this matters:
Inclusion is no longer something schools can assume is “covered” within other areas. The schools inspection toolkit sets out inclusion factors such as high expectations, early and accurate assessment, and a continuous plan–do–review cycle to reduce barriers—supported by specialist involvement where necessary and an evidence-informed pupil premium strategy. [Source: S3]
Throughout inspection, Ofsted’s inspection information states inspectors give particular attention to the experiences and outcomes of: disadvantaged pupils, pupils with SEND, pupils known (or previously known) to children’s social care, and pupils who face other barriers to learning and/or well-being, especially where these affect progress. [Source: S4]
Workload note (important):
Ofsted’s schools inspection toolkit says inspectors do not require information in any specific format and do not need leaders to produce documents specifically for inspection. Instead, the toolkit approach is to evaluate typical day-to-day practice, consistency across the school, and real impact on pupils’ learning and outcomes. [Source: S3]
What changed in the renewed framework (in practical terms)
1) Inclusion is graded as its own evaluation area
Ofsted lists graded evaluation areas for schools under the renewed EIF, including inclusion. [Source: S1]
2) A 5-point grading scale is used across all graded areas
Ofsted sets out the five grades: Exceptional, Strong standard, Expected standard, Needs attention, and Urgent improvement. [Source: S1]
3) “Inclusion + leadership” emphasis in inspection activity
Ofsted’s inspection information for state-funded schools describes an emphasis on leadership as a driver of improvement and on inclusion, and frames evidence around whether pupils achieve, belong and thrive. [Source: S4]
4) Particular attention to key pupil groups and vulnerable learners
Inspectors give particular attention to disadvantaged pupils, pupils with SEND, pupils with social care involvement, and other pupils facing barriers to learning, participation, and wellbeing. [Source: S4]
What Ofsted means by “inclusion” under the renewed framework
Ofsted’s schools inspection toolkit sets out inclusion factors and the evidence inspectors gather to evaluate and grade inclusion. [Source: S3]
Inclusion factors (what inspectors look for)
- High expectations for all pupils, including disadvantaged pupils, pupils with SEND, those known to children’s social care, and others facing barriers. [S3]
- Early and accurate assessment of pupils’ needs. [S3]
- Using assessment information in a continuous planning → action → review cycle to reduce barriers to learning and/or wellbeing. [S3]
- Involving specialists when necessary. [S3]
- A pupil premium strategy that is well thought through and evidence-informed. [S3]
How inclusion can appear in published inspection reporting
Ofsted inspection reports published under the renewed framework may describe inclusion using themes such as early identification of barriers, tailored support alongside ambitious expectations, lesson adaptation so pupils can access the full curriculum, and strong partnership with families and external professionals. [Example: S5]
DfE anchors: statutory expectations that support inclusion readiness
Ofsted’s evaluation of inclusion sits alongside statutory duties and DfE guidance. The documents below are key baselines for practice (SEND, equality, attendance, safeguarding, disadvantage).
SEND: statutory expectations
- SEND Code of Practice (0–25 years) — statutory guidance for identifying needs, SEN support, and wider responsibilities. [S6]
Equality duties
- Equality Act 2010: advice for schools — DfE guidance on how the Equality Act applies to schools. [S7]
Disadvantage strategy
- Pupil premium — DfE information including requirement for schools to publish a strategy statement annually. [S8]
- Using pupil premium: guidance for school leaders — evidence-informed planning, targeted spending, and regular impact review. [S9]
Attendance & safeguarding
- Working together to improve school attendance — DfE guidance (statutory from Aug 2024) with a support-first approach. [S10]
- Keeping children safe in education — statutory safeguarding guidance. [S11]
Inclusion-ready toolkit (Headteachers & SLT)
This toolkit is designed to help you prepare using existing systems and evidence, aligned to Ofsted’s inclusion factors and DfE expectations. It focuses on typical practice, impact, and consistency. [Key Ofsted anchor: S3]
A) 30–60 minute SLT “Inclusion readiness” working session
1) Agree a shared definition of inclusion
- using Ofsted’s factors: high expectations → early/accurate assessment → plan–do–review → specialist involvement → evidence-informed pupil premium strategy. [S3]
2) Align leadership narrative
- to Ofsted’s “achieve, belong and thrive” framing in inspection information. [S4]
3) Pre-agree your “significant groups”
- (disadvantaged, SEND, social care involvement, and other barriers) so monitoring, review cycles, and case discussions are consistent. [S4]
B) Inclusion Evidence Map (what you should be able to show quickly)
Tip: focus on “what we do”, “how consistently we do it”, and “what improves for pupils”.
1) Identification & assessment
- How needs are identified early and accurately (and what triggers the next step). [S3]
- How SEN support aligns with the SEND Code of Practice expectations. [S6]
2) Plan–Do–Review cycle (barrier removal)
- A repeatable plan–do–review approach used in everyday practice. [S3]
- Evidence your support leads to improved access, learning, and/or wellbeing (and how you know). [S3, S5]
3) Classroom access to the full curriculum
- How teaching is adapted so pupils with barriers can access the intended curriculum (and how consistently this happens). [S5]
- How ambition and expectations remain high for all groups. [S3]
4) Specialist involvement & partnerships
- When and how you involve specialists (internal/external). [S3]
- How you work with families and professionals to sustain impact. [S5]
5) Disadvantage strategy (Pupil Premium)
- Your published pupil premium strategy statement and review approach. [S8, S9]
6) Attendance as an inclusion priority
- Your barrier-removal approach aligned to DfE attendance guidance. [S10]
- How attendance work targets the pupils most at risk (and why). [S4, S10]
7) Safeguarding culture (baseline)
- KCSIE compliance and culture: staff understanding, reporting routes, and consistent practice. [S11]
Copy/paste SLT checklists
Inclusion policy & practice checklist
- Whole-school message of high expectations for all groups. [S3]
- Consistent early identification routines. [S3]
- Embedded plan–do–review cycle. [S3]
- Clear criteria for specialist involvement. [S3]
- Routine checks that pupils with barriers access the full curriculum. [S5]
SEND readiness checklist
- SEND systems align with the SEND Code of Practice (0–25). [S6]
- Staff can describe how needs are identified and supported (graduated approach/SEN support). [S6]
Pupil Premium checklist
- Pupil premium strategy statement published annually (DfE requirement). [S8]
- Evidence-informed planning and impact review approach (DfE guidance). [S9]
Attendance & safeguarding checklist
- Attendance approach aligns to DfE guidance and focuses on removing barriers. [S10]
- Safeguarding practice aligns with KCSIE. [S11]
Equality checklist
- Equality duties understood and reflected in policy and decision-making. [S7]
Inspection conversation prompts (leaders ∓ staff)
Headteacher / SLT
- “Which groups face the biggest barriers here, and how do we know?” [S4]
- “How do we spot needs early, and what happens next (plan–do–review)?” [S3]
- “How do we know our support is working—what changes for pupils?” [S3, S5]
SENDCo / Inclusion lead
- “How are needs assessed early and accurately, and how is the response reviewed?” [S3]
- “When do we involve specialists, and how do we track sustained impact?” [S3]
- “How does our approach align with SEND Code expectations?” [S6]
Subject / phase leaders
- “How do pupils with barriers access the full curriculum in this subject?” [S5]
- “What do teachers routinely adapt—and how consistent is it?” [S3, S5]
Attendance / pastoral leaders
- “How do we identify attendance barriers and respond support-first?” [S10]
- “How do we target support for the groups Ofsted focuses on, and why?” [S4]
Frequently asked questions
Ofsted began inspecting state-funded schools under the renewed Education Inspection Framework from 10 November 2025. [S1]
Yes. Under the renewed framework, inclusion is a standalone graded judgement area. [S1]
Ofsted’s inspection information says inspectors give particular attention to the experiences and outcomes of disadvantaged pupils, pupils with SEND, pupils known to children’s social care, and other pupils facing barriers. [S4]
Ofsted’s schools inspection toolkit says inspectors do not need information in a specific format and do not need leaders to produce documents specifically for inspection. [S3]
Full sources (name + URL)
Source IDs used in the page (e.g., S1) map to the full list below. If you publish this page, keep these links intact for transparency.
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S1 — Ofsted (GOV.UK): Education inspection framework for use from November 2025
https://www.gov.uk/government/publications/education-inspection-framework/education-inspection-framework-for-use-from-november-2025 -
S2 — Ofsted news (GOV.UK): Ofsted confirms changes to education inspection and unveils new-look report cards
https://www.gov.uk/government/news/ofsted-confirms-changes-to-education-inspection-and-unveils-new-look-report-cards -
S3 — Ofsted: Schools inspection toolkit (PDF)
https://assets.publishing.service.gov.uk/media/690b26c69456634d9795fde0/Schools_inspection_toolkit.pdf -
S4 — Ofsted: Inspection information for state-funded schools for use from November 2025
https://www.gov.uk/government/publications/school-inspection-toolkit-operating-guide-and-information/inspection-information-for-state-funded-schools-for-use-from-november-2025 -
S5 — Ofsted: Example published inspection report (renewed framework) — Sacred Heart Catholic Primary School
https://files.ofsted.gov.uk/v1/file/50294289 -
S6 — DfE (GOV.UK): SEND Code of Practice (0 to 25 years)
https://www.gov.uk/government/publications/send-code-of-practice-0-to-25 -
S7 — DfE (GOV.UK): Equality Act 2010 — advice for schools
https://www.gov.uk/government/publications/equality-act-2010-advice-for-schools -
S8 — DfE (GOV.UK): Pupil premium
https://www.gov.uk/government/publications/pupil-premium -
S9 — DfE: Using pupil premium — guidance for school leaders (PDF)
https://assets.publishing.service.gov.uk/media/68e661e3dadf7616351e4f5b/Using_pupil_premium_guidance.pdf -
S10 — DfE: Working together to improve school attendance — August 2024 (PDF)
https://assets.publishing.service.gov.uk/media/66bf300da44f1c4c23e5bd1b/Working_together_to_improve_school_attendance_-_August_2024.pdf -
S11 — DfE: Keeping children safe in education — from 1 September 2025 (PDF)
https://assets.publishing.service.gov.uk/media/68add931969253904d155860/Keeping_children_safe_in_education_from_1_September_2025.pdf
Disclaimer: This landing page summarises published Ofsted and DfE documentation and includes an example Ofsted report for illustration. It is not legal advice. Always refer to the original source documents for definitive wording.