Understanding the New Ofsted Framework
Through SchoolPro SEND Expertise
The September 2025 Ofsted framework reforms have sparked debate across the education sector, particularly among SEND professionals and SENDCOs with the new ‘Inclusion’ evaluation grade. While change can feel daunting, SchoolPro SEND believe these updates bring a fresh opportunity to embed inclusive education more deeply into school life.
Rather than resisting the inevitable, we must shift our focus to what these reforms make possible: greater accountability for SEND provision, better recognition of inclusive practices, and stronger frameworks for advocating for the needs of all learners.
What does the new Ofsted framework say about inclusion?
Ofsted confirmed that every education inspection will include a focus on the 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 in their report, ‘inclusion’.
The new framework followed feedback from a consultation that took place earlier this year. Ofsted have therefore 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”.
What does Ofsted inclusion grading mean
for mainstream schools?
In the 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.”
Inspectors will consider how schools are supporting:
• Socioeconomically disadvantaged pupils (those eligible for the pupil premium)
• Pupils with SEND (pupils receiving additional support and those with an EHC plan)
• Pupils who are known (or previously known) to children’s social care
• Pupils who may face other barriers to their learning and/or wellbeing, which may include pupils who share a protected characteristic
However, Ofsted recognises that barriers to learning may not always be a fixed or distinct category. Inspectors will look for evidence of schools accounting for the specific needs of pupils that may encounter obstacles in education.
To meet Ofsted standards, this means that schools need to show practical steps towards improving inclusion, such as identifying, assessing and meeting needs, and reducing barriers.
Inspectors consider the extent to which:
- Leaders understand that the most effective inclusion strategy begins with high quality inclusive teaching
- Leaders have established a culture in which staff understand the range of barriers that pupils may face to their learning and/or well-being
- Leaders make sure pupils receive effective support, consult with external specialists and implement their advice as necessary, and ensure that appropriate reasonable adjustments are made
- Leaders work closely with parents, taking their views into account and making best use of their knowledge of their children
- Leaders make sure that any alternative provision the school uses is suitable and safe, and the decisions to place pupils in it are made in pupils’ best interests
- The published school accessibility plan meets the requirements of the Equality Act 2010, is implemented effectively and is reviewed regularly
Practical Steps for Schools & SENCOs
Conduct a Provision Audit: Evaluate how well SEND is embedded across all subjects and aspects of the framework. Identify strengths and areas for improvement.
Develop Clear Documentation: Maintain detailed records of SEND identification, interventions, and learner progress.
Implement Whole-School Training: Train all staff (not just SENDCOs) on inclusive teaching strategies and SEND support.
Embed SEND in School Improvement Plans: Ensure that SEND provision is prioritised in strategic planning and resource allocation.
How can SchoolPro SEND support your school or trust?
Conduct a Provision Audit & Developing Clear Documentation
ProvisionVue is a digital platform designed to streamline SEND (Special Educational Needs and Disabilities) processes in schools. It automates provision maps, tracks interventions, and supports personalized student plans. By reducing administrative workload for SENDCOs, it enhances efficiency and compliance with statutory requirements, helping educators manage, monitor, and evaluate SEND provisions effectively.
Implement Whole-School Training
SchoolPro SEND offers targeted training for educators on key SEND areas including neurodiversity, SALT, dyslexia, and dyscalculia. The qualified expert-led sessions cover teaching strategies, enhancing understanding and classroom practice. By equipping staff with practical tools and inclusive approaches, SchoolPro SEND empowers schools to support diverse learners effectively and foster a more accessible, achievement-focused environment.
Embed SEND in School Improvement Plans
SchoolPro SEND empowers SENDCOs to embed robust, strategic action plans that align seamlessly with whole school priorities. Through expert guidance and tailored support, they help translate SEND objectives into measurable outcomes, fostering inclusive practice across departments. These action plans become foundational tools for driving improvement, ensuring SEND is integral to school development and student success.
SchoolPro SEND is here to help your school turn legislative updates into meaningful impact. Whether you need to review your provision, strengthen staff confidence, or embed SEND into strategic planning, our team can support you every step of the way. Get in touch to explore how we can help your school deliver stronger outcomes for every learner by emailing contact@schoolpro.uk or calling us on 01452 947633,
SchoolPro TLC Ltd (2025)
SchoolPro TLC guidance does not constitute legal advice.
SchoolPro TLC is not responsible for the content of external websites.