Ofsted Round-Up: Inclusion in Practice

Introduction

As we already know, inclusion has moved decisively from being a supporting theme in inspection to a central test of provider effectiveness. Under the 2025 Ofsted FE & Skills Inspection Toolkit, inclusion is both a standalone evaluation area and a lens applied across curriculum, leadership, safeguarding, participation and achievement.

Particular attention will be given to the experiences and outcomes of disadvantaged learners and apprentices, those with special educational needs and/or disabilities (SEND), those with high needs, those known or previously known to social care and those who may face any other barriers to their learning or well-being, including those without level 2 English and/or maths. These groups are central to planning, inspection activity and evaluation.

This week we focus on how providers can ensure inclusion is lived, evidenced and understood at every level. 

What Has Changed: Inclusion as a System - Not a Statement

The new toolkit is explicit: inspectors are not simply asking whether providers value inclusion, but how inclusion is operationalised, monitored and improved over time. Inclusion now requires providers to demonstrate:

• early and accurate identification of need
• consistent removal of barriers
• equitable access to curriculum and progression
• measurable impact for disadvantaged groups

This shifts inspection conversations away from policies and towards systems, behaviours and outcomes.

What Inspectors Are Likely to Ask 

1. How Do You Know Who Faces the Greatest Barriers Here?

Inspectors will expect leaders and curriculum teams to speak confidently about:

• which learner groups are most vulnerable or disadvantaged in their context
• how these learners are identified at, or before, the start of programmes
• how this information is shared and acted on by tutors, coaches and support staff

Providers that rely on generic definitions of disadvantage often struggle here. Strong providers can explain their specific cohorts, how barriers differ by provision type, and how this shapes delivery.

2. What Actually Changes for Learners Because of That Knowledge?

This is where inclusion moves from intent to impact. Inspectors will probe:

• what adjustments are made to teaching, assessment, attendance expectations or support
• how quickly interventions happen when learners fall behind
• whether staff can explain why support looks different for different learners

Statements such as “support is available” are no longer sufficient. Inspectors are looking for clear cause and effect explanations.

3. How Do You Track Inclusion Through Data?

The toolkit places strong emphasis on leaders’ use of data to understand participation and outcomes for different groups. Inspectors will explore:

• attendance, retention and achievement by group
• whether gaps are narrowing or widening
• how this data is used in departmental and governance discussions

High performing providers do not rely on headline success rates alone. They can explain trends, risks and improvements for specific learner groups.

4. How Does Inclusion Shape the Curriculum Itself?

Inclusion is now inseparable from curriculum quality. Inspectors will look for evidence that:

• curriculum sequencing supports learners with lower starting points
• functional skills, English and maths are contextualised and accessible
• assessment approaches do not disadvantage particular groups
• employers understand and support inclusive practices

Where curriculum design remains static, providers often struggle to evidence inclusion beyond support services.

5. How Do Governors and Leaders Hold Inclusion to Account?

Inclusion is now firmly a leadership and governance responsibility. Inspectors will test:

• what information governors receive about disadvantaged learners
• how leaders respond when data highlights concern
• whether inclusion priorities are visible in quality improvement planning

Where governance conversations focus only on overall performance, inclusion is often underdeveloped in practice.

Common Gaps in Inclusion Practice:

• inclusion described well at senior level but poorly understood by curriculum/delivery teams
• inconsistent identification of need at start of programme and/or late identification of need
• attendance treated as behaviour rather than a potential safeguarding concern or inclusion
• limited evaluation of whether interventions actually work
• not continuously reviewing or making changes to the support provided 
• learners not involved in conversations about how providers can best support their needs
• learner voice gathered but not clearly acted upon

These gaps rarely reflect a lack of commitment, but they do affect inspection outcomes.

What Strong Practice Looks Like Now:

• clear inclusion ownership at department level
• early, structured starting point assessment linked to support planning
• visible intervention pathways understood by staff and learners
• routine review of inclusion data in quality and governance meetings
• alignment between policy, curriculum delivery and learner experience

In short, inclusion is treated as a quality system, not a support function.

Final Thoughts

The 2025 Ofsted Toolkit makes it clear that inclusion is something providers must show, explain and evidence. Inspection readiness now depends on whether leaders, curriculum teams, delivery staff, and governors can articulate:

• who inclusion is for
• what changes in practice as a result
• and how impact is measured over time

Providers that embed inclusion into curriculum design, quality assurance and leadership decision making will not only meet inspection expectations, but will also improve learner outcomes in meaningful, sustainable ways.

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