Inspecting SEND Under the New Framework

Anchored Schools SEND Consultant Dr. Dayo Okunlola has written this briefing to support professionals working with SEND children to navigate the new Ofsted Inspection Framework that is effective from November 2025.

For the first time, Inclusion (SEND and broader inclusion strategies) is recognised as a standalone category, ensuring it is no longer sidelined in inspections. Ofsted will explicitly assess how well schools

·       adapt their curriculum and teaching and learning to support diverse needs,

·       train staff,

·       and provide appropriate interventions for SEND students across all aspects of school life.

Inclusion

This evaluation area considers how leaders and staff identify and support:

·       socioeconomically disadvantaged pupils (those eligible for the pupil premium)

·       pupils with SEND; this means pupils receiving special educational needs (SEN) support, and those with an education, health and care (EHC) plan

·       pupils who are known (or previously known) to children’s social care, such as children in need and looked-after children

·       pupils who share a protected characteristic

·       pupils who may face other barriers to their learning and/or well-being, which may include

Inspectors focus on gathering evidence relating to the factors that statutory and non-statutory

These factors are:

·       setting high expectations for all pupils, including disadvantaged pupils, those with SEND, those who are known (or previously known) to children’s social care, and those who may face other barriers to their learning and/or well-being

·       embedding a culture in which early and accurate assessment of pupils’ needs is prioritised

·       using the information from the assessment of pupils’ needs to implement a continuous cycle of planning, actions and review in order to reduce barriers to pupils’ learning and/or well-being

·       involving specialists when necessary to support pupils’ development

·       putting in place a pupil premium strategy that is well thought through, is based on evidence of what works well to support the achievement of eligible pupils, and accounts for any challenges pupils face that may negatively affect their education and their readiness to engage with school

·       working closely and effectively with pupils, parents, professionals and staff, and ensuring that pupils’ and parents’ views and aspirations are included in decision-making about support for pupils

In gathering evidence about supporting pupils with SEND, inspectors consider the extent to which:

·       a qualified SENCo is empowered, through their leadership status within the school, to lead whole-school improvement for pupils with SEND

·       the published SEN information report, as required by the Special Educational Needs and Disability Regulations 2014 and section 69 of the Children and Families Act 2014, is easily accessible and accurately describes the school’s provision and support for pupils with SEND

·       leaders identify pupils’ emerging or changing needs quickly and accurately, make sure support is effective and draw on any specialist advice when necessary

·       leaders use the ‘graduated approach’ (a continuous cycle of ‘assess, plan, do and review’) which helps to ensure that pupils receive an appropriate level of support and meets pupils’ needs, and staff receive suitable training and support to implement it

·       leaders make sure their work improves the progress and achievement of pupils with SEND and they do not lower their expectations of them

·        leaders are committed to their role in the local area partnership’s strategy to improve the experiences of, and outcomes for, pupils with SEND; they promote the local offer and help pupils with SEND, and their families, to find out what support is available and how to access it

·        leaders meet the needs of pupils with SEND, and adapt the environment, teaching and the school’s wider offer in ways that support them to access education

·       leaders monitor the progress of pupils with SEND, and review adaptations and support systematically, making any necessary changes to improve their learning and/or well-being

·       leaders support successful transitions for pupils with SEND, whether that is into or within the school or on to other settings or adulthood

Implications for SENCOs and school leaders

• Increased scrutiny on SEND provision.

• Greater demands for evidence-based practice.

• Potential workload implications.

Suggested Practical Steps for Schools & SENCOs

Conduct a Provision Audit. Evaluate how well SEND is embedded across all eight assessment categories. Identify strengths and areas for improvement.

Develop and maintain detailed records of SEND identification, interventions (and how their impacts are monitored), and student progress.

Train all staff—not just SENCOs—on inclusive teaching strategies and SEND support.

Ensure that SEND provision is prioritised in strategic planning and resource allocation.

New toolkit can help you evaluate your provision

·       The school inspection toolkit includes the criteria for meeting grades in each area, and information on what evidence inspectors will gather to inform their judgements.

·       The criteria in the toolkit is based on the requirements, standards and expectations already placed on you and your school, such as statutory and non-statutory guidance. You're not expected to do any additional work, or create any new evidence, to prepare for inspection.