Learners with SEND will always be at the heart of our inspections<\/strong><\/p>\n<\/blockquote>\n\n\n\nFor example, we\u2019re proposing that inspectors evaluate whether the curriculum and teaching are inclusive, with a culture where teachers have high aspirations for all their pupils and make necessary adaptations to help them overcome barriers to learning.<\/p>\n\n\n\n
Inspectors will also consider how approaches to areas like behaviour, attendance or personal development support everyone to feel they belong.<\/p>\n\n\n\n
Our toolkits set out how we propose to hold providers to account for ensuring inclusive education, including achieving strong outcomes for disadvantaged pupils and those who leaders have identified as being particularly vulnerable \u2013 taking into account that the factors that make a child vulnerable may vary across different settings and at different times in their lives.<\/p>\n\n\n\n
We also recognise that some pupils\u2019 progress may be variable. Therefore, inspectors will want to understand the personalised approach a school is taking to meeting individual pupils\u2019 needs, and the impact this is having on their outcomes in the broadest sense: academic, personal and social.<\/p>\n\n\n\n
These toolkits have all been informed by our working definition of inclusion, which we have developed with the sector and our inclusion external reference group. We welcome any views on this working definition.<\/p>\n\n\n\n
The toolkits focus on what we know impacts positively on children and young people, including those with SEND. For example, we have highlighted the importance of the SEND coordinator (SENDCo) and the importance of a graduated approach to identifying and supporting children\u2019s needs. <\/p>\n\n\n\n
This focus means that learners with SEND will always be at the heart of our inspections, no matter what stage of their education they\u2019re at or where they receive it.<\/p>\n\n\n\n
We\u2019ve also heard criticism that our current framework only offers a one-size-fits all approach to inspection and does not always work as well as it could for some types of provider. That\u2019s why we\u2019ve been working very closely with the sector and with our external reference groups to make sure that our inspection toolkits support evaluation in all types of settings, and to test our plans.<\/p>\n\n\n\n
The result, we believe, is a model of inspection that is more focused on disadvantaged and vulnerable children, and those with SEND, whether they attend a mainstream school, a special school, or an alternative provision setting.<\/p>\n\n\n\n
We are determined that our reforms will help shine a spotlight on the experiences and outcomes of children with SEND. So we encourage school leaders, teachers, staff and all of those who work in the SEND system to share their thoughts so that we can refine and improve our plans to meet that ambition.<\/p>\n\n\n\n
The consultation closes at 11:59pm on 28 April 2025<\/em><\/strong>.\u00a0Respond\u00a0here<\/a><\/strong><\/em><\/p>\n","protected":false},"excerpt":{"rendered":"Our proposals put inclusion for disadvantaged and vulnerable young people and those with SEND at the heart of Ofsted’s framework<\/p>\n","protected":false},"author":311124,"featured_media":224718,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"om_disable_all_campaigns":false,"footnotes":""},"categories":[6],"tags":[],"post-theme":[3559],"class_list":["post-225745","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-opinion","post-theme-opinion-accountability"],"acf":[],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t