Here’s what we learned…<\/p>\n\n\n\n
1. ‘Missed opportunities’ to keep pupils with SEND in school<\/h3>\n\n\n\n
Each year Ofsted carries out thematic visits with the Care Quality Commission, as part of area SEND inspections. This year, the theme they explored was children who are not in school.<\/p>\n\n\n\n
On these visits, Ofsted found \u201cmultiple missed opportunities to identify children\u2019s needs early\u201d and arrange support that could have helped them stay in school.<\/p>\n\n\n\n
Some areas \u201clacked robust processes or capacity to oversee children who were not in school\u201d, particularly those without a education, health and care plan (EHCP). <\/p>\n\n\n\n
Meanwhile children out of school \u201cstruggled to access health services to meet their needs\u201d, such as mental health support or speech and language therapy.<\/p>\n\n\n\n
Ofsted will publish a full report on findings from these visits soon.<\/p>\n\n\n\n
2. Professionals \u2018trying their best\u2019…<\/h3>\n\n\n\n
In the report, Oliver said it was \u201chard to disagree\u201d that the SEND system is \u201cbroken\u201d.<\/p>\n\n\n\n
But \u201cto describe it as such doesn\u2019t do justice to the professionals who are trying their best to support some of the country\u2019s most vulnerable children\u201d.<\/p>\n\n\n\n
\u201cNor does it give confidence to the parents and carers who are navigating \u2013 and often \u2018fighting\u2019 \u2013 the system for the best possible support for their child.\u201d<\/p>\n\n\n\n In 29 SEND area inspections of local areas last year, positive experiences and outcomes \u201cwere the norm in just four areas of the country\u201d.<\/p>\n\n\n\n In 16 areas outcomes were \u201cinconsistent\u201d. In nine there were \u201csystemic failings\u201d.<\/p>\n\n\n\n In the first two years of inspections under its revised framework, Ofsted found delays in producing EHCPs \u201cremained widespread and many plans were poor quality\u201d.<\/p>\n\n\n\n It also found \u201clong waits for health services, including child and adolescent mental health services (CAMHS) and speech therapy, were common\u201d. Early help and identification of children\u2019s needs was \u201cinconsistent, leading to missed opportunities for early intervention\u201d.<\/p>\n\n\n\n Preparation for adulthood was \u201coften weak, and children received limited support with transitioning to education, employment or independence\u201d.<\/p>\n\n\n\n Ofsted remained \u201cconcerned that high numbers of children do not attend school on a full-time, permanent basis\u201d.<\/p>\n\n\n\n Last year, the inspectorate raised concerns about a rise in \u201cflexi-schooling\u201d \u2013 pupils educated in school for part of the week, and at home for the rest \u2013 and part-time timetables.<\/p>\n\n\n\n This year, it is \u201cconcerned\u2026 even more children are in some of these arrangements\u201d, including \u201ca rise in flexi-schooling\u201d.<\/p>\n\n\n\n Figures show children recorded as home educated have jumped 21 per cent, to 111,700, while the number in local authority-commissioned alternative provision has soared 24 per cent, to 59,700.<\/p>\n\n\n\n Another 27,900 are in AP placements commissioned by schools. An estimated 41,000 pupils are on part-time timetables.<\/p>\n\n\n\n \u201cMost concerning of all, 19 per cent more children are missing education entirely,\u201d said Ofsted.<\/p>\n\n\n\n That figure had risen to an estimated at 39,200 as of autumn term 2024-25 \u2013 up from 33,000 the previous autumn term.<\/p>\n\n\n\n The watchdog stressed the impact of missing school \u201ccan be huge\u201d and it \u201ccan take years\u201d for children who have been out of school to catch up with peers.<\/p>\n\n\n\n \u201cThis increase will therefore be a significant concern to everybody who works in education\u201d.<\/p>\n\n\n\n Ofsted set up its illegal schools taskforce in 2016. Since then it has carried out just under 1,680 investigations of nearly 1,500 suspected unregistered schools.<\/p>\n\n\n\n There have been over 990 inspections, and Ofsted has issued around 220 warning notices and successfully prosecuted seven settings, resulting in 21 convictions.<\/p>\n\n\n\n In the report, Oliver warned that \u201cin the last three academic years, the number of referrals received has been higher than previous years.<\/p>\n\n\n\n It received almost 330 referrals in 2024-25, up from around 210 in 2022-23 and 2023-24 and less than 150 a year between 2015 and 2022.<\/p>\n\n\n\n Fifty-six per cent of referrals come \u201cfrom within Ofsted itself”, with inspectors often identifying suspected illegal schools \u201cthrough our inspections of other schools and providers\u201d.<\/p>\n\n\n\n The Department for Education introduced an accreditation scheme for online schools, with quality assurance by Ofsted.<\/p>\n\n\n\n Since the scheme started, Ofsted has received 41 quality assurance commissions, started 22 suitability checks and completed 14 accreditation visits.<\/p>\n\n\n\n Of the seven visits last academic year, only three met the standards for accreditation, down from seven out of seven in 2023-24.<\/p>\n\n\n\n Overall since the scheme launched, 10 online providers have been accredited.<\/p>\n\n\n\n \u201cVery few\u201d inspectors who had seen the use of AI during inspection felt \u201cthe way providers were using it was improving outcomes\u201d, a July survey found.<\/p>\n\n\n\n Ofsted said it was \u201cconcerning\u201d some said AI was having \u201ca negative impact\u201d and but only a \u201csmall minority\u201d of inspectors have seen safeguarding concerns relating to the technology.<\/p>\n\n\n\n The watchdog said the survey of inspectors confirms \u201cthere is a gap in research around the impact of AI on outcomes\u201d.<\/p>\n\n\n\n Inspectors\u2019 biggest concerns about AI are around governance and impact.<\/p>\n\n\n\n Some school and college leaders \u201chave concerns about maintaining educational integrity\u201d with the rapid pace of AI development and the number of tools being developed.<\/p>\n\n\n\n Ofsted said there was an \u201cabundance of tools that can promise solutions to the challenges they and their staff face\u201d but leaders told them in some cases products are \u201cover-sold and under-developed\u201d.<\/p>\n\n\n\n![\"Sir](\"https:\/\/schoolsweek.co.uk\/wp-content\/uploads\/2025\/03\/Martyn-Oliver-feat.jpg\")
3. … but long waits for provision<\/h3>\n\n\n\n
4. More concerns over part-time timetables…<\/h3>\n\n\n\n
5. \u2026 and pupils out of school entirely<\/h3>\n\n\n\n
6. Rise in referrals to illegal schools taskforce<\/h3>\n\n\n\n
7. Online schools denied accreditation<\/h3>\n\n\n\n
8. Inspectors saw AI\u2019s \u2018negative impact\u2019\u2026<\/h3>\n\n\n\n
9. \u2026and school leaders have their concerns too<\/h3>\n\n\n\n