Is OFSTED’s New Inclusion Focus for 2025 Something to Worry About Or Just Business as Usual?
“Nothing to see here. FE providers are already great at inclusion. Carry on as you were.”
I recently sat through an Ofsted briefing on the proposed changes to the Further Education and Skills inspection framework due to take effect from September 2025. The message from the presenters was reassuring:
Well, maybe. But then you actually read the draft inspection handbook. Here’s what the inclusion section of the new toolkit says:
“How well leaders are developing inclusion is likely to be ‘causing concern’ if one or more of the following applies: Across the provider’s work, leaders fail to meet learners’ needs. Inclusive practices do not ensure an acceptable standard of education and/or care for disadvantaged learners, those with SEND and/or those who receive high-needs funding. The provider fails to identify learners who may have additional needs or face barriers, or to meet learners’ needs and provide appropriate, targeted support.”
Let’s be clear; this isn’t just about whether you’ve got a SENDCo in place or whether learners with EHCPs are accessing additional support. This is about all learners. Inclusion, in Ofsted’s terms, is about ensuring that every learner’s needs are identified, understood, and supported appropriately; whether or not there’s funding attached.
As someone who led a large apprenticeship provider for over a decade, I read this and immediately saw the risk.
All it takes is for an inspector to have a casual conversation with a learner who mentions that they’ve been struggling, and that maybe no one really followed up after their initial assessment. That’s enough to start a much deeper probe. And if it turns out that the provider can’t demonstrate a robust, consistent approach to identifying and addressing needs; well, your inspection grade might suddenly be on shakier ground than you expected.
How Do You Know ?
The hardest question in educational leadership has always been: “How do you know?”
How do you know that every learner has had a thorough, meaningful initial assessment?
That someone has reviewed the results with professional judgement? That concerns have been followed up, support put in place, impact reviewed, and decisions documented ? That should be standard practice.
At the provider I led, it was. But I also know, from consulting across the sector, that for many, it isn’t and certainly not to the level of rigour that’s going to be needed to confidently meet this new OFSTED bar. It takes real investment; in systems, in training, in data reporting, in management time. That doesn’t happen by accident.
Let’s be real; inclusion can’t be something you tick off because a few learners with diagnosed needs are accessing support. It’s about knowing your whole cohort, recognising barriers, and intervening early and appropriately.
Will We All Have To Invest In More Expensive Software?
Probably. But the good news is that not everything has to cost a fortune. For many learners, your existing systems – if used well – might be enough. The key is making sure they’re actually being used effectively. That means minimising duplication, making good use of your MIS and learner journey systems, and giving staff the tools to flag and follow up on concerns confidently.
That said, I’d be nervous for providers who’ve shied away from claiming high-needs or additional learning support funding just because they’re unsure how to deliver the provision or nervous about audit scrutiny. Inclusion doesn’t mean muddling through without support – it means putting in place the right support, and yes, drawing down funding where it’s available and justified.
Is Signing All Your Learners Up To A Mental Health App Enough?
Only if the learners who need it are actually using it and you’re tracking its impact. Otherwise, it’s just window dressing. Inclusion is about understanding individual circumstances and responding in a personalised way and crucially, being able to evidence that you’re doing so.
We’ve seen providers run into trouble at audit for drawing down funding for low-quality support. Some have responded by pulling back entirely; or worse, by not enrolling learners with more complex needs in the first place. But is that really inclusion?
Is it “outstanding” to quietly avoid vulnerable learners altogether?
It’s a strategy, but it’s not one I’d recommend.
So What Is The Solution?
Well, at Be Astute, we help providers embed sustainable, high-impact inclusion practices. Not just to keep OFSTED happy, but because it makes your provision better.
We’ll work with you to assess where you are now and develop practical strategies; short, medium, and long-term, to ensure every learner is supported to succeed. We don’t believe in adding layers of bureaucracy for the sake of a tick box. We believe in building smarter, leaner systems that genuinely improve outcomes.
Because here’s the thing; supported learners don’t just achieve more they’re also less likely to disengage, struggle, or create challenges for staff. So, even if you don’t get extra funding, investing in inclusion often pays off in other ways. And if learners are eligible for extra funding then let’s make sure you can confidently and compliantly access it.
Julia - May 2025
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