Ofsted inspectors will look at whether schools are providing high quality support for children with SEND, as part of a new framework to be launched in November.
The “new inclusion evaluation area” of the process is intended to ensure children from certain backgrounds and experiences are not left behind academically, and that schools are responding to their needs.
However, ahead of the implementation, an independent review of the proposed changes, commissioned by Ofsted itself, found it could have implications for school Sencos, who may find themselves under increased scrutiny from the new arrangements.
The inspections watchdog was forced to review its procedures and processes following the death in 2023 of primary headteacher, Ruth Perry. The coroner at her inquest said she took her own life and stated that a school inspection was a cause.
Addressing criticisms?
Ofsted outlined its new “report card” framework early in September and said it was designed to give parents more information, while tackling many of criticisms of the existing system.
Among the list of changes is a new section on SEND and inclusion:
- A new ‘inclusion’ evaluation area to help break down barriers to learning and well-being. Inspectors will evaluate whether education providers are providing high-quality support for all children and learners, especially those from disadvantaged backgrounds, those who have SEND, and those who are known to children’s social care.
However, the independent review of the revised Ofsted framework, which consulted 77 stakeholders from sector organisations about the proposed changes between April and July 2025, found areas of concern around the inspection of SEND and inclusion, and how this might impact schools and staff.
The report said: “There is a strong view that the revised framework will expand the number of job roles that may experience significant stress and feel personally responsible for the success, or failure, of an inspection.
“In particular, stakeholders expressed concerns about SENDCos, designated safeguarding leads (DSLs), Directors/Heads/curriculum managers in colleges, nominees and shadow nominees.”
The proven life-threatening risks associated with a grades-based schools accountability system, based on public shaming and the fear of high stakes consequences, have not changed
Furthermore, there were misgivings about Ofsted’s “definition of inclusion”.
“It is perceived to be a unilateral decision by Ofsted about what matters most, without consultation with the sector,” the report found. “There are concerns about the relationship to the SEND review and way in which the definition will affect selection at the point of entry to a school or college.
“In schools, there is a concern that this will increase the incentive for “cream-skimming” in the sector, leaving the schools that seek to be fully inclusive with an ever more challenging intake. In further education, there are concerns that the definition will lead to the exclusion of learners who will be seen as “too risky” to take on.”
Negative reactions from professionals
Overall, school leaders, teaching unions, mental health professionals and other experts reacted negatively to the new arrangements, claiming they will continue to heap pressure on school staff.
In a letter to Bridge Phillipson, the education secretary, a coalition of stakeholders called on her to intervene and stop implementation of the proposals amid “continuing concerns about the reliability, accuracy and consistency of inspection results and about the dangerous, negative impact of a punitive, grades-based inspection system on the welfare of the workforce”.
The letter stated that the proposed changes were “deeply disappointing and extremely worrying, as it is clear Ofsted have failed to learn the lessons from the death of headteacher Ruth Perry. The proven life-threatening risks associated with a grades-based schools accountability system, based on public shaming and the fear of high stakes consequences, have not changed.”
Lorraine Petersen, SEND and educational consultant, said: “I am really pleased to see the introduction of the new Inclusion evaluation area within the new Framework. They have extended the range of students beyond just those with SEND to ensure that all vulnerable students are included. It is also good to see that Ofsted are acknowledging the leadership role of a SENCO.
“We need to wait and see the outcomes from the first inspections but my concern is that schools will be penalised if external support is not available or too costly and they are not able to offer adequate support to some of their students.”
