Exclusive roundtable insight: Are Ofsted’s inclusion plans helping or hurting schools?
Schools North East recently convened a roundtable discussion on February 7, 2025, where school leaders from special schools, alternative provision (AP), and mainstream settings addressed concerns regarding Ofsted’s new inclusion definition, the proposed school report card, and the Department for Education’s (DfE) latest plans for RISE teams and school intervention.
The discussion revealed urgent concerns, deep frustration, and a sense that the system is stretched to its limits. School leaders are calling for policies that empower schools, rather than setting them up to fail.
Inconsistent inspections and the lack of clarity
A primary concern raised was the lack of a clear, operational definition of inclusion by Ofsted, which leaders fear will lead to inconsistent application during inspections, especially given the limited consultation time with school leaders before implementation.
Without clarity, schools risk being unfairly judged on an ill-defined concept. Examples cited include an AP school criticised for not fully integrating students into mainstream settings despite running successful therapeutic support programs, and a school with a high SEND population penalised for lower academic attainment despite significant personal progress by students.
Inspectors in an AP setting also focused on attendance metrics but overlooked innovative engagement strategies for students with trauma backgrounds. These examples highlight the need for an inclusion framework that reflects the realities of diverse school settings, rather than a one-size-fits-all approach.
Education leaders also expressed exhaustion over the speed and volume of policy changes. With multiple initiatives being implemented simultaneously, schools are struggling to adapt and deliver meaningful improvements. Leaders emphasized that without proper time for reflection and implementation, these reforms risk doing more harm than good. There’s concern that schools will be held accountable for inclusion targets without the necessary investment in resources, staff training, and specialist support.
Potential pitfalls of the new grading system
The proposed school report card, intended to replace one-word judgments with a more detailed, multi-dimensional grading system, also raised concerns. Leaders warn it may still be misinterpreted by parents and policymakers.
Key concerns include the potential for up to 11 graded categories to overcomplicate rather than clarify school performance, and that SEND and AP settings could be unfairly penalized if success is measured primarily through academic outcomes rather than student progress, personal development, and well-being. There is worry that parents may focus on raw scores, potentially stigmatizing schools with diverse learner populations.
A North East AP school raised concerns that its success in reintegrating students into mainstream education—an achievement that isn’t easily quantifiable—could be overshadowed by lower attainment scores. Without qualitative assessments alongside hard data, schools that serve the most vulnerable students risk being misjudged.
Regarding RISE teams, designed to support struggling schools, school leaders remain uncertain about their funding, expertise, and potential overall effectiveness. Many fear these teams could add another layer of bureaucracy rather than providing meaningful support.
Leaders also warned of unintended consequences of the inclusion framework that could undermine its goal. These include:
- Schools being discouraged from admitting SEND students for fear of negative attainment data impacting their Ofsted ratings.
- Some schools creating internal “inclusion units” to shift students out of mainstream data reporting, rather than improving whole-school inclusion practices.
- Schools that take in vulnerable students mid-year being unfairly penalized under rigid progress metrics.
- A stronger emphasis on academic attainment resulting in cuts to pastoral care, mental health initiatives, and other essential inclusion efforts.
Is Ofsted equipped for the new framework?
Skepticism was voiced regarding Ofsted’s ability to apply the new inclusion framework fairly. Many inspectors lack direct school leadership or SEND experience, making it difficult for them to accurately assess complex school environments. Frequent turnover among inspectors also means schools experience wildly different evaluation standards, further eroding trust in the system.
While collaboration between schools is widely seen as essential, leaders noted that it remains largely unfunded and unsustainable outside of well-resourced multi-academy trusts. Special schools and AP settings, already overstretched, struggle to provide outreach without dedicated funding. Without structured financial support, meaningful school partnerships risk being short-lived.
School leaders’ demands for real change
To make real progress, school leaders are calling for:
- A clear, evidence-based definition of inclusion developed with meaningful input from the sector.
- More time for schools to implement and evaluate policy changes instead of rushed reforms.
- Joined-up accountability that acknowledges broader system challenges, such as delays in health and social care support.
- A fair and meaningful school report card that balances qualitative and quantitative measures.
- Greater scrutiny of Ofsted’s training and expertise, ensuring inspectors have relevant experience in SEND and AP settings.
- A properly funded strategy for school collaboration, allowing expertise to be shared without overburdening already stretched settings.
There was a shared sense that while inclusion remains a critical goal, the current approach is disconnected from the realities of the classroom. Without meaningful consultation and strategic investment, these reforms risk widening inequalities rather than addressing them. Schools North East is preparing a response to these changes made by Ofsted and the DfE, and is soliciting input to ensure the voices of North East schools are heard.
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Schools North East is preparing a response to these changes made by Ofsted and the DfE, and we need your input to ensure the voices of North East schools are heard loud and clear. Your feedback will directly influence how we represent your views to policy makers, helping to shape reforms that work for you—not just imposed on you.
This is your chance to have a say in decisions that will affect the future of education in our region. Complete the survey here.
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