What SENCos need to know about the Ofsted inspection framework and toolkit

The new Ofsted inspection framework and toolkit

The highly anticipated Ofsted inspection framework and toolkit was finally released this month (September 2025), promising innovative changes to the grading and evaluation areas. Against the backdrop of the SEND crisis, incoming Schools bill proposals, and local authority finances, it has been widely speculated that ‘Inclusion’ was going to feature much more strongly within Ofsted’s agenda – and it has. 

Inclusion is now one of the evaluation areas that schools will be rated on using the new 5 grade scale, which considers how school support pupils who receive pupil premium, those with SEND, those who are know to social care (or are previously known) and those who ‘may face other barriers to their learning and/or wellbeing, which may include pupils who share protected characteristics.’ For some schools, this is a significant proportion of their community. Not only is ‘Inclusion’ an evaluation area in its own right, but the pupil characteristics mentioned here are specifically considered within other evaluation areas, such as curriculum and teaching. 

What does this mean for SENCos in state-funded schools?

Whilst the scrutiny of outcomes and the graduated approach (assess, plan, do, review cycles) is nothing new, inspectors will also be focused on how pupils ‘achieve, belong and thrive.’ Again, this demonstrates the desire for inclusion/SEND to be interwoven within whole school decision making. 

 Here is a summary of the most important emerging implications to the role:  

• Ofsted identify the factors that contribute most strongly to inclusion as: high expectations; a culture of early and accurate identification and assessment; using this assessment to inform the assess, plan, do review cycle; use of the advice from external specialists; a well thought out pupil premium strategy and working closely with all stakeholders, especially parents. 

For many SENCos, they have little influence over school culture or pupil premium, particularly in large secondaries where inclusion and welfare teams are often led separately. How would this work in your school?

• The SENCo is empowered, through their leadership status, to lead whole-school improvement. 

In your school, how do you influence the decisions made at SLT level? Is the SENCo position considered to be a leadership position in your setting? 

• Ofsted will look explicitly at adaptations to the environment, teaching and the wider offer. Adaptations focus on pupils long term success and should not be viewed as a ‘short term fix’ 

This links with the recent changes brought in by JCQ regarding access arrangements for KS4 examinations being linked to potential working practices in the future e.g. use of ICT instead of a person reading. 

• Additional adults deployed to enable the access to high quality teaching and develop independence. Inspectors to recognise that pupil’s work can ‘take many forms’. 

This feels like another subtle shift away from withdrawing pupils from the classroom – there is little mention of ‘interventions’. 

• The curriculum must have particular regard for pupils with SEND – their needs should be met through curriculum design as well as reasonable adjustments and adaptations. 

How can/does the SENCo in your setting really influence curriculum design with subject leaders?  How is this monitored? 

How One Education can help

One Education specialists are already working in schools across Greater Manchester supporting Inclusion departments in all types of settings. We provide advice, guidance, and ‘hands-on’ support via SEND reviews, consultancy or regular visits to schools to ensure that pupils with SEND are at the heart of every whole school decision. 

I am a SENCo and my school is due for an Ofsted visit from November 2025 – what can I expect? 

• One of the key principles during the initial planning call with the Headteacher is to explore leaders’ approach to Inclusion, including support, impact and reasonable adjustments (timetable, curriculum and external professionals).

Consider if the Headteacher is able to articulate this with fidelity and accuracy? Would the you and the Headteacher say the same thing? 

• The SENCo will meet with the inspectors on day 1. Inspectors will select different pupils for case sampling which will always involve SEND pupils/ a pupil with an EHCP, amongst others. They will review their work, speak to the pupil, observe them in classes and focus on the lived experience of that pupil. 

This is a shift in priority from previous frameworks. It is suggested the where possible, the Lead Inspector meets the SENCo, again showing the high level of emphasis. If you require some guidance regarding this, please do not hesitate to get in touch with our team.

• The SEND information report should be easily accessible in terms of content and availability. 

Inspectors will take in to account the area SEND provision within your local authority, and how you link to the local offer. 

Final thoughts

To overworked SENCos who are doing their best within a system that is universally acknowledged to be broken, the new Ofsted framework and toolkit may feel like another hoop to jump through or a battle to be had. However, it could be viewed as an opportunity to allow SENCos to have a greater influence in schools and a chance to champion the most vulnerable pupils within our settings. 

If you would like support or training to help you weave inclusion throughout your setting, please get in touch. Our dedicated SEND Team is made up of experts in their field, including teachers, SENCos, and Speech & Language Therapists. We can support your schools and the pupils within them to ensure every child has access to the education they deserve.