Understanding Inclusion as an Ofsted Evaluation Area

With the introduction of the new inspection framework in November 2025, schools across England are preparing for significant changes that will reshape how they're evaluated. One of the most important developments is the creation of a dedicated Inclusion evaluation area – a change that reflects the growing recognition that inclusive education isn't an add-on to good teaching, but fundamental to ensuring every pupil can succeed.

What's Changed in Ofsted's 2025 Framework?

Ofsted has completely overhauled its inspection approach, replacing the traditional School Inspection Handbook with new toolkits and inspection guidance. The most significant changes include:

• 9 distinct evaluation areas (replacing the previous 4 judgement areas)
• New 5-point grading system with clearer expectations
• Personal Development and Wellbeing as a standalone evaluation area
• Inclusion separated into its own dedicated area
• All changes take effect from 10th November 2025

If you want to get up-to-speed with the 2025 Ofsted changes, grab our free update here.

Understanding Inclusion as an Evaluation Area

What Does This Mean for Your School?

The Inclusion evaluation area represents a fundamental shift in how Ofsted assesses schools' commitment to meeting the needs of all pupils. Previously, inclusion was considered across the four main judgement areas. Now it has dedicated focus, acknowledging that inclusive practice requires specific expertise, systems and leadership commitment.

This separation recognises that inclusion is complex and multifaceted, deserving concentrated evaluation. Research consistently shows that schools with strong inclusive practices see better outcomes for all pupils, not just those with additional needs.

What Are the Key Areas Ofsted Will Evaluate?

Schools can expect evaluation across several core areas:

Early Identification and Assessment

Including how effectively schools identify pupils with SEND, disadvantaged pupils, and those facing other barriers to learning, plus the quality and timeliness of assessment processes.

Curriculum Accessibility and Adaptation

Including how well the curriculum is adapted to meet diverse needs while maintaining high expectations, and the effectiveness of teaching strategies for different learners.

Support Systems and Interventions

Including the quality of additional support provided, monitoring of intervention effectiveness, and collaboration with external agencies and specialists.

Inclusive Culture and Environment

Including how well the school promotes equality, tackles discrimination, celebrates diversity and ensures all pupils feel valued and can participate fully in school life.

Outcomes and Progress for All Groups

Including evidence that all pupils, regardless of their starting points or circumstances, make good progress and achieve their potential.

Meeting the 'Expected Standard': What Do Schools Need to Know?

Ofsted expects most schools to achieve at least an 'Expected Standard' rating in each evaluation area. For Inclusion, this means:

• Having clear systems and structures in place for identifying and supporting all pupils
• Demonstrating positive outcomes for pupils across all groups
• Showing evidence of continuous improvement in inclusive practice
• Meeting statutory requirements for SEND, equality and safeguarding effectively

Schools should focus on getting the basics right before aiming for higher gradings.

What Preparation Steps Can Our School Take?

1. Update Staff and Governors

Ensure your staff team and governing body/trustees are up to date on the changes to the Ofsted Framework for Inclusion.

Share the changes clearly so everyone understands their role in creating an inclusive school environment and can articulate the school's approach during inspection.

2. Conduct a Self-Evaluation

Use the evaluation criteria to assess your current provision. Take time to consider:

• What evidence do you have for each area?
• Where are your strengths and gaps?
• How do you currently measure impact and outcomes?
• Are all pupil groups making good progress?

Consider conducting a comprehensive inclusion audit that covers identification processes, curriculum accessibility, support systems, school culture and outcomes data.

3. Review Your Policies and Procedures

Ensure your policies align with the new framework:

• SEND policy and information report
• Equality objectives and accessibility plan
• Behaviour and anti-bullying policies
• Curriculum policies (including adaptations and reasonable adjustments)
• Assessment and tracking procedures for all pupil groups

4. Gather and Organise Evidence

Start collecting evidence that demonstrates impact:

• Pupil voice surveys and feedback from pupils with SEND and their families
• Progress data broken down by different pupil groups
• Case studies of individual pupil progress and successful interventions
• Staff training records in SEND, equality and inclusive practice
• Partnership working examples with external agencies and specialists
• Evidence of reasonable adjustments and their effectiveness

Don't wait until November – begin your preparation now, and consider how inclusion connects with other evaluation areas including Curriculum, Attendance and Behaviour, and Personal Development and Wellbeing.