Ofsted inclusion: what inspectors look at and what leaders should be able to show

Reviewed by Ben Parnell, former headteacher and trust chief executive. Last reviewed 25 September 2026.

Inclusion is one of the six evaluation areas graded for every state-funded school under the report card framework in use from September 2026, alongside curriculum and teaching, achievement, attendance and behaviour, personal development and wellbeing, and leadership and governance. Like the others, it is graded on the five-point scale from urgent improvement to exceptional. Ofsted's own information for schools says the renewed inspections carry a stronger emphasis on leadership and on inclusion, and when the team meets to agree provisional grades the operating guide lists inclusion straight after safeguarding. This guide sets out what the toolkit asks for, how inspectors gather the evidence and what leaders should be ready to show.

Which pupils does the inclusion area cover?

The toolkit says this area considers how leaders and staff identify and support four groups:

socioeconomically disadvantaged pupils, meaning those eligible for the pupil premium
pupils with SEND, meaning those receiving SEN support and those with an education, health and care (EHC) plan
pupils who are known, or previously known, to children's social care, such as children in need and looked-after children
pupils who may face other barriers to their learning and/or wellbeing, which may include pupils who share a protected characteristic

The operating guide gives young carers as an example of the fourth group. It also tells inspectors to consider leaders' approach to identifying these pupils even where leaders say there are none on roll. In that case inspectors reflect on why, and look at how well staff are trained to spot these needs if such pupils join later. Saying "we don't have any" will prompt more questions.

What are inspectors looking for?

The toolkit lists the factors it says contribute most strongly to inclusion: high expectations for all of these pupils, a culture where early and accurate assessment of need is prioritised, a continuous cycle of planning, action and review to reduce barriers, involving specialists when needed, a well-evidenced pupil premium strategy, and working closely with pupils, parents, professionals and staff so that pupils' and parents' views shape decisions about support.

One line in the evidence prompts is worth reading twice. Inspectors consider whether leaders understand that the most effective inclusion strategy begins with everyday high-quality inclusive teaching, which benefits the pupils who find learning hardest most and reduces the need for individual adaptations. Expect inspectors to look for inclusion in ordinary lessons as well as in the SEN office.

Pupils with SEND

For SEND, inspectors consider whether a qualified SENCo, where relevant, has the leadership status to lead whole-school improvement, whether the published SEN information report is easy to find and accurate, and whether leaders use the graduated approach of assess, plan, do and review with staff trained to apply it. They also look at whether expectations stay high, whether progress is monitored and support reviewed systematically, how transitions are handled, and whether leaders play their part in the local area partnership's SEND strategy and promote the local offer to families.

Disadvantaged pupils

For disadvantaged pupils, the toolkit asks whether leaders understand these pupils' needs securely and use the best available evidence to decide on approaches, whether the pupil premium strategy is aligned with wider improvement priorities, whether staff know their part in it, and whether it is implemented, monitored and adapted in time. Ofsted's inspection information is clear that schools do not need to produce any specific document or plan about the pupil premium for inspection. Inspectors will still gather evidence on what pupil premium and catch-up funding the school received and discuss leaders' rationale for how it was spent.

Pupils known to children's social care

Here inspectors look at whether the designated teacher for looked-after and previously looked-after children (in maintained schools and academies) is suitably qualified and experienced, whether staff have regard to personal education plans where these exist, and whether the designated safeguarding lead and other leaders use a pupil's social care status to inform decisions about academic support, wellbeing or attendance. They also consider how well the school shares information with the local authority and works with social workers and virtual school heads.

What is published and what sits alongside

Several items in the toolkit are things a parent or inspector can check before arriving: the SEN information report, the accessibility plan, which must meet the Equality Act 2010 and be implemented and reviewed, and an inclusion strategy developed with governors or trustees and published on the website. The toolkit describes that strategy as setting out how the school's overall funding allocation, including the inclusive mainstream fund, will be used to meet the needs of its cohort and improve inclusive practice. Inspectors also consider any inclusion base, such as resourced provision or a SEN unit, and whether any alternative provision is suitable, safe and used in pupils' best interests.

How do inspectors gather evidence on inclusion?

The work starts on the planning call. The lead inspector explores how staff identify these pupils, how the school supports them, how impact is monitored, the steps taken on reasonable adjustments for disabled pupils, any part-time timetables, flexi-schooling or remote education, any inclusion base, and the detail of off-site alternative provision.

Leaders are also asked for a list of pupils in the four groups. From it the lead inspector selects a minimum of approximately six pupils for case sampling, agreed with leaders at the start of day 1. The sample should include, where relevant, a pupil with an EHC plan and where possible a disabled pupil, a pupil known to social care and where possible a looked-after child, a pupil receiving pupil premium funding, and any other group leaders see as significant in their context. Inspectors then visit these pupils in lessons, look at their work, talk with them where possible and speak with staff who know them well.

Other activities are fixed. After the first reflection meeting on day 1 the focus stays on inclusion, including a meeting with the SENCo or equivalent that the lead inspector attends for at least part of the time. Inspectors must speak with the designated teacher for looked-after and previously looked-after children in maintained schools and academies, may meet other leaders with an inclusion role, and may contact the local authority or the virtual school head. When reviewing work more generally they are told to include the work of pupils in all four groups.

What separates the grades?

At the expected standard, all of the following apply: leaders identify needs quickly and accurately, including emerging and changing needs; they have high expectations and engage with pupils and families in good time; the graduated approach means needs are generally met; the pupil premium strategy is informed by appropriate evidence and generally understood by staff; where relevant the SENCo has enough authority to make a difference; leaders understand their role in the local area partnership's SEND strategy; pupils known to social care are supported well, including through work with the virtual school; and alternative provision is commissioned appropriately, with leaders taking responsibility for pupils placed in it.

The strong standard adds rigorous monitoring of these pupils' progress, strategies that are systematically and skilfully adjusted, decisions underpinned by well-analysed quantitative and qualitative data, and ongoing high-quality training behind the pupil premium strategy.

Needs attention applies when the expected standard is not met, for example where leaders have only recently started to identify needs or reduce barriers, where inconsistency harms a particular group, or where alternative provision has limited positive impact. Urgent improvement applies where needs are not identified and assessed effectively with a significant negative impact, where support for these groups is ineffective, or where statutory requirements are not met with a significant negative impact. The full wording is in the toolkit, and the report card grades guide explains how the scale works.

How does inclusion link to the other evaluation areas?

The same four groups run through the whole toolkit. Curriculum and teaching asks whether the curriculum pays particular regard to them. Achievement looks at whether disadvantaged pupils attain in line with disadvantaged pupils nationally, whether gaps with non-disadvantaged pupils nationally are narrowing, and whether pupils with SEND make appropriate progress from their starting points. Attendance and behaviour asks whether these pupils attend well. Leadership and governance considers leaders' and governors' commitment to raising standards for them in particular.

Some inclusion decisions also land in other areas. The operating guide says a part-time timetable must not be a long-term solution or a way of managing behaviour, and the local authority should be told about looked-after pupils or pupils with EHC plans on one. Inappropriate use may amount to an unlawful suspension, for which inspectors consider an urgent improvement grade in attendance and behaviour. Safeguarding, meanwhile, expects staff to recognise the increased risk for pupils with SEND and those who do not communicate verbally. See the evaluation areas overview for how the pieces fit.

What should leaders be able to show?

How staff identify needs early, and what happens between a concern being raised and support starting
For a handful of named pupils, the barrier, the support, and what changed as a result
How the SENCo influences whole-school decisions, not only individual plans
The rationale behind pupil premium spending and how you check it is working
How you use personal education plans and work with the virtual school
Which alternative providers you use, why, and how you check on pupils there
A current SEN information report, accessibility plan and inclusion strategy on the website

None of this needs a special folder. The toolkit says inspectors do not need documents in any particular format and do not want schools producing them for inspection.

Common pitfalls

Treating inclusion as the SENCo's job rather than something visible in every classroom
A case-sampling list that leaders cannot talk about in detail
Website documents that are out of date or do not match what happens in school
Support that is in place but not reviewed, so no one can say whether it is reducing the barrier
Lower expectations presented as kindness
Part-time timetables with no clear plan back to full-time education

Your self-evaluation should give an honest view on each of these before an inspector asks.

Where InspectReady fits in

InspectReady helps leaders pull their own evidence on inclusion into one place and check it against the toolkit wording before an inspection. If that would be useful, email hello@inspectready.education.

Frequently asked questions

Which pupils does Ofsted mean by inclusion? The toolkit names four groups: disadvantaged pupils eligible for the pupil premium, pupils with SEND (both SEN support and EHC plans), pupils known or previously known to children's social care, and pupils who may face other barriers to their learning or wellbeing, which may include pupils who share a protected characteristic. The operating guide gives young carers as an example of the last group.

What if we have no pupils in one of these groups? Inspectors still consider it. The operating guide asks them to reflect on why leaders have not identified any such pupils, and to look at how well staff are trained to spot these needs should pupils arrive in future.

How many pupils do inspectors case sample? The lead inspector selects a minimum of approximately six pupils from a list the school provides, agreed with leaders at the start of day 1. The sample should include, where relevant, a pupil with an EHC plan, a pupil known to social care, a pupil premium pupil and any other group leaders see as significant in their context.

Do we need a published inclusion strategy? The current toolkit looks for an inclusion strategy, developed with governors or trustees and published on the school website, setting out how the overall funding allocation, including the inclusive mainstream fund, will be used to meet the needs of the cohort. Ofsted's summary of changes lists clarified wording on the requirement for an inclusion strategy among its June 2026 toolkit updates.

Do we need to write a special pupil premium document for Ofsted? No. Ofsted's inspection information says schools do not need to provide any specific document or plan relating to the pupil premium. Inspectors will still ask what funding the school received and discuss leaders' rationale for how it has been spent.

Who will inspectors want to meet about inclusion? The SENCo or equivalent, with the lead inspector attending for at least part of that meeting, and in maintained schools and academies the designated teacher for looked-after and previously looked-after children. Inspectors may also meet other leaders with an inclusion role and may contact the local authority or the virtual school head.

Sources

State-funded school inspection toolkit, v2.0, for use on inspections from 7 September 2026, GOV.UK: https://assets.publishing.service.gov.uk/media/6a915d1c01bbff0bf8f97b51/Schools_inspection_toolkit.pdf
School inspection operating guide for inspectors: for use from September 2026, GOV.UK: https://www.gov.uk/government/publications/school-inspection-toolkit-operating-guide-and-information/school-inspection-operating-guide-for-inspectors-for-use-from-september-2026
Inspection information for state-funded schools: for use from September 2026, GOV.UK: https://www.gov.uk/government/publications/school-inspection-toolkit-operating-guide-and-information/inspection-information-for-state-funded-schools-for-use-from-september-2026
School inspection toolkit, operating guide and information: summary of changes, GOV.UK: https://www.gov.uk/government/publications/school-inspection-toolkit-operating-guide-and-information/summary-of-changes

Questions school leaders ask

Which pupils does Ofsted mean by inclusion?: The toolkit names four groups: disadvantaged pupils eligible for the pupil premium, pupils with SEND (both SEN support and EHC plans), pupils known or previously known to children's social care, and pupils who may face other barriers to their learning or wellbeing, which may include pupils who share a protected characteristic. The operating guide gives young carers as an example of the last group.
What if we have no pupils in one of these groups?: Inspectors still consider it. The operating guide asks them to reflect on why leaders have not identified any such pupils, and to look at how well staff are trained to spot these needs should pupils arrive in future.
How many pupils do inspectors case sample?: The lead inspector selects a minimum of approximately six pupils from a list the school provides, agreed with leaders at the start of day 1. The sample should include, where relevant, a pupil with an EHC plan, a pupil known to social care, a pupil premium pupil and any other group leaders see as significant in their context.
Do we need a published inclusion strategy?: The current toolkit looks for an inclusion strategy, developed with governors or trustees and published on the school website, setting out how the overall funding allocation, including the inclusive mainstream fund, will be used to meet the needs of the cohort. Ofsted's summary of changes lists clarified wording on the requirement for an inclusion strategy among its June 2026 toolkit updates.
Do we need to write a special pupil premium document for Ofsted?: No. Ofsted's inspection information says schools do not need to provide any specific document or plan relating to the pupil premium. Inspectors will still ask what funding the school received and discuss leaders' rationale for how it has been spent.
Who will inspectors want to meet about inclusion?: The SENCo or equivalent, with the lead inspector attending for at least part of that meeting, and in maintained schools and academies the designated teacher for looked-after and previously looked-after children. Inspectors may also meet other leaders with an inclusion role and may contact the local authority or the virtual school head.