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Ofsted School Inspection Operation Guide 

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Ofsted School Inspection Operation Guide 

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School inspection operating guide for inspectors: for use from November 2025

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For use on inspections from 10 November 2025.

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Special Educational Needs in Mainstream Schools

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Create a positive learning environment for pupils with SEN.

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Enfold - Your local autism information hub

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We are Enfold, a charity providing services and support to the Autistic Community in Northamptonshire, UK.

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Special Educational Needs in Mainstream Schools

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Create a positive learning environment for pupils with SEN.

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WNC SEND Specialist Teacher - Training Offer for Spring Term

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WNC SEND Specialist Teacher - Training Offer for Spring Term

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WNC SEND Specialist Teacher Training Offer for Autumn Term 2025

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WNC SEND Specialist Teacher Training Offer for Autumn Term 2025

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SST training brochure autumn term final with links to book

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We are the UKs leading charity for autistic people and their families. Since 1962, we have been providing support, guidance and advice, as well as campaigning for improved rights, services and opportunities to help create a society that works for autistic people.

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We support children and young with special educational needs and disabilities (SEND) and the parents and carers in West Northants.

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DfE Rapid Review | Identifying and supporting the needs of children with SEND in mainstream settings

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DfE Rapid Review | Identifying and supporting the needs of children with SEND in mainstream settings

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Identifying and supporting the needs of children with SEND in mainstream settings

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Findings from a series of rapid evidence assessments on what works to identify and support the needs of children and young people with SEND in mainstream and early years settings.

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The Universal SEND Services programme is funded by the Department for Education (DfE) and will run from 2022-2025. It aims to bring together support for learners with SEND in schools with support for learners with SEND across further education (FE).

To deliver our ambition of improving preparation for adulthood from the earliest years all the way through education, in a seamless, joined up way, nasen is working in strategic partnership with the Education and Training Foundation (ETF), whose mission is to improve the quality of teaching and leadership in the FE and training sector, and the Autism Education Trust (AET), who have years of experience in supporting and informing education professionals about autism.

Please make sure that you are signed up to receive communications from the member community through your free Whole School SEND account to get access to all outputs from this programme. Register below, if you haven't already.

What is the 'Universal SEND Services' Programme?

Too many children and young people with SEND continue not to achieve their ambitions, and not all schools and colleges are yet inclusive and welcoming of learners with SEND.

The aim of the Universal SEND Services programme is for all children and young people with SEND to attend education settings where:

Leaders prioritise SEND in their improvement plans by acknowledging that SEND is everybody's responsibility.

The education and opportunities for children and young people with SEND are built into every policy, not added in afterwards.

School and college leaders consider preparation for adulthood from the earliest stages when designing the curriculum and through other opportunities.

They are taught by professionals who are reflective in their approach to meeting the wide range of needs in their class.

Teachers are better equipped to identify needs earlier and can adapt their teaching to address and support these needs effectively.

The expertise of parents and the voice of the learner is valued to pursue a truly co-produced educational experience.

Peer mentoring support for school leaders

We offer peer mentoring support to school leaders, specifically in schools where a judgment of Requires Improvement (where SEND was identified as an area for development) was received at their last Ofsted inspection. We hope that headteachers and others will value the opportunity to engage with our Regional SEND Leaders, and that this will translate over time into improved provision and outcomes for children and young people with SEND.

Action Research & Lesson Study

Led by the University of Derby Inclusion and Special Educational Needs and Disabilities (ISEND) Research Cluster, the Action Research and Lesson Study project aims to support schools, colleges/FE staff to develop their own bespoke small-scale research projects that focus on inclusion and removing barriers to achievement for children and young people with SEND. Divided into two strands, over the next three years, it will support the development of 50 new Lesson Study projects, and 75 new Action Research projects.

Innovation for SEND

TheBIG Idea for SEND project is delivered in partnership with The Sea View Trust. Our remit is to identify, evaluate, document, sustain, validate and scale-up promising school/college initiatives which benefit children and young people with SEND. The ambition is to create an accessible national database to widely share what works for learners with SEND. Project participants will receive high-quality, free CPD to share their ideas and support their engagement in simple, effective, class-based research.

Resource update and exemplification

We have developed a wealth of resource materials over years of supporting the schools and further education workforce to develop inclusive practice. We remain committed to updating these existing resources, such as case studies and videos, to extend their relevance.

Parents and Carers

Whilst the Universal SEND Services (USS) programme is predominantly aimed at supporting the continuing professional development of educational professionals and enabling the cultural / leadership shift towards inclusive practice, we also recognise parents and carers as key stakeholders and a number of our resources - such as our Ask, Listen, Do leaflets - are aimed at helping to develop successful partnerships between families and education settings.

Latest, events news and blogs about the programme

Get regular updates

If you would like to be informed about the latest developments and outputs from the Universal Services Programme please complete this short form. We also recommend that you sign up for the free membership and opt-in to the WSS member community through your communication preferences.

nasen House
4/5 Amber Business Village
Amber Close
Amington
Tamworth
Staffordshire
B77 4RP

Tel: 01827 311500
Email: welcome@nasen.org.uk

Opening Hours:
Monday to Thursday 09:00 - 17:00
Friday 09:00 - 16:00

Fox Court
14 Gray's Inn Road
London
WC1X 8HN

Email:
info@wholeschoolsend.com

Opening Hours :
Monday to Thursday
09:00 - 17:00
Friday
09:00 - 16:00

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The Universal SEND Services programme is funded by the Department for Education (DfE) and will run from 2022-2025. It aims to bring together support for learners with SEND in schools with support for learners with SEND across further education (FE).

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9 December | NASEN - Inclusive Approaches to Learner Plans

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9 December | NASEN - Inclusive Approaches to Learner Plans

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Specialist Spotlight: Inclusive approaches to learner plans

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Join us for a FREE discussion exploring ‘Inclusive approaches to learner plans’ in cross-phase settings.

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Our menu of Continuing Professional Development and Learning provides all professionals with the opportunity to learn, develop and improve, whether you are new to the profession, have many years of experience, or are a leader in education.

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The most important in-school factors in improving outcomes are effective teaching, including from teaching assistants, teachers and early years practitioners, and strong leadership of SEND, from SENCOs, Headteachers, nursery managers, governors and trustees.

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Our team of education specialists have put together a bank of information, support and resources. This provides you easy access to the most up-to-date knowledge and support which is rooted in research and evidence-informed best practice.

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High Needs Funding Arrangements 2026-2027

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High Needs Funding Arrangements 2026-2027

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Information for local authorities, schools and colleges about high needs funding arrangements for the 2026 to 2027 financial and academic year.

High needs place change process

Read the guidance for an overview of the place change process for the 2026 to 2027 academic year, including how to determine place numbers and a timeline.

How to complete the high needs place change workbook

Local authorities should use these instructions to help complete the high needs place change workbook for providers in their area.

High needs place change digital form guidance

Guidance to help local authorities to prepare and submit their high needs place change digital return

High needs place process: alternative provision free school guidance for 2026 to 2027

Guidance on completing and returning the AP free school high needs places workbook.

High needs student and pupil numbers 2024 to 2025 and 2025 to 2026 academic year

The high needs pupil data shows the number of pupils in special academies and special free schools recorded in the January 2025 school census (pupils aged 4 to 19).

It also shows the place numbers for the 2024 to 2025 and 2025 to 2026 academic years.

We issued 2024 to 2025 Individualised Learner Record ( ILR) R06 data to local authorities, with the import/export adjustment for the 2025 to 2026 financial year, in June 2025.

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High needs funding arrangements: 2026 to 2027

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Information for local authorities, schools and colleges about high needs funding arrangements for the 2026 to 2027 financial and academic year.

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CAR (Curriculum & Assessment Review) Autumn 2025

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CAR (Curriculum & Assessment Review) Autumn 2025

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Curriculum and Assessment Review Final Report

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The conclusions and recommendations of the independent review of the curriculum, assessment and qualifications system in England.

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Breaking the cycle: A blueprint for special educational needs and disability (SEND) reform | IPPR

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There is consensus that the education system is not working well enough for children with special educational needs and disabilities (SEND), their families

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Post-16 Educational & Skills White Paper (Autumn 2025)

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Post-16 Educational & Skills White Paper (Autumn 2025)

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Post-16 Level 3 and Below Pathways | Consultation (Closes 26.1.26)

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Post-16 Level 3 and Below Pathways | Consultation (Closes 26.1.26)

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Overview

We're seeking views on the design and implementation of a third, vocational pathway at level 3 and two new pathways at level 2 in post-16 education.

Why your views matter

The Department for Education (DfE) is seeking feedback on the planned design and implementation of the new pathways for 16 to 19-year-olds announced in the Post-16 Education and Skills Strategy, including:

A third, vocational pathway at level 3: creating V Level qualifications. V Levels will sit alongside A levels and T Levels and will offer a vocational alternative to these academic and technical routes.

Two new pathways at level 2: simplifying the current offer and providing a clear line of sight to both further study at level 3 and skilled employment through the Further Study pathway and Occupational pathway.

This consultation will be open for 12 weeks, from Monday 20 October 2025 to Monday 12 January 2026.

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Find and participate in consultations run by the Department for Education

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Double Disadvantage? The Sutton Trust - Socioeconomic Inequalities in the SEND System (Autumn 2025)

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Double Disadvantage? The Sutton Trust - Socioeconomic Inequalities in the SEND System (Autumn 2025)

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It is essential that all children and young people, regardless of background or individual characteristics, can access an excellent education. Across the country, teachers, senior leaders, support staff, and other professionals work tirelessly to ensure that pupils can learn in calm, supportive environments, and that those in need of additional support are able to access it. However, we also know that too often children who need additional support do not have these needs identified, and that when they do, they struggle to access suitable, high-quality support.

The current SEND system creates a lottery in provision. Approaches to identification, practice, and available support vary greatly by setting and local area. At the same time, demand for SEND support has skyrocketed in recent years, putting significant pressure on the system. In this report, we look at these differences and disparities in relation to socio-economic background and SEND, before exploring how socio-economic background influences experiences and outcomes for families with children with SEND.

The first section of this report examines the current context, how SEND and disadvantage are linked, and how this has changed over time. In the second section, we use the results of a survey of over 4,000 parents to begin to understand why children who are from a lower socio-economic background and have SEND have some of the poorest education outcomes of all pupil groups. Finally, we look to the future to discuss how parents view the role of schools in supporting children with SEND as we approach the upcoming Schools White Paper and the Government's proposals for SEND reform.

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Uncovering inequalities in access to support within the SEND system.

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SEND Unit and Resourced Provision Networks

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SEND Unit and Resourced Provision Networks

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DfE: SEND Unit and Resourced Provision Networks

The DfE has launched national peer-to-peer Special Educational Needs unit and resourced provision networks (SURP). These networks are open to all schools that have a SURP with an autism specialism, schools with their own autism provision, and schools interested in setting one up. The networks are aimed at those with responsibility for the day-to-day running of the provision. The DfE says that benefits of signing up include:

collaborative problem-solving and action learning with experienced peers

access to high-quality resources and sessions led by sector experts

focused discussions on a range of relevant topics, shaped by your priorities and areas of interest

opportunity to connect with peers and build professional relationships

Sign up here. Please direct any questions to support.SURPNETWORKS@education.gov.uk

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Lost learning is rising rapidly and hitting the most disadvantaged children hardest (Report)

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Lost learning is rising rapidly and hitting the most disadvantaged children hardest (Report)

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Read our latest report, including sector-led recommendations for reversing the trend of lost learning.

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This work is underpinned by the expertise and experience of the Who is Losing Learning? Solutions Council, who have provided invaluable guidance throughout the process of hearing evidence and developing policy solutions.

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What Works: Four Tenets of effective Internal Alternative Provision (Summary)

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What Works: Four Tenets of effective Internal Alternative Provision (Summary)

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Policy Makers - The Difference

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What Works: Four Tenets of effective Internal Alternative Provision (Full Report)

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What Works: Four Tenets of effective Internal Alternative Provision (Full Report)

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Policy Makers - The Difference

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FFT Analysis 2025 | Pupils who leave school without passes in GCSE English & Maths

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FFT Analysis 2025 | Pupils who leave school without passes in GCSE English & Maths

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The pupils who leave school without passes in GCSE English and mathematics - FFT Education Datalab

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Post-COVID there has been a rise in the percentage of pupils leaving school without a pass (9-1) in GCSE English and a similar figure in maths. Most of these pupils were not entered for examinations.

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Ofsted | Supporting Evidence Base - Inclusion 

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Ofsted | Supporting Evidence Base - Inclusion 

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Education inspection toolkits: statutory and non-statutory guidance, professional standards and relevant research - GOV.UK

Inclusion

Standard: Leaders identify pupils’ needs quickly and accurately, including any emerging or changing needs. This includes the needs of disadvantaged pupils, those with SEND, those who are known (or previously known) to children’s social care, and those who may face other barriers to their learning and/or well-being.

‘Early years foundation stage statutory framework for group and school-based providers’, Department for Education, July 2025.

‘Headteachers’ standards 2020’, Department for Education, October 2020.

‘SEND code of practice: 0 to 25 years’, Department for Education and Department of Health and Social Care, September 2024.

Standard: Leaders have high expectations for these pupils. Typically, the support they provide (following specialist advice if needed) reduces barriers to their learning and/or well-being.

‘Headteachers’ standards 2020’, Department for Education, October 2020.

‘SEND code of practice: 0 to 25 years’, Department for Education and Department of Health and Social Care, September 2024.

‘Teachers’ standards’, Department for Education, December 2021.

Standard: Leaders take a graduated approach (as explained earlier), which means pupils’ needs are generally met. Staff receive suitable training and support to implement this approach.

‘SEND code of practice: 0 to 25 years’, Department for Education and Department of Health and Social Care, September 2024.

Standard: Leaders make sure that disadvantaged pupils, those with SEND and those known, or previously known, to children’s social care, and those who face other barriers to their learning and/or well-being, are generally well prepared for moves between phases of education, and for adult life.

‘SEND code of practice: 0 to 25 years’, Department for Education and Department of Health and Social Care, September 2024.

‘Using pupil premium: guidance for school leaders’, Department for Education, March 2025.

Standard: Leaders have a secure understanding of these pupils’ needs and the progress they make. They use appropriate evidence to inform their pupil premium strategy, including when selecting approaches to take. The strategy and approaches are generally understood and implemented by staff.

‘Headteachers’ standards 2020’, Department for Education, October 2020.

‘Service pupils in schools: non-statutory guidance’, Ministry of Defence and Department for Education, April 2025.

‘Using pupil premium: guidance for school leaders’, Department for Education, March 2025.

‘SEND code of practice: 0 to 25 years’, Department for Education and Department of Health and Social Care, September 2024.

‘The special educational needs and disability regulations 2014’, legislation.gov.uk, 2014.

Standard: Leaders are committed to, and understand, their role in the local area partnership’s strategy to improve the experiences of, and outcomes for, pupils with SEND. Where appropriate, they ensure that local partnership strategies have a positive impact on pupils at the school.

‘Headteachers’ standards 2020’, Department for Education, October 2020.

‘SEND code of practice: 0 to 25 years’, Department for Education and Department of Health and Social Care, September 2024.

Standard: Leaders support pupils who are known (or previously known) to children’s social care, including looked-after and previously looked-after children, well. Staff work effectively, including with the virtual school, so that pupils’ personal education plans generally improve their learning opportunities and experiences.

‘Headteachers’ standards 2020’, Department for Education, October 2020.

‘The designated teacher for looked-after and previously looked-after children’, Department for Education, February 2018.

Standard: Alternative provision is commissioned appropriately and is used in pupils’ best interests. Leaders take responsibility for the education and welfare of pupils who are placed in it.

‘Arranging alternative provision’, Department for Education, February 2025.

‘Keeping children safe in education 2025’, Department for Education, July 2025.

‘Working together to improve school attendance’,  Department for Education, August 2024.

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Education inspection toolkits: statutory and non-statutory guidance, professional standards and relevant research

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This document gives references to statutory and non-statutory guidance, professional standards and relevant research that Ofsted reviewed to inform and develop the education inspection toolkits.

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Primaries with Internal Alternative Provision

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Primaries with Internal Alternative Provision

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Secondaries with Internal Alternative Provision

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Secondaries with Internal Alternative Provision

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Michael Howe, Deputy Director, Data and Insight

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Ofsted has a unique perspective on the various places that children and learners experience. We gain this through our inspections of schools and further education and skills providers, and through our additional powers as the regulator of children’s social care …

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Northamptonshire Teaching School Hub Hi Pheobe, draft SENCO DIRECTORY. Can you please check the headers - anything to add/ edit/ remove?

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Rowan Gate Primary School - Rowan Gate Outreach Courses

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Rowan Gate Primary is an Ofsted Outstanding rated school for pupils with a range of complex learning needs.

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Enhanced Provision Standards Framework (Sept 2025)