Inclusion is now judged in its own right. Here is what that means, and where to start.
Since November 2025, Ofsted grades inclusion as a standalone judgement on every school's report card. This page sets out what inspectors look at, what schools need to publish, and a free way to see where you stand.
What changed, and why it matters
Inclusion used to sit inside the personal development judgement. It no longer does. Since 10 November 2025, it is a standalone evaluation area, graded on its own five-point scale, on every school's inspection report card.
That changes the stakes. Inclusion is no longer something a school can fold into a broader story. It is named, graded, and visible to parents, governors, and trust leaders. And it is no longer the SENDCo's job alone. Inspectors treat it as everyone's responsibility, from the classroom to the leadership team.
What inspectors look at
Across the detail, inspectors are weighing three things.
High expectations for every pupil.
Ambitious expectations for all pupils, including those with SEND, those who are disadvantaged, and those known or previously known to children's social care.
Early and accurate identification.
Spotting needs early, assessing them accurately, and acting quickly when a pupil needs more support.
Ongoing review and action.
Using progress and assessment to review what is working, adapt, and reduce barriers to learning and wellbeing. And showing impact with both data and pupil and parent voice.
What schools need to publish
Alongside the judgement, schools that receive the Inclusive Mainstream Fund are required to publish an inclusion strategy statement by 31 December 2026, as a condition of the grant. It sets out how the school identifies and supports pupils who face barriers to learning or wellbeing.
Inspectors will look for a strategy that lives in everyday practice, not one that sits on the website and nowhere else. The strongest starting point is an honest read of where your provision is now, so the statement reflects your real position rather than an assumed one.
How now>press>play helps
Inclusion should not mean more cost, more staff, or more rooms. Our immersive audio experiences build inclusive practice into the lessons a school already teaches, so every child takes part at the same time, in the same room
Built into the curriculum, not bolted on.
Inclusion that lives in everyday teaching is exactly what inspectors want to see, and exactly what a strategy statement needs to be able to show
Cost displacement, not cost addition.
A way to strengthen provision that stands up when budgets are tight, because it does the work of several things at once.
Human-created,
never AI.
Every experience is written and voiced by people who understand primary classrooms, because children deserve content made with care.
Start by seeing where you stand
Before any decision, it helps to know your starting point. Our free readiness check walks the ten areas inspectors look at and shows you where your provision is strong, where it is thin, and where you can close the gap without a diagnosis, a withdrawal room, or extra staff goodwill.
A few minutes. No login. A clear picture at the end.
Common questions
When did inclusion become a standalone Ofsted judgement?
On 10 November 2025. Inclusion is now its own evaluation area on the report card, graded on a five-point scale, and no longer part of personal development.
What do inspectors look at for inclusion?
High expectations for every pupil, early and accurate identification of needs, and ongoing review that reduces barriers, shown through both data and pupil and parent voice.
When do schools need an inclusion strategy statement?
Schools that receive the Inclusive Mainstream Fund are required to publish one by 31 December 2026, as a condition of the grant.
How can we check if our school is ready?
Run the free readiness check. It takes a few minutes, needs no login, and shows you where your provision is strong and where it is thin.
