Ofsted, England's education regulator, is set to implement significant reforms to its inspection framework, which will strongly emphasise inclusion.

Key Components of the New Inclusion Framework:

1. Inclusion and Belonging Assessment: Schools will be evaluated on how effectively they support vulnerable and disadvantaged students, including those with special educational needs and disabilities (SEND). This assessment will examine the quality of support, the school's commitment to serving all local children, and discouraging practices such as off-rolling or turning away students with complex needs.

2. Focus on Vulnerable Students: The reforms' central goal is to ensure that schools are accountable for the educational experiences of vulnerable and disadvantaged children. By prioritising inclusion, the framework aims to foster environments where all students feel a sense of belonging, addressing challenges like persistent absenteeism and behavioural issues.

Through these comprehensive assessments, Ofsted seeks to create a fairer and more supportive inspection framework that recognises the complexities of school environments and promotes the well-being and development of all students.

Good different CIC looks forward to helping educational settings work towards the new inclusion framework.

In 2024, over 1.6 million students in England had special education needs (SEN), with around half a million EHCP (Education, health and care plans). In 2023/24, 1.4 million students were accessing SEN provision. With the diagnosis and needs of students growing annually, there is an increased need for staff training and knowledge about SEN. Around 250,000 students with EHCPs attend mainstream education. While schools can support the implantation of some provisional needs, as the numbers increase, alongside the complexity of needs seen in mainstream, the need for highly specialised staff training grows.   

While having an EHCP offers significant benefits, students with EHCP in mainstream schools face several challenges. Lack of funding and staff specialism can lead to a lack of access to necessary provisions. The physical environment is not always accessible to students with EHCPs. For example, someone with Autism would benefit from a higher level of visual organisation compared to a neurotypical peer. Students with EHCP are at increased risk of bullying and lack of meaningful social opportunities.   

In 2022-23, nearly one million children and young people were referred to Child and Adolescent Mental Health Services (CAMHS). Of those referrals, a third of children (270,300) were still waiting for support, while almost 40% (372,800) had their referral closed before accessing support. Around 40,000 children experience waits of at least two years for support. The most common reason for referrals was mental health treatment, which was cited as anxiety, second to reaching a crisis, showing the significant need of many children waiting. The shocking wait times often mean conditions worsen for young people while waiting for support. There is a considerable need for interim support for those waiting lists to prevent conditions from worsening.