Tag: Ofsted

The press release issued by Ofsted on 2 July 2026.

Ofsted’s Chief Inspector, Sir Martyn Oliver, spoke at the 2026 Festival of Education in Berkshire.

Introduction

Hello everyone.

It’s fantastic to be back here at the Festival of Education. Thank you for having me and I hope you’re all enjoying things so far.

It’s a delight to be here alongside so many impressive and inspirational speakers and authors and researchers. And, of course, to be at an event that is a celebration of all education.

At Ofsted, our remit – my remit – spans from the earliest years of education and care, supporting children to get the very best start in life, to their journey through primary and secondary school, all the way up to degree level apprenticeships and teacher training and all the social care in between.

I want to reflect that whole education journey by talking about the journey we’ve been on over the last few months, as we’ve taken our renewed approach to inspection out into the world.

I also want to report back on some of what we’ve seen – areas that we’ve heard are going well and some statistics that absolutely back that up.

And in the festival spirit, I also want to take some time to celebrate the importance of quality teaching and ensuring that teachers, too, get a chance to develop their skills.

Overview of what we’re seeing

So far, I am pleased to say, we are hearing many good things as part of the feedback on our renewed inspections.

Now, change is difficult and we can never expect a universally positive response. We will keep listening to what you tell us, so we can reflect and improve.

But there is a sense that our published toolkits give more transparency around inspections, helping everyone to understand exactly what inspectors will be looking at and how you will be held to account.

We have made it very clear what is required for each grade in each evaluation area and all the training materials our inspectors use are also available online.

Our improved methodology makes room for reflective practice and increased dialogue. That’s the one thing we’re definitely hearing. You’re telling us that inspection feels more collaborative, more like a productive conversation than something that is done to you.

That’s mirrored in the planning call, where we have a chance to build rapport at the start of the inspection and for us to listen and make sure we really understand your context before we arrive.

The nominee role is also relieving some of the pressure on leadership, especially in smaller primary schools.

These aspects all make for better wellbeing for leaders and also for your staff.

I am really pleased with what we are hearing. It’s still a rigorous process, I know. That is how we assure high standards. But it’s also fairer, more human, more collaborative.

All those changes I’ve just mentioned have been in action since we started inspections in November.

And since then, we’ve published almost 6,000 report cards.

That is, of course, a small sample if you think about the number of schools and providers and settings all over the country.

So while it is too soon to draw anything particularly conclusive, there are some positive trends starting to emerge that I’d like to tell you about.

I’ll start with ‘leadership and governance’. Currently, 84% of schools and FE and skills providers are achieving ‘expected standard’ or above in ‘leadership and governance’: 84% across both remits.

That’s hugely reassuring! It means there are leaders who are setting priorities and acting on them, instilling a culture of high expectations for all pupils, and making sure staff have the training and knowledge they need to make that change happen. I’ll come back to that last point later on.

We’re also seeing very positive results for the ‘inclusion’ evaluation area – an area that is particularly close to my heart. At the moment we see 85% of FE and skills grades and 89% of schools at or above ‘expected standard’.

It means that, on inspection, we’re seeing leaders who actively identify which pupils and learners need support and who do all they can to make sure they have it.

As always when I talk about inclusion, I mean those with SEND and those who are disadvantaged – and I also mean the other barriers that might hinder a pupil’s chances.

Caring responsibilities that tire them out, disruption in the home that unsettles them, bereavement that puts them through stress and emotions they may not have had to process yet in life.

So, it’s really reassuring to see such positive results in that area, and to know that children and learners are being supported to overcome those long and short-term barriers.

In schools, I am also pleased to report that ‘attendance and behaviour’ is graded at over 84% ‘expected standard’ and above.

I hope this positive figure can start to alleviate the concerns that some have had about this evaluation area.

On inspection, we’re seeing schools where attendance is being placed as the highest priority, pupils and their families are being supported to attend, and the culture in the school is conducive to learning. It makes pupils want to show up every day and it benefits those who need the stability most.

And as I have said before, we will always, always recognise where you are working against the odds in this area. We look at your context, we use it to understand the circumstances you are working in, but we never use it to pre-determine our grade.

In schools, we’re also seeing really positive results around ‘personal development and wellbeing’, with 95% at ‘expected standard’ and above.

It means pupils are being given opportunities to broaden their interests, including in the arts. They’re supported to be confident, resilient and independent, which helps them grow into well-rounded and happy adults.

They know where to get pastoral care and, crucially, if they do seek it out they can feel assured that they will be listened to and supported.

Quality of teaching makes the greatest difference

I want to dwell on that point. It speaks to something that’s been on my mind a lot recently – that importance of real, lasting, genuine, human connection and the difference that real teachers make day in, day out.

Research consistently reminds us that it is the quality of teaching, and the quality of interaction, that makes the greatest difference to how pupils learn.

That is particularly important for the most vulnerable and disadvantaged – those children and learners who perhaps don’t benefit from as many positive interactions at home or in their daily lives.

The interactions they have in education can make all the difference.

And this starts at the earliest stages! Interactions in the early years lay the foundations for everything that comes next.

Of course, the quantity of these interactions matter. Lots of opportunities to hear songs, speech and stories.

The quality matters too! Turn-taking, hearing new words, shared reading – and of course, staff being able to spot the children who need those interactions most.

These rich interactions shape children’s language and vocabulary, which boosts their confidence, which in turn gets them ready to learn.

Our review of the evidence, including work with the Education Endowment Foundation, reinforces this point.

Effective teaching remains the single most important factor influencing a child’s progress across their education.

I’ll say that again: effective teaching is the single most important factor.

That’s a lot of pressure, I know! But also: what a privilege. To be at the absolute core of these children’s experiences. To personally know the difference that stands to be made.

At the heart of that lies the environment we create in our schools and settings and providers: an environment where pupils feel safe, supported and ready to learn.

I spoke at this event last year about how schools are ‘citadels of childhood’: places of safety and refuge. Community and connection. Friendship and humanity.

So, as I prepared to speak to you again today, I revisited that speech. It’s always a good exercise, looking back over your own words and metaphors. I was musing on the role of teachers within that metaphor, within the citadel.

I think it is teachers who make those citadels a home rather than merely a fortress.

Because without dedicated teachers and staff and leaders, a school is just a set of walls and corridors and classrooms. There’s no character, no culture, nothing to really belong to. It’s the people who make it so.

Teachers have a unique power to nurture and to make sure children feel like they belong in a room of other people and their peers. You create the conditions that make children want to turn up every day.

In my 30 years in of being in classrooms, I’ve seen countless examples of teaching assistants, reception staff, teachers and leaders who go above and beyond.

One that sticks out in my mind is of a pupil who was having the toughest imaginable time at home.

Pastoral staff, teachers, leaders and the community police officer who worked in the school with us were in constant contact with social services. Even the chair of governors, who was also the local councillor, was personally involved.

This really was an example of the ‘team around the child’. Sadly, this experience won’t be unique, some of you will be bringing similar experiences to mind as I speak.

Anyway, this all-too-common tale – I could go into more detail but even 15 years on, I still have raw emotions about this case and a sense of not wanting to share the private details.

Suffice to say, spending time in her home, working with her mother, providing food, clothes, and giving them trips and experiences that were unimaginable to them otherwise, was only a small part of what made any kind of difference.

After months, years, what ultimately made a difference was the constancy of relationships.

The same staff, the same community, being in their life, knowing the background, understanding why some days were ‘bad days’, and yes, having boundaries too.

It was, as I talked about here last year, the humanity, the genuine empathy that helped – at least I hope it helped.

This isn’t a fairytale; not everything works out gloriously, despite best efforts. Sometimes ‘progress’ is safety rather than a grade 4.

But what I can look back on, despite the mistakes and missteps we undoubtedly made, was that we did our best. I said this last week to the Education Select Committee: ‘Know your children, know them well, and make sure you are meeting their needs: that is the job of an educator’.

Schools and teachers cannot be everything to society; we cannot be expected to solve all community problems but thank goodness for you and for everyone who works in the public sectors!

Professional development

So if, as we know, effective teachers, and support staff, are the single most important factor for children, then developing effective teachers must be one of the most impactful things leaders can do.

Because none of this – the quality of teaching, quality of interaction, the culture – is an accident. None of this just arises naturally. A person is not born with this innate ability.

The expertise at the centre of effective teaching comes through the training you complete, the learning you do, the reflection you make time for, and the improvement you make throughout an entire career.

And all of that must be supported by well-evidenced continued professional development.

I admit to now preferring the term, sustained professional learning. This might sound like semantics, but I think it is more than that.

Giving staff the tools and training to nurture an effective, sustainable culture of professional growth, grounded in the best available evidence, is crucial in every school and setting.

I am doing a workshop with Professor Stuart Kime after this session where we will discuss exactly that.

Evidence Based Education speak about moving the conversation about teacher growth towards a more meaningful, sustained approach that helps every teacher recognise their strengths and become even more effective than they already are.

When you see it in action, it is truly inspiring.

I saw it just the other month in a small community charity nursery where 2 of the 5 staff were trainees. One was doing a Level 2 and the other a Level 3 apprenticeship – time on the job and off the job, with a coherence between the two.

This small, rural nursery, which we judged to be ‘strong’ in all areas, wanted all staff fully qualified and developing their practice, something we do not see in all early years settings. The children there were happy and thriving.

We want to see more of this: more staff being able to develop.

And I will say, the word ‘develop’ bothers me still – it’s technically the right word, but it still conjures up CPD, which for far too much of my early career was about one-off, fragmented ‘training days’. Lurching from one inset day to another months later, with little or no connection between what was being thrown at me.

We know, when we teach, that coherent learning, a well-planned, well-implemented and intentional curriculum is best. Add to that a clear understanding of how we check that that impact has been made.

We also know that spaced review and interleaving, building a coherent mix of knowledge and practice over time, works. So, we do want to see sustained professional learning, which supports a well-thought-out programme of growth for staff, from the smallest nursery to the largest college.

Positive practice and thank you

So what does all this look like when it’s done well?

We recently inspected Spring Vale Primary School in Wolverhampton, whose inspection report neatly ties together some of those themes I’ve just been speaking about. You can read it online and I’ll summarise some of it here.

In the school, relationships are firmly at the centre of leaders’ work. They have made a deliberate choice to prioritise strong and authentic connections with pupils and families.

The result is that staff know their pupils incredibly well. Parents feel listened to as partners in their children’s education. ‘Stay and play’ sessions mean that staff know children’s circumstances from their earliest years. And all interactions are characterised by warmth, clarity and respect – creating an environment where pupils feel valued and ready to learn.

And that doesn’t come from nowhere.

Leaders have designed an effective professional learning programme that helps staff to build more and more expertise every day. Staff have access to external training, support from the multi-academy trust and coaching.

Teachers are supported early in their career and all staff get bespoke training that connects to the specific needs of the pupils they teach.

This is a brilliant example of how professional learning builds expertise, encourages top-quality teaching and interaction, and empowers staff to create a positive culture that’s conducive to helping pupils learn.

I know this doesn’t always come easy. You know better than anyone what it takes to run a school, a citadel, where trust is implicit in every interaction.

Children need to know that a teacher is going to be there consistently before they can let their walls down.

Seeing their teacher at the front of the classroom – rain or shine, morning and afternoon – helps children and learners to understand what ‘showing up’ means and what it is to feel safe.

That spirit of ‘showing up’ is something I’ve seen time and time again across the sector – in all sorts of places and provision.

One example is in alternative provision. I’ve heard teachers who speak very powerfully about how much of a challenge the job can be.

But they also speak about how they are there precisely because they are so needed.

When mainstream education isn’t right for a child, it’s even more important to help them feel like they have somewhere they belong and people who believe in them.

The teachers working in that provision know all too well that they might be the core pillar of stability in a child’s life.

So too in mainstream schools, particularly tougher ones. I know from my own years of teaching that children often won’t speak to you until they know you’re going to turn up and look out for them each day no matter what.

No matter what that pupil is going through. No matter what they’re going home to. It’s an extraordinarily powerful thing to look into someone’s eyes – not into a screen – and to know that this adult believes in you and your potential.

I still have moments now where I bump into a child I taught, who’s now in their twenties or thirties (I hate to say it, but even their forties now!), and get to hear about what they are up to. They glow with pride when they tell me, they’re really excited, and it’s absolutely contagious!

Those are some of my proudest moments, when I see the happy adults they have become.

Wrap-up

Our intention with this renewed approach has always been to raise standards for all children and learners, especially for the most vulnerable and disadvantaged. To give their parents and carers detailed information about their child’s education. To encourage a self-improving system where we all learn from one another, all the time.

I include Ofsted in that, too. We want our own sustained professional learning and reflection – to hear your experiences of this system and to make sure that we continue to improve.

So please, keep speaking to us and to one another and sharing good practice. Keep reading about it, posting about it, celebrating it and learning from it. And if a provider gets less than the expected standard, let’s help them, let’s recognise that it is perfectly natural to be strong at some things and working on others.

We’re now at a stage where we’re moving out of a period of great change.

The new grading and new-style inspections are bedding in, we’re hearing that you’re more confident about those changes and what I want now is for you all to feel able to focus on your brilliant work, day in and day out.

I know that brilliant work often happens in really difficult circumstances.

We will always recognise that. We will always back you to do the best job you can. And we will keep working with you to make things the best they possibly can be for children, learners and their parents and carers.

Thank you again for being here, and I’m happy to take questions.

The press release issued by Ofsted on 17 October 2025.

Sir Martyn Oliver, Ofsted’s Chief Inspector, spoke at the Confederation of School Trusts 2025 annual conference in Birmingham.

Introduction

Good morning. It’s a pleasure to be here in Birmingham at the Confederation of School Trusts (CST) annual conference.

As a board member at the inception of CST all the way back in 2018, I have nothing but admiration for the sensible and professional policy advocacy that CST brings to our education system. We wholly accept and value the challenge that they – and that all of you in this room – bring.

I want to start by echoing the theme of today’s conference, which is: flourishing.

We’re all here to explore collaboration, both within our own organisations and between our organisations.

Because when we collaborate – when we speak, when we listen, when we accept challenge from one another… And particularly when we do all of this with our core mission at the heart…

That’s when we help children to achieve, belong and thrive. It’s the vision we should all be striving for. And those 3 aims – achieve, belong, thrive – not only chime with today’s theme of flourishing but are also, together, at the heart of our new approach.

The role of Ofsted

Because Ofsted’s role in collaboration and helping children to flourish is two-fold.

Yes, we are here to shine the light on where standards need to be raised.

And we also need to spotlight those examples of the very, very best provision in the country, and recognise them so that others can learn from them.

Both these roles matter equally. The former is Ofsted’s legal duty. And the latter is our moral duty to the children and learners we are ultimately here to serve – and to the professionals we inspect, to help facilitate high and rising standards.

We are encouraging trusts to make the most of their agency – to go out there and go into the schools you are responsible for and to raise those standards. Because every trust in this room today has come from good and outstanding schools. That’s why you are here: because you have the background and experience to mark you out as true system leaders who can make change happen.

The catalyst for that change is often inspection and the professional conversations at its core.

Because can you honestly, hand on heart, say that data alone gives you the full story? Does knowing the Key Stage 2 headline figure, knowing how many pupils in your school are on free school meals, or knowing that attendance is 93%, or that grades are up compared to last year, truly tell you the full story?

Can that data ever fully tell you whether every individual child is achieving, belonging, thriving and flourishing?

The answer is simply: of course not. Because school performance is far more complex. It’s about more than just data – and any individual piece of data compresses reality, losing that all-important detail.

Relying on data alone can lead to false comparisons between schools – and, worse – a lowering of expectations.

What is needed is an inspectorate that can get beneath the skin of the data and the day-to-day reality of the school. An inspectorate that can take your unique context into account and recognise when trusts are doing really good work in very difficult circumstances, and also challenge trusts when standards can and should be higher, in spite of positive data.

The role of trusts

These reforms are a direct response to the desire and demand for change.

Your realistic, positive and practical feedback has played a really important part in shaping what we’ve developed. And in return, we have been bold: our response, and these reforms, comprise one of the most significant developments in Ofsted’s history. We now need to rally behind it together.

Because while our inspections focus on individual schools, there is, of course, an expectation on you as trusts.

Trusts weren’t created to maintain the status quo.

Trusts were created to raise standards higher and higher. To be true agents of change. To make improvement happen. You all have a crucial role in setting that strategic vision and in seeing it through.

Some trusts are doing this exceptionally well. There are fantastic examples of trusts raising standards not just in places like London but across the whole country.

What we need is for all trusts to live up to that disruptive spirit and commit to tirelessly pushing standards ever higher. It means taking risks. And it means doing the right thing even though – and especially because – it’s difficult.

Addressing some myths

We are at a crucial moment between launching and landing our new approach at Ofsted.

We’ve just closed our latest recruitment round for schools HMI and we’ve had nearly 900 applications – the most ever – which is incredibly heartening.

And up and down the country, hundreds of people have been taking part in test visits and pilot inspections. I’m grateful to all of them. And I am grateful to all of you, too.

In putting schools forward for these test visits and pilots, you’ve shown how keen CST members are to be at the forefront of shaping and embedding this new approach. It’s that true system leadership we expect and need.

But some myths have emerged, and I want to address these head on, to reassure you and to speak frankly.

First is the myth of overwhelming change. Just a few weeks ago I was driving around the North East, not too far from where I live, and I was so aware of the one-word judgement banners displayed proudly outside schools, nurseries, further education providers… It really brings home the scale of the change we’re making – and the scale of what stands to be achieved.

But to achieve it, we need to do exactly what Steve said in his recent article about collective agency, and lean into this transformation rather than simply trying to map the past onto the present.

I know it can be comforting to try and find correlations with the old system. But this is not about resting on our laurels.

What we were asked for is what we are delivering: a renewed system that actively facilitates improvements to the way that schools operate. A system that resets and reframes the way schools are seen and the way you see yourselves. One that’s about more than just one word displayed on a banner and instead gives a full, rounded narrative that accounts for the experience of every child within its walls.

Second, I want to bust the myth of this false choice between inclusion and high standards. Because what we’re saying is what I’ve known throughout my career: that you can be both inclusive and high achieving.

We want to recognise the tremendous work done by the schools that take on challenging pupils rather than pushing them away: schools that are inclusive in the most multifaceted sense. Delivering inclusion for children with SEND and on free school meals, and for those looked after by the state and those who are young carers.

But as I know – and you all know – being inclusive means setting and realising high standards for these children.

Achievement in school is their passport to the future they deserve.

That is why we will demand – as you all do – high standards of academic achievement for these children. And that is why we will back you in upholding high standards of behaviour in your schools, backing headteachers to enforce rules and routines.

Because it is neither inclusive nor acceptable to acquiesce to the unacceptable behaviour of one pupil, at the expense of the other children in that classroom. The most inclusive schools have the calmest classrooms – where all children feel safe.

So I repeat: inclusion demands high standards.

And third, I also want to address the suggestion that we haven’t considered headteachers’ stress. This couldn’t be further from the truth.

This is the biggest change to how Ofsted grades in 30 years. But for some, it will never be enough because we won’t lessen accountability or remove grading altogether.

I would argue that they are losing sight of why we do what we do, and who we do it for.

We are delivering smarter accountability that raises standards for children and gives them the opportunity to achieve, belong and thrive.

We are giving parents better information so they can make informed decisions about their child’s education and care.

And we are making things fairer for teachers by giving true detail in our judgements that allows all schools to show their strengths. By sharing provisional grades as we work with you during the inspection, with early feedback that will cover all the points you can expect from the written report card. And by shouting about the positives. There are so many good examples out there, and we will celebrate the best while supporting those in greatest need.

There is a persistent, yet flawed story of a poor set of inspection grades automatically leading to headteachers being removed. And I stand here now and say that, throughout my career, I know this is not true.

Every school leader I’ve ever met – including those on the receiving end of a bad set of results or a disappointing Ofsted grade – were in the job for the right reasons.

We all exist to raise standards for children: it is why pressure exists, and we can never fully take that away. But we should all work to remove the pressure which is unnecessary.

That’s why the narrative of schools vs Ofsted and Ofsted vs schools is so unhelpful.

Because what we all do is too important to be used for political ends. We have an enormous responsibility towards children, and also towards our staff. We have to give people a chance to get better, while always ensuring the best outcomes for children.

As I said before: no one here thinks that their job is to maintain the status quo.

I am absolutely committed to building an inspectorate rooted in the profession. Inspection for the sector, by the sector, for children and their families.

So come and join the inspectorate. Embody that true system leadership and help shape this system, and ensure that it becomes self-improving, getting better and better outcomes for every individual child.

Wrap-up

Because that is the north star that guides these reforms. When I look out there, what I see are the same areas struggling today that were struggling when I was a teacher 30 years ago. Things have got to be different.

There’s no way I could stand up here and support reforms that would put the schools I used to run, that I drive past, where I live in the North of England, at a disadvantage.

But I do support and believe in reforms that will find great things in Liverpool and Leicester, in London and in Tunbridge Wells – and right here in Birmingham. A framework that recognises excellence wherever it appears.

It’s about moving our school system from good to great for everyone, not just for a few, and ensuring that trusts use their collective agency in delivering the excellence that children and learners deserve.

Because that is how we help every child to achieve, belong, thrive and flourish.

Thank you.

The press release issued by Ofsted on 7 December 2023.

A statement on the conclusion of the coroner’s inquest from Ofsted’s Chief Inspector.

Ruth Perry’s death was a tragedy that deeply affected many people. My thoughts remain with her family, the wider Caversham school community, and everyone else who knew and loved her. On behalf of Ofsted, I would like to say sorry to them for the distress that Mrs Perry undoubtedly experienced as a result of our inspection.

After Mrs Perry’s death we made changes to the way we work, to help reduce the pressure felt by school leaders. We will do more. The Coroner highlighted a number of areas of concern. We will work hard to address each of these as soon as we can, and we are starting that work straight away.

We have started to develop training for all inspectors on recognising and responding to visible signs of anxiety. As a first step, we will delay our inspections next week by a day so we can bring all our lead school inspectors together ahead of further school inspections. As well as addressing the issue of anxiety, we will be clear with inspectors what to do if a pause is needed.

We will also make it clear through our inspection handbook that school leaders can be accompanied by colleagues in meetings with inspectors, and that they can share inspection outcomes with colleagues, family, medical advisers and their wider support group, before they are shared with parents. From next week, we will  provide all schools with a number to call if they have concerns about their inspection. This will put them directly in touch with someone senior from Ofsted.

It’s right that we inspect first and foremost in the interests of children, their parents and carers. But in the light of Mrs Perry’s sad death, it’s also vital that we do all we can to minimise stress and anxiety when we inspect. Our inspectors are all former or current school leaders. They have a deep understanding of the work that schools do and the demands on school leaders – because they have done that work themselves. We will continue to listen to heads and teachers, and to refine and improve the way we work, with school staff in mind.

The press release issued by Ofsted on 4 April 2023.

Ofsted is set to provide essential oversight of supported accommodation for children in care and care leavers aged 16 to 17.

Supported accommodation refers to housing and support for looked after children and care leavers aged 16 to 17, which enables them to live semi-independently. Until now, this type of provision has had no independent scrutiny, potentially leaving children at risk in unsafe or unsuitable accommodation, including caravans and boats. Regulation and inspection will provide crucial oversight of the sector, and will assess whether accommodation is safe and meets children’s individual needs.

Last month, the government published new quality standards that providers of supported accommodation must meet. Under new regulations, providers will need to submit applications to register with Ofsted by 28 October 2023. After this date it will be an offence to provide supported accommodation without having a registration application accepted as complete.

Today, Ofsted has published guidance to support providers with their applications. The guidance sets out in detail the registration process, including the evidence required from applicants and how Ofsted will assess the suitability of relevant individuals. Applications will start to be accepted from 28 April.

Ofsted will consult on proposals for the new inspection methodology in summer 2023 and will run pilot inspections in the autumn. Inspections of supported accommodation will begin in April 2024.

Yvette Stanley, National Director Regulation and Social Care:

I am really pleased that we are taking this first step in the regulation of supported accommodation. Supported accommodation can be the right fit for some older looked after children and care leavers who are ready for independence and need varying levels of support. But for too long there hasn’t been any independent oversight of this diverse and growing sector, and the quality of supported accommodation remains far too variable.

We are committed to getting the regulatory balance right. We will act sensibly and proportionally, but we will always have high expectations for children. All children need careful, nurturing and responsive support, wherever they live. We will continue to engage with children, young people, providers and others as we develop our proposals for inspection.

The press release issued by Ofsted on 2 February 2023.

Ofsted has today published the first in a new series of reports looking at how subjects are taught in England’s schools.

Today’s report looks at science education and draws on evidence from a sample of primary and secondary schools, gathered as part of routine inspections.

Inspectors found that science curriculums are improving and developing despite the lingering challenges of the pandemic. The science curriculum taught to pupils, including those with special educational needs and/or disabilities (SEND), is generally at least as ambitious as the national curriculum aims. This is a significant strength in science education in England’s schools.

However, the report notes areas where improvements still need to be made. In secondary schools, inspectors found that pupils sometimes lacked opportunities to take part in high-quality practical work. In contrast, there was a greater emphasis on practical work in primary schools, but not necessarily work that had a clear purpose in relation to the curriculum. In a small number of schools visited, pupils were not retaining the science knowledge they had learned.

Ofsted Chief Inspector, Amanda Spielman, said:

A good science education can open the door to some of the most interesting and socially valuable pathways in life. So I’m encouraged to see the progress that has been made in science teaching, despite the pressures brought by the pandemic.

I hope that this review helps subject leaders and teachers to construct a challenging science curriculum with relevant and useful practical work.

The report makes a series of recommendations for how schools and other organisations can make sure that all pupils leave school with an authentic understanding of science, including:

• developing a curriculum which identifies and sequences the knowledge pupils need, especially to work scientifically
• providing all pupils with opportunities to take part in high-quality practical work that has a clear purpose in relation to the curriculum
• building enough time into the curriculum for pupils to learn and remember key knowledge
• initial teacher education providers supporting trainee teachers to develop their knowledge of what science is and the methods it uses, and how to teach this

All inspections were carried out between September 2021 and July 2022.

The press release issued by Ofsted on 26 January 2023.

Ofsted and the CQC have published guidance for the first series of thematic visits to be carried out under the new area SEND inspection arrangements.

Beginning in February, the visits will take place across the spring and summer terms, with the findings to be shared in a national report published in autumn 2023.

Each academic year, the series of in-depth reviews will explore particular aspects of the special educational needs and/or disabilities (SEND) system. The first set of visits will focus on alternative provision (AP), given the large number of children and young people with additional needs in these types of provision.

The visits will not result in judgements about local areas. Instead, the overarching report will highlight examples of good practice and identify any systemic concerns.

Inspectors from Ofsted and the Care Quality Commission (CQC) will explore how AP arrangements are currently working, including how partners work together to commission and oversee AP. These visits will enable the inspectorates to better understand and report on the increasingly varied reasons why AP is used. By sharing examples of good practice, Ofsted and CQC aim to highlight the positive role that AP can play in the education system.

All types of AP may be examined during the visits, which will consider how AP is being used and if it is meeting children’s needs. Evidence will be gathered from a range of stakeholders, including young people and their families, to understand the experiences and outcomes of those at the centre of the AP system.

Lee Owston, Ofsted’s National Director for Education:

The current SEND system is not working for too many young people and their families, and we want to play our part in driving forward much-needed improvement.

We know that the majority of children and young people in alternative provision have some form of SEND. But all too often alternative provision is being used for purposes that it was not originally intended to serve. These visits will help us to better understand how alternative provision is working for those who rely on it most, and support the sector in meeting growing demand. They will also highlight any areas that need to be improved.

We hope that these thematic reviews will provide valuable insights as the government develops its plans for reform of alternative provision. They will also help support partners across education, health and social care to work together in delivering important improvements for children and their families.

Dr Sean O’Kelly, Chief Inspector of Hospitals and interim Chief Inspector of Primary Medical Services at the Care Quality Commission:

All good services should start from an understanding of how to provide the best care for the people that use them. With a significant number of young people with SEND in alternative provision, this work with Ofsted is a critical opportunity to ask how local agencies are working together to recognise and meet the health and educational needs of children and young people in alternative provision.

Visiting these services with Ofsted – working together as we expect other agencies to do – will help to identify and share best practice, as well as areas for improvement.