From November 2025, Ofsted’s new-look inspection framework for further education, apprenticeships and skills training providers will bring inclusion into sharper focus than ever before. The changes are part of a major overhaul aimed at creating a fairer, more transparent inspection system, and one that better reflects the realities of today’s learners and educators.

A new chapter for FE inspections

Under the new framework, the familiar four-point scale of Outstanding, Good, Requires Improvement and Inadequate will be replaced by a five-point grading system:
Exceptional, Strong Standard, Expected Standard, Needs Attention, and Urgent Improvement.

But beyond the new grade names, one of the most significant shifts is the introduction of a dedicated ‘Inclusion’ grade. For the first time, providers will be formally evaluated on how effectively they meet the needs of disadvantaged and traditionally underperforming learners.

This includes:

• Learners with special educational needs and disabilities (SEND).
• Those from low-income families or eligible for free school meals.
• Care leavers and learners known to the youth justice system.
• Apprentices and learners with high needs.

Alongside the new inspection grades, Ofsted’s report cards for FE and skills providers will also include key performance data such as the 16–18 overall achievement rate, 19+ achievement rate, apprenticeship pass rate and overall apprenticeship achievement rate.

These measures sit alongside a growing emphasis on inclusion, recognising that strong performance begins with understanding every learner’s starting point. By identifying additional learning support needs early through cognitive assessment, providers can put tailored support in place before learners begin to struggle.

This proactive approach not only helps learners sustain progress throughout their education and training but also enables providers to demonstrate that their outcomes are built on equitable, evidence-informed practice.

Inclusion as a measure of quality

The addition of this report card sends a clear message: inclusion is no longer a supporting consideration – it’s a core indicator of quality. It reflects Ofsted’s intention to shift from measuring performance solely through outcomes, to assessing how well providers create conditions for every learner to thrive.

That’s a profound change. For providers, it means demonstrating that inclusion is not simply a compliance exercise, but a measurable and embedded part of teaching, learning and organisational culture.

The role of cognitive assessment

This is where cognitive assessment plays an increasingly vital role.

Cognitive assessment tools provide objective insights into how learners think, process, and retain information. They help identify potential barriers to learning, such as working memory, processing speed, verbal reasoning, or visual-spatial challenges, that might not be immediately visible through traditional academic or diagnostic testing.

Used effectively, cognitive assessment can:

• Identify learners needing additional support early, often before issues impact achievement.
• Inform individualised support plans, enabling targeted interventions that address specific learning needs.
• Empower tutors and assessors with actionable data to adapt teaching methods.
• Support evidence-based inclusion strategies, helping providers demonstrate to Ofsted how they meet diverse learner needs in practice.

With inclusion now a formal inspection area, the ability to demonstrate that you understand your learners’ cognitive profiles and have used this data to adapt delivery will become a powerful way to evidence high-quality, inclusive provision.

Building a culture of inclusion through insight

True inclusion isn’t achieved through policy statements; it’s achieved through understanding learners as individuals. Cognitive assessment helps turn inclusion from an aspiration into an evidence-backed reality.

By integrating cognitive insights into onboarding, teaching and review processes, providers can move beyond generic support approaches and ensure every learner – regardless of background or challenge – is given the tools to succeed.

In summary

Ofsted’s reforms are signalling a new era of accountability, where inclusion is both a moral and measurable standard. Providers who invest in understanding how their learners think and learn will not only be inspection-ready – they’ll be building stronger, fairer learning environments for all.