Ofsted report shows system serves most children well

Most children are well-served by the education sector, however, education professionals are working hard under immense pressure, Ofsted's annual report has found.

Ofsted found that when systems are under strain, it is vulnerable and disadvantaged children who are most affected.

Workforce challenges mean there are often not enough qualified staff in classrooms, nurseries, colleges or care settings. The SEND system is struggling as demand for services continues to rise. In schools, attendance issues have deepened and learning has become disjointed for too many children.

This is the first Ofsted annual report from Sir Martyn Oliver, who began his term as His Majesty’s Chief Inspector in January.

Sir Martyn Oliver said: "The education and children’s social care sectors are fundamental to the future success of this country. Their influence on the lives of children cannot be overstated. Our work allows us to see this influence up close. For the vast majority of children, the outcome is a positive one: the education and care they receive is of a high standard, and their future is brighter because of it.  

"My priority is to make sure that all children share this positive experience. We know that for the most vulnerable children, life and learning can be more difficult. That is very rarely down to the services they receive, but it can be down to the services they do not receive."

The report found that the absence rate in schools has risen since the pandemic, with disadvantaged and vulnerable children more likely to be persistently or severely absent.  

A growing number of children are now on part-time timetables, while a mix of online and in-person education is increasingly being used for children with SEND and behaviour or health needs. A small number of schools also now allow flexi-schooling, where parents home educate their children for part of the week. Along with a growth in home–schooling and an unknown number of children attending unregistered schools, this means a very significant number are experiencing unorthodox patterns of education.

The report found that the number of children with SEND continues to increase, putting even more pressure on the already strained SEND system.  

Inconsistencies and weaknesses continue in area SEND arrangements, and many children do not receive the right support at the right time. This is aggravated where there is ineffective use of information across partnerships, and weak joint commissioning, governance and oversight.  

Not all children with an identified need will need an EHC plan. High-quality targeted support in mainstream schools and other early interventions can be made. If EHC plans are used too widely, the resources that follow them will always be stretched too thinly for those in most need.  

Under the DfE’s SEND code of practice, all schools should have a qualified teacher appointed special educational needs coordinator (SENCo). Making sure all schools meet this requirement is important.