New Ofsted Inclusion Standards: What Apprenticeship Providers Need to Know

From November 2025, Ofsted’s new Further Education and Skills inspection framework places a sharper focus on inclusion across all apprenticeship provision. This marks a significant shift for training providers, higher education institutions, and employers delivering apprenticeships. Inclusion is no longer a peripheral expectation — it’s a core inspection area that directly impacts overall judgments.

How Inclusion is Inspected Under the New Framework

Ofsted’s revised framework recognises that apprentices come from diverse backgrounds and may face multiple barriers to learning and progression. Providers will be expected to:

• Set high expectations for all apprentices, especially those who are:

  • Learners with SEND or high needs, including those who receive additional support with their learning

  • Disadvantaged (e.g., previously eligible for free school meals, from low-income backgrounds)

  • Known to social care or youth justice services

  • Learners and apprentices who face other barriers to their learning and/or well-being

• Create a proactive, whole-provider culture where early and accurate assessment of needs drives tailored support.

• Demonstrate how barriers to education, training and well-being are identified, reduced and monitored.

(Toolkit reference: p.11–12)

What Inspectors Will Look For

Ofsted will gather evidence on how effectively leaders and staff:

• Identify and assess apprentices’ needs quickly and accurately — including through specialist organisations where appropriate.

• Make reasonable adjustments in line with the Equality Act 2010 and SEND Code of Practice.

• Implement and review accessibility plans and ensure alternative settings (e.g. work placements, subcontracted provision) are suitable and safe.

• Provide targeted support for disadvantaged apprentices and monitor the impact of strategies.

• Adopt a “graduated approach” (assess–plan–do–review) to ensure timely and effective support for those with additional needs.

• Work with social care professionals to support apprentices who are looked after or care experienced.

(Toolkit reference: p.12–13)

New Grading Expectations

Inclusion will be graded against clear descriptors:

• Needs Attention: Identification and support are inconsistent or late, staff are under-trained, or subcontracted provision is not well monitored.

• Expected Standard: A strong inclusive culture, quick and accurate identification of needs, effective support, and maintained high expectations.

• Strong Standard: Inclusion is embedded in organisational culture with swift, consistent action to remove barriers, data-informed monitoring, and measurable impact on outcomes.

• Urgent Improvement: Inclusion is weak, statutory duties aren’t met, and learners are negatively impacted.

Note that inclusion is likely to be graded ‘urgent improvement’ when:

• “Leaders do not identify and assess learners’ and apprentices’ needs effectively, and/or this identification and assessment do not have a meaningful impact on the provision for learners and apprentices.”

• “Leaders are not using dedicated funding to support the learners and apprentices it is intended for.”

(Toolkit reference: p.14–16)

What Providers Should Be Doing Now

To meet these standards from November 2025, apprenticeship providers and universities should:

1. Audit current inclusion practices — including early assessment, additional support and use of funding for high needs learners.

2. Train staff to confidently identify and address a wide range of barriers to learning.

3. Strengthen governance and oversight to ensure subcontracted and workplace training environments uphold inclusion standards.

4. Enhance partnerships with specialist services and other stakeholders.

5. Build evidence that strategies lead to improved outcomes — particularly for disadvantaged apprentices.

The Bottom Line

Under the new Ofsted framework, inclusion is integral to quality with a “focus on the impact of the systems and processes that leaders use to support the continuous improvement and effective running of the provider” (p.2). Providers that go beyond compliance, by embedding inclusive practice into their culture and curriculum, will not only meet inspection requirements but also deliver stronger apprenticeship outcomes.

“Leaders’ work on inclusion is embedded in their organisational culture and practices and has a significant and consistent impact on learners’ and apprentices’ opportunities and experiences.” — Ofsted Inspection Toolkit, p.15

The Ofsted Further education and skills inspection toolkit can be found here.

How can we help?

The Skillbridge team has been providing specialist assessments, technology and support to learners with additional needs for 20 years. Our service gives providers personalised evidence of how they are meeting Ofsted’s Inclusion Standards and maximising value from available funding. 

Contact us to find out about our free apprenticeship service audit mapped to the Ofsted inclusion criteria and how we can partner with you to deliver sector-leading support for your apprentices.