Its annual report says education and social care professionals “are working hard under immense pressure” but “where systems are under strain, it is vulnerable and disadvantaged children” who are being most adversely impacted.
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Children with special educational needs and disabilities (SEND) are among those missing out on support amid rising demand for services.
SEND support across the country is blighted by “inconsistencies and weaknesses”, says the regulator, meaning children “do not receive the right support at the right time”. These problems are being “aggravated” by poor partnership working, including “ineffective use of information” and “weak joint commissioning, governance and oversight”.
The regulator's report also reminds schools that they must appoint a qualified teacher as special educational needs coordinator (SENCo) to support children with SEND, adding "making sure all schools meet this requirement is important".
Meanwhile, recruitment and retention challenges across education and children’s services “mean there are often not enough qualified staff in classrooms, nurseries, colleges or care settings”.
A result of these challenges is attendance issues in schools “have deepened” and “learning has become disjointed for too many children”.
Also, too many families “have trouble accessing high quality early childcare”, Ofsted warns. It is concerned that “childcare deserts” are more likely to be in areas of disadvantage.
The regulator adds that a shortage of foster carers and lack of children’s homes is a challenge impacting disadvantaged children who can no longer stay with their families.
Ofsted warns that while the number of children’s homes being registered has increased “their geographic distribution does not reflect demand”. It is calling on ministers to “address this and prevent too many children being sent to homes far away from friends, families and the places they know”.
Research released last month by local government body the County Councils Network revealed that one in three children in residential or semi-independent homes are being placed more than 20 miles from their local area and family.
“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,” said Ofsted chief inspector Martyn Oliver.
“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.”
Ofsted’s annual report also acknowledges reform during 2024 for the regulator, including an overhaul of its inspection process away from controversial one-word judgements for schools from September.
This year Ofsted is to consult on the introduction of inspection report cards for schools, early years and further education providers offering more details about settings' strengths and weaknesses. Reform of social care inspections is due in 2026.
“As we introduce changes to the way we work, we will not shy away from calling out unacceptable education or care,” said Oliver.
“But we will also highlight and champion great work and positive outcomes.”
Another concern raised in Ofsted's report is a trend of schools allowing pupils to be “flexi-schooled", where parents choose to home educate children for part of the week.
But exact numbers of children involved is unknown as schools record this just as an authorised absence.
“These numbers may not be huge. But alongside the tens of thousands of children who are home educated (many of whom receive a good education), as well as an unknown number attending illegal, unregistered schools, they represent a very significant number of children who have, one way or another, been opted out of more orthodox patterns of education,” says Ofsted’s report.
