But Jonny Uttley, the chief executive of the TEAL trust who led an inclusion study for the Centre for Young Lives charity, said this was offset by the achievement judgment being \u201cheavily geared towards achievement above-average\u201d.<\/p>\n\n\n\n For instance, the Ofsted toolkit states to achieve a \u201cstrong standard\u201d grade, pupils \u2013 including those with SEND \u2013 must \u201cconsistently achieve well, develop detailed knowledge and skills, and produce high-quality work across the curriculum\u201d.<\/p>\n\n\n\n \u201cTypically, this achievement will be reflected in above-average outcomes in national tests and examinations over time, including for disadvantaged pupils,\u201d it adds.<\/p>\n\n\n\n To hit the top \u201cexceptional\u201d grade, \u201cexceptionally high standards of achievement\u201d must be \u201csustained\u201d. This will be reflected in \u201cconsistently high outcomes\u201d in national tests and exams.<\/p>\n\n\n\n Uttley told Schools Week<\/em>: \u201cTo do really well on \u2018achievement\u2019, [a school] would have to be performing above-average \u2013 so there’s an incentive to curate your roll.\u201d<\/p>\n\n\n\n Schools could find it easier to achieve higher grades for inclusion and achievement if they had fewer pupils with EHCPs, he said. The new framework also fails to account for \u201csubtle versions\u201d of off-rolling.<\/p>\n\n\n\n \u201cA school could turn away children with new EHCPs\u2026they could have lots of kids going into elective home education, lots of kids leaving on suspensions, exclusions, managed moves\u2026and still score highly on inclusion.<\/p>\n\n\n\n \u201cYou could continue to curate the school roll, and then do a really good job for the kids who actually come to school.\u201d<\/p>\n\n\n\n An independent wellbeing report, commissioned by Ofsted, found stakeholders were concerned the new framework would affect \u201cselection at the point of entry to a school\u201d.<\/p>\n\n\n\n This would \u201cincrease the incentive for \u2018cream-skimming\u2019 in the sector\u201d, and leave schools committed to inclusivity \u201cwith an ever more challenging intake\u201d.<\/p>\n\n\n\n At a press briefing on Monday Lee Owston, Ofsted\u2019s national director for education, refuted this, saying: \u201cThere is no tension between inclusion and achievement.\u201d<\/p>\n\n\n\n He said achievement \u201cis around national outcomes\u201d but \u201cis also about broader outcomes\u201d.<\/p>\n\n\n\n \u201cFor those children with SEND, that can be about their preparation for adulthood and the opportunities they may have for training and employment.\u201d<\/p>\n\n\n\n Kiran Gill, the chief executive and founder of The Difference, also welcomed Ofsted\u2019s expanded definition of inclusion \u201cto acknowledge poverty and safeguarding concerns\u201d, as well as SEND.<\/p>\n\n\n\n But she said Ofsted had \u201cmissed a trick\u201d in \u201cnot taking a data-led approach to inclusion accountability\u201d.<\/p>\n\n\n\n \u201cInclusion is measurable by students\u2019 wellbeing and belonging, and by levels of absence from class\u2026and sanctions,\u201d she said.<\/p>\n\n\n\n Ofsted must also \u201cprovide a clearer definition of what constitutes \u2018inclusive practices\u2019\u201d.<\/p>\n\n\n\n Caroline Barlow and Keziah Featherstone, co-chairs of the Headteachers Roundtable, said the creation of a standalone judgment for inclusion \u201cruns counter to the widespread understanding across the system that this should be an embedded design principle for schools, not a separate consideration\u201d.<\/p>\n\n\n\n However, Owston and Adam Sproston, senior inspector for SEND, have previously said inclusion \u201cwill also be a golden thread that run through all evaluation areas\u201d. The toolkits suggest inspectors must look for inclusive practice when assessing other areas.<\/p>\n\n\n\n But Uttley said Ofsted \u201chas missed the key point\u201d, with inclusion \u201calmost bolted on to each section\u201d.<\/p>\n","protected":false},"excerpt":{"rendered":" Ofsted has said ‘inclusion’ will be a key focus of its new framework, but leaders are worried<\/p>\n","protected":false},"author":314902,"featured_media":234568,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"om_disable_all_campaigns":false,"footnotes":""},"categories":[4],"tags":[],"post-theme":[],"class_list":["post-234594","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-news"],"acf":[],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t![\"Jonny](\"https:\/\/schoolsweek.co.uk\/wp-content\/uploads\/2024\/06\/Jonny-Uttley-main-feat.jpg\")
‘You could continue to curate the school roll’<\/h3>\n\n\n\n
Ofsted ‘missed a trick’<\/h3>\n\n\n\n