What are Ofsted inspectors looking for in 2025?

If you’re preparing for an Ofsted inspection this year, there are a number of specific areas that will set outstanding training providers apart from the rest. What makes a great Ofsted inspection in 2025?

What are Ofsted inspectors looking for in 2025?

We spoke to Richard Moore, Further Education and Skills Consultant about the latest requirements for apprenticeships and what Ofsted inspectors will be looking for.

High standards of SEND support 

One of the main areas for Ofsted this year will be how effectively training providers are delivering additional support for apprentices with special educational needs and disabilities (SEND).

In Ofsted’s response to its Big Listen consultation last year, it committed to “increasing focus and scrutiny on how providers are meeting the needs of vulnerable or disadvantaged children and young people”. Sir Martyn Oliver, His Majesty’s Chief Inspector, also raised the area as a priority for his five-year term.

Ofsted recently published proposals for improving inspections, as well as long-awaited information on its new report cards. It’s no surprise that inclusion is a key part of the revised criteria for FE and skills providers, alongside safeguarding and leadership.

Recognising the context of training provision

Delivering additional learning support (ALS) has long been a challenge for training providers, with many reluctant to claim ALS funding because of evidence requirements and the risk of clawbacks. Richard also points out that providers can’t always attract the same level of staffing expertise as colleges and other educators.

It’s worth noting that the Department for Education has made significant changes to the ALS funding process in recent years, adding clarity to the language and evidencing needs. Ofsted has also committed to better understanding the context that providers are working in, particularly when local or national decision-making has impacted the availability of health services.

With this in mind, Ofsted will expect your team to be supporting SEND learners and others with additional learning needs to the highest standard possible for your circumstances.

“The inspectors won’t examine your funding claims – that is ESFA territory. But they will talk to relevant learners and training staff about how well supported they feel, and may well ask to see detailed records of the support you are providing them with,” Richard explained.

Planned personal development

Personal development will continue to be a key area of focus for Ofsted this year. Inspectors will look for evidence of a planned approach to personal development which suits the level and age group of the learners. You’ll also need to show that any training is in the context of the apprenticeship.

Planned personal development can be tricky for providers to demonstrate, but one option is to implement a wider curriculum plan containing recommendations that tutors could integrate into their teaching. This could include topics like mental health, wellbeing or equality and diversity. 

You should also make sure you record any personal development work that learners are doing with their employer. Large companies often deliver courses on things like healthy eating and mental health first aid, or have schemes that allow staff to donate time to community work.

“Providers often miss a trick in not capturing the personal development training that a lot of apprentices receive in the workplace from their employer. Quite a few apprenticeship providers have been given a Grade 3 for Personal Development by Ofsted because of this expectation and a lack of evidence around a planned approach,” Richard said.

Customised training plans based on skills scans

The government has stressed the value of more tailored education and support systems, so we expect this to be an increasing focus for Ofsted over the next few years. 

Ofsted inspectors will want to see that curriculums are ambitious, relevant and customisable to individual learner needs. Training providers will need to evidence how they’ve used outcomes of the skills scans to create individual training plans (ITPs) for learners and programmes that:

1. Recognise any prior learning.

2. Record planned off-the-job (OTJ) training at the outset of their apprenticeship.

Richard suggests that providers ask themselves the following questions:

• How do you verify the outcomes of the skills scans completed by learners?

• What do you do with the outcomes, particularly where learners score themselves very highly against any of the criteria and can demonstrate significant prior knowledge, skills and/or behaviours?

• Can you show inspectors examples of where you have customised an ITP and learning programme based on the outcomes of the skills scan?

• Can you show inspectors examples of ITPs that contain the OTJ training planned for learners?

Learner progress is being tracked

Many providers fail to track learners’ development of knowledge, skills and behaviours (KSBs) in sufficient detail. However, Richard describes it as “the one area more than any other that sets outstanding providers apart from the rest”.

Where there is a qualification within (or offered alongside) the apprenticeship standard, progress reviews often focus on completing coursework for that qualification. And, even where there isn’t a qualification incorporated, KSBs rarely receive the level of focus that an Ofsted inspection will be looking for.

“Any discussion about the KSBs is frequently relegated to a brief chat about one or two bits of knowledge and/or skills that the learner has developed since their previous progress review and nothing more,” Richard said.

“But given that the last review was probably eight to 12 weeks ago, inspectors would expect to see significant progress in new KSBs developed and evidenced both on and off the job – and for a large part of the review to be devoted to discussions around this.”

For example, has the apprentice gained skills that would boost their employability? Are they becoming more confident in their work? How have their capabilities developed, like being able to use certain technology or handle telephone calls?

Richard adds the following questions:

• Do all staff, employers and learners themselves understand that the learner is on an apprenticeship standard, and that it’s crucial to have evidence of a strong focus on the development of new KSBs?

• Is there sufficient time during progress reviews to fully discuss the progress learners have made against the KSBs since the previous review, and what evidence they have to support that progress?

• Do you track and update learners’ initial skills scan scores at progress reviews based on the progress they are making?

• What evidence could you show inspectors to prove that you monitor progress against the KSB for each individual learner?

Meaningful development of English and maths skills

Functional skills qualifications (FSQs) are another common obstacle for providers. An AELP report described FSQs as “no longer fit for purpose”, with the financial burden on providers “undermining rather than supporting what these qualifications are trying to achieve”.

A review of English and maths functional skills rules in apprenticeships is believed to be underway. In the meantime, Ofsted will still be looking closely at how you’re developing functional skills throughout your curriculum. You’ll need to show that you’re teaching skills in a meaningful way, and that it’s not just a tick-box exercise.  

Richard recommends that tutors look for opportunities that would promote a discussion or certain modules that would lend themselves to teaching certain technical words, rather than trying to fit it into every lesson.

Ofsted will also want to see that you’re still developing learners’ skills even if they have the required qualifications. This applies to English and maths, but you should also consider digital skills like Microsoft Excel which are fundamental in most jobs.

“It’s important to remember that English covers a wide range of skills in the workplace, from the way people talk to customers to how they write reports and professional emails. If you can get the employer involved in the review, they can talk about those areas that learners might struggle with as well and set those as targets,” Richard said.

Safeguarding protocols

Finally, safeguarding continues to be a core focus for Ofsted, as outlined in its further education and skills handbook and recent proposals on the future of inspections.

Inspectors will look at how leaders and managers have adapted approaches to safeguarding in recent years to make sure that:

• Delivering face-to-face education for vulnerable learners was prioritised

• Safeguarding procedures remained effective for remote learners

Important areas for investigation by Ofsted would include policies and procedures, actions taken and record keeping, staff training and awareness raising for learners.

Protecting learners at every age

As Richard points out, Ofsted’s guidance only refers to “children”, or learners that are aged 18 and under.

While that means providers with exclusively adult learners wouldn’t technically receive the same scrutiny, it’s vital to take your safeguarding responsibilities seriously regardless of the age group.

“Be sensible and move away from the ‘doing it for the sake of an Ofsted inspection’ philosophy. We all know that the risk of sexual abuse and harassment at work and personal lives does not stop at age 18,” Richard said.

“You could expect Ofsted to discuss your arrangements to keep learners safe in this regard and to raise awareness. Whether they could criticise these arrangements if all your learners are aged 18 and over is an interesting point.”

Get Ofsted ready with Bud

Bud is a joined-up training management platform that streamlines apprenticeship delivery and drives compliance with every step. 

With Bud, you’ll benefit from real-time visibility over learner progress and all the data you need to support your Ofsted inspection. 

Go into your next inspection with confidence – book a discovery call now.