Ofsted has warned of “multiple missed opportunities” to identify pupils’ SEND needs and arrange support to keep them in school. In his annual report, chief inspector Sir Martyn Oliver also expressed deepening concerns about the number of children only attending school part-time and those missing it entirely. has also warned of growing issues with behaviour. You can read about that here. Here’s what we learned… 1. ‘Missed opportunities’ to keep pupils with SEND in school Each year Ofsted carries out thematic visits with the Care Quality Commission, as part of area SEND inspections. This year, the theme they explored was children who are not in school. On these visits, Ofsted found 鈥渕ultiple missed opportunities to identify children鈥檚 needs early鈥 and arrange support that could have helped them stay in school. Some areas 鈥渓acked robust processes or capacity to oversee children who were not in school鈥, particularly those without a education, health and care plan (EHCP). Meanwhile children out of school 鈥渟truggled to access health services to meet their needs鈥, such as mental health support or speech and language therapy. Ofsted will publish a full report on findings from these visits soon. 2. Professionals 鈥榯rying their best鈥… In the report, Oliver said it was 鈥渉ard to disagree鈥 that the SEND system is 鈥渂roken鈥. But 鈥渢o describe it as such doesn鈥檛 do justice to the professionals who are trying their best to support some of the country鈥檚 most vulnerable children鈥. 鈥淣or does it give confidence to the parents and carers who are navigating 鈥 and often 鈥榝ighting鈥 鈥 the system for the best possible support for their child.鈥 Sir Martyn Oliver In 29 SEND area inspections of local areas last year, positive experiences and outcomes 鈥渨ere the norm in just four areas of the country鈥. In 16 areas outcomes were 鈥渋nconsistent鈥. In nine there were 鈥渟ystemic failings鈥. 3. … but long waits for provision In the first two years of inspections under its revised framework, Ofsted found delays in producing EHCPs 鈥渞emained widespread and many plans were poor quality鈥. It also found 鈥渓ong waits for health services, including child and adolescent mental health services (CAMHS) and speech therapy, were common鈥. Early help and identification of children鈥檚 needs was 鈥渋nconsistent, leading to missed opportunities for early intervention鈥. Preparation for adulthood was 鈥渙ften weak, and children received limited support with transitioning to education, employment or independence鈥. 4. More concerns over part-time timetables… Ofsted remained 鈥渃oncerned that high numbers of children do not attend school on a full-time, permanent basis鈥. Last year, the inspectorate raised concerns about a rise in 鈥渇lexi-schooling鈥 鈥 pupils educated in school for part of the week, and at home for the rest 鈥 and part-time timetables. This year, it is 鈥渃oncerned鈥 even more children are in some of these arrangements鈥, including 鈥渁 rise in flexi-schooling鈥. Figures show children recorded as home educated have jumped 21 per cent, to 111,700, while the number in local authority-commissioned alternative provision has soared 24 per cent, to 59,700. Another 27,900 are in AP placements commissioned by schools. An estimated 41,000 pupils are on part-time timetables. 5. 鈥 and pupils out of school entirely 鈥淢ost concerning of all, 19 per cent more children are missing education entirely,鈥 said Ofsted. That figure had risen to an estimated at 39,200 as of autumn term 2024-25 鈥 up from 33,000 the previous autumn term. The watchdog stressed the impact of missing school 鈥渃an be huge鈥 and it 鈥渃an take years鈥 for children who have been out of school to catch up with peers. 鈥淭his increase will therefore be a significant concern to everybody who works in education鈥. 6. Rise in referrals to illegal schools taskforce Ofsted set up its illegal schools taskforce in 2016. Since then it has carried out just under 1,680 investigations of nearly 1,500 suspected unregistered schools. There have been over 990 inspections, and Ofsted has issued around 220 warning notices and successfully prosecuted seven settings, resulting in 21 convictions. In the report, Oliver warned that 鈥渋n the last three academic years, the number of referrals received has been higher than previous years. It received almost 330 referrals in 2024-25, up from around 210 in 2022-23 and 2023-24 and less than 150 a year between 2015 and 2022. Fifty-six per cent of referrals come 鈥渇rom within Ofsted itself”, with inspectors often identifying suspected illegal schools 鈥渢hrough our inspections of other schools and providers鈥. 7. Online schools denied accreditation The Department for Education introduced an accreditation scheme for online schools, with quality assurance by Ofsted. Since the scheme started, Ofsted has received 41 quality assurance commissions, started 22 suitability checks and completed 14 accreditation visits. Of the seven visits last academic year, only three met the standards for accreditation, down from seven out of seven in 2023-24. Overall since the scheme launched, 10 online providers have been accredited. 8. Inspectors saw AI鈥檚 鈥榥egative impact鈥欌 鈥淰ery few鈥 inspectors who had seen the use of AI during inspection felt 鈥渢he way providers were using it was improving outcomes鈥, a July survey found. Ofsted said it was 鈥渃oncerning鈥 some said AI was having 鈥渁 negative impact鈥 and but only a 鈥渟mall minority鈥 of inspectors have seen safeguarding concerns relating to the technology. The watchdog said the survey of inspectors confirms 鈥渢here is a gap in research around the impact of AI on outcomes鈥. Inspectors鈥 biggest concerns about AI are around governance and impact. 9. 鈥nd school leaders have their concerns too Some school and college leaders 鈥渉ave concerns about maintaining educational integrity鈥 with the rapid pace of AI development and the number of tools being developed. Ofsted said there was an 鈥渁bundance of tools that can promise solutions to the challenges they and their staff face鈥 but leaders told them in some cases products are 鈥渙ver-sold and under-developed鈥. AI is mainly used to reduce teachers鈥 workload. Some settings have developed their own AI chatbots, which respond to questions children may have. Several school leaders said teachers use AI to adapt or summarise suitable texts to match children鈥檚 reading levels, rather than spending time searching the internet for relevant source material at an appropriate level. But many leaders said using AI directly with pupils was still in 鈥渋ts infancy鈥. Ofsted warned leaders need 鈥渞obust governance to manage鈥 the ethical risks of AI and to 鈥渒eep users safe鈥.