The updated Ofsted Early Years Inspection Toolkit (September 2025) marks an important shift for early years settings. Inclusion now sits as a standalone area of evaluation, contributing directly to inspection judgements since November 2025.
For nursery leaders and owners, this brings a clear message: inclusion is no longer viewed through isolated actions or individual examples. It is considered through the quality, consistency and impact of practice across the whole setting, over time.
This blog explores what that means in reality and how leaders can use the toolkit as a guide for reflection and improvement, rather than simply inspection preparation.
Inclusion as a Judgement: What Ofsted Is Really Assessing
Ofsted’s grading language focuses on the overall quality and consistency of inclusive practice across the setting. Inspectors are not looking for one strong strategy or a single good example. They are considering:
- How securely leaders and practitioners understand inclusion
- How consistently inclusive approaches are applied in everyday practice
- How effectively barriers to learning and well-being are identified and reduced
- The difference this makes to children’s experiences and outcomes over time
Inclusion is judged through whether it is embedded in the culture, routines, decisions and interactions of the setting and whether it has a meaningful impact on children’s learning, development and sense of belonging.
For leaders, this reinforces that inspection is not about what is written in the documentation. It is about depth, coherence and impact as part of normal practice.
Key Takeaway:
Inspectors are evaluating how inclusion works across the setting over time.
Reflection point:
How well is inclusion understood and applied consistently by the whole team?
How Inclusion Is Explored During Inspection
During inspection, the toolkit is used to gather first-hand evidence of how the setting typically operates. Inspectors build a picture through professional conversations and observation of day-to-day practice.
This means inclusion is explored through:
- Discussions with leaders about how needs are identified and supported
- Conversations with practitioners about adapting practice and responding to children
- Observation of how children experience routines, interactions and learning environments
Evidence is drawn from what happens naturally during the day, rather than from documents prepared specifically for inspection. Inspectors are focused on how inclusion shapes everyday decisions and experiences.
Key takeaway:
Inspection evidence comes from typical practice, not prepared examples.
Reflection point:
What would an inspector notice about inclusion during an ordinary day in your setting?
Inclusion as Consistent Leadership Practice
Strong inclusion begins with leadership. Inspectors look at how leaders set expectations and create the conditions for inclusive practice to be applied consistently.
This includes:
- Setting high expectations for all children, regardless of background or additional needs
- Ensuring staff feel confident to notice, discuss and respond to emerging needs
- Making thoughtful decisions about staffing, training and use of specialist support
- Using Early Years Pupil Premium (EYPP) in ways that clearly support access, progress and well-being
In inclusive settings, leaders actively reduce barriers by supporting staff to adapt practice and by working closely with families and professionals.
Key takeaway:
Inclusion is shaped by leadership decisions and expectations.
Reflection point:
How do your leadership choices support consistent inclusive practice across the setting?
Using the Toolkit Beyond Inspection
The updated toolkit provides leaders with a valuable framework for ongoing reflection and improvement. It encourages settings to look closely at how inclusion is embedded and to consider its impact over time.
Leaders may find it helpful to reflect on:
- How inclusion is discussed in professional conversations
- How consistently inclusive approaches are applied across rooms and teams
- How children with barriers experience learning, relationships and routines
Used in this way, the toolkit supports continuous improvement rather than short-term inspection readiness.
Key takeaway:
Inclusion strengthens outcomes for children when it is embedded into everyday practice.
Reflection point:
How can the toolkit support reflective conversations within your team?
Where to now?
We have developed our Ofsted Ready: Preparing for your EIF Inspection course to help all nursery practitioners prepare for their Ofsted Inspection.
Our specialist training supports nursery leaders in embedding inclusive practice into everyday routines, interactions, and decision-making.
Find out more and book a session here and ensure every child in your setting achieves, belongs, and thrives.