Decoding Ofsted’s new focus: How to ensure your Pupil Premium strategy meets the ‘Inclusion-first’ standard
The goalposts for school inspections have shifted. Under the revised Ofsted framework, the evaluation of Pupil Premium (PP) spending has moved toward a more holistic, “inclusion-first” model.
For school leaders, this means it is no longer enough to show that a strategy exists; you must demonstrate how that strategy translates into the lived experience of your most vulnerable pupils. With a new standalone evaluation area for Inclusion, the scrutiny on how we support disadvantaged learners has never been higher.
The shift to ‘lived experience’
One of the most significant changes in the framework is the move toward case sampling. Inspectors are now specifically looking at vulnerable pupils to track their progress against the school’s stated strategy. They aren’t just asking what you bought with your Pupil Premium funding; they are asking how that intervention feels to the child.
Does it make them feel valued? Does it address their specific skill gaps? Does it foster a sense of belonging and academic confidence?
Meeting the ‘strong’ standard: Lessons from St Ursula’s Convent School
St Ursula’s Convent School recently navigated this new inspection landscape, securing a “Strong Standard” in Achievement in November 2025. Their journey offers a blueprint for how schools can use high-quality tutoring to satisfy the “inclusion-first” criteria.
Steve Muzio, Key Stage 4 Director at St Ursula’s, noted that Ofsted visited an Action Tutoring session specifically to see the school’s strategy in action. “Inspectors could see we were making progress with harder-to-reach families,” Steve explained.
“I was able to explain how the Action Tutoring baseline assessment helps us identify and target specific skill gaps. This was a key lever in us securing a ‘Strong Standard’.”
Steve Muzio, KS4 director at St Ursula’s Convent School
Watch: St Ursula’s journey to a ‘Strong Standard’ in Achievement
How Action Tutoring supports the new framework
To meet the “Expected” and “Strong” standards for Inclusion and Achievement, your Pupil Premium strategy needs to be evidence-based, data-informed, and pupil-centered. Here is how the Action Tutoring model aligns with these requirements:
1. Quantitative rigor: Data-informed tutoring
Ofsted looks for strategic intent. Our model uses baseline assessments to pinpoint exact areas for development in maths and English.
At St Ursula’s, this allowed leadership to present a clear, cumulative strategy to inspectors, showing how external intervention “plugged the gaps” that internal teaching had identified.
2. Qualitative impact: Confidence and wellbeing
Inclusion is about more than grades; it’s about how a pupil perceives their place in the school. Steve observed a significant shift in pupil wellbeing: “The pupils see this intervention as a tangible sign that the school is actively listening and investing in them. It makes them feel valued.”
This “inclusion-first” outcome is exactly what inspectors look for during pupil voice interviews and case sampling.
3. Reliability and quality
The new framework values partnerships with a proven track record. By partnering with an award-winning charity undergoing a rigorous EEF evaluation, schools can demonstrate they are using “high-quality, affordable” routes.
As Steve put it: “The tutors are well-vetted, knowledgeable, and have the strong subject backgrounds required to teach the specific areas where our pupils need the most support.”
Reducing the burden on staff
A common concern with intensive inclusion strategies is the impact on teacher workload. The “Inclusion-first” standard shouldn’t come at the cost of staff burnout.
The Action Tutoring model is designed to be “logistically light” for school leaders. With an on-site Programme Coordinator (PC) acting as the primary contact, staff at St Ursula’s found they could oversee the start of a session and then leave it in the PC’s hands. “Knowing there is a trusted adult in the room allows me to get on with my day,” says Steve.
A core component of excellence
As the framework continues to evolve, the schools that succeed will be those that integrate their Pupil Premium strategy into the very fabric of their school culture.
At St Ursula’s, tutoring wasn’t an “add-on” – it was a primary lever for recovery and achievement. By providing tailored, evidence-based support, they didn’t just pass an inspection; they ensured their most disadvantaged pupils were no longer “against the tide,” but riding it toward a brighter future.
Is your Pupil Premium strategy ready for the new Inclusion standard?
