Ofsted’s New Early Years Inspection Toolkit: What It Means for Neurodiversity Affirming Practice

From November 2025, Ofsted inspections will look very different. Gone is the single overall judgement; instead, settings will be assessed across key areas and given a rating from Urgent Improvement to Exceptional. One of the most significant changes is the way Inclusion will be assessed and for early years providers, this brings both new challenges and new opportunities.

The updated inspection factors reflect what many of us already know: that real inclusion is not just about access, but about meeting children where they are, removing barriers, and celebrating each child’s uniqueness. So, how does this look in practice and how can you ensure your setting achieves a Strong Standard?

Setting High Standards for Every Child

Inspectors will be looking closely at whether settings hold consistently high aspirations for children with SEND. This doesn’t mean expecting them to fit into a narrow mould, it means valuing their strengths, identities and ways of being. In neurodiversity-affirming practice, we know this to be' the unique child'. When children feel seen and celebrated for who they are, rather than measured only against what they are not, they thrive.

Early and Accurate Identification

A central part of the new framework is how quickly and accurately practitioners and leaders identify children’s emerging or changing needs. This requires a culture where curiosity, connection and observation are prioritised over ticking boxes. Practitioners need the time, training, and trust to notice subtle signs and respond in ways that support wellbeing as much as learning. When early assessment is rooted in genuine understanding and not deficit labels, children are more likely to get the right support at the right time.

Reducing Barriers to Learning and Wellbeing

Every child deserves to feel safe, regulated, and ready to learn and thrive. Inspectors will expect to see settings that adapt the environment and curriculum to reduce barriers. In practice, this could mean creating low-stimulation areas, providing sensory-friendly resources, or embedding flexible routines that allow children to engage on their own terms. Neurodiversity affirming practice goes a step further: we don’t just remove obstacles, we actively build safe spaces where children can belong, connect and flourish.

Working Effectively with Parents and Professionals

The new inspection criteria highlight the importance of working in partnership with parents and external specialists. For families of neurodivergent children, this can be a game changer, too often, parents experience judgement or feel dismissed. A truly affirming setting positions parents as allies, recognising the expertise they bring about their child. It also welcomes external professionals as part of the team, valuing their insights while ensuring that strategies are shaped to fit the unique context of the child and family.

The Role of Leaders and the SENCO

Leadership matters more than ever. Inspectors will want to see that leaders identify needs swiftly, ensure effective support is in place, and that the SENCO has the authority to make a real difference. Leaders are also expected to champion the graduated approach and ensure strategies are consistent across the team. Neurodiversity affirming leadership isn’t about enforcing compliance, it’s about creating a culture of trust, equity and continuous learning, where practitioners feel confident to adapt, reflect, and grow.

From “Expected Standard” to “Strong Standard”

The Ofsted framework now makes explicit what many of us have always believed: inclusion is not an add-on, it is central to quality. But there’s a difference between simply meeting the expected standard and embedding a culture where neurodivergent children can truly thrive.

To move beyond compliance and towards excellence, settings need to:

• Prioritise connection before correction

• Foster belonging and trust for children and families

• Adapt environments and teaching to support equity

• Celebrate children’s uniqueness, rather than dimming their light

• Create safe spaces where children feel secure to take risks and explore

• Support families without judgement, walking alongside them as allies

  
  

When these principles are at the heart of practice, children don’t just get by, they spread their wings and fly.

How I Can Help Your Setting Shine

Navigating the new Ofsted rate card may feel daunting, but you don’t have to do it alone. Through training, consultancy, and hands on support, I help early years settings embed neurodiversity-affirming practice in ways that meet inspection requirements and transform children’s everyday experiences.

By aligning your practice with the new framework and with the values of connection, trust, and equity your setting can not only achieve a Strong Standard in Inclusion, but also create a place where every child and family feels they belong.

If you’d like to explore how I can support your team to prepare for inspections while building a truly inclusive culture, get in touch here.

cheryl@aperiontraining

www.aperiontraining.co.uk

@aperion_training