1. Ofsted: inclusion, belonging and the role of the designated teacher
Ofsted | Updated guidance effective September 2026
Ofsted's revised school inspection materials place a stronger emphasis on inclusion and how schools identify and meet the needs of vulnerable children.
The updated guidance explicitly references designated teachers, children with Personal Education Plans, virtual school heads, and children currently or previously known to social care. Inspectors consider not only the provision schools have in place but also its impact on children's experiences and outcomes.
What this means for DTs: Schools should be able to demonstrate how they identify barriers to learning, provide targeted support and evaluate its effectiveness. This includes ensuring PEPs inform everyday practice and that children feel a genuine sense of belonging.
Read Ofsted's updated inspection guidance
2. New government action plan for care leavers
DfE | 5 November 2026
The government has published its Care Leaver Homelessness Reduction Action Plan, aiming to prevent young people becoming homeless when leaving care and halve homelessness among care leavers under 25.
The plan emphasises earlier preparation, stable accommodation, enduring relationships and better coordination between children's services and housing.
What this means for DTs: Particularly relevant to secondary and post-16 colleagues. Preparation for adulthood should include conversations about independence, financial literacy, future education, training and trusted adults who can provide continuity during transitions.
Read the new care leavers action plan
3. Enduring relationships for children in care
DfE | 4 September 2026
The government published its Enduring Relationships policy paper, placing stable, trusting relationships at the centre of its vision for children's social care.
It recognises that children in care can experience repeated disruption in relationships and that maintaining meaningful connections is fundamental to belonging, identity and wellbeing.
What this means for DTs: Consider the role of a consistent, trusted adult in school. When children experience placement changes, school transitions or other disruption, maintaining relationships with familiar adults can provide essential stability.
This is particularly relevant to attachment-aware practice and Walsall's BUILD programme.
4. EEF research: literacy and attendance remain major barriers
Education Endowment Foundation | 4 September 2026
New EEF research examined more than 1,200 school Pupil Premium strategy statements and found:
91% Identified literacy and English attainment as a challenge
What this means for DTs: This is a useful opportunity to review whether PEP targets and Pupil Premium Plus interventions focus sufficiently on reading, literacy and attendance. Schools should identify individual barriers, select evidence-informed approaches and measure impact.
The EEF also has an updated 2026 Guide to the Pupil Premium with practical examples and reflection tools.