Explained: Merging behaviour and attendance judgments ‘bothered’ Ofsted chief
Merging behaviour and attendance judgments ‘bothered’ Ofsted chief is examined in this 2026 education briefing, which sets out the central development, the practical context for schools and the questions leaders may need to consider.
What happened?
Ofsted boss Sir Martyn Oliver has admitted merging the behaviour and attendance judgment areas in the watchdog’s new inspections “did bother” him “tremendously”. At BETT UK in London today, an audience member asked Oliver about the joint “attendance behaviour” judgment, warning it was particularly difficult for schools in “highly deprived” areas where attendance might be lower.
Key details from the report
- Responding, Oliver stressed his “original intent” was to have behaviour and attendance as separate areas.
- Ofsted’s initial plans proposed distinct judgment areas for “attendance” and “behaviour and attitudes”.
- But Oliver said that during Ofsted’s consultation over its planned reforms “many people, many organisations” said “very clearly there were too many areas [and they’d] want to see a number of them combined”.
- “And the areas that they talked about combining were curriculum and teaching, and attendance and behaviour.
Why this matters for schools
The issue is relevant to school leaders because policy announcements, funding decisions and regulatory changes rarely operate in isolation. Their effects can reach staffing, budgets, curriculum planning, pupil support and communication with families. Leaders should distinguish confirmed requirements from proposals, check the implementation timetable and identify which decisions need action now.
For classroom and SEND teams, the practical question is how the development affects access, inclusion and day-to-day provision. Schools may wish to review existing plans, clarify responsibilities and make sure staff receive information in a form they can use. Where national details remain incomplete, recording assumptions and revisiting them as guidance changes can reduce avoidable confusion.
Questions for leaders and governing boards
- What has been formally confirmed, and what remains under consultation or development?
- Which pupils, staff or services are most likely to be affected?
- Are there financial, workforce, safeguarding or SEND implications that require early planning?
- What evidence or updated guidance should be monitored next?
- How will the school communicate any resulting change clearly to staff and families?
