Ofsted Round-Up: Achieve, Belong and Thrive - What Ofsted Expects FE & Skills Providers to Evidence

Introduction

As inspection expectations continue to evolve, a clear narrative is emerging across inspection methodology - learners should be able to achieve, belong and thrive.

While these words are not presented as a formal judgement, they are reflected in how inspectors evaluate inclusion, leadership, safeguarding, participation, curriculum and achievement across FE & Skills provision.

This blog explores what the principle of achieve, belong and thrive means in practice for FE & Skills providers, what Ofsted is looking for under the toolkit, and how providers can confidently evidence this through everyday systems and behaviours.

What “Achieve, Belong and Thrive” Means for FE & Skills

Achieve, belong and thrive serves as an overarching principle to guide inspectors to evaluate a provider’s effectiveness in supporting all learners, in particular the most disadvantaged or vulnerable. Inspectors will use this principle to consider and determine the extent to which learners:

Achieve

This means looking at a learner’s overall development, and if they make good progress from their starting points - both academically and personally, do they complete programmes successfully, and gain the knowledge, skills and behaviours needed for their next steps. Do providers identify and remove barriers early and consistently so that they can achieve as well as their peers.

Belong

Do learners feel that they belong to, and are valued as part of the provider community regardless of background or circumstance. Do learners feel safe and respected, and is the culture inclusive. Do they feel they have a voice and can make a positive contribution - essential for good attendance and overall wellbeing.

Thrive

This means that learners benefit from the right systems, processes and levels of oversight, so that they are kept safe and are able to flourish, and fulfil their potential, whatever their background or individual needs. They develop confidence, independence, resilience and aspiration, enabling them to progress into employment, further learning or wider life opportunities.

How Ofsted Evaluates Achieve, Belong and Thrive

Inspectors will evaluate these outcomes across multiple areas, rather than in isolation. They demonstrate a shift towards a more holistic and “learner first” approach where inclusion and learner experience are at the heart of inspection.

Achieve: Progress, Achievement and Readiness

Inspectors will consider whether:

• learners build knowledge logically and securely over time
• learners acquire the qualifications, skills and knowledge they need for success
• learners are prepared for next steps (employment, further study, progression)

Achievement is always considered in context, including:

• starting points
• learner groups
• programme intent

Providers should be able to show:

• clear starting-point assessment and baseline information
• progress tracking that demonstrates learning over time
• achievement data analysed by learner group

Inspectors use conversations with staff and learners to understand how progress happens. Staff should be able to explain why outcomes look the way they do and what leaders are doing where gaps exist.

Belong: Inclusion, Safeguarding and Participation

Inspectors will evaluate whether learners:

• feel safe, included and valued
• can access learning equitably
• are supported effectively when barriers arise

Providers should be able to demonstrate:

• how learners with barriers are identified early
• how attendance and wellbeing concerns trigger support
• reasonable adjustments and tailored interventions
• inclusion data (attendance, retention, achievement) by group
• learner voice, particularly from disadvantaged cohorts

Inspectors will test whether inclusion is lived in practice, not just described in policy. The toolkit makes clear that inclusion is not limited to SEND. Inspectors consider disadvantage, vulnerability, attendance, mental health, caring responsibilities and prior disengagement.

Thrive: Personal Development, Confidence and Progression

Thriving learners:

• grow in confidence and self-belief
• understand their next steps and career pathways
• develop behaviours and attitudes needed for work and life

Inspectors evaluate how providers support:

• personal development
• careers education and guidance
• employability and independence

Providers should be able to demonstrate:

• coherent careers education embedded across programmes
• employer engagement that broadens aspiration
• personal development activities linked to learner needs
• learner feedback demonstrating increased confidence and clarity
• progression data showing sustained destinations

Thriving is measured not by intent, but by impact, showing how learners flourish when given the right support to do so.

Showcasing Achieve, Belong and Thrive

Under the new inspection model, showcasing is not about producing additional documentation. Inspectors will use:

• everyday data and dashboards
• quality discussions
• professional conversations
• joint activity with staff, for example learning walks

Ways that providers can showcase this includes:

• curriculum leaders and delivery teams being able to explain learner impact clearly
• inclusion clearly incorporated into curriculum design
• inclusion and achievement data that showcases impact
• learners being able to articulate their experiences confidently
• attendance, behavioural and wellbeing issues managed supportively
• learners’ development of personal, social and employability skills linked to need
• governance discussions that reflect challenge and improvement

If the principle of achieve, belong and thrive is happening in practice, inspectors should be able to see and hear it holistically throughout the learner experience.

Final Thoughts

The Ofsted Toolkit signals a clear expectation - providers must be able to demonstrate that learners achieve meaningful outcomes, belong within inclusive environments, and thrive as confident, capable individuals.

Inspection success depends on alignment between curriculum, inclusion, leadership, data and lived experience.

For FE & Skills providers, achieve, belong and thrive is no longer a slogan. It is the standard against which provision is increasingly judged.

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