1.2c. What pressures or incentives (for example accountability measures, performance data or resource constraints) influence schools’ decisions to use off-rolling, part-time timetables, or isolation units? How do these drivers vary by context?
Background
Persistent challenges, including poor attendance, non-school-based education experiences and parental engagement, continue to widen gaps in learning and long‑term opportunities for children and learners. These gaps particularly affect vulnerable groups. Ofsted’s research interest in this area is to understand the drivers behind these patterns, assess the effectiveness of interventions, and identify strategies that strengthen inclusion and continuity of education for all learners.
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