I’m Graham, Director of WorkplaceHero. I’ve led training providers through Ofsted inspections, including taking provision from ‘Requires Improvement’ to ‘Outstanding’ with no areas for improvement. I’ve delivered government-funded bootcamps, apprenticeships and adult learning provision, worked with over 500 employer partners, and supported thousands of students into work. My focus is simple: clear, evidence-led insights that help providers strengthen quality and prepare confidently for inspection.
The reflections I share are based on Ofsted’s published framework and toolkit as of September 2025. As this is a new framework currently moving through pilot inspections, some expectations may shift once reports and inspection routines are confirmed. Our approach is to stay agile, share what we know, and adapt advice as the sector gains more clarity.
If one word stands out in the new Ofsted inspection handbook, it’s progress. And right behind it is attainment.
Inspectors want to see learners making substantial and sustained progress from their starting points, not just inching forward or coasting through. They also want to see learners achieving their qualifications and personal goals, not just sitting in classrooms and collecting attendance marks like Pokémon cards.
The challenge for providers is clear: how do we ensure that progress and attainment are real, consistent, and visible — for every learner, not just the easy wins?
In this blog, I’ll unpack what Ofsted mean by progress and attainment in the new framework, why it matters so much, and what providers can practically do to make sure learners move forward with purpose.
Progress is not just about learners completing units on time or scoring well in assessments. It’s about:
Gaining knowledge, skills and behaviours that are deeper and more secure.
Being able to apply learning fluently in real-world contexts.
Moving forward from starting points in ways that are substantial (i.e., more than the bare minimum) and sustained(i.e., not just a good week before the mock exam).
Attainment, on the other hand, is about reaching the standards and qualifications set out in the curriculum. Are learners achieving their intended outcomes? Do their results match the ambition of the programme?
Together, these concepts underpin whether learners are genuinely being prepared for their next steps — whether that’s work, further training, or independent living.
The new handbook couldn’t be clearer: if learners make slow progress, or if achievement rates are low or declining, expect that to weigh heavily against you. In the grading descriptors, this is one of the key differences between expected standard and needs attention.
There are a few reasons for this sharper focus:
Equity – Too often, disadvantaged learners or those with SEND make less progress than their peers. The new framework doubles down on closing these gaps.
Impact over intent – You can have the best curriculum plan in the world, but if learners don’t achieve or can’t apply what they’ve been taught, it doesn’t count for much.
Destinations – With increasing scrutiny on whether training actually leads to good jobs, further study or independence, progress and attainment have become the real currency of quality.
So yes, if you’re not following through on qualification plans or individual targets, it could absolutely weigh your inspection down.
Let’s break this down. What does substantial and sustained actually look like?
Substantial means that progress is meaningful and takes learners significantly closer to ambitious goals. It’s not just ticking off “learnt the definition” but being able to use that concept flexibly in new contexts.
Sustained means it’s consistent over time. Learners don’t just shine in the first assignment and then fade away — their learning builds, deepens, and sticks.
Think of it like fitness training:
Substantial = You’re not just walking to the fridge and back, you’re actually building stamina.
Sustained = You keep it going week after week, not just in January after buying gym gear in the sales.
The handbook sets out clear factors inspectors will weigh up when it comes to progress and attainment:
Are learners gaining the knowledge, skills and behaviours outlined in the curriculum?
Is their work consistently at the appropriate level and standard?
Do they develop English, maths and digital skills to help them succeed beyond the course?
Are achievement rates strong, sustained, and improving — not just headline results, but across groups?
Do learners progress to positive destinations that reflect their goals and career aspirations?
It’s not just about pass rates. Inspectors want the full story: how learners move from starting points, how consistently they achieve, and how well they are prepared for what comes next.
So how do you make sure progress and attainment are front and centre in your provision? Here are some practical approaches that strong providers already use — and which align perfectly with the new framework.
Progress can’t be measured if you don’t know the starting point. That means:
Diagnostic assessments that are more than tick-box literacy/numeracy tests.
Honest conversations with learners about their confidence, barriers, and aspirations.
In apprenticeships, working closely with employers to identify starting workplace competence.
If you fudge the baseline, everything after it looks rosier than it is — and inspectors will see through it.
Generic targets like “improve time management” don’t cut it. Learners need clear, relevant goals that connect to both the curriculum and their personal next steps.
For example:
A digital bootcamp student might have a target to “apply Python functions to automate data analysis tasks independently.”
A learner with SEND might have a target around building confidence in group discussions, directly linked to employability skills.
Inspectors will ask: do goals drive meaningful progress, and are they reviewed and adapted regularly?
Assessment is one of the best tools you have to check and drive progress — but only if used well.
Good practice includes:
Using low-stakes quizzes and retrieval activities to strengthen long-term memory.
Checking application, not just recall: can learners use knowledge flexibly, not just repeat it?
Giving feedback that is actionable and followed up, not just written in green pen and forgotten.
Remember, inspectors don’t want to see reams of assessment data spreadsheets. They want to know how you use data to make decisions and support learners.
Substantial and sustained progress is easier to show when you’ve built it into your systems. This doesn’t mean more paperwork. It means:
Consistent formative assessment records.
Learning journals or portfolios that clearly show progress over time.
Tutors and trainers able to explain how learners are moving forward and where they still need support.
The golden rule: if you can explain it confidently without pulling out a 40-page binder, you’re probably doing it right.
Even in non-academic courses, learners need to develop these core skills. Providers who treat them as “bolt-ons” risk being downgraded.
Practical ideas:
Embedding maths in construction (accurate measurements, costings).
Embedding English in health and social care (report writing, communication).
Embedding digital skills across all programmes (using collaborative tools, presenting professionally online).
This is where progress feels most substantial: learners leave with transferable skills that open doors.
The handbook makes it clear: inspectors will look closely at the progress of disadvantaged learners, those with SEND, those known to social care, and those with other barriers.
Ask yourself:
Do these learners make progress at least in line with their peers?
Are interventions timely, effective, and tracked for impact?
Are expectations high, or do they quietly slip through gaps?
Remember, lowering expectations isn’t inclusion — it’s exclusion by another name.
Achievement isn’t complete until learners are successfully moving on. Inspectors will look at:
How many progress to employment, further study or meaningful independence.
Whether destinations align with learners’ goals and course intent.
How providers support transition — careers guidance, employer engagement, mentoring.
Destinations are where progress and attainment meet reality. If learners aren’t getting where they want to go, the question will be: why not?
A few traps providers often fall into when it comes to progress and attainment:
Paper progress – lovely-looking spreadsheets, but little impact on actual learning.
Low expectations – setting “realistic” targets that quietly cap ambition.
Last-minute boosts – throwing interventions at learners just before exams, rather than embedding support throughout.
Ignoring groups – progress looks fine overall, but disadvantaged groups are lagging.
Confusing activity with progress – learners can be very busy without actually learning anything new.
Inspectors are trained to spot these. If you’re thinking “but it looks good on paper,” that’s usually the first warning sign.
Ensuring substantial and sustained progress is less about bolting on new systems and more about a mindset shift. The best providers ask:
How do we know learners are really learning, not just attending?
How do we help them connect knowledge, skills and behaviours over time?
How do we raise expectations for every learner, not just those who are easiest to teach?
It’s about making progress and attainment the heartbeat of the organisation, not just the data set you bring out when Ofsted calls.
Progress and attainment aren’t new priorities — but the new framework shines a bright spotlight on them. For providers, this is both a challenge and an opportunity.
The challenge: you can’t rely on “curriculum intent” statements or compliance paperwork to carry you. Inspectors will be looking for the real, lived experience of learners.
The opportunity: if you already have strong teaching, good assessment practices, and a culture of high expectations, much of this is about making impact more visible.
Substantial and sustained progress is what happens when:
Learners feel challenged and supported.
Staff know their subjects and their students.
Systems are designed to catch learners before they fall behind.
Providers keep their eyes firmly on what comes next for every learner.
So yes, the focus on progress and attainment is intense — but it’s also fair. Because at the end of the day, our work in FE and skills is judged by one question: are learners leaving us better prepared for the future than when they arrived?
If the answer is a confident yes, then you’re already on the right track.