A new report published by Ofsted has highlighted gaps in how vulnerability is defined and measured within education systems and children's social care. The report is supported by a rapid evidence review that found children may be experiencing ‘hidden’ vulnerabilities not recognised by service providers.
Following the Big Listen survey, Ofsted commissioned Research in Practice at the National Children’s Bureau on how Ofsted might consider vulnerability in the context of its inspection and regulation work.
Research in Practice undertook an evidence review to explore key messages from policy and research before holding two phases of stakeholder focus groups. Over 400 participants took part, including professionals from all the sectors Ofsted inspects, young people, parents and carers, and Ofsted staff.
Understanding vulnerability and disadvantage
There are differences in how vulnerability and disadvantage is understood across education and children’s social care. Current approaches tend to ‘focus on narrow definitions of disadvantage and vulnerability’ and so can overlook factors that could disadvantage children, meaning that children may not receive the support they need.
The Ofsted report explores how vulnerability might be defined, understood and applied across sectors.
‘Hidden’ vulnerabilities
Key findings from the evidence review have shown that many vulnerabilities are ‘hidden’ and may not be recognised by service providers. Examples include children of parents in prison, children of parents with learning difficulties, those with precarious immigration status, children with gender-related distress, children who are carers, and many others.
Research shows that while there are policy measures designed to address some forms of disadvantage, these do not necessarily reflect vulnerability in its broadest sense. Consideration should be given to multiple intersecting factors that contribute to a child’s vulnerability, as well as individual data points currently used, such as socioeconomic deprivation and special educational needs or disabilities (SEND).
Supporting intersectional vulnerabilities
Vulnerabilities often overlap with issues like bullying, mental health struggles, homelessness, and family difficulties. This intersectionality highlights the need for a more comprehensive approach to understanding and supporting children, and how multiple factors interact and compound each other.
The research also found that vulnerability is sometimes viewed as stigmatising. The term can be experienced as labelling or disempowering. However, simply replacing the term with another is unlikely to be helpful, as a different term could soon come to have similarly negative connotations. Clarifying the term is not about individual deficits is arguably more useful. Participants in this project also highlighted the importance of critical structural factors that contribute to vulnerability, such as discrimination.
The findings of the rapid evidence review acknowledge that socioeconomic disadvantage and SEND are important aspects of vulnerability but suggests that policy makers and practitioners need to look beyond traditional frameworks and adopt a broader, nuanced view.
The rapid evidence review concluded that further research is needed to create a unified conceptualisation of vulnerability that can be applied across various age groups and services.
Dez Holmes, Director of Research in Practice said:
We are hugely grateful to over 500 colleagues across the country for contributing to this fascinating project. The rich expertise of early years, education, further education and social care professionals has been invaluable in helping us at Research in Practice to think through what vulnerability means for children, young people and families.
We appreciate the opportunity Ofsted provided. It is rewarding to do work that is explicitly conceptual, whilst potentially being able to influence practice and policy.
The work colleagues do across the education and social care sector is as vital as it is complex. Vulnerabilities are varied and affect everyone in different ways. We are delighted to have been able to support critical thinking and reflection.
Sir Martyn Oliver, His Majesty’s Chief Inspector (HMCI) said:
I am grateful to Research in Practice at the National Children’s Bureau for carrying out this research for us. It provides useful insight as we continue to develop our work related to vulnerability in children and learners.
I am committed to putting disadvantaged and vulnerable children at the heart of everything we do.
From trait to state: how Ofsted might consider conceptualising vulnerability for inspection and regulation (2025)
Findings from research on conceptualising vulnerability commissioned by Ofsted and carried out by Research in Practice at the National Children's Bureau.
'From trait to state': how Ofsted might consider conceptualising vulnerability for inspection and regulation
Delivering research for the Conceptualising vulnerability for inspection and regulation project for Ofsted. Following the Big Listen survey, Ofsted commissioned Research in Practice at the National Children’s Bureau on how Ofsted might consider vulnerability in the context of its inspection and regulation work.