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Guidance
Principles for carrying out
early years inspection and
regulatory work without
notice
Guidance for inspectors on how to decide
when to inspect or visit without notice.
From:
Ofsted
Published
7 November 2025
Applies to England Related content
Collection
Ofsted inspections of early
years and childcare
providers
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Performance and inspection of childcare providers
Contents
Assessing risks—
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We must apply a consistent approach to carrying out
inspections and regulatory visits, particularly when
deciding whether to give a setting notice of the
inspection/regulatory visit.
This document provides guidance for inspectors when
they are considering whether an inspection or a
regulatory visit should be carried out without notice. This
decision should only be made where we believe it is the
right thing to do for children to keep them safe.
Suspension monitoring visits will always be carried out
without notice.
Assessing risks
The safety and well-being of children must be central to
the decisions we take. We should always consider
whether we are creating risk to children by announcing
the inspection/visit, for example if there is information
that suggests the possibility of a closed safeguarding
culture.
Potential risk to children must take priority over the
benefits of announcing the inspection/visit, such as
being able to build rapport with the provider and
understanding the context they are working in before the
visit.
Inspectors should consider the information we know
about the provider and reflect on whether our
observations and gathered evidence may differ if we
What to consider—
Recording the decision to inspect/visit without notice—
choose to visit without notice.
When preparing to reinspect a setting, inspectors must
risk assess the information in the usual way. They must
consider the guiding principles set out in this document.
They may then decide to re-inspect the setting
unannounced.
The type and nature of the concerns we receive, and risk
assess, vary. We consider each case individually when
deciding whether it is proportionate to inspect/visit
without notice. Inspectors should check and evaluate the
full history of a registered person and their associated
people and settings.
What to consider
When deciding whether to inspect/visit without notice, we
should consider whether:
we believe the level of risk to children is likely to
increase by announcing the inspection/visit
we believe leaders are acting with integrity based on
the current concerns received, together with the
information and history we know about the setting; for
example, we may be concerned that if the setting had
notice of the inspection/visit, some children (such as
those who are disadvantaged and/or those with
special educational needs and/or disabilities (SEND))
may be moved around or taken off site
there are patterns of concerns about similar issues or
there has been a serious incident, and we have
concerns about the setting’s ability to identify and
address these, which heightens the potential risk to
children (see section below for more on concerns)
In addition to the above, inspectors need to consider
what additional evidence they feel they can gather by
choosing to inspect/visit without notice.
Concerns
The type and nature of concerns that we receive vary,
although there are some common themes. These
include:
lack of knowledge around child protection procedures,
which places children at risk if staff fail to identify and
manage situations in which children may be at risk of
harm
management of children’s behaviour
appropriateness of children’s sleeping arrangements
high turnover of staff and/or ineffective key person
arrangements
failure to provide appropriate food to children and/or
meeting individual children’s dietary requirements
staff-to-child ratios
safety and suitability of premises
concerns about suitability of staff/household
members/assistants
Giving notice of an inspection/visit gives a provider a
short timescale to make some changes, for example to
routines, staffing arrangements, meals and activities.
However, it is unlikely that concerns, for example around
the curriculum and teaching or staff’s understanding of
child protection procedures, could be addressed in that
short window.
Recording the decision to inspect/visit
without notice
It is important to remember that inspections/visits without
notice are likely to cause anxiety for leaders, staff and
children. Inspectors need to consider how they can
mitigate this as part of their planning.
Inspectors will need to present their rationale for
inspecting/visiting without notice to their early years
senior officer for agreement. They must record this
clearly and succinctly in the appropriate box in the event-
planning form in Cygnum.
Once the decision is made, inspectors must follow the
specific guidance on inspecting without notice in the
early years operating guide for inspectors. For more
information about regulatory work please see our early
years and childcare enforcement policy.
Published 7 November 2025
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Principles for carrying out early years inspection and regulatory work without notice : Published 7 November 2025

Official Statistics
Provisional November 2025
exam entries: GCSE English
language and mathematics
Published 27 November 2025
Applies to England
The provisional figures in this release show the number of entries for GCSE English
language and mathematics for exams sat in November 2025 as submitted by
schools and colleges to exam boards by 23 October 2025.
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Secondary curriculum, key stage 3 and key stage 4 (GCSEs)
Key stage 3 and 4 exam marking, qualifications and results
Provisional November 2025 exam entries: GCSE English language and mathematics
Contents
Key headlines
Provide your feedback
November GCSE entries over time
November GCSE entries by subject
November GCSE mathematics entries by tier
GCSE entries by year group
Contextual information
The November exam series is normally for students aged 16 or over by the end of
the previous August, except in certain cases set out below. This applies before the
pandemic and from 2022 onwards. In 2021, because summer exams were
cancelled, any student entered for the summer, including younger ones, could sit the
November exams.
The November 2021 series was also open to those students the exam boards
believed had intended to enter in the summer but were unable to do so, or who
chose not to do so when exams were cancelled. Further information about
arrangements for the November 2021 series is available on the Ofqual website.
In addition to the different entry requirements, different grading policies were in
place during and in the years immediately following the pandemic, before the return
to pre-pandemic standards in summer 2023. For example, the policy for summer
2022 was for grading to be at a midpoint between summer 2021 and summer 2019.
The differences in grading policies in the summer series will have impacted on the
number of students entering for subsequent re-sits.
Key headlines
Provisional entries for GCSE: November 2025 exam
series
161,480 total GCSE
entries in English
language and mathematics
2021
2022
2023
2024
2025
0
50
100
150
200
Th
ou
sa
nd
s 
(K
)
increased by 5.8% from the previous
November series
82,900 GCSE English
language entries
2021 2022
2023
2024 2025
0
20
40
60
80
100
Th
ou
sa
nd
s 
(K
)
increased by 7.7% from the previous
November series
89,405 entries by year 12
students
2021 2022
2023
2024 2025
0
20
40
60
80
100
Th
ou
sa
nd
s 
(K
)
increased by 4.3% from the previous
November series
78,580 GCSE
Mathematics entries
2021 2022
2023
2024 2025
0
20
40
60
80
100
Th
ou
sa
nd
s 
(K
)
increased by 3.9% from the previous
November series
72,070 entries by year 13
and above students
2021
2022 2023 2024
2025
0
20
40
60
80
100
Th
ou
sa
nd
s 
(K
)
increased by 7.8% from the previous
November series
The key headlines regarding the provisional number of entries for the November
2025 series were:
total GCSE entries in November 2025 increased by 5.8%, from 152,610 in
November 2024 to 161,480 in November 2025.
GCSE English language entries in November 2025 increased by 7.7% from
77,005 in November 2024, to 82,900 in November 2025.
GCSE mathematics entries in November 2025 increased by 3.9% from 75,605 in
November 2024, to 78,580 in November 2025.
year 12 entries increased by 4.3% from 85,725 in November 2024 to 89,405 in
November 2025.
year 13 and above entries increased by 7.8% from 66,880 in November 2024 to
72,070 in November 2025.
Provide your feedback
We welcome your feedback on our publications. If you have any comments
on this statistical release, or how to improve it to meet your needs, please
complete our short survey or data.analytics@ofqual.gov.uk.
November GCSE entries over time
GCSE entries in November 2025 increased by 5.8%, from 152,610 in November
2024 to 161,480 in November 2025.
0
25
50
75
100
125
150
175
2021 2022 2023 2024 2025
Nu
m
be
r o
f e
nt
rie
s 
(th
ou
sa
nd
s)
GCSE entries from November 2021 to November 2025
GCSE entries increased in November 2025 compared with
November 2024
Table 1: GCSE entries from November 2021 to November 2025
Year Total entries Percentage change from previous year
2021 114,040 Not applicable
2022 102,405 -10.2%
2023 125,615 22.7%
2024 152,610 21.5%
2025 161,480 5.8%
Variations in entries over recent years may reflect a number of factors such as:
the alternative awarding arrangements for the summer 2021 series and changes
in eligibility criteria for entry in November 2021 series
the approach to grading in summer 2022 (when results reflected a midpoint
between summer 2021 and summer 2019)
the return to pre-pandemic standards in summer 2023
The size of the 16- and 17-year-old cohort (which represents the largest group of
students entering for these exams) has also increased by 12.1% from 2021 to 2025
- from 1,274,650 in 2021 to 1,429,122 in 2025, according to Office for National
Statistics (ONS) population projections. For additional information on how these
figures have been retrieved, see the ‘data sources’ section of the background
information accompanying this release. For more information on how population
projections are calculated, see Office for National Statistics: Population projections.
November GCSE entries by subject
GCSE English language entries in November 2025 increased by 7.7%, from 77,005
in November 2024 to 82,900 in November 2025.
GCSE mathematics entries in November 2025 increased by 3.9%, from 75,605 in
November 2024 to 78,580 in November 2025.
English language Mathematics
2021 2022 2023 2024 2025 2021 2022 2023 2024 2025
0
25
50
75
100
Nu
m
be
r o
f e
nt
rie
s 
(th
ou
sa
nd
s)
GCSE English language and mathematics entries from November 2021 
to November 2025
GCSE entries increased in English language 
and mathematics in November 2025 
compared with November 2024
Table 2: GCSE English language and mathematics entries from November
2021 to November 2025
Year Subject Total Percentage change from previous
entries year
2021 English
language
50,345 Not applicable
2022 English
language
46,900 -6.8%
2023 English
language
60,365 28.7%
2024 English
language
77,005 27.6%
2025 English
language
82,900 7.7%
2021 Mathematics 63,695 Not applicable
2022 Mathematics 55,500 -12.9%
2023 Mathematics 65,250 17.6%
2024 Mathematics 75,605 15.9%
2025 Mathematics 78,580 3.9%
November GCSE mathematics entries by
tier
GCSE mathematics is a tiered qualification with foundation and higher tiers. The tier
of entry determines the possible range of grades. Grades 5 to 1 are available on the
foundation tier. Grades 9 to 4 are available on the higher; students who narrowly
miss a grade 4 on the higher tier are awarded a grade 3. The November entries
followed a similar pattern to previous years with the majority (95.5%) of entries being
for the foundation tier.
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2021 2022 2023 2024 2025
pe
rc
en
t
Foundation Higher
GCSE mathematics entry by tier from November 2021 to November 2025
The majority of GCSE mathematics entries are for
the foundation tier
Table 3: GCSE mathematics entry by tier from November 2021 to November
2025
Exam
series
Foundation
tier entries
Higher
tier
entries
Percentage of
foundation tier
entries
Percentage of
higher tier entries
November
2021
60,910 2,785 95.6% 4.4%
November
2022
52,755 2,750 95.0% 5.0%
November
2023
61,955 3,295 94.9% 5.1%
November
2024
72,510 3,095 95.9% 4.1%
November
2025
75,045 3,535 95.5% 4.5%
GCSE entries by year group
Year 12 entries increased by 4.3% from 85,725 in November 2024 to 89,405 in
November 2025.
Year 13 and above entries increased by 7.8% from 66,880 in November 2024 to
72,070 in November 2025.
Year 11 and below entries were lower in November 2022 to November 2025
compared with November 2021. This is a result of the entry arrangements for the
November 2021 series, following the alternative assessment arrangements that
were in place in summer 2021.
0
25
50
75
100
2021 2022 2023 2024 2025
N
um
be
r o
f 
en
tri
es
 (t
ho
us
an
ds
)
Year 11 and below Year 12 Year 13 and above
GCSE entries by year group from November 2021 to November 2025
GCSE entries by students in year 12 and year 13 and above
increased in November 2025 when compared 
with November 2024
Table 4: GCSE entries by year group from November 2021 to November
2025
Year group November
2021
November
2022
November
2023
November
2024
November
2025
Year 11 and 1,380 30 25 Fewer than 5
below 5
Year 12 64,830 60,395 75,555 85,725 89,405
Year 13 and
above
47,830 41,980 50,035 66,880 72,070
Total entry 114,040 102,405 125,615 152,610 161,480
English language entries in November 2025 increased by 5.6% for students in year
12 and increased by 10.6% for students in year 13 and above, when compared with
November 2024.
Mathematics entries in November 2025 increased by 2.9% for students in year 12
and increased by 5.2% for students in year 13 and above, when compared with
November 2024.
Table 5: GCSE English language and mathematics entries by year group in
November 2024 and November 2025
Subject Year group November 2024 November 2025
English language Year 11 and below Fewer than 5 Fewer than 5
English language Year 12 45,220 47,735
English language Year 13 and above 31,785 35,165
Mathematics Year 11 and below Fewer than 5 Fewer than 5
Mathematics Year 12 40,505 41,670
Mathematics Year 13 and above 35,095 36,905
Contextual information
In England, GCSE English language and mathematics exams are routinely available
in November. Since 2017, entry to the November series has been limited to
students who were aged 16 or above on 31 August of the year of the November
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series. Note that entries from students younger than 16 are allowed for disabled
students as a reasonable adjustment under certain circumstances. In 2021, any
students, including younger students, who were entered in the summer and wished
to do so could sit the November exams. The 2021 series was also open to students
the exam boards believed had intended to enter in the summer but were unable to
do so.
The figures for entries can change daily until the exam date. We collect provisional
data at the point when it is reasonably complete, although final entry numbers may
be slightly different. The figures presented here are the provisional figures as
submitted by schools and colleges to exam boards by 23 October 2025.
To ensure confidentiality, the entry data in this report has been rounded in line with
Ofqual’s rounding policy.
Further information is available in the detailed background information and data
tables accompanying this release.
Head of profession: Ben Cuff
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Provisional November 2025 exam entries : GCSE English language and mathematics

School and college voice : June 2025

Guidance
Early career teacher
entitlement
Published 22 April 2025
Applies to England
Background
Early career teacher entitlement (ECTE) is a 2-year programme that supports early
career teachers (ECTs) when they start their teaching career. It’s designed to: 
develop their professional skills 
provide them with the knowledge and skills to meet the  teachers’ standards 
 It includes: 
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Teacher training and professional development Early career teacher entitlement
Department 
for Education
Contents
Background
ECTE is funded to cover time away from the classroom
ECTE partners
ECTE training programme
Mentor support
Review and assessment
a training programme for ECTs 
mentor support for ECTs 
a training programme for new mentors (if the school uses a Department for
Education (DfE) funded lead provider) 
time off timetable for ECTs and mentors 
regular progress reviews and 2 formal assessments for ECTs against the
teachers’ standards 
The term ‘early career teacher entitlement (ECTE)’ replaces ‘ECF-based
training and induction’ from September 2025.
ECTE is funded to cover time away from
the classroom
Guidance for funding and eligibility for ECF-based training details the DfE funding
schools receive to cover time off for ECTE activities. 
‘Time off timetable’ is the term used for ECTs and mentors who should be given
time away from their teaching timetable to allow for ECTE activities. 
ECTE partners 
Your school must appoint an appropriate body, even if you choose the school-led
training option. Appropriate bodies are responsible for assuring the quality of the
statutory induction of ECTs.
If your school uses a provider-led approach, you’ll also need to partner with a: 
lead provider 
delivery partner 
For provider-led training, the lead provider provides the online learning platform used
for training ECTs and mentors. The delivery partner delivers training events. 
These roles are sometimes undertaken by the same organisation. For example, an
appropriate body might be the same organisation as the delivery partner.
ECTE training programme 
The ECTE training programme can be either: 
delivered by an approved training provider (we call this ‘provider-led’) 
developed and delivered by your own school (we call this ‘school-led’) 
Regardless of the option your school takes, the training must be based on the initial
teaching training and early career framework (ITTECF).
If your school has chosen provider-led training, new mentors will receive mentor
training to help them in their role as a mentor. 
The training programme supports ECTs to meet the
teachers’ standards 
The training programme will help ECTs to: 
set high expectations 
promote good progress 
show good subject and curriculum knowledge 
plan and teach well-structured lessons 
adapt their teaching to support the needs of all pupils 
make accurate and productive use of assessment 
manage behaviour 
fulfil wider professional responsibilities 
The training programme is separate from progress reviews and assessments. 
ECTs’ assessments are only made against the teachers’ standards. They must not
be assessed against the knowledge, skills and working habits described in the 
ITTECF.
ECTs can use documentation from their training programme to help prove they’ve
met the teachers’ standards. They cannot fail any part of the training programme. 
The training programme must be based on the
ITTECF
The training programme must be based on the ITTECF and fully cover all aspects of
that framework. This applies both to provider-led and school-led training
programmes. 
The framework is based on the best available evidence. It covers the knowledge,
skills and behaviours that support the ECT to meet the teachers’ standards. 
Mentor support 
Each ECT will have a mentor assigned to support them during their first 2 years.
Mentor support covers the ECT’s training programme and the wider aspects of their
development as a new teacher. 
Find out more about the mentor role and responsibilities. 
Review and assessment 
ECTs need to have progress reviews and formal assessments against the teachers’
standards during ECTE. Your school should arrange and scheduled these, and
share with your appropriate body.
Find out more about reviews and assessments in section 2 of induction for early
career teachers.
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