Corporate report

Equality objectives 2025 to 2028  

Updated 1 May 2025

Applies to England

Equality objectives for 2025 to 2028  

Ofqual’s approach to regulating qualifications has fairness for students and apprentices at its core. In all our work we consider how Ofqual’s regulation will affect students taking regulated qualifications, including those who have particular protected characteristics and those who come from disadvantaged backgrounds. Strengthening our workforce through diversity of all types is also central to our culture. 

The Ofqual strategy 2025 to 2028 sets out our strategic objectives for that period and how they contribute both to securing fairness for students and apprentices and continuing to strengthen Ofqual as a diverse and inclusive organisation. 

Two goals in our strategy in particular set out our commitments for the next 3 years. These goals are our equalities objectives for that period, in response to the public sector equality duty (PSED), which Ofqual is required to meet.   

Equalities and fairness in assessment runs through much of Ofqual’s work so these objectives do not attempt to capture all that we do in this area, rather they set our priority areas of work.  

1. Steward: Fair – improve the actual and perceived accessibility and fairness of regulated qualifications  

A core part of Ofqual’s stewardship of the qualifications system is achieved by embedding equality in our regulatory approach. We set rules (General Conditions of Recognition) that all regulated awarding organisations must follow and statutory guidance for these rules that they must consider. Ofqual requires awarding organisations to make sure that their qualifications are fit for purpose and appropriately accessible, to minimise bias. We have published guidance for designing and developing accessible assessments, which follows the principles of universal test design, supports awarding organisations to meet those rules and makes sure that exams and assessments used in regulated qualifications are as accessible as possible. This guidance is supported by SEND representative organisations. 

We publish equality impact assessments for all public consultations when we make decisions to change our rules. Equality impact reviews are embedded in our internal governance as part of our policy work.  

We also carry out targeted work in support of our equalities duties. Our innovate objective makes clear that we expect a period of evolution in qualifications and assessments. Where this evolution takes place, we regulate to make sure qualifications and assessments remain fair for all those that use and rely on them.  We also keep all our regulations under close review to ensure that this approach remains fit for purpose.  

By providing transparent statistics and analysis about the qualifications system we enable qualifications to highlight issues of equity and fairness in education. We do this so that the wider system can respond to the issues and, where findings have implications for our regulation, we will also respond. 

In this period we will: 

• publish research on use of 25% extra time in exams as a reasonable adjustment 

• publish annual official statistics on access arrangements for GCSEs, AS and A levels and equalities analyses for GCSEs, A levels and a subset of vocational and technical qualifications  

• continue to evaluate the impact of our guidance on designing and developing accessible assessments 

• continue to engage with stakeholders on approaches to assessment that promote accessibility for students, including as we finalise the expectations for the new GCSE in British Sign Language 

• continue to improve our understanding of the use of reasonable adjustments in vocational and technical qualifications 

• publish research on the potential impact of on-screen assessment on students, considering a range of different demographics, including those with special educational needs and disabilities (SEND) 

2. Develop: Inspire – maintain a diverse, collaborative, inclusive culture where everyone can apply their expertise, bring clarity and solve problems 

Ofqual’s equality objectives are not just about the way we regulate – our role as an employer is just as important. Our goal to develop a maintain a diverse, collaborative, inclusive culture where everyone can apply their expertise, bring clarity and solve problems shows our commitment to equality, diversity and inclusion. This is about making sure Ofqual has the skills and diversity in our workforce to help us regulate effectively for all students and apprentices, whatever their background, community or protected characteristics. 

Ofqual will set out plans to deliver this commitment in our People Strategy. 

Public Sector Equalities Duty 

These equalities objectives set out how we intend to meet the public sector equality duty (PSED) and our relevant duty under the Apprenticeship, Skills, Children and Learning Act 2009. 

 As a public body, under the Equality Act 2010 we are required to meet the PSED. This means Ofqual must give due regard to the need to eliminate discrimination, advance equality of opportunity and foster good relations between those who share a relevant protected characteristic and those who do not.  

Ofqual is required under The Equality Act 2010 (Specific Duties and Public Authorities) Regulations 2017 (SI 2017/353) to publish one or more equality objectives at least every 4 years and to publish annually a report explaining how we meet the PSED.  

Ofqual also has a duty under the Apprenticeships, Skills, Children and Learning Act 2009 (the ASCL Act) to have regard to the reasonable requirements of students and apprentices who take regulated qualifications and National Assessments, including those with special educational needs and disabilities (SEND). Ofqual must consider its equality duties alongside its other statutory objectives, including to maintain qualification and assessment standards.