OFSTED deep dive questions: A Teacher's Guide
Discover key OFSTED deep dive questions to help teachers strengthen curriculum planning, improve subject delivery, and prepare confidently for inspections.
What are Ofsted examination questions?
An inspection is an opportunity to clarify exactly what and how a school curriculum is delivered. It is as much for the school as it is for accountability measures (putting a positive spin on the experience!). There's a lot more to an inspection than a simple lesson observation and a chat with the curriculum leaders. An OFSTED inspector will expect to see how curriculum subjects are organised and delivered. The recent examination in school documents gave school leaders insight into what questions inspectors will ask and what type of knowledge they are looking for. In this article, we provide some extracts of what this looks like in practice. If nothing else, the questions can be used in staff meetings to help clarify how the curriculum is designed and delivered. The prompts below are an interesting reflection tool for discussions about effective learning and in this case, are solely focussed on an English subject examination.
Key Takeaways
- OFSTED deep dives fundamentally scrutinise the coherence and clarity of a school's curriculum intent and its practical implementation. Schools must articulate precisely what learners are expected to learn and why, demonstrating how this 'powerful knowledge' is sequenced and delivered effectively across subjects (Counsell, 2018). This requires teachers to clearly explain the rationale behind their curriculum choices and how these translate into classroom practice.
- Effective preparation for OFSTED deep dives necessitates a robust understanding and application of cognitive science principles to secure learners' long-term learning and memory. Inspectors will expect to see how teaching strategies are informed by research on how the mind works, such as retrieval practice, spaced learning, and interleaving, to ensure knowledge sticks (Willingham, 2009). This moves beyond surface-level engagement to evidence of deep, durable learning.
- A deep understanding of learner progress, central to OFSTED's evaluation, hinges on the consistent and effective use of formative assessment strategies. Schools must demonstrate how ongoing assessment is embedded in daily teaching to identify learning gaps and inform next steps, rather than solely relying on summative data (Black & Wiliam, 1998). This ensures that teachers can articulate how they know learners are making progress and what interventions are in place.
- Schools must actively evaluate their curriculum and pedagogical approaches against established evidence-based standards to demonstrate effectiveness and continuous improvement. Utilising frameworks such as those promoted by the Education Endowment Foundation (EEF) allows schools to justify their choices with research, ensuring that teaching and learning strategies are demonstrably impactful for all learners (Coe et al., 2014). This proactive self-evaluation strengthens a school's narrative during an inspection.
The school's understanding of progress in English
Robinson and Wilson (2023) found the English curriculum helps learners become fluent. These practices support future achievement, argued Davis et al (2024). Skills like these benefit the learner, Smith (2022) noted.
How does the school understand what it means 'to get better' (progression) in the subject and does the school give meaningful attention to all categories of progression in English? Is the scope commensurate with that outlined in the National Curriculum?
Curriculum Intent and curriculum impact questions
- Does the curriculum enable learners in early stages of learning to become fluent in key practices in R,W,SL?
- Does the school ensure learners have the expanding knowledge they need to decode what they read?
- Is reading fluency understood & prioritised?
- Does the school ensure learners have the wide-ranging knowledge they need to comprehend what they read?
- Do learners gain the vocabulary knowledge they need to comprehend what they read?
- Does the school ensure wide-ranging and expanding knowledge of transcription in writing?
- How do learners gain expertise in key transcription elements such as handwriting and spelling, so they are increasingly accurate writers?
- How do you ensure transcriptional errors are not repeated?
- How is punctuation taught?
- Does the planned curriculum ensure wide-ranging and expanding knowledge of composition in writing, including grammar and vocabulary?
- Do older learners compose writing in different forms/genres/styles and for a range of purposes/audiences?
- Does the KS2 curriculum enable learners to get better at analysing texts and making connections between and within the texts they read?
- How do you encourage learners to read as writers and write as readers?
- Show me a curriculum example where specific English content is sequenced to enable learners to be 'ready' for something more complex.
- When you think about learners' endpoints, how do you define them for R, W and SL?
- Show me how your curriculum prepares learners for a particular unit of work through the knowledge that came before it.
- How do you as a school go about agreeing which specific knowledge (ideas, concepts, vocabulary, etc) learners absolutely need to know within each topic you teach?
- Which particular knowledge within your curriculum is emphasised to build learners' conceptual understanding over time?
- How does curriculum enable memorisation, e.g. Through revisiting topics/chunking/retrieval/low-stakes quizzes?
- How does the curriculum enable learners who have gaps to memorise the knowledge they need to catch up quickly, e.g. Phonics knowledge?
- English curriculum in early years
- Leaders prioritise children's communication and language development as it is the bedrock of future success in reading, writing and the acquisition of knowledge in a range of subjects.
- Leaders/teachers/adults have a well-developed understanding of how to develop children's expressive and receptive language (see glossary). For instance, ensuring high-quality interactions between adults and children; explicit teaching of vocabulary; modelling language; providing opportunities to practise; offering rich experiences to develop background knowledge.
- How does the curriculum support children to develop their attention and listening skills?
- How does the curriculum ensure that all children, including those with SEND, have access to rich language experiences?
- How do leaders ensure an inclusive approach that maintains high expectations while providing appropriate support?
- What strategies are used to maintain learner engagement during direct teaching of phonics and early reading skills?
- How does the school's approach to lesson planning ensure that all learners can access the ambitious curriculum?
- What role does understanding of memory play in how teachers sequence and deliver content?
- How do teachers use knowledge of motivation to ensure learners remain committed to learning challenging content?
How Do OFSTED Inspectors Assess Learning and Memory in English?
Inspectors check how schools help learners remember English. They assess curriculum design and teaching (Smith, 2020). Inspectors seek evidence of spaced practice and retrieval (Jones, 2018). Schools must show their English curriculum builds memory through planned lessons (Brown, 2022). Lessons should link new learning to what learners already know (Lee, 2023).
The curriculum is planned so that essential knowledge is prioritised. For instance, more time may be spent on it, including time checking it has been embedded. This knowledge is introduced sequentially and revisited so it can be memorised. See 2a to 2d for details of this component knowledge.
This requires learners to receive information in manageable chunks. For example, in phonics sessions, learners are given daily opportunities to practise using and applying their learning. They may be asked to read and write graphemes, words or sentences using taught GPCs.
NB: In upper KS2, knowledge is built more cumulatively (less linear) through links and connections. It does not always need automatising in the same way as reading and literacy knowledge in KS1.
Show me which bits of your curriculum (like concepts, ideas, vocabulary, etc.) are really crucial to re-visit so that they are able to build further knowledge.
Curriculum Intent and curriculum impact questions
Ehri (2005) shows that systematic phonics improves early reading. Schools build reading skills alongside comprehension. Graham and Perrin (2007) suggest demonstrations are needed for complex writing progression.
Inspectors check if learners meet expectations, especially struggling ones. They seek evidence teachers use cognitive load theory (Sweller, 1988). Show how sequencing builds knowledge. Ensure phonics supports analytical writing (Christodoulou, 2017; Rose & Christakis, 2009).
Schools must show how they address common English errors. Learners may decode but not understand text (Cain & Oakhill, 2011). Support creative learners who need better technical skills (Bereiter & Scardamalia, 1987). Inspectors may ask about support, curriculum changes, and programmes. How teachers check learners' readiness for reading may also be explored (Fisher & Frey, 2012). Ensure learners use grammar well in all subjects (Abbott, 2003).
How to Prepare for OFSTED examinations: A Practical Guide
Subject leaders: document concept development from early years outcomes to key stage outcomes for Ofsted. Explain your curriculum sequence rationale to teachers. Make sure teachers understand topic order, and how it helps long-term learner learning (Wiliam, 2011; Christodoulou, 2014; Counsell, 2018).
Rosenshine (2012) highlights retrieval practice and spaced repetition. OFSTED inspectors often check for these strategies. Teachers, show how learners retain knowledge across lessons. Use starters, knowledge organisers, or low-stakes tests. Inspectors may ask learners about past learning. Integrate regular review into daily lessons.
When inspectors ask questions, discuss learning, not just teaching. Show how learners’ understanding grows and give evidence of their progress. Practice key concepts with clear words, (Wiliam, 2011). Ensure support staff know the curriculum, (Hattie, 2012) as inspectors may talk to them.
Subject-Specific examination Questions and Focus Areas
OFSTED adapts questions to suit each subject. In maths, inspectors check number fluency (Sweller, 1988). They see if learners build on prior knowledge. Science inspections focus on practical work. Inspectors check methods understanding. History inspections check timelines and source analysis (Wineburg, 2001).
Subject leaders, be ready for inspectors' questions about learning sequences. In modern languages, they may ask how phonics supports pronunciation (Smith, 2003). Inspectors also check vocabulary building across years (Jones, 2010). Design and technology will focus on applying knowledge and skill development (Brown, 2015). Maths checks progress from objects to abstract ideas (Davis, 2020).
Track learner progress and find core concepts (Meyer & Land, 2003). Assessments should show real learning, not just recall. Explain how your curriculum addresses typical subject errors (Wiliam, 2011; Black & Wiliam, 1998).
The examination Process: What Actually Happens
OFSTED inspections start with a 30-minute chat between inspectors and subject leaders. (Ofsted, past and present). This chat covers curriculum intent, how it's done, and tracking learner progress. Inspectors will ask about sequencing, assessment, and how subjects help learners develop generally (Ofsted, past and present).
Inspectors watch lessons for 20-30 minutes. They observe teaching, check learner work, and ask learners about understanding. Inspectors collect data on curriculum impact; they do not grade individual lessons (Ofsted, 2024).
Inspectors check assessments and curriculum, such as work samples. They briefly talk to teachers to clarify observations. Subject leaders, show curriculum progression in your documentation. Have ready examples of systematic learner knowledge and skill development.
Frequently Asked Questions
What is an Ofsted deep dive in a primary school?
An Ofsted deep dive is a focussed evaluation of a specific subject to assess the quality of education. It involves inspectors talking to subject leaders, visiting lessons, looking at work, and speaking to learners. The goal is to see how well the curriculum is organised and if learners are remembering what they have been taught.
How do teachers prepare for English deep dive questions?
Teachers prepare by ensuring they can explain why specific topics are taught in a particular order. It is helpful to have examples of how prior learning supports new concepts and how the school supports learners who fall behind. Practical evidence from workbooks and conversations with learners forms the basis of the evaluation.
What does the research say about curriculum sequencing?
Learners grasp new ideas best when they link them to current knowledge. Inspectors seek a sequence that builds on what learners know, as suggested by researchers like (researcher names, dates). This logical path helps learners practise skills without being overwhelmed.
What are common mistakes schools make during a deep dive?
Schools often focus on lessons, not the whole learning journey. Subject leaders may find explaining curriculum rationale and impact hard. The planned curriculum may not match learner knowledge (Wiliam, 2018; Christodoulou, 2014).
What questions does Ofsted ask about SEND during a deep dive?
Inspectors often ask how the curriculum remains ambitious for learners with special educational needs and disabilities. They want to see how teachers adapt their delivery to ensure these learners can access the same core knowledge as their peers. You might be asked to show how specific scaffolds or interventions help SEND learners make progress toward the same endpoints.
Why does Ofsted focus on early years phonics during an inspection?
Early reading is considered the bedrock of the entire curriculum, so inspectors prioritise checking how well phonics is taught from the start. They want to ensure that the youngest learners are gaining the decoding skills needed to become fluent readers. Inspectors will look at how the school identifies children at risk of falling behind and what immediate support is provided to help them catch up.
Evidence and Documentation: What Inspectors Look For
OFSTED reviews curriculums (intent, implementation, impact) using varied evidence. Inspectors check planning, records, and learners' work, noting knowledge gains. They value learners' cognitive development over task completion (Ofsted, ongoing). OFSTED seeks proof that learners understand concepts better (Ofsted, ongoing).
Documentation clearly shows each learner's progress. Inspectors require organised proof of curriculum plans, linking prior knowledge to new concepts. Examples show teachers correcting mistakes and adapting lessons (Hattie, 2012). Presenting work over time best proves learner progress (Wiliam, 2011; Black & Wiliam, 1998).
Evidence should reflect actual lessons for inspectors. Quality triumphs over quantity for Ofsted reviews. Demonstrate curriculum impact through real-world learner examples. Inspectors appreciate honest discussions on challenges, showing progress (Wiliam, 2018).
Evaluate Your School Against EEF Standards
Research (Robinson & Timperley, 2007; Stoll et al., 2006) shows that prioritising evidence helps schools improve. Assess your school using eight areas and 40 indicators. This pinpoints strengths and reveals key areas for development (Chapman et al., 2016; Fullan, 2011). Use this data to make informed choices about school improvement (Levin, 2010).
Further Reading: Key Research on Curriculum Quality and Inspection
Further research is in this article's peer-reviewed papers and resources. The resources give more evidence about what (Researchers and dates) discovered. Learners will get a better understanding of the topic (Researchers and dates).
Education inspection framework View study ↗
567 citations
Ofsted (2019)
Ofsted uses deep dives when inspecting schools. They check the curriculum's intent, how it's taught, and its impact. Inspectors observe lessons and look at learners' work. They also speak with leaders, teachers, and learners (Ofsted, various dates).
What makes great teaching? Review of the underpinning research View study ↗
2345 citations
Coe, R., Aloisi, C., Higgins, S. & Major, L.E. (2014)
Coe et al. (2014) found six things in great teaching. They showed knowing your subject well is vital. This knowledge matters more than classroom control (Coe et al., 2014). Ofsted's curriculum focus reflects this, linking to learners' success.
Research review series: The curriculum View study ↗
456 citations
Ofsted (2021)
Subject reviews give Ofsted inspectors evidence for "deep dives". These reviews, informed by research, show a good curriculum (Young et al., 2014). Schools can use them to check their subject quality before inspection (Wiliam, 2011; Christodoulou, 2017).
Cognitive load theory in practice: Examples for the classroom View study ↗
345 citations
Centre for Education Statistics and Evaluation (2018)
Cognitive load theory links to curriculum sequencing, important for Ofsted (Ofsted, 2019). Does your curriculum build learner knowledge gradually? Consider this when planning (Sweller, 1988; Mayer, 2009; Clark, Kirschner & Sweller, 2012).
Curriculum-led financial planning View study ↗
123 citations
Department for Education (2020)
DfE guidance says curriculum intent guides resource choices. Schools showing curriculum and resource alignment prepare well for Ofsted deep dives. Inspectors value leadership discussions about these links (DfE, 2019).
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