Ofsted Deep Dives

How Do You Prepare Your School for Ofsted examinations?

Schools should focus on helping subject leaders to align curriculum content with both school vision and national standards through collaborative planning. Regular lesson observations and constructive feedback sessions help teachers refine their pedagogical approaches to ensure alignment with the national curriculum. Staff meetings provide opportunities for subject leads to share expertise and collaborate on best practices for curriculum development.

As school leaders embark on the journey of preparing for Ofsted examinations, adopt key strategies that ensure success and demonstrate a thorough understanding of the national curriculum. This process begins with helping subject leaders, who play a pivotal role in aligning curriculum content with both the school's vision and the requirements set forth by national standards.

By developing a culture of collaboration and open communication, subject leaders can effectively coordinate with their colleagues to develop a cohesive curriculum that promotes effective learningacross all subjects.

One crucial aspect of preparing for Ofsted examinations is to focus on lesson observation, which serves as a window into the instructional practices and learning experiences within the classroom. By engaging in regular, constructive feedback sessions, teachers can refine their pedagogical approaches, ensuring that lessons are not only aligned with the national curriculum but also creates an engaging and supportive learning environment.

Staff meetings provide an excellent opportunity for subject leads to share their expertise, discuss challenges, and collaborate on best practices. Encouraging an ongoing dialogue about teaching strategies and curriculum development enables staff members to stay informed and adapt their methods to better support student learning.

In a secondary school context, consider the unique needs of adolescent learners and tailor the curriculum accordingly, ensuring that the content is both challenging and relevant to students' interests and future aspirations. By anticipating potential deep-dive questions and engaging in self-reflection, schools can proactively address areas for improvement and demonstrate a commitment to continuous growth.

A successful Ofsted examination preparation relies on effective collaboration among subject leaders, a strong focus on lesson observation, and a well-rounded understanding of the national curriculum. By tapping into resources such as research-based strategiesand Ofsted's inspection framework, educators can confidently navigate the inspection process and showcase their dedication to developing high-quality learning experiences.

‍

What are Ofsted examinations?

This week (3rd October 2022), the inspection guidance materials from OFSTED were leaked. Originally designed as training materials, the inspection criteria for each subject is quite detailed and this has been summarised into crib sheets for the inspectors. Many school leaders are wondering why they are not given access to a version of this to help them better understand the process in the first place. The documents make interesting reading but shouldn't become the 'way' to run a school. These 'secret sheets' starting with English are summarised below and are intended to be used as a tool to help us think about our curriculum more effectively.

The points below will help your curriculum team think about the quality of education you deliver. If nothing else, it will provide an interesting framework for internal decisions about developing an ambitious curriculum that meets the needs of your current pupils. Explanations of both the primary and secondary education inspection framework are outlined below. It's refreshing to see an inspection methodology from a different perspective; whether you are due a 'visit' or not, these extracts will provide your leadership team with some food for thought.

‍

What Should Primary English Curriculum Content Include for Ofsted?

Primary English curriculum content must demonstrate clear progression in reading, writing, speaking and listening skills aligned to national curriculum requirements. The content should show ambitious learning goals with well-sequenced lessons that build knowledge systematically. Evidence of how pupils develop fluency, comprehension and vocabulary across different text types is essential for inspection readiness.

A high-quality primary education provides younger-aged pupils with the knowledge and skills they need for later success. The curriculum enables older KS2 pupils to start to gain expertise in aspects of English language and literature

Contents and implications for primary school inspectors

• This document has been created to support inspectors undertaking a examination in English.
• It provides a high-level summary of stage two training and wider guidance.
• The six focus areas provide a structure to explain subject-level outcomes as identified by inspection activities.
• School leaders may not be able and should not be expected to articulate their intent as it is outlined in this aide-memoire or to provide documents, which neatly provide the evidence for the focus areas.

‍

How Should Schools Structure Their English Curriculum Subject for examinations?

Schools should structure their English curriculum with clear intent that outlines what pupils will learn and why, supported by detailed implementation plans. The curriculum must show logical sequencing that builds knowledge progressively from early years through to key stage outcomes. Regular assessment points should demonstrate how the curriculum's impact is measured and monitored.

Scope

• Does the English curriculum enable novice learners to embed skills & knowledge in reading, writing and spoken language so that they can transition to experts?
• Does the curriculum priorities fluency in reading, writing and spoken language practices so
• Pupils’ working are freed for more complex application?
• Do pupils in the early stages of learning gain the foundational knowledge they need for future success?

Reading

• Is fluency in reading understood and prioritised?
• Does the curriculum provide the knowledge pupils need to access rich texts (background/ content knowledge/ carefully chosen literary knowledge/ knowledge of meta-cognitive approaches)?
• Is enough emphasis placed on gaining strong vocabulary knowledge?
• Do pupils read a wide enough range of texts (novels, plays, poetry)?

Writing

• Does the curriculum enable pupils to become fluent in key transcriptional components and grammar so they become increasingly accurate writers?
• Do older pupils compose writing in different forms/genres/ styles and for a range of purposes/audiences? Is there enough emphasis on narrative?
• Are meaningful connections made between reading and writing? Are models for writing rich and varied?

Spoken language

• Is sufficient focus placed on the underpinning spoken language knowledge required for later expertise in reading, writing and spoken language?
• Do plans break down the Y1 to 6 spoken language goals into smaller building blocks?
• Does the spoken language curriculum planning focus enough on vocabulary and grammatical component knowledge?

Components & sequencing

• Are decisions about what knowledge is best sequenced cumulatively and what is best sequenced hierarchically carefully considered?
• Does the curriculum build readiness for ambitious content, including complex texts, compositions and concepts?
• How effective are links between reading, writing and spoken language? Are such links planned coherently?

Memory

• What content is identified for memorisation and why?
• How does curriculum structure support memorisation, e.g. Through revisiting topics/chunking/ retrieval?
• How do pupils who struggle with processing memorise the components necessary for complex actions, like writing and reading? Is extra practice prioritised?

Disciplinary rigour

• Do pupils achieve high levels of automaticity in aspects of reading, writing and spoken language so their working memory is sufficient to: answer disciplinary questions, undertake key practices, make connections independently?
• Do teachers of younger pupils use their disciplinary knowledge behind the scenes, e.g. In their questioning?

Early years

• Is communication and language given sufficient priority as the bedrock of future success in reading and writing and the means to acquire knowledge in a range of subjects?
• Are there high-quality interactions between adults and children with explicit teaching of vocabulary/ language structures as well as extension of language through discussion?
• Is story-time an important part of the curriculum? Are children immersed in a range of stories, poems, rhymes and nonfiction which develops their vocabulary & language comprehension and love of reading?

‍



‍

What Teaching Methods Work Best for English Curriculum Pedagogy?

Effective English pedagogy combines explicit teaching of skills with opportunities for independent application and practice. Teachers should use evidence-based approaches such as guided reading, shared writing and systematic phonics instruction. Regular modelling followed by scaffolded practice helps pupils develop confidence and competence in all areas of English.

• Does teaching ensure pupils learn subject-specific components, e.g. Through explicit explanations, guided practice and worked examples?
• What use is made of models and modelling? Do pupils have enough underpinning knowledge to learn from them?
• Is phonics taught daily and directly from the start of Reception? Do approaches include the reversible principle of the phonics code (decoding to read and encoding to spell?)

‍

How Do You Assess Whether Your Curriculum Intent Is Working?

Schools assess curriculum intent effectiveness by evaluating whether pupils achieve the intended learning outcomes through regular formative and summative assessments. Teachers should gather evidence of pupil progress against curriculum goals through work scrutiny, lesson observations and pupil conversations. Data analysis helps identify gaps between curriculum intentions and actual pupil achievement.

• Does curriculum drive assessment or is it the other way round?
• Are gaps and misconceptions, including in phonics, identified? Are end-of-key stage assessment frameworks used appropriately? How are assessments moderated?

‍

How Do You Create a Positive Culture Around Your Intended Curriculum?

Schools create positive curriculum culture by ensuring all staff understand and embrace the curriculum vision through regular training and collaborative planning. Leadership should promote high expectations for all pupils while supporting teachers with resources and professional development. Open communication and shared responsibility for curriculum success builds a cohesive approach across all subjects.

• How much enthusiasm and interest does the school generate in literary/dramatic arts, including pupils’ own creative writing?
• How much emphasis does the school place on teachers’/adults’ language? Are expectations high enough in relation to vocabulary choices/standard English?
• Do pupils who have gained the habit of reading have free choice or are they nudged into making better choices?

‍

What Systems Support Effective Curriculum Leadership in Schools?

Effective curriculum leadership requires clear systems for monitoring, evaluation and quality assurance across all subjects. Leaders should establish regular review cycles that include lesson observations, work scrutiny and data analysis to track curriculum effectiveness. Strong communication systems ensure subject leaders can collaborate effectively and share best practices throughout the school.

• If there are mixed-age classes, is consideration given to ensuring that younger pupils in the class do not repeat learning and/or can access learning?
• Do teachers access subject-specific training and guidance, including about subject-specific pedagogies? Do all teaching staff know about the teaching of phonics and do staff that teach phonics have enough expertise in it?
• Do links with secondary partner schools focus on English?
• How do they support effective transition?

‍

What Policies Should Curriculum Leaders Have in Place for Ofsted?

Curriculum leaders need comprehensive policies that outline curriculum intent, implementation strategies and impact measures for each subject area. Policies should clearly define roles and responsibilities for curriculum development, assessment procedures and quality assurance processes. Regular policy reviews ensure alignment with current educational requirements and school improvement priorities.

• How is the English curriculum overseen/ influenced and conceived of by teachers/leaders/governors?
• What is driving curriculum development?
• Do leaders of different aspects of English work with each other/phase leaders/other subject leaders on curriculum review and development?

‍

What Should Secondary English Curriculum Content Include for examinations?

Secondary English curriculum content must demonstrate progression in literary analysis, creative writing and language skills across key stages 3 and 4. The curriculum should include diverse texts that challenge pupils while building cultural capitaland critical thinking skills. Clear links between curriculum content and qualification requirements help pupils achieve their potential in formal assessments.

A high-quality education in English combines language and literature, enabling pupils to read as writers and write as readers. No opportunity lost for celebrating the joys of reading literature and finding out about how language works.

Literary studies:

• In KS3, are pupils studying a wide enough range of literature (genre/form/heritage/world lit etc? Or do they only read GCSE texts (current and past)?
• Do pupils have the background knowledge they need to comprehend literary texts?
• Does the curriculum ensure pupils deepen their knowledge of literary concepts and how grammar shapes meaning?

Linguistics:

• Is the importance of standard English explained and understood. Including its origins?
• Do pupils learn about etymology and the history of the language?
• How are connections made between linguistic knowledge and other domains?
• Do pupils learn about the differences between written and spoken language?

Composition:

• What thought is given to texts used as models for pupils’ own compositions? Are they rich?
• Is writing seen purely in terms of composites or are components embedded, e.g. Handwriting, spelling & grammar?
• Do pupils develop the knowledge needed to evaluate and edit their own writing/their peers’?
• Do pupils acquire syntactical knowledge, so their sentences clearly transmit complex meanings?

Rhetoric:

• Are plans clear about the components of effective written and spoken rhetoric and how pupils will embed them?
• Do pupils deepen and apply knowledge of rhetoric confidently in oral and written compositions?
• Do they get to read great speeches and learn how language can be utilised?

Reading:

• Is expertise within the department used to develop reading for pleasure across the school?
• Do practices ensure that pupils’ reading habits evolve? Is enough focus placed on quality as well as quantity?
• Are barriers to reading properly understood and effectively tackled, including gaps in phonics?

Components & sequencing:

• Is hierarchical sequencing employed appropriately? Can the leader explain the rationale for it?
• How has the need to move pupils from being novices to experts influenced the way content is organised & sequenced?
• Are threshold concepts sequenced so that pupils are made ready for more complex ideas? How effectively are large, complex topics broken down?

Sixth Form:

• Do teachers have wide ranging and deep subject knowledge which they use to guide students in reading around the topic (inc. Other literary texts and seminal works of criticism)?
• Are exploratory approaches mediated through discussion and discursive written modes? Are these in the vein of academic literary criticism?
• Are aesthetic/experiential aspects explored alongside cultural theory/liberal humanist readings?

Memory:

• How is content for memorisation decided?
• Is memorisation tokenistic/ overly focused on facts that have no relation to disciplinary traditions/concepts?
• What approaches are used to ensure key grammatical/ transcription components are memorised as well as tier 2 and 3 vocabulary?
• Is thought given to which disciplinary processes need to be automaticised and how to achieve this?

Disciplinary rigour:

• Does the curriculum enable pupils to acquire critical practices, e.g. Debate different readings? Is scholastic thinking and writing modelled and practised?
• Can pupils apply their knowledge to make interesting connections between domains?
• How are over-arching disciplinary ideas introduced and deepened?

‍



‍

What Teaching Strategies Work Best in Secondary English Classrooms?

Secondary English pedagogy should combine whole-class teaching with differentiated activities that meet individual pupil needs and abilities. Teachers should use discussion, debate and collaborative learning to develop pupils' analytical and communication skills. Regular retrieval practice and spaced learning help pupils retain knowledge and make connections across different texts and topics.

• Do teachers have strong subject knowledge and pedagogical subject knowledge?
• What is the rationale for the activities chosen in lessons (fitness for purpose)?
• Are pedagogies generic or subject-specific? What is the warrant for subject-based pedagogies?
• How are key disciplinary modes, such as discussion/ debate used?

‍

How Do You Make Assessment Decisions About Curriculum Content?

Assessment decisions should be based on clear success criteria that align with curriculum intentions and national standards. Teachers need to use a range of assessment methods including formative feedback, summative tests and practical demonstrations to gauge pupil understanding. Regular analysis of assessment data helps inform future curriculum planning and identify areas for improvement.

• Do formative assessment practices identify if pupils have learned key components, and whether the curri culum has defined them well enough?
• It is problematic to use end-of-key stage GCSE mark schemes to track progress.

‍

How Do You Set High Culture and Curriculum Expectations?

Schools set high expectations by clearly communicating ambitious goals for all pupils regardless of their starting points or backgrounds. Leaders should model high standards through consistent application of policies and celebration of academic achievement. Regular monitoring ensures expectations are maintained across all subjects and year groups.

• Does the school view access to great written and spoken texts, such as famous speeches, as a matter of social justice?
• Does the school celebrate the aesthetic, experiential, emotional and knowledge-giving aspects of reading?
• Does the school support teachers' own reading (and where appropriate writing)?

‍

What Are the Key Curriculum Leadership Responsibilities in Schools?

Curriculum leaders are responsible for ensuring their subject meets national requirements while reflecting the school's vision and values. They must monitor teaching quality, assess pupil progress and provide support and challenge to colleagues in their subject area. Regular reporting to senior leadership helps track curriculum effectiveness and identify development needs.

• Is the school aware of subject-wide strengths and areas for development?
• Do departmental weaknesses have whole-school solutions or are there mechanisms for a more subject-specific responses?
• How do you go about developing curriculum plans?
• How well are staff supported in developing their own subject knowledge and subject pedagogical knowledge?

‍

How Should School Policy Support the English Curriculum?

English curriculum policy should outline clear expectations for reading, writing, speaking and listening across all year groups. The policy must detail assessment procedures, intervention strategies and enrichment opportunities that support pupil achievement. Regular policy reviews ensure alignment with current national requirements and school improvement priorities.

• How is the English curriculum overseen/ influenced and perceived by senior leaders/MAT leaders/ those in governance?
• Are the different aspects of the subject appreciated alongside its inherent value?
• How do whole-school structures like grouping/tracking/transition arrangements etc play out in English?

‍

What Key Terms Should Schools Know from the Education Inspection Framework?

Schools should understand key EIF terms including curriculum intent, implementation and impactwhich form the basis of examination conversations. Other important terms include cultural capital, substantive and disciplinary knowledge, and curriculum coherence. Familiarity with inspection terminology helps staff communicate effectively with inspectors during examination discussions.

Automaticity: Ability to recall and deploy (facts, concepts, and methods) with accuracy and speed and without using conscious memory; frees the working memory for higher-order processes that require holding a line of thought. Some transcriptional practices need to be automaticised such as handwriting, capitals and full stops.

Components: The building blocks of knowledge or sub-skills that a pupil needs to understand, store and recall from long-term memory in order to be successful in a complex task. See Automaticity.

Composites: The more complex knowledge which can be acquired or more complex tasks which can be undertaken when prior knowledge components are secure in a pupil’s memory.

Cumulative dysfluency: Educational failure caused when pupils do not have enough opportunities to recall knowledge to gain automaticity with the use of that knowledge. Over time this may cause many gaps in pupils’ knowledge which prevent or limit pupils’ acquisition of more complex knowledge.

Cumulative subjects: These are subjects where there are many possible content choices from which teachers can select e.g. English literature of history. In cumulative subjects, progression over time comes in part from the cumulative addition of more content areas being learned by pupils. The notion of cumulative sufficiency is particularly important when considering curriculum quality in cumulative subjects. Cumulative subjects are usually set in contrast to hierarchical subjects.

Cumulative sufficiency: When the sum totality of curriculum content can be considered an adequate subject education. This notion is particularly useful when considering the quality of the curriculum in subjects where there are many possible content options.

Fluency: Reading with automaticity (rapid word reading without conscious decoding), reading with accuracy (often measured as correct words per minute) and prosody (expressive, phrased reading).

Deep structure (will include subject-specific examples): The different ways a principle can be applied that transcend specific examples. When a principle is first learned, it is used inflexibly as the learner will tie that knowledge to the particulars of the context in which the principle has been learned (the ‘surface structure’). As a learner gains expertise through familiarity with the principle and its applications, their knowledge is no longer organised around surface forms, but rather around deep structure. This means that experts can see how the deep structure applies to specific examples and that is an important goal of education.

Disciplinary knowledge: Methods and conceptual frameworks used by specialists in a given subject, e.g. Knowledge of history or geography as a discipline.

Expressive language: Refers to how your child uses words to express himself/herself.

Hierarchical subjects: Subjects where content has a clear hierarchical structure and there is often less debate about content choices than for cumulative subjects. This is because there are core components of knowledge that you must know in order to be able to progress within the subject. It would be hard to argue for a mathematics curriculum that didn’t include algebra or place value.

English is both hierarchical and cumulative (non-linear).

Long-term memory: Where knowledge is stored in integrated schema, ready for connecting to and for use without taking up working memory. See schema.

Phonics: The study of the relationship between the spoken and written language. Each letter or combination of letters represent a sound or sounds. The information is codified, as we must be able to recognise which symbols represent which sounds in order to read the language.

Progression model: The planned path from the pupil’s current state of competence to the school’s intended manifestation of expertise.

Schema/schemata (plural): A mental structure of preconceived ideas that organises categories of information and the connections between them.

Substantive knowledge: Subject knowledge (SK); often carries considerable weight in a given subject domain, such as significant concepts.

Understanding: We are using the cognitivist model in which understanding describes pupils’ interconnected knowledge e.g. Of facts, concepts and procedures in maths. Understanding describes a certain schematic pattern of knowledge and is not qualitatively different from knowledge. Mental schemata can be viewed as network node diagrams, where nodes represent knowledge (facts, concepts, processes, features) and arcs the relationships between them.

Understanding in this model is a function of the quantity of appropriate nodes and the quantity of appropriate arcs, more knowledge, and more connections between them leads to more understanding. A knowledge schema can always be developed further and this is synonymous with deepening understanding. In this sense a curriculum plan articulates the degree of understanding intended.

In everyday life, the question ‘do you understand?’ invites a binary yes/no response. This implies that understanding is something that is finite and can be possessed absolutely. This is incorrect and leads us into many traps, such as trying to ‘teach for understanding’ as an absolute when understanding can be viewed as a continuum and the nature and degree of understanding sought should be part of a teacher’s articulated curricular intent.

Working(short-term) memory: Where conscious processing or ‘thoughts’ occur. Limited to holding four to seven items of information for up to around 30 seconds at a time.

‍

Frequently Asked Questions

What exactly are Ofsted examinations and how do they differ from traditional inspections?

Ofsted examinations are subject-specific curriculum reviews where inspectors examine particular subjects in detail, focusing on curriculum intent, implementation, and impact. They involve detailed conversations with subject leaders about curriculum sequencing, how pupils memorise content, and evidence of ambitious learning across the subject. The process uses specific inspection criteria that have been outlined in detailed crib sheets for inspectors.

‍

What are the six focus areas that Ofsted inspectors look for during examinations?

According to the leaked inspection materials, Ofsted uses six focus areas to structure their subject-level evaluation during examinations. These focus areas help inspectors assess curriculum quality and are used to examine evidence of ambitious learning, though the article notes that school leaders shouldn't be expected to present evidence that neatly fits these categories. Schools can use these areas as a framework for internal curriculum development decisions.

‍

How should subject leaders prepare to articulate curriculum intent and sequencing during a examination conversation?

Subject leaders should be helped to clearly explain how their curriculum content aligns with both the school's vision and national standards through collaborative planning. They need to demonstrate understanding of logical sequencing that builds knowledge progressively and be able to discuss how regular assessment points measure curriculum impact. Preparation should include anticipating potential deep-dive questions and engaging in self-reflection about curriculum effectiveness.

‍

Why do Ofsted inspectors focus on how pupils memorise content, and what does this reveal about curriculum effectiveness?

Inspectors probe memory retention because it reveals whether the curriculum enables pupils to embed foundational knowledge and transition from novice to expert learners. The focus on memory demonstrates whether the curriculum prioritises fluency in core skills so that pupils' working memory is freed for more complex applications. This approach helps inspectors assess if pupils are gaining the foundational knowledge they need for future success.

‍

What specific elements should a primary English curriculum include to meet Ofsted examination expectations?

The primary English curriculum must demonstrate clear progression in reading, writing, speaking and listening skills with ambitious learning goals and well-sequenced lessons. It should show evidence of how pupils develop fluency, comprehension and vocabulary across different text types, with meaningful connections between reading and writing. The curriculum should prioritise foundational knowledge, strong vocabulary development, and exposure to a wide range of texts including novels, plays, and poetry.

‍

How can schools use lesson observations and staff meetings to prepare effectively for examinations?

Regular lesson observations with constructive feedback sessions help teachers refine their pedagogical approaches to ensure alignment with the national curriculum and create engaging learning environments. Staff meetings should provide opportunities for subject leads to share expertise, discuss challenges, and collaborate on best practices for curriculum development. This approach creates a culture of collaboration and ongoing dialogue about teaching strategies that supports continuous improvement.

‍

What are the potential risks of schools focusing too heavily on the leaked Ofsted inspection materials?

The article warns that whilst the leaked 'secret sheets' provide interesting insights into inspection criteria, they shouldn't become the primary way to run a school. These materials should be used as a tool to think about curriculum effectiveness rather than as a rigid framework to follow. Schools should focus on developing an ambitious curriculum that meets their current pupils' needs rather than simply trying to tick inspection boxes.