Best Practice

The curriculum & Ofsted: Sequencing and structure with purpose

Curriculum is now at the heart of Ofsted inspection, but does this mean all knowledge and no joy? Suzanne O’Connell meets two schools to find out how they created a curriculum to enthuse pupils while also satisfying inspectors

At the heart of the Education Inspection Framework (EIF) is the “quality of education” judgement and the concept of “intent, implementation and impact” (Ofsted, 2019a).

Reading Ofsted reports, you are struck by the references to sequencing and structure. It is clear – Ofsted expect nothing to be left to chance.

Subject leaders must know their subject and where each aspect of the national curriculum is being taught. Schools must demonstrate exactly where they want their children to get to, and this must be ambitious.

Ofsted’s guidance Inspecting the curriculum (2019b) states: “Leaders and teachers design, structure and sequence a curriculum, which is then implemented through classroom teaching. The end result of a good, well-taught curriculum is that pupils know more and are able to do more. The positive results of pupils’ learning can then be seen in the standards they achieve. The EIF starts from the understanding that all of these steps are connected.”

Register now, read forever

Thank you for visiting Headteacher Update and reading some of our content for professionals in primary education. Register now for free to get unlimited access to all content.

What's included:

  • Unlimited access to news, best practice articles and podcasts

  • New content and e-bulletins delivered straight to your inbox every Monday


Already have an account? Sign in here