One of the key tenets of the draft inspection framework is that there is no preferred Ofsted Curriculum; there has been no preferred Ofsted pedagogy for years. Despite Ofsted repeating the above mantra; the question about the veracity of these two statements remains. Continue reading
There is likely to be a fundamental conflict at the heart of Ofsted’s proposed framework. What does an outstanding, good, requires improvement or inadequate curriculum looks like? Well, it varies from subject to subject and often within subjects there are different views; therein lays the crux of the matter.
It is with a certain level of angst, amusement and apprehension that I await Ofsted’s new Inspection Framework. The angst and amusement are combined; our Curriculum Policy, originating in the last decade, initially contained four main sections: the Curriculum Model, the Planned Curriculum, the Delivered Curriculum and the Received Curriculum (read intent, implementation and impact). It was pretty much dismissed by an inspection team at the time but I was delighted to see the terms resurfacing.