Curriculum, reading and the new Ofsted framework - your questions answered

October 1st 2019

Q: Why make the changes?

A: Ofsted say they are concerned that there has been too much emphasis on assessment and teaching to pass exams, rather than the teaching of a broad and content-rich curriculum. They now want to see clear progression of skills taught consistently throughout the school, rather than just a ‘tick-box approach’ to national curriculum subjects.

There should be a reduction in focus on performance data and place more emphasis on the substance of education. Under the new framework, inspectors won’t use internal performance data; instead, schools will be asked to explain why they have decided to collect whatever assessment information they collect, and how it informs their teaching and curriculum.

The new framework also seeks to improve staff wellbeing and reduce teacher workload.

Q: Do we have to make these changes straight away?

A: The 2019/20 school year is being viewed as a transitional period. The part of the framework which looks at the intent of the curriculum will be phased in and reviewed in summer 2020. This will allow schools to review their curriculum in response to the new framework. Schools won’t be penalised if they have a plan for updating the curriculum and are taking genuine action to do so.

Q: So what should the curriculum do?

A: Schools will have the freedom to design their own approach, but Ofsted will examine the ‘intent’ of schools’ curricula. A school’s curriculum should be ambitious, broad and balanced, to give all learners the knowledge and cultural capital they need to succeed in life. The curriculum should be coherently planned and sequenced.

The curriculum should be knowledge-rich (and this shouldn’t be confused with pupils’ simply memorising facts). 

Q: What is ‘cultural capital’?

A: The framework states that the curriculum should deliver ‘cultural capital’. This is defined as ‘the essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement.’ 

Teaching should prepare students for life in modern Britain. View our British Values book packs.

Q: What about teachers’ subject knowledge?

A: There should be a focus on ensuring learners are taught all subjects across the curriculum and that teachers have the subject knowledge to teach and assess effectively. Staff subject knowledge is crucial, as it promotes depth of content coverage and effective sequencing. 

Q: How should the curriculum be implemented?

A: Teachers must have good support from leaders, and assessment should be used effectively. There should also be rigorous teaching of reading – the framework mentions both phonics and reading for pleasure.

Q: What about pupil wellbeing?

A: The curriculum should also cover pupil wellbeing (and both staff and pupil wellbeing should be prioritised). 

View Wellbeing and mental health book list 

Q: Where does reading fit?

A: Reading is vital to all-round attainment and pupil development, and there should be rigorous teaching of reading in schools. However, schools’ approaches to the teaching of reading (i.e. phonics) should not only develop confidence, but also encourage reading for pleasure:

‘Inspectors will make a judgement on the quality of education by evaluating the extent to which a rigorous approach to the teaching of reading develops learners’ confidence and enjoyment in reading.’

Reading materials should be appropriate and ‘closely matched to learners’ phonics knowledge.’

Q: Reading and the curriculum

A: Reading should be embedded in curriculum teaching – a number of schools are already implementing literacy across the curriculum.

Peters’ team of curriculum specialists can help you with advice on reading schemes and literacy across the curriculum as well as reading for pleasure. To find out more, call us on 0121 666 6646 or email hello@peters.co.uk.