Written in February 2025 about the draft toolkit Ofsted consulted on. The final toolkit has been used since November 2025, with updated versions in force from September 2026; see Ofsted's school inspection toolkit, operating guide and information.

Ofsted's draft toolkit put more weight on curriculum depth, expert subject leadership and inclusion. This post sets out what it expected of curriculum design and implementation.

A Curriculum of Depth, Breadth, and Rigour

A well-structured curriculum is fundamental to high-quality education. Schools must ensure their curriculum is:

  • Ambitious and structured – at least as broad and deep as the national curriculum.
  • Sequential and cumulative – designed to build pupils’ knowledge progressively over time.
  • Inclusive – ensuring equally high expectations for all pupils, including those with SEND and disadvantaged pupils.
  • Relevant – preparing pupils for the opportunities, responsibilities, and experiences of life in modern Britain.

A narrow or disjointed curriculum is likely to be flagged as a weakness during inspection.

Expert Curriculum Leadership and Implementation

Content is only half of it; the curriculum also needs expert leadership and careful implementation. Schools should:

  • Back subject leaders – ensuring they have the expertise, time, and support to refine the curriculum.
  • Ensure progression – designing the curriculum so that pupils build knowledge over time and revisit key concepts.
  • Allocate sufficient teaching time – ensuring that pupils have time to embed and practise knowledge effectively.

Prioritising Literacy, Numeracy, and Language Development

Strong literacy and numeracy skills underpin success across the curriculum. Schools should focus on:

  • Developing reading competency – embedding high-quality texts in all subjects.
  • Prioritising foundational skills – ensuring accuracy in word reading, spelling, handwriting, and numeracy.
  • Expanding pupils’ vocabulary – integrating spoken and written language development into every subject.

A curriculum that does not place a strong emphasis on language and numeracy development is a cause for concern.

Leadership, Governance, and Continuous Improvement

Effective leadership is crucial for curriculum success. Key responsibilities include:

  • Ensuring subject expertise – providing subject and phase leaders with appropriate training and support.
  • Maintaining high expectations – ensuring all pupils access an ambitious and well-sequenced curriculum.
  • Reviewing and refining approaches – using data and evidence to adapt and improve curriculum delivery.
  • Addressing attendance issues – identifying barriers and implementing targeted interventions.

Governors check that the school meets national expectations and keeps improving.

Inclusion and Equal Access to Learning

An inclusive curriculum ensures that all pupils can engage with high-quality education. Schools must:

  • Make well-judged adaptations – supporting SEND and disadvantaged pupils without limiting expectations.
  • Ensure accessibility – removing barriers that prevent full curriculum participation.
  • Monitor attendance and engagement – working with families and external agencies to address persistent absence.

A curriculum that fails to provide equal access for all pupils is a significant concern.

Updated 11/03/25