Curriculum sits at the heart of what Ofsted evaluates — but how it is evaluated changed with the November 2025 framework. The single “quality of education” judgement was replaced by separate evaluation areas, and the intensive subject “deep dives” were removed. Yet a persistent myth remains: that Ofsted wants a particular curriculum model or format. It does not. This article explains how curriculum quality is genuinely evaluated now, and what inspectors actually look for.
Quick summary
- Curriculum is evaluated within the “curriculum and teaching” evaluation area on the report card.
- Ofsted states plainly: “We do not expect a specific format for curriculum planning” and does not prefer any particular method.
- Inspectors look at coverage, content, structure and sequencing, and whether the curriculum is implemented effectively so pupils learn and remember more.
- Subject deep dives were removed; evaluation now focuses on the school’s context and how well its curriculum helps children learn.
- Inspectors do not grade individual teachers or lessons.
Where curriculum fits in the new framework
Under the education inspection framework in use from November 2025, the old “quality of education” judgement was split. Curriculum is now evaluated within the “curriculum and teaching” evaluation area, alongside a separate “achievement” area. Each is graded on the five-point scale (Exceptional to Urgent improvement).
This matters because it separates what and how you teach (curriculum and teaching) from how well pupils learn as a result (achievement) — a clearer distinction than the single combined judgement allowed.
There is no “Ofsted-preferred” curriculum
The single most important thing leaders should know is what Ofsted explicitly states in its inspection information for schools:
“We do not prefer any particular method of planning (including lesson or curriculum planning), teaching or assessment. We do not expect a specific format for curriculum planning.”
Schools using “radically different approaches to the curriculum” are evaluated fairly. What matters is not the format but whether leaders can explain why and how their curriculum helps children learn — and whether it works in practice.
What inspectors actually look for
Inspectors build a picture of curriculum quality by examining:
Coverage and content
Does the curriculum cover the right knowledge and skills, with appropriate ambition for all pupils — including disadvantaged pupils and those with SEND?
Structure and sequencing
Is the curriculum logically sequenced so that pupils build knowledge over time, with each stage preparing for the next? Coherent sequencing is central to how pupils learn and remember.
Effective implementation
Is the curriculum delivered consistently and well across classrooms? A strong plan poorly implemented is a common weakness.
Inclusion
How inclusive are the curriculum, culture and practices? Can every pupil access an ambitious curriculum?
Impact on learning
Are pupils actually learning and remembering more as a result? This connects curriculum quality to the achievement area — see Measuring Learning Retention: What Ofsted Wants to See.
How inspectors gather curriculum evidence (without deep dives)
With subject deep dives removed, inspectors gather curriculum evidence through:
- Conversations with leaders about the curriculum’s rationale and design.
- Learning walks and lesson visits, often joint with leaders.
- Work scrutiny — looking at pupils’ books to see the curriculum enacted over time.
- Talking with pupils about what they are learning and remember.
The emphasis is on the school’s own context and priorities, not a standardised subject-by-subject interrogation.
Common mistakes
- Building documents for Ofsted. There is no required format; performative curriculum paperwork wastes effort.
- Confusing a plan with implementation. Inspectors check whether the curriculum is delivered consistently, not just written well.
- Neglecting sequencing. A list of topics is not a sequenced curriculum.
- Overlooking inclusion. An ambitious curriculum must be accessible to all pupils.
Curriculum quality checklist
- ✅ Leaders can explain why the curriculum is designed as it is
- ✅ Content is ambitious and appropriately broad for all pupils
- ✅ Curriculum is logically sequenced to build knowledge over time
- ✅ Implementation is consistent across classrooms
- ✅ The curriculum is genuinely inclusive of SEND and disadvantaged pupils
- ✅ Pupils are demonstrably learning and remembering more
- ✅ Evidence comes from real practice, not documents made for inspection
Frequently asked questions
Does Ofsted have a preferred curriculum model?
No. Ofsted explicitly does not prefer any particular method of curriculum planning and does not expect a specific format.
Where does curriculum sit in the new framework?
Within the “curriculum and teaching” evaluation area on the report card, separate from the “achievement” area.
Are subject deep dives still used?
No. Deep dives were removed under the November 2025 framework; inspectors focus on the school’s context and how well its curriculum helps pupils learn.
What do inspectors look for in the curriculum?
Coverage, content, structure and sequencing, effective and consistent implementation, inclusion, and whether pupils learn and remember more.
Does Ofsted grade individual lessons or teachers?
No. Inspectors build a whole-school picture; they do not grade individual teachers or lessons.
How do inspectors judge curriculum without deep dives?
Through conversations with leaders, learning walks, work scrutiny, and talking with pupils about what they are learning.
Conclusion
Ofsted evaluates curriculum quality not by checking it against a preferred model, but by asking whether a well-sequenced, ambitious, inclusive curriculum is being delivered consistently and helping pupils learn and remember more. Free of deep dives and required formats, the focus is refreshingly practical: does your curriculum work, and can you show it?
How AI Buddy supports schools
A strong curriculum only shows its value when it is delivered consistently and pupils genuinely retain what they learn. AI Buddy is designed to support schools in strengthening areas evaluated during Ofsted inspections — providing curriculum-aligned learning resources and adaptive practice that support consistent delivery, and analytics that help leaders see whether pupils are learning and remembering more. It is not endorsed or certified by Ofsted; it is built to help schools strengthen curriculum implementation and evidence its impact.
Discover how AI Buddy helps schools strengthen teaching, learning and evidence-informed school improvement. Or start a short consultation with our schools team using the form below.
Sources
- Ofsted, Inspection information for state-funded schools: for use from November 2025 (GOV.UK)
- Ofsted, Education inspection framework: for use from November 2025 (GOV.UK)
- Ofsted, Understanding Ofsted report cards and grades (GOV.UK)