With Ofsted’s renewed focus on curriculum ambition, coherence, inclusion, and impact, this half-day course will examine how judgements are now formed under the new inspection framework.

Subject Leaders remain pivotal: inspectors will expect you to explain your subject's curriculum design, how it is taught, how pupils learn, and how you know it is making a difference.

The workshop will guide you through the new collaborative evidence-gathering process, exploring how inspectors and leaders agree on areas of focus, the types of activities inspectors undertake, the questions they ask, and how evidence is triangulated.

You will leave with clarity on how to demonstrate the strength of your subject, show impact over time, and ensure your department is "always ready" through consistently high-quality, inclusive practice.

This is not just about preparing for inspection ’ it is about strengthening subject leadership so that the principles Ofsted will look for are embedded every day.

Course Aims

• Clarify the latest Ofsted expectations (including the new 5-point grading system and evaluation areas) and their implications for subject leadership.
• Understand how inspectors gather evidence in partnership with school leaders, and what evidence they use to test curriculum quality, inclusion, and impact.
• Prepare subject leaders to articulate the intent, implementation, and impact of their subject curriculum confidently, with a focus on inclusion and equity.
• Equip subject leaders with practical tools to support their teams and ensure their subject is ambitious, coherent, inclusive, and well-led, while supporting staff workload and wellbeing.

Course Outline

Session 1 ’ The 2025 Framework: Collaborative Evidence Gathering and Subject Leadership

• Interpreting the updated Ofsted framework: new evaluation areas (Inclusion; Curriculum & Teaching; Achievement; Attendance & Behaviour; Personal Development & Wellbeing; Leadership & Governance) and the 5-point grading system (Exceptional, Strong Standard, Expected Standard, Needs Attention, Urgent Improvement).
• Understanding how curriculum ambition, sequencing, and inclusion are evaluated.
• The role of subject leaders in demonstrating progression models, ensuring pupils build knowledge and skills cumulatively, and supporting all learners (including SEND and disadvantaged pupils).
• Evidencing leadership in curriculum design, CPD, assessment, and workload management.
• Embedding a culture of safeguarding and staff wellbeing as part of leadership responsibility.

Session 2 - How Inspectors Reach Judgements in 2025

• Collaborative planning: how inspectors and leaders agree on areas of focus, typically aligned with school improvement priorities.
• Subject leader interviews: what inspectors will ask (including about inclusion, curriculum equity, and staff workload) and how to respond with clarity.
• Teacher interviews: showing consistency, shared ownership, and inclusive practice across the curriculum.
• Lesson visits and learning walks: what inspectors look for in subject teaching, routines, pupil engagement, and adaptations for different groups.
• Work scrutiny: how pupils’ work evidences progression, high expectations, and inclusion.
• Use of assessment: aligning assessment to curriculum, supporting all learners, and avoiding unnecessary workload.
• Pupil outcomes: how to present attainment, progress, and evidence of closing gaps for vulnerable groups.
• Wider framework links: how behaviour, attitudes, personal development, attendance, safeguarding, and staff wellbeing are supported through subject leadership.
• Data analysis: explaining gaps, trends, and impact with subject-specific evidence, including for inclusion and equity.

Presenter Profile

Malcolm Drakes Drakes is a leadership consultant with JMC Education who also works with the National Institute of Teaching and Ambition Institute supporting school leadership and delivering National Professional Qualifications.

He has been a Headteacher, Executive Headteacher and National Leader of Education, typically working with schools in disadvantaged communities.

Feedback from this course

It was insightful and incredibly thought provoking. I will be sharing outlines whole school and feel equipped to do so.

Sara Terry I Director of Learning I Teaching & Learning, Grace Academy Darlaston

Cost: £150 per delegate; £50 each for subsequent delegates from same school

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