ABSTRACT
We propose a simple process that builds on the OFSTED methodology of inspection and forensically evaluates these factors: • impact of the curriculum against its intent; • implementation of the sequencing of the knowledge and skills towards agreed end points; • how the intended curriculum addresses social disadvantage through closing gaps in students’ knowledge and skills and develops cultural capital; • the typical quality of all students’ educational experience in and out of the lessons (barriers and facilitators); • the progress that students make against their potential and the standards they attain across the curriculum, across subjects and key stages, including their attitudes to learning.
The Pupil Progress Review (PPR) acts to triangulate the intent, implementation and impact of the curriculum. It is powerful because impact is viewed through the students’ lens. The PPR is a forensic tool that creates a system of continuous improvements in learning so that leaders can ‘improve curriculum quality and develop curriculum expertise across the school’ (EIF 2019).
The system of evaluating this is both equitable and inclusive for staff and students, moving away from judgements set in stone to professionally evaluative and developmental next steps for staff. Only through the PPR, will schools position their students at the heart of the curriculum, creating a genuinely, joined-up educational conversation
