By Simon Hickton, CEO, Cornerstones Education
The new Ofsted inspection toolkit has arrived. For many of us who’ve led, taught, and supported curriculum development over decades, it is tempting to jump to solutions. But real improvement starts not with answers, but with understanding. We must begin by asking: what problem is this new framework really trying to solve?
Once again, we find ourselves navigating a system that feels, at first glance, like a solution applied before the problem has been fully explored. The introduction of new evaluation areas and colour-coded gradings seems clear on the surface, but beneath it, are we looking at a deeper understanding of what it truly means to provide high-quality education for every child?
The design of the new report card is, in some ways, compelling. The colour coding, particularly the ‘Ofsted blue’ to denote ‘Exceptional’ offers an apparent simplicity. ‘Needs attention’ (orange) is visually distinct from ‘Urgent improvement’ (red). These optics will certainly resonate with many parents and carers.
But we should ask a more fundamental question: what really matters to families? In every conversation I’ve had, parents want to know, Is my child happy? Are they doing their best? Are they flourishing, not just academically, but personally?
Perhaps we need more than colour coding. Perhaps we need a deeper conversation about what we value in primary education.
New Framework, Familiar Pressures
The new report card will grade primary schools across eight areas:
- Safeguarding
- Inclusion
- Curriculum and teaching
- Achievement
- Attendance and behaviour
- Personal development and well-being
- Early years (where appropriate)
- Leadership and governance
Each area is evaluated on a six-point scale, from Exceptional (blue) to Urgent improvement (red), with Safeguarding uniquely judged as Met/Not Met.
It is significant that safeguarding and inclusion lead the list. Ofsted’s message is clear: these are non-negotiables. In the words of Sir Martyn Oliver, ‘If we get it right for our most vulnerable, we get it right for everyone.’ Few would argue with that sentiment. But school leaders know that this commitment, while morally right, demands deep systems, strong curriculum intent, and an unrelenting focus on equity.
Yet, however well-intentioned the changes, the initial impact is almost always the same: increased workload, especially for senior leaders.
Curriculum: The Foundation of ‘Exceptional’
So, how can schools prepare, sustainably and strategically, for the new inspection model?
Below are a few of the key questions schools will face, and how our tools and curriculum platform Maestro, supports leaders in answering them.
1. Is your curriculum ambitious for all pupils?
An ambitious curriculum is not simply broad in scope. It is thoughtfully sequenced, concept-rich, and built on secure foundations from EYFS to Year 6. The Cornerstones Curriculum is designed with this intent, progressive, knowledge-rich, and shaped by global and subject-specific concepts. Ambition should be tangible, not aspirational.
2. Is the curriculum coherently sequenced to ensure all pupils build knowledge over time?
Curriculum sequencing is not a compliance task it’s a leadership act. The ability to analyse progression across year groups and subjects in real time is no longer optional. Our platform, Maestro, enables this analysis instantly, empowering leaders to see where gaps exist and where teaching needs to pivot.
3. Is assessment embedded in teaching to support learning and secure understanding?
Assessment must serve teaching, not burden it. Our curriculum-integrated assessment approach ensures that formative practice is part of daily classroom routines, not an additional layer. Schools save time and money, yes but more importantly, children benefit from teaching that is responsive and informed.
4. Are strong foundations laid in EYFS to support curriculum access later?
Early Years must not be viewed in isolation. What children experience in Nursery and Reception lays the foundation for everything that follows. A curriculum without continuity from EYFS risks becoming fragmented. Our approach ensures that knowledge and skills are built, revisited, and deepened across every stage.
5. Do leaders have clear oversight of curriculum quality across the school?
A curriculum lives not just in planning documents but in teaching, learning and children’s outcomes. Maestro provides school leaders with comprehensive visibility, from long-term maps and teacher planning to classroom assessments and subject narratives. This is transparency, not surveillance and it is essential for informed leadership.
6. Is teaching based on research and a deep understanding of how children learn?
Effective curriculum design sits on the shoulders of sound pedagogy. The Cornerstones approach is rooted in well-established educational theory but evolves in response to new evidence. We do not chase trends; we refine what works.
7. Are barriers to learning identified and addressed through curriculum and practise?
No two school contexts are the same. No two children are either. Our curriculum is fully adaptable, at the project, lesson or whole-school level. Teachers and leaders have the tools and autonomy to meet their pupils’ needs with precision and flexibility. And when more support is needed, our advisers are on hand.
Towards a Truer Picture of Excellence
Of course, every school wants to aim for that top tier Exceptional. But we must remember blue is not the only colour that matters.
A high-performing primary school is more than a report card. It is a place where children feel safe (safeguarding), seen (inclusion), and stretched (curriculum). It is where joy and effort coexist. Perhaps, in our own framework, happy would be yellow and doing your best purple.
And perhaps these things, though ungraded, are what truly tell us whether a school is exceptional.