How does a school show curriculum intent, implementation and impact with a bought-in curriculum?

A school can show strong curriculum intent, implementation and impact with a bought-in curriculum by being clear on two things:

• Why you chose it and what you want pupils to learn (Intent)
• How you deliver it consistently and check it’s working (Implementation and Impact)

A bought-in curriculum gives you a solid structure, but Ofsted (and good school practice) still expects the school to own it, adapt it thoughtfully, and evaluate it.

Intent: what you’re aiming for (and why this curriculum fits)

Show that leaders can clearly explain:

• The rationale for choosing the curriculum (e.g. reducing workload, improving coherence, strengthening progression, improving consistency)
• Your curriculum priorities (for your context and cohort) and how the curriculum supports them
• How you ensure the curriculum is broad and balanced, and meets statutory expectations
• How you’ve adapted it where needed (local context, cohort needs, SEND/EAL considerations)

Evidence you can use:

• A short, written curriculum rationale (1–2 pages is plenty)
• Whole-school overview/long-term plan
• Curriculum maps showing coverage and progression

Implementation: how it’s taught day to day

Show that staff understand and deliver it consistently:

• Teachers can explain the sequence of learning in a unit/theme (what comes first, what builds on what)
• Leaders can show how planning is used in practice (and what teachers adapt)
• Subject leaders can show how their subject is protected within themes (coverage, progression, vocabulary)

Evidence you can use:

• Medium-term plans / unit overviews
• Examples of adapted planning (showing professional decisions, not “reinventing”)
• Lesson visits / learning walks focused on curriculum (not performance)
• Staff CPD/training records and notes

Impact: what pupils know, remember and can do

Impact is best shown through pupil learning, not piles of data. Show that you check:

• What pupils know and remember over time (not just what they did in a lesson)
• Whether pupils can use vocabulary and concepts accurately
• Whether learning builds year on year (progression)

Evidence you can use:

• Pupil voice focused on learning (“Tell me what you’ve learned and why”)
• Work scrutiny that looks for progression and quality
• Low-stakes checks/quizzes, retrieval tasks, or end-of-unit outcomes
• Teacher assessment notes that inform next teaching steps