This reflects the RSA’s own analysis, for example in The Ideal School Exhibition. Continue to reduce administration in schools and providers, and disseminate successful strategies. This is exemplified for some by the combination of limited policy influence (they feel ‘done to’ rather than ‘worked with’) and insufficient funding to deliver the goals they would like to. The questions schools should ask are: how does our whole-school curriculum hang together and how does our institutional context inform the curriculum?

It is published six times a year, at the beginning of each term and half-term, to keep headteachers up-to-date with Likewise, key stage 3 should not be – without strong justification – reduced to two years, forcing pupils to choose their GCSE options too soon. Full-time school teachers reported working 51 hours on average during the given week, while senior leaders worked even longer, 57 hours on average.

All these negative feelings in turn may lead to higher levels of sickness absence. Pupils’ and students’ behaviour, such as low-level disruption in the classroom, absenteeism, intimidation or verbal abuse is often a negative influence on teachers’ well-being at work and will also impact on learning. This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. A broad curriculum offers all pupils a wide range of subjects for as long as possible. Our aim in phase 3 of our curriculum research was to design a research model in which the curriculum intent discussion, supported by first-hand evidence of curriculum implementation, could help us develop a series of indicators to allow us to evaluate curriculum quality. Our aim is to better understand the issues and what causes them so that we can provide evidence-based recommendations for further action. According to many respondents, senior leaders do not work with teachers when it is necessary to solve discipline problems jointly and the issues are made worse by an inconsistent approach to managing behaviour. The new Ofsted inspection framework will see a focus on the breadth of a school’s curriculum offer, including its ‘intent’, ‘implementation’ and ‘impact’.

The impact of that is experienced as negative for two main reasons: frequent changes increase the already high workload; and the perceived lack of say leads to feelings of de-professionalisation. Here, we need to ensure that there is consistency – not just in what is taught – but in the language of learning and the language for learning. This article summarise the key changes Amanda Spielman, Her Majesty’s Chief Inspector, highlighted in some of her earlier speeches on the topic. The regulatory standards for independent schools provide a useful way of thinking about breadth. The curriculum should remain as broad as possible for as long as possible, too.Here, it is crucial that key stage 2 does not become narrowed to a study of SATs subjects and “teaching to the test”. Develop staff well-being by creating a positive and collegial working environment in which staff feel supported, valued and listened to and have an appropriate level of autonomy. So, what are the implications of the new EIF on curriculum design? When this is the case, senior leaders support a positive work culture, are accessible to staff, listen to them, value them as professionals, recognise their work and support their autonomy. A broad curriculum, therefore, might be regarded as one in which there are enough subjects on a pupil’s timetable to cover all these experiences.

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