Ofsted music deep dive: questions subject leads should rehearse
An Ofsted music deep dive is usually a conversation about curriculum, not a performance. Inspectors want to hear a clear explanation of what pupils learn, how it builds over time, and how leaders know it is being taught as intended. A short rehearsal with staff helps everyone describe the same curriculum story in specific, classroom language.
Keep the inspection framework handy so your wording matches inspection priorities: Education inspection framework for use from November 2025.
Audit questions to rehearse with your team
Intent and choices
- What does a pupil leaving Year 6 know and do in music that shows genuine progression?
- How does your curriculum meet the statutory expectation for singing, playing, listening and composing?
- Which repertoire and genres do pupils meet, and what is the reason for those choices?
Sequence and progression
- How does EYFS musical play connect to KS1 so pupils arrive in KS2 ready for more independence?
- What is the progression for rhythm from copying to reading and creating short patterns?
- What is the progression for pitch from matching one note to singing and playing simple melodies?
Implementation
- What does a typical lesson look like in your school, including routines for silence, count in and feedback?
- How do non specialist teachers know what to model, correct and praise?
- How do you adapt for SEND and EAL while keeping the same musical goal for the whole class?
Checking learning with low workload
- What do teachers check in the moment, for example steady pulse, accurate rhythm, or pitch matching?
- How do you show improvement over time without producing written work every lesson?
- How do you spot gaps in coverage across the year and respond?
Quick wins you can do in a fortnight
- Write a one page music story. Three paragraphs: what pupils learn, how it builds, how you check it.
- Pick three anchor lessons. One KS1, one lower KS2, one upper KS2. Practise describing each in under two minutes.
- Agree shared definitions. Use the same sentence for pulse and rhythm across school. Example: Pulse is the steady heartbeat. Rhythm is the pattern that sits on top.
- Standardise one end check. For one week, every class answers the same exit question, such as Show the pulse while I clap a rhythm.
If you use Kidstrument, the Curriculum Map makes sequencing easy to explain, and the Schemes of Work keep lesson structure consistent for non specialists.
A medium term plan for one term
- Clarify time allocation. Record whether music is weekly or taught in blocks, and how retrieval happens between lessons.
- Do two short drop ins. Use one lens, such as whether pupils start together after a silent count in.
- Run a 20 minute staff huddle. Model one skill, then give teachers a two sentence script they can use next lesson.
- Review coverage and adjust. Decide what to reteach and when, rather than adding more content.
Use the statutory programme of study as your reference point: National curriculum in England: music programmes of study.
Evidence pack that keeps workload sensible
- Sequencing: long term overview plus one year group map that shows how lessons connect and revisit prior learning.
- Implementation: two annotated lesson examples with the key teacher moves, the vocabulary focus, and the end check.
- Impact: a few short recordings across the year, plus one example of pupil composition.
Kidstrument can keep this lean. Tracking and Reporting gives a view of coverage and outcome progression without extra spreadsheets. If staff want short handover notes after a lesson, Assessment and Notes supports quick reflections that stay teacher owned.
For subject specific curriculum thinking, read the Ofsted music research review alongside your curriculum: Research review series: music.
Two classroom examples to keep your answers grounded
Year 2, 30 minutes, blues call and response
What pupils do: Pupils pat a steady pulse on knees while listening to a short backing. They echo two bar rhythm phrases from the teacher, then create a four beat spoken lyric about a train journey and fit it to the pulse.
What the teacher says: I keep the pulse. You copy the rhythm. Pulse stays steady even when rhythm changes. Then Your words must fit four beats. Whisper it once while counting, then perform it.
What gets checked: The teacher listens for pupils who speed up. The class repeats for eight beats only, then returns to the full phrase. Exit question: Which stayed steady, pulse or rhythm.
Year 5, 40 minutes, funk groove and ensemble timing
What pupils do: Pupils build a desk drumming groove in layers, then transfer it to untuned percussion. Half the class holds the groove while the other half performs a syncopated rhythm. Pupils compose a one bar rhythm that fits and perform it as a round.
What the teacher says: Listen for the backbeat. If you cannot hear it, you are playing too loudly. Before playing: Eyes up, silent count in, then play together.
What gets checked: After eight bars, the teacher asks two pupils to describe what helped the ensemble stay together, then repeats aiming for cleaner starts and endings.
Mini case study
A small primary with mixed age classes had music taught by three adults. Lessons were enjoyable, but staff struggled to explain progression. The subject lead made one decision: keep the same skill sequence in every class, then vary repertoire by term. Staff rehearsed the shared pulse and rhythm definitions and used the same end check question. Within half a term, lesson starts were calmer and teachers could describe what pupils were improving from one week to the next.
Deep dive rehearsal checklist
- One minute explanation of progression using three milestones: end of Year 2, Year 4 and Year 6.
- One detailed lesson walk through, including exact teacher language and the end check.
- Shared definitions for pulse, rhythm and pitch used by every adult who teaches music.
- A simple way to show coverage and one gap you are already addressing.
FAQ
Do we have to follow the Model Music Curriculum?
No scheme is required. The Model Music Curriculum is guidance, not statutory, but it can help you review sequencing and repertoire choices: Model Music Curriculum.
What if staff worry they will say the wrong thing?
Give everyone two anchor lessons and a shared script for pulse, rhythm and pitch. The goal is clarity and consistency, not perfect phrasing.
How much evidence is enough for music?
A small, well chosen set beats a large folder. Prioritise sequencing, a couple of lesson examples, and a few recordings that show improvement over time.
Where does wider national guidance fit?
The national plan can support your rationale for enrichment and partnership working: The power of music to change lives: a national plan for music education.