In recent years, Ofsted has introduced the 'Intent, Implementation, Impact' framework as a cornerstone for evaluating educational quality in UK schools. This comprehensive approach aims to provide clarity and structure in assessing curriculum effectiveness. However, many educators and school leaders find themselves grappling with the practical application of these concepts. The challenge lies not only in understanding the nuances of each component but also in seamlessly integrating them into daily teaching practices.
What do 'Intent', 'Implementation', and 'Impact' really mean?
Intent
'Intent' refers to the school's curriculum goals — what knowledge and skills they want pupils to gain at each stage (Ofsted, 2023). It's about the 'what' and the 'why' of education. Intent encompasses:
- The rationale behind curriculum choices
- How the curriculum is designed to build knowledge over time
- How it prepares students for their next steps
Implementation
'Implementation' is about how the curriculum is taught and assessed in practice (Ofsted, 2023). This includes:
- Teaching methods and strategies
- How teachers present subject matter clearly and promote appropriate discussion
- How teachers check learners' understanding systematically
Impact
'Impact' refers to the outcomes of education - what pupils have learned and how well they have learned it (Ofsted, 2023). This involves:
- The knowledge and skills pupils have gained
- How well pupils can apply what they've learned
- How prepared pupils are for their next stage of education or employment
Examples in the primary curriculum
Example: Primary maths
Intent: A primary school might intend for all pupils to become fluent, confident readers who develop a love for reading by the end of Key Stage 2.
Implementation:
- Structured phonics programme in Early Years and KS1, using a systematic approach like 'Letters and Sounds' or 'Read Write Inc.'
- Daily guided reading sessions in small groups, focusing on comprehension skills
- Whole-school reading challenge to encourage reading for pleasure
- Regular story time sessions where teachers read aloud to model fluency and expression
- Creating inviting reading corners in classrooms with a diverse range of books
- Implementing a 'Reading Buddy' system where older pupils read with younger ones
Impact:
- Improved reading assessments, including standardised tests and teacher assessments
- Increased library usage, tracked through borrowing records
- Positive pupil attitudes towards reading, assessed through surveys and interviews
- Improved comprehension skills demonstrated in cross-curricular activities
- Increased participation in reading-related activities like book clubs or reading competitions
Example: Primary maths
Intent: A primary school might intend for all pupils to develop strong foundational mathematical skills, problem-solving abilities, and a positive attitude towards mathematics by the end of Key Stage 2.
Implementation:
- Daily maths lessons using a mastery approach, ensuring deep understanding before moving on
- Regular use of concrete manipulatives (e.g., counters, base ten blocks) to support conceptual understanding
- Implementation of a consistent calculation policy across the school
- Weekly problem-solving sessions to develop reasoning and application skills
- Use of maths games and digital resources to make learning engaging and interactive
- Regular opportunities for pupils to explain their mathematical thinking verbally and in writing
Impact:
- Improved performance in both formal assessments and ongoing teacher assessments
- Increased confidence in tackling mathematical problems, observed through classroom participation
- Ability to apply mathematical concepts across the curriculum, particularly in science and geography
- Positive attitudes towards maths, assessed through pupil voice activities and surveys
- Increased participation in maths-related extracurricular activities or competitions
Teachers can put these into practice by carefully planning lessons that align with the school's intent, regularly assessing pupil progress and adjusting their teaching strategies based on the observed impact. Collaboration with colleagues and ongoing professional development are also crucial for effective implementation.
Examples in the secondary curriculum
Example: English KS3-5
Intent: To develop students' critical literacy skills, foster a love for literature, and enhance their ability to communicate effectively through various forms of writing.
Implementation:
- Structured analysis of diverse literary texts, including classic and contemporary works
- Regular writing workshops focusing on different genres and styles
- Debates and discussions to enhance verbal communication skills
- Integration of media literacy to analyse non-print texts
- Collaborative projects to develop teamwork and presentation skills
Impact:
- Improved performance in GCSE English Language and Literature exams
- Enhanced critical thinking skills demonstrated across the curriculum
- Increased participation in creative writing competitions and literary events
- Better preparation for A-level English and further education
Example: Maths KS3-5
Intent: To develop students' mathematical fluency, problem-solving skills, and ability to apply mathematical concepts to real-world situations.
Implementation:
- Daily problem-solving sessions using a variety of mathematical strategies
- Integration of technology, including graphing software and online platforms
- Cross-curricular projects linking maths to science, geography, and economics
- Regular formative assessments to identify and address misconceptions
- Peer tutoring programmes to reinforce learning and build confidence
Impact:
- Improved results in GCSE Mathematics examinations
- Increased uptake of A-level Maths and Further Maths
- Enhanced problem-solving skills applied across other subjects
- Greater confidence in tackling complex mathematical problems
Example: Science KS3-5
Intent: To cultivate scientific curiosity, develop practical investigative skills, and foster an understanding of how science impacts everyday life and global issues.
Implementation:
- Regular hands-on practical experiments in well-equipped laboratories
- Integration of current scientific research and real-world applications into lessons
- Use of digital simulations for complex or dangerous experiments
- Cross-disciplinary projects linking biology, chemistry, and physics
- Participation in science fairs and external STEM competitions
Impact:
- Improved grades in GCSE Science subjects (Biology, Chemistry, Physics)
- Increased uptake of A-level sciences and STEM subjects
- Enhanced critical thinking and analytical skills demonstrated across the curriculum
- Greater awareness and engagement with global scientific issues
These examples demonstrate how the 'Intent, Implementation, Impact' framework can be applied effectively in secondary education. Each subject area has its unique goals and strategies, but all focus on developing key skills, fostering engagement, and preparing students for further education and future careers.
Key takeaways for teachers
- Alignment is crucial: Ensure that your teaching practices (implementation) align with your school's curriculum goals (intent) to achieve desired outcomes (impact).
- Focus on progression: Consider how knowledge and skills build over time in your subject area (Ofsted, 2019).
- Keep it simple: As emphasised by Ofsted (2021), avoid overcomplicated curriculum planning. Focus on what pupils need to learn and why.
- Evidence matters: Regularly assess and document the impact of your teaching on pupils' learning.
- Collaborative approach: Work with colleagues to ensure a coherent curriculum across subjects and year groups.
Understanding and effectively implementing the 'Intent, Implementation, Impact' framework can significantly enhance the quality of education provided. By focusing on these three key areas, educators can ensure that their curriculum is well-planned, effectively delivered and genuinely beneficial to their students.
References and further reading
- Ofsted (2023) School inspection handbook.
- Ofsted (2021) 'Curriculum: keeping it simple', Education Inspection Framework, 8 December.
- Ofsted (2019) Curriculum research: How to assess intent and implementation of curriculum
- Ofsted (2019) 'Busting the 'intent' myth', Education Inspection Framework, 1 July.
