7 Do Nots When It Comes to Ofsted Deep Dives in Primary History

Ofsted’s deep dives can feel daunting, especially in a subject like history, where breadth, depth, and pupil understanding must be clearly evidenced. As a primary teacher or history lead, you want to display your curriculum’s strengths, but there are common pitfalls that can undermine your efforts.

To help you prepare effectively, here are seven key "do nots" to avoid during an Ofsted deep dive in primary history.

1. Don’t Assume Inspectors Only Want to See ‘Outstanding’ Lessons

Ofsted isn’t looking for a perfectly polished performance. Instead, they want to see:

• How history is taught across year groups (not just in one observed lesson).

• Evidence of progression in historical knowledge and skills.

• Pupils’ ability to recall and articulate their learning over time.

A lesson that’s good but clearly part of a well-sequenced curriculum is far better than a one-off ‘showpiece’ lesson that doesn’t reflect typical practice.

2. Don’t Overload Staff with Excessive Paperwork

Inspectors are not interested in reams of unnecessary documentation. Avoid:

• Creating extra tracking sheets just for Ofsted.

• Excessive annotation of books beyond what’s useful for teaching.

• Writing lengthy subject reports unless they genuinely inform improvement.

Instead, ensure your curriculum intent, implementation, and impact are clear through:

• A well-structured history curriculum map.

• Pupil voice (children explaining what they’ve learned).

• Workbooks showing progression in historical enquiry and knowledge.

3. Don’t Neglect Chronological Understanding

A weak area in many primary history curriculums is chronology. Ofsted will check if pupils:

• Can place historical periods in order (e.g., knowing the Stone Age came before the Romans).

• Understand broad historical timelines (not just isolated topics).

• Can make connections between different periods.

Fix this by:

• Using timelines in every unit (classroom displays, recap activities).

• Regularly revisiting key dates and sequences (e.g., quick quizzes).

• Ensuring transition between year groups reinforces prior learning.

4. Don’t Focus Only on Knowledge – Skills Matter Too

History isn’t just about facts; Ofsted looks for historical enquiry and disciplinary skills. Avoid:

• Rote learning without questioning (e.g., just memorising dates).

• Ignoring source analysis (e.g., using artefacts, images, or documents).

• Missing opportunities for debate (e.g., "Why did the Romans invade Britain?").

Instead, ensure pupils can:

• Compare sources (reliability, bias, usefulness).

• Construct arguments ("What was the most significant change in the Tudor period?").

• Draw conclusions based on evidence.

5. Don’t Let Vocabulary Slip Through the Gaps

Weak historical vocabulary is a common Ofsted criticism. Ensure:

• Tier 2 and Tier 3 history terms are explicitly taught (e.g., monarchy, empire, invasion, democracy).

• Pupils use these words confidently in discussions and writing.

• Displays and knowledge organisers reinforce key terms.

Quick fix:

• Start each lesson with vocabulary recap.

• Use word banks in books.

• Ask "Explain this word in your own words" during discussions.

6. Don’t Isolate History from Other Subjects

Ofsted values a connected curriculum. Avoid teaching history in a bubble—instead, link it to:

• Geography (How did the Nile help Ancient Egypt thrive?).

• Literacy (Writing a diary entry as a Tudor sailor).

• Art/DT (Creating Roman mosaics or Viking longship models).

Cross-curricular learning strengthens retention and shows a rich, engaging curriculum.

7. Don’t Forget to Prepare Your Pupils for ‘Pupil Voice’

Inspectors will talk to children about history. If pupils can’t articulate their learning, it weakens your evidence.

Avoid:

• Only rehearsing recent topics (they may ask about last year’s learning).

• Letting pupils say "I don’t remember" without prompting.

Prepare them by:

• Regular retrieval practice ("What do you remember about the Anglo-Saxons?").

• Encouraging confident explanations ("Tell me three things about the Great Fire of London").

• Using peer discussion ("Turn to your partner and explain…").

Final Thoughts

An Ofsted deep dive in history should feel like a natural showcase of your curriculum—not a scramble to meet last-minute expectations. By avoiding these seven missteps, you’ll demonstrate:
✅ Strong curriculum design (intent).
✅ Effective teaching & pupil progress (implementation).
✅ Children’s secure knowledge & enthusiasm (impact).

Stay confident, focus on what really matters, and let your history curriculum speak for itself