This blog was written by History specialist, Clare Lally.

In July 2023, Ofsted published Rich Encounters with the Past: History Subject Report, offering insights into teaching primary History in England. 

We’ll explore the trends observed by Ofsted and their recommendations for improving primary school History.

An overview of the overall trends

The report describes how History plays a more prominent and secure role in schools now than in the past. However, while the overall quality of primary History education has improved, according to Ofsted, teaching standards remain inconsistent. 

Curriculum

• Most schools offer a broad and in-depth History curriculum, but some still focus on surface-level topics rather than in-depth learning to develop subject-specific skills.
• Schools could improve the teaching methods and thinking skills that historians use.

Pedagogy

• More than half of the schools use effective teaching methods, making History engaging and meaningful.
• Some schools ask pupils to make complex judgments without giving them a strong knowledge foundation.

Support for SEND

• The effectiveness of support for pupils with special educational needs and disabilities (SEND) varies.
• Schools need more effective long-term planning to improve curriculum accessibility for pupils with SEND.

Assessment

• Primary schools often miss the opportunity to identify gaps in pupils’ historical knowledge, which leads to misconceptions.

Teacher knowledge

• Generally, teachers are knowledgeable about the History topics that they deliver.
• However, teachers need more guidance and training in teaching and assessing History.

What are the main takeaways?

In summary, the main findings of the report are:

• Effective schools have a well-planned History curriculum that helps pupils to gain a deep understanding of the past.
• Significant investment in curriculum design improves the overall quality of History education.
• There are still gaps in the quality of History education, often due to leaders needing to understand the subject’s complexities.
• Some schools focus on isolated facts or vague skills, which don’t help pupils to develop a rich understanding of History.
• When schools find a balance between the complexity of History and clear, focused teaching methods, they inspire enthusiasm among their pupils.
• Schools could benefit from further guidance to develop meaningful approaches to teaching History, helping children to understand the subject deeply.

Recommendations for schools

What does Ofsted recommend to enhance the effectiveness of teaching and learning in primary History?

1. Understand the importance of historical knowledge

Teachers and subject leaders must grasp the importance of historical knowledge, particularly how understanding different societies, themes, concepts, and chronology enables pupils to learn about new topics more quickly.

2. Emphasise the most important content

The History curriculum should emphasise the most important content and concepts. These should be regularly revisited to empower pupils to secure their historical knowledge, for example by:

• Building on what they already know
• Demonstrating more challenging abstract ideas using carefully chosen stories
• Using explanations to help children connect information

3. Identify gaps in pupils’ knowledge

Assessment tools and approaches should be employed to identify and address gaps in pupils’ knowledge and misconceptions. 

4. Facilitate long-term curriculum access for SEND

Supporting pupils with SEND should enable them to access and engage with the curriculum. Understanding key concepts and content is instrumental in making the curriculum meaningful to all pupils.

5. Ensure a diverse curriculum

Subject leaders should ensure that the History curriculum provides pupils with a diverse range of encounters with the past, including different times, places, societies, and people. These should be viewed through four types of history: political, social, cultural, and economic.

6. Explore how historians study the past

A History curriculum should offer pupils opportunities to develop their understanding of how historians study the past and construct their accounts. 

7. Upskill teachers through professional development

Teacher knowledge is fundamental to effective teaching and learning in History, so subject leaders should plan to develop their colleagues’ understanding of the curriculum and the best ways to teach pupils effectively.

8. Monitor and evaluate the quality of History

Finally, leaders should evaluate the quality of primary History by assessing the depth, interconnectedness, and complexity of pupils’ historical understanding.

Kapow Primary History encompasses these recommendations via lesson plans, curriculum plans, and other supporting materials such as subject leader and assessment resources.

How does the Kapow Primary History scheme support the Ofsted review?

Helping you know what to teach

The History scheme selects the most important historical content and concepts for teachers. Written by subject experts with years of classroom experience, our scheme covers key substantive concepts, including:

• Power (monarchy, government and empire)
• Invasion
• Settlement
• Migration
• Civilisation
• Tax and trade
• Beliefs
• Achievements and follies of humankind

Kapow Primary’s spiral curriculum design enables children to explore these concepts in depth as they progress through their primary education. 

Measuring progress

Each unit of work is meticulously written to ensure pupils acquire essential knowledge. For assessment, the scheme includes:

• Knowledge organisers
• Unit quizzes
• Skills catchers
• Assessment spreadsheet (covering all units)
• Substantive assessment tasks

Assessment resources from our Year 2: How did we learn to fly? unit in History. 

Widening children’s experiences

Kapow Primary History offers diverse topics to widen pupils’ experiences. For example, our ‘Unheard Histories’ in Years 5 and 6 allow children to study significant individuals such as Ellen Wilkinson, Lily Parr, and Betty Snowball. 

Throughout the scheme, pupils learn about different historical periods, civilisations, and societies. Diversity is woven into the scheme with opportunities to study black Tudors, Mary Seacole, and the Windrush generation.

The interactive timeline enables pupils to view simultaneous historical events and periods in different parts of the world.

 Inspiring the historians of tomorrow

‘History in Action’ videos offer an extraordinary insight into the world of those who study and use history in their work. The videos open pupils’ minds to the varied jobs in which history can be used, for example, archaeology, historical research, heritage, and conservation.

Upskilling teachers

Kapow Primary’s CPD videos help teachers upskill their knowledge of substantive and disciplinary concepts to become more proficient and confident in their lesson delivery. Our Greek and Maya CPD videos are a fantastic example of how we actively support teachers to understand the significance of these civilisations.

Ofsted’s subject review for History raises some interesting points about curriculum quality, staff CPD, and diversity in education. It emphasises the need for teaching to solidify and consolidate children’s essential skills and knowledge of History. But while it provides valuable suggestions, schools need solutions. 

Kapow Primary History lessons fulfil national curriculum requirements and recommendations while supporting teachers to deliver an engaging, enriching, high-quality curriculum. Suitable for all teachers, from non-specialists to subject leaders, this scheme is accompanied by integrated CPD, detailed planning documents, and subject leader support.