While there is often evidence to support such a hypothesis there is no mechanism

While there is often evidence to support such a hypothesis, there is no mechanism within an Ofsted inspection for that evidence to be reported.There is a hypothesis that the breadth of the national curriculum leads to insufficient emphasis on literacy and numeracy in primary schools. There is a hypothesis that the Government's rejection of coursework and its obsession with pencil and paper tests has led to a loss of breadth, a loss of motivation and lower standards at key stage four. If the national curriculum required children to develop a hatred of books and flowers, Ofsted would inspect the efficiency of schools in instilling this hatred, but it would never question the morality or the educational value of doing so: it has no mechanisms to enable such analysis.Take some practical issues. In Ofsted terms, the quality of teaching is very good.The point is that our much-vaunted inspection machine is fundamentally amoral and (to coin a term) "a-educational". Timing and pace are excellent, and there is good use of dramatic effect Whole class teaching is appropriate and effective. The use of an electric shock to consolidate learning represents effective deployment of appropriate technology. The lesson is well planned and there are specific, measurable learning outcomes.

In Ofsted terms, the quality of learning is very good.The teacher's preparation is thorough. Books and the flowers are imaginatively selected and resources are well laid out. They are quick to respond to a range of positive and negative stimuli. They express their responses appropriately using physical and verbal means They make clear and measurable progress in their learning. They respond appropriately to a range of stimuli and express their responses clearly.

In Ofsted terms, standards of achievement are very good.The children are co-operative and eager to learn. The books and flowers are offered to them a second time, but now the children respond with fear and revulsion. It is interesting to reflect on what Ofsted would make of this: The children are able to understand the relationship between flowers and books and sirens and electric shocks. When the children are fully involved, the teacher pulls a lever that sets off flashing lights and a shrieking siren. At the peak of the children's terror, the teacher reinforces their learning with a mild electric shock, proudly boasting that he can electrify the whole strip of floor. The sirens and the power are switched off and gradually the children's bodies stop twitching and convulsing and their maniacal screams fade back to cries of "ordinary terror". The classroom is set out with flowers and beautiful picture books, which a class of nursery children is encouraged to touch and explore and enjoy.