What do Ofsted want from Music Assessment?

Key Strategies for Teachers and Schools.

Two experienced music educators sat on the main stage at the Music Mark Annual Conference 2025 in Nottingham to talk about assessment in music education. The session welcomed Chris Stevens, Ofsted’s His Majesty’s Inspector, and James Manwaring MBE, President of the Music Teachers Association. They discussed music assessment strategies, Ofsted expectations, and how to build an outstanding music curriculum; key tips for teachers and school leaders aiming to improve music education in their schools.

Over the past three years, Ofsted has focused on improving its approach, and many music teachers have felt anxious about Ofsted inspections. Watching Chris and James chat openly helped ease these worries and reminded everyone that we’re all working together to support high-quality music education.

James Manwaring MBE, President of the Music Teachers Association

In the moment assessment (performance).

When an inspector and teacher meet, the conversation often begins, ‘What do inspectors want to see for assessment in music?’ The answer was not a checklist but a dialogue that dispelled common myths.

A common myth is that music teachers must record every piece of verbal feedback during music lessons as evidence for Ofsted. Chris and James cleared this up, saying that Ofsted doesn’t expect it and that, in fact, it can take time away from students and effective music teaching.

They discussed how assessment in music education differs from other subjects, especially when it comes to music performance and formative assessment. In performance, a conductor listens closely to each musician, gives immediate feedback, and the performer adjusts right away. This approach keeps the group on track and always improving, showing the power of formative assessment in music.

Consider this image when music teachers assess students as they sing, clap rhythms, or play instruments, and as students self-assess and correct themselves.

Assessment in composition is different again!

Many steps come before assessing music composition. Effective assessment depends on what you have taught, since successful composition relies on students having key skills, like understanding music technology (e.g., sequencers), notation, and instrument knowledge.

The importance of sequencing and progression to assess.

Building a strong music curriculum means deliberately choosing what you teach; assessment strategies should shape your curriculum and overall vision for students. Instead of blindly depending on routine testing, use assessment to support ongoing, project-based learning and help students grow as musicians and creative thinkers.

Ambition in your music curriculum isn’t just about covering lots of topics; it’s about using music assessment to help students make progress and build musical skills over time.

Fitting the school assessment mould.

Chris Stevens, Ofsted’s His Majesty’s Inspector

Music teachers know how to give in-the-moment feedback, and it was good to hear credit given to teachers who have mastered this skill. Chris and James still debated what music assessment evidence looks like and how often it should be collected. It was good to be reminded that music teachers have real autonomy, especially when senior leaders are invited to observe assessments in natural settings, whether during a music performance or a quick classroom moment. Chris also reminded us that ‘Striking the Right Note: The Music Subject Report’ is a key Ofsted document outlining what outstanding music education looks like.

Why do we do what we do?

Chris and James reflected on their roles in music education: James aims to educate and inspire young people, while Chris’s role is inspection.

They also considered why and how we assess music. Building on immediate feedback, musical learning requires time, practice, and repetition. Developing a strong music program often depends on extracurricular activities beyond the classroom, and growth takes time.

More music teaching will be seen by Inspectors.

With Ofsted’s revised inspection framework, inspectors will visit classrooms to assess the strength and breadth of music curricula directly. This gives you more chances to showcase outstanding music teaching and learning during Ofsted inspections.

Ofsted wants to see great music education in action. Inspectors are told to look at music, but it’s up to teachers and schools to highlight successful music teaching and learning so it gets recognised.

Music is an entitlement, not an add-on.

James and Chris provided reassurance when responding to examples where students missed instrumental lessons due to Ofsted visits. We hope music teaching in schools will be fully understood, with collaboration among teachers, tutors, and music services valued and encouraged.

Key Takeaways:

• There’s no single way to assess music; music assessment happens every day through a variety of effective approaches.
• Your work as a music teacher has a direct and meaningful impact on students.
• Remember, as the music teacher, you’re the expert guiding student progress and music learning, not the Ofsted inspector.
• Confidently explain to senior leaders how students progress on specific instruments over time.
• Schools need outstanding music to be recognised as exceptional by Ofsted.