OFSTED, fun, and learning: a case study of a school music inspection

Abstract

In December 2001, the Times Educational Supplement reported on an OFSTED (Office for Standards in Education) inspection in which a school music department had been heavily criticised for placing too much emphasis on fun and enjoyment. In this paper, the OFSTED report is examined for evidence of the assumptions and justifications of its negative conclusions. The place of enjoyment in teaching and learning music is discussed and it is suggested that enjoyment is important to underpin necessary implicit learning, to maintain motivation and to ensure a lifelong commitment to music. Furthermore, enjoyment is not an easy option, depending as it does on a balance between challenge and developing competence. It is concluded that the OFSTED report fails to back its judgement with convincing evidence, fails to acknowledge the possibility and legitimacy of different positions, and relies on the power of OFSTED for its own legitimacy.