I’m beginning to wonder whether the new framework consultation from Ofsted isn’t becoming a classic example of why you should be careful what you wish for.

After years - decades, indeed - of complaining about the narrow focus both the inspectorate and the Department for Education had on the core subjects (or rather, on English and maths), we’re suddenly faced with the prospect that inspections will now focus heavily on the one area of schooling we’ve been able to overlook in the past.

That’s not to say that we should oppose the change. But equally, it’s no surprise that it’s suddenly become the centre of attention in a way that might suggest an air of panic. Particularly in areas where it has been challenge enough to meet the demanding thresholds of test results in those core subjects. As Jeremy Hannay, headteacher of Three Bridges Primary in Southall, explained on Twitter recently:

This isn’t just an issue for headteachers - nor even for pupils. It presents challenges, too, for primary teachers. I’m increasingly coming to wonder that the role of a Year 6 teacher has become just about impossible to do well. The change of focus in Ofsted inspections will only add to that challenge.

More pianos than pianists

I had the pleasure of being invited to speak at the Inset training day of a local group of primary schools last week. I chose the curriculum as my topic, and spoke about some things that I thought we ought to be tackling in primary history that we had perhaps tended to neglect in the past. But I also made clear why I had chosen that subject as a focus. I don’t have the subject knowledge to be able to do the same for design and technology or music.

I’d imagine that few people do. Up until now, we’ve been rather content to ensure that primary teachers are able to teach English and maths to a high standard, and to “have a good stab” at the other subjects that pepper the afternoon timetable. In some large schools, you might have the luxury of curriculum leaders who are experts in their field, but even then, it isn’t uncommon to find that the geography subject leader dropped the subject at 14 and would much rather be leading art.

It probably doesn’t help that our narrow focus has been around so long that even our teachers have been channelled through it. Most newly qualified teachers now wouldn’t even have been born before the introduction of the national curriculum.

Those who might have shown great talent for teaching music, art or D&T were instead forced to prove again and again their skills in the two main subjects. Who’d blame them now for choosing another profession? Mine can’t be the only school that finds itself with more pianos than pianists!

Given the choice, I’d rip the whole thing up and start again - or at least breathe new life into the middle-school system. There, specialism could start sooner, but without completely unpicking the merits of the generalist system in primary schools. It’s surely no longer feasible to expect one person to have a sufficiently high standard of knowledge and skill in all the statutory subject areas to be able to deliver a broad and balanced curriculum right up to Year 6.

Of course, if the department is really serious about raising the game for all subjects, then perhaps it’s time to talk about bringing primary funding in line with secondary. An extra £1,000 per pupil would go a long way to helping out with a broad and balanced curriculum.

Michael Tidd is headteacher at Medmerry Primary School in West Sussex. He tweets @MichaelT1979