The inverse correlation between deprivation and enrichment breadth is the central problem the Framework needs to solve, and acknowledging that philanthropic and partnership support is required while knowing that neither is evenly distributed is essentially admitting the policy cannot deliver equity without the funding to match the ambition. What would it mean to treat enrichment not as an enhancement to the curriculum but as a core entitlement that attracts protected resourcing in the same way that literacy and numeracy do?
Obviously, I agree with you. But there's vanishingly little chance of that in pratice. I think there's credit to be given for admitting that the task at hand outstrips most schools' independent capacity. A test of the policy's seriousness will be Ofsted's willingness to consider local context in rendering judgement about enrichment programmes.
The inverse correlation between deprivation and enrichment breadth is the central problem the Framework needs to solve, and acknowledging that philanthropic and partnership support is required while knowing that neither is evenly distributed is essentially admitting the policy cannot deliver equity without the funding to match the ambition. What would it mean to treat enrichment not as an enhancement to the curriculum but as a core entitlement that attracts protected resourcing in the same way that literacy and numeracy do?
Obviously, I agree with you. But there's vanishingly little chance of that in pratice. I think there's credit to be given for admitting that the task at hand outstrips most schools' independent capacity. A test of the policy's seriousness will be Ofsted's willingness to consider local context in rendering judgement about enrichment programmes.
Only to say I agree 100% with this analysis and viewpoint.