The Ofsted model of educational progress is based on a progression of key stages. Learning is seen as continuous, linear, and progressive. Questions of pace, progress, and outcome are measured through comparison with other pupils, schools and educational systems. The Summerhill model of educational development , on the other hand, is voluntary, discontinuous and transformative. Pupils come to a realisation of themselves and their wants, and may only then become authentically-motivated, enthusiastic learners.
Progress is valued as an individual rather than as a comparative matter.
Essentially, the Ofsted model sees childhood education as a preparation for life, work, and citizenship which involves accumulating the knowledge and skills that enable an effective adulthood. Such knowledge and skills offer a freedom after knowledge. Summerhill sees childhood as an expression of life, work and citizenship wherein the necessary values, dispositions and actions are internalised through their exercise in the lives of the Summerhill 'community'. Thus, for example, one might contrast the two models, in broad pedagogical and political terms, as an education for democracy as opposed to an education in and through democracy. In general the Ofsted goals are centred on subject attainment, normatively assessed and outcome-oriented, whereas Summerhill emphasises an education of the emotions as well as the intellect, stressing the processes of learning and living rather than the outcomes.