KATTT, you've got to appreciate that teachers are long steeped in the culture of the state system where delivery happens based not on the interests and apptitudes of the child but on the convenience of the system. The system deigns it judicious to deliver the "currriculum" in fixed installments in fixed units of time. That's the easiest way to deliver the mass education of children.
After many years in the state sector in various capacities - father, supplier, governor, G&T expert etc. - I've come to the conclusion that it is impossible for the state to deliver what you probably expect: provision based on ability. They'll make noises about extension and more "challenging" work etc., but they're far more expert at making the right sounds than delivering what parents of intelligent children expect their children to be taught.
But yes, at present the Ofsted system does miss the G&T. It highlights foundation, and SEN, SATS and general teaching, but nothing about the more able.
There's a reason OFSTED misses the more able ...and it isn't accidental. Intelligence isn't valued in the state system. This starts at reception and goes all the way up. Grade inflation at GCSEs and A levels ensures pupils get the same A* whether they're in the top 5% or top 0.01%. 50% of pupils get the "required" A-C (and going by the CVs I get half of them can't string a proper sentence together)!
The premise of universal education relies on a standardisation of curriculum and delivery. The (unstated) aim is to churn out mediocre pupils but to do it in volume. That's modern, that egalitarian, that's the only way you can mass educate children from disparate and widely differing backgrounds, abilities and interests (especially with a very limited budget).