This paper presents observations on the nature of school audit methods in light of the implementation of Scotland's incoming Curriculum for Excellence and the major normative, technological, and cultural changes affecting schools. It points to a mismatch between the concepts and structures of the incoming curriculum and that of the universalistic yet atheoretical grading schemas used in Scottish school inspections. The analysis demonstrates how school inspection with its basis in specifications and fixed measures conflicts with the formative agenda of the incoming curriculum, causing a barrier to its creative realisation in schools. An alternative framework of school developmental engagement is presented via interpretative processes, theoretically grounded purposes and systems thinking.