We have been writing about how important it is for all children to be able to read for some time now. This blogpost focuses on pupils with special educational needs...
...for schools with varying proportions of White British pupils eligible for FSM, the data does not support this view. The following chart shows that for schools with higher proportions of...
...a result of discussions at these meetings. For example, staff identified the opportunity for and the benefit of introducing an art therapy programme for their learners in supported learning. Other...
A year has passed since the Department for Education (DfE) launched the Online Education Accreditation Scheme (OEAS). The scheme provides a route for providers of full-time online education to apply...
...how inspectors evaluate support for weaker readers. Although it relates to pupils in secondary schools who have fallen behind with reading, it is also relevant for pupils of any age...
...see more of a ‘work with us’ approach. Many contributors called for dedicated HMI to return regularly to schools, or even for inspectors from the original inspection team to be...
...staff behaviour policy. This is sometimes called the code of conduct and should include, among other things: acceptable use of technologies staff/pupil relationships and communications the use of social media...
...a few of the queries that come to us. For early years registered settings the Statutory framework for the early years foundation stage (the EYFS) is the most important document,...
...training for professionals to help them recognise the signs, and know what to do, is essential. For schools and colleges, there’s detailed Department for Education advice on what to do...
...to catch up. The Department for Education (DfE)’s reading framework says: ‘Teachers should aim for all children to keep up with the school’s chosen phonics programme, ensuring teaching time is...