...fundamental; it helps to establish an effective working relationship. I explain the inspection process and what information I’ll require, as set out in Ofsted's inspection handbook. I need to receive...
...between year 10 in 2016 and year 11 in 2017 This model will be used to inform our discussions with local authorities and multi-academy trusts, and to ask questions in...
...support their career development and for those interested in working in the sector to see the range of job roles on offer. We will continue to develop our analysis to...
...working out for their children? Inspectors need to know. In particular, we want to know how: local areas work with parents to co-produce plans that lead to the best outcomes...
...When we launched the framework in September last year, we wanted to be fair to schools, and give them enough time to craft their curriculum plans. That’s why we announced...
...interesting to see that some languages were perceived to lend themselves to a more structured approach (Mandarin, Hebrew and Latin) due to inherent features of those languages and their scripts....
...and our inspectors. We also want to be clearer about how we refer to different types of inspection. Section 5 inspections will now be referred to as ‘graded’ inspections and...
...the curriculum to provide high-quality, bespoke training. Some lead providers offered flexible online learning modules to supplement the training. This flexibility allowed mentors to pitch training to individual ECTs' learning...
...the way we inspect schools. In June 2023, we committed to making a number of changes to the way we inspect and report, including around safeguarding. We’ve now updated our...
...we are testing the following things: feasibility – to understand how well the inspection toolkits support inspectors to collect evidence validity – to understand the extent to which the toolkits...