...of education judgement, an outcome of good reflects that leaders have an accurate understanding of the curriculum that they offer – its strengths and weaknesses – and that there is...
...first time. We usually inspect a new provider within 3 years of it beginning to deliver education and training programmes. But, because of the large volume of these new apprenticeship...
...modules of qualifications aren't the only indicators of progress. On their own, these tell us little about the required knowledge, skills and behaviours. We want to see if leaders and...
...to unpack that a bit. I believe, and Ofsted’s inspections of special educational needs and disabilities (SEND) provision in schools are built around this idea, that the experience of pupils...
...insights, and we received a high number of responses during the LPMVs. The responses help inspectors to form an accurate picture of the quality of the ECF and NPQ programmes....
...who can’t read unfamiliar words accurately will need phonics teaching. Regardless of age, special educational need or background, the same knowledge of the alphabetic code and phonics skills underpins all...
...with governors, staff and pupils and look at a wide variety of documents. Ahead of this particular inspection I’d identified that the majority of pupils are eligible for free school...
...of the school. She has an honest and open approach to the inspection and a clear self-evaluation of the schools’ effectiveness. This helps us to agree the main lines of...
...providers consider the starting point and end-goals of their trainees within their curriculum design. In the early years, primary and secondary phases, the Core Content Framework is comprehensively taught and...
...best intentions and that we have to try harder to keep continuity and communicate more effectively. Other recurring topics Other recurring topics included the quality and consistency of inspections and...