...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...
...made to the handbooks (both graded and ungraded) for schools and non-association independent schools. This is so that leaders and teachers understand our approach and know what to expect for...
...inconsistent and uncoordinated, and that too little is being done to understand and meet the needs of individuals. Pandemic delays We found that most prison education managers had developed appropriate...
...extensive research into the importance of teaching phonics until children can decode speedily and automatically. Pupils who struggle to decode unfamiliar words quickly fall behind their peers and struggle to...
...and the first of our subject reports. Our science subject report will be available soon and will paint a picture of the teaching of the subject across England. We hope...
...meals (FSM). This blog post from Sean and me expands the range of evidence in this debate, but recognises too that, given the complex interaction of schools’ circumstances and make-up,...