...and far between, I used to be the headteacher of 2 very small schools up in the north. So I understand the challenges that the smallest schools face, as well...
...and preferences about the way we communicate with the profession. It is important for us to understand how we are perceived so that we can work out how best to...
...far? I’ll need to make a decision soon on whether to convert to a full inspection to gather any additional evidence I need and carry on tomorrow. There’s more evidence...
...not to let this opportunity go by. It’s much better to have an honest discussion about something than try to return to it later. The lead inspector should make sure...
...leaders used this to justify lower expectations for some pupils or to prioritise pupils’ engagement in the curriculum over what leaders thought they needed to know. All schools bar one...
...in schools giving neglected children better access to education and helping them begin to achieve their potential. Examples of additional support include counselling and one-to-one support to help children improve...
...leaders and managers did not give enough attention to the skills and behaviours that apprentices wish to develop, or to their longer-term career goals too many apprentices were accomplishing little...
...questions on what parents want to know and can answer, what inspectors want to know and what schools find useful. Getting this balance right is important. New questions to support...
...about significance, rather than learning about how others have attributed significance to topics or events. Similarly, pupils were encouraged to ‘come up with their own interpretations’ about the past without...
...no ITE partnership has had an inspection under the new arrangements. Instead, we decided to do some research in the spring term into how partnerships have responded to COVID-19 (coronavirus)...