...and undertake more complex tasks. A Jenga tower analogy is useful here. When pupils understand more complex ideas, the Jenga tower is sturdy. When bits of knowledge are missing, the...
Our research commentary prompted quite a bit of discussion on cognitive load theory (CLT) and how we’ve used it. We thought it would be useful to address some of the...
...how Ofsted will identify and recognise exceptional leaders. I have made minor amendments to the handbooks to clarify how this process will work in inspection. Over the next couple of...
...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...