...hopes for the future. This does not mean that we should do everything that they want. What’s important to families is different from what might be important for them. I’ll...
...methods are fit for purpose. However, it also allows us to tweak and adapt elements that are working less well and to check for any unintended consequences of what we...
...bad for children, bad for their parents, and it’s also unfair for good online providers that are proud of their work and welcome independent oversight. We know from our work...
...these partners working together). We’ll also look at where we can reduce the inspection-related workload for local areas. For example, we will consider what information we ask for, and how...
...show that they are developing the literacy and numeracy skills needed for their employment. For example, in aeronautical engineering, apprentices have to work within the tight tolerances for accuracy in...
...influence parents, but there was little evidence that they were having an impact or that they were what parents want. Eighty-three per cent of parents said that they had been...
...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...
...training. They believe that it is delivered effectively and builds on what they already know. NPQ participants found that what they were learning was highly applicable to their role and...
...This forms part of a wider webinars for schools’ series for the autumn term, with further information and registration available via the link. We wish you the very best for...
...be other exemptions that are applicable, which are set out in the guidance) maintained schools that join a federation: we’ve clarified that changing the legal status of the school (which...