...different inspections. For more information, see: ‘What happens when a provider is notified of an inspection’. 5. What data will we need? The inspection information for FE and skills providers...
...steps, so we wanted to talk you through the most important points in this blog post. For background, our blog from December 2024 set out what we were aiming to...
...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...
...complain to Ofsted. We take every complaint seriously, but I’d like to reassure you that we take action on a relatively small number of complaints, and that number has not really increased. We do, however, recognise that there is a perception that an increase in complaints is prompting us to...
...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...