...outstanding, which is great to see. As inspectors, we have to expect the same high standards for all pupils in all schools. But that’s not to say that we don’t...
...a library in a bike shed, for example, so that children could exchange their books at agreed times without having to go into the building. However, we also found that...
...about what’s happening for their children. The COVID context We do understand that things aren’t ‘normal’, and it’s only fair that inspection recognises this. So that’s exactly what we’re doing....
...and have different objectives. When we inspect an AP, we know that we will see different curriculum approaches that reflect the specific needs of the pupils. And we know that...
...that apprentices, providers and businesses have gone to during the pandemic. There is no escaping that, for many in the sector, COVID-19 (coronavirus) has made delivering education and training challenging....
...school that is reflective and receptive to challenge. By that, we mean that staff understand that keeping children safe is an ongoing endeavour and that there are always aspects of...
...with you to understand what’s typical and what’s different because of inspection, for example if teachers are out of class when they would not usually be. From an inspector’s point...
...that the school is still good without the need to convert to a full inspection. But in almost a third of short inspections this year, inspectors decided that they needed...
...see settings as they are. We don’t want people worrying about what they think we require, when that may not be the case. So what are those commons myths? The...
...outcomes. That said, there is often less of a link for inadequate schools, because these are often judged inadequate for safeguarding rather than for quality of education. Although improvements have...