...what ECTs already know and using this to inform programme delivery training that helped ECTs apply what they know, specific to their subjects and phases high-quality training for mentors high-calibre...
...received meet with many parents/carers at settings host an engagement session for parents/carers evaluate the impact of parental involvement through bodies such as parent/carer forums At a meeting with 70...
...of the relevant issues that providers may be facing. For example, we have placed a clear expectation that conversations between leaders and the lead inspector will continue to include a...
...managers plan the apprenticeship with employers. Do they know what they’re looking for and assessing at each progress review? For example, what should an apprentice know about or do by...
...update, I said that we’d take stock of that grace period, to make sure that schools have the time to do what they need to do. We know that a...
...helpful to clarify what it could mean for inspection. Removal of the separate teaching, learning and assessment judgement The paper proposes that Ofsted removes the specific judgement on the quality...
...day and the time is ripe for the Department for Education to revisit the policy. Schools should be forward looking and constantly seeking to improve. And, indeed, that’s what most...
...a sample of delivery partners (for example, multi-academy trusts and teaching schools hubs) to help inform our assessment of a lead provider. A force for improvement As an organisation, we...
Persistent school absence is one of the most significant ongoing impacts of the pandemic. The latest data shows that nearly 1 in 4 pupils were absent for 10% of school...
...have a higher than average: preference for staying in their local area aversion to risk concern for financial security. The fact that teaching is a possible career no matter where...