...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 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...
...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 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...
...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...
...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...
...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...
...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...
...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...