Daniel Muijs, our Deputy Director for Research and Evaluation, and Karl Sampson, Assistant Regional Director for the South West, discuss the role of multi-academy trusts during the COVID-19 pandemic. The...
...duty to inspect every school back into force. We are glad to be seeing what’s happening for children, having conversations with teachers, and building on what we learned through our...
...when that curriculum content is learned. There are no extra forms of documentation needed for inspection because all schools already plan curriculum content and teaching activities designed to ensure that...
...trainees to meet the needs of learners with special educational needs and disabilities (SEND). For example, explicitly teaching a variety of strategies for adapting teaching to meet the needs of...
...that they carried out some form of preparation for key stage 2 SATs, which meant curtailing or postponing the teaching of other foundation subjects. SATs are important in reflecting how...
...and we’re confident that the resulting new MAT summary evaluations, as they will now be called, will improve the inspection experience for MAT leaders, their academies and for inspectors. Ultimately,...
...far, groups have met for history, modern foreign languages (MFL), English, mathematics and science. We have more groups planned for the near future. The first groups (history and MFL) were...
...pre-inspection preparation remotely the day before they turn up at a school. We’ve been told for some time that the initial contact between an inspector and a school leader can...
...sure that trainee teachers are prepared for the classroom. In June last year, we introduced a new framework for inspecting ITE partnerships, which puts a much greater emphasis on the...
...be a focus on the core subjects and another focus on, for example, vocational subjects. We might focus on a specific aspect across these subjects. For example, perhaps a school...