...governance guide’. 8. What do you mean by ‘barriers to learning and/or wellbeing’ and how do you define 'disadvantaged'? Inspectors want to understand your school’s context, including the demographics of...
...have enough detail for the inspector to be able to understand the overall concerns that have been identified and the support and help that is in place for children. The...
...to read. All pupils need the same knowledge of the alphabetic code to become independent readers and spellers Extensive research shows how important teaching systematic synthetic phonics (SSP) is until...
...opportunities for group learning and peer engagement at the beginning and end of the day with a breakfast club before the first lesson and wider choice of enrichment opportunities. We...
...do more with fewer resources and less funding. They’ve increased class sizes and introduced more e-learning and IT. They’re working with learners to develop more independent thinking and learning skills...
...with special educational needs and disabilities (SEND). High-quality training and professional development are therefore vital at all stages of teachers and leaders’ careers: from initial teacher education (ITE) to support...
...we’ve simplified and streamlined the data requests that we make ahead of an inspection. We’re also improving coordination with other inspection frameworks and with the DfE and NHS England regional...
...support and engage with schools to help them recognise the signs of neglect, and be clear about how and where to refer these children and families for support. You...
...a single measure for a single year in isolation. Reviewing data over multiple years and across multiple measures helps identify consistent and comprehensive patterns and emerging trends – and smooths...
...call between the lead inspector (LI) and the headteacher. During this call, the LI will ask the headteacher to describe and explain the AP’s core work and objectives. This is...