...an important difference between the two. The headteacher can see that the staff are reassured by this and are more relaxed as they begin their day. Self-evaluation The headteacher and...
...typically found high-quality curriculums which are ambitious and well-sequenced. They consider the expert knowledge, skills and professional behaviours needed by teachers at each phase and subject-level. In the best examples,...
...best intentions and that we have to try harder to keep continuity and communicate more effectively. Other recurring topics Other recurring topics included the quality and consistency of inspections and...
...made to the handbooks (both graded and ungraded) for schools and non-association independent schools. This is so that leaders and teachers understand our approach and know what to expect for...
...inconsistent and uncoordinated, and that too little is being done to understand and meet the needs of individuals. Pandemic delays We found that most prison education managers had developed appropriate...
...extensive research into the importance of teaching phonics until children can decode speedily and automatically. Pupils who struggle to decode unfamiliar words quickly fall behind their peers and struggle to...
...the child and risks disguising the true level of demand for appropriate SEND support. In the FE and skills sector, we found great variety in learners and providers’ experiences. We...
...where the quality of education needs to be better to ensure the system can provide the right support to make it better. Further sources of information [1] Revised GCSE and...
...gather and share evidence. And it will make collation of evidence across themes and areas of practice significantly easier for Ofsted, which will be of huge benefit to our research...
...staff behaviour policy. This is sometimes called the code of conduct and should include, among other things: acceptable use of technologies staff/pupil relationships and communications the use of social media...