...and understanding to be gained at each stage (intent)… …for translating that framework over time into a structure and narrative, within an institutional context (implementation)… …and for evaluating what knowledge...
...that there must be a high bar for any changes we make to our inspection framework and that those changes must be well thought through, well tested and well explained...
...explanations for pupil movements, and the data is there to help our inspectors and regional directors to have conversations with schools, multi-academy trusts and local areas. Updating this analysis and...
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...
...to achieve the goals of their education, and have all pupils learned that knowledge? Subject leaders do not need to prepare special documentation for Ofsted on intent, implementation and impact....
...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...
...school and discuss the context. A timetable was drawn up and agreed. I was able to hand over documents prepared in advance.’ Of course, not everyone has felt the same....
Amy Finch, Head of Strategic Evaluation, and Helen Matthews, Specialist Advisor, Initial Teacher Education, discuss the findings of our ITE research and why it’s the right time for a new...
...will consider requests from schools for early inspections. I believe this fresh approach reflects our aim to act as a force for improvement through inspection. This is one of our...
...says and implications for classroom practice CLT is about the architecture of memory and the brain and, in particular, the capacity of the short-term memory to process information. Long-term memory...