...day and the time is ripe for the Department for Education to revisit the policy. Schools should be forward looking and constantly seeking to improve. And, indeed, that’s what most...
...career that recruits and retains the best professionals. High-quality continuous professional development is good for school leaders and teachers. But most importantly, it’s good for pupils. And as everyone works...
...and language and what inspectors look at including the use of phonics and early reading. We'll explore what a reading deep dive is and share what we understand from inspection...
...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....