...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...
...to work towards an apprenticeship framework for some time, and hence will continue to complete nationally recognised qualifications. Providers and inspectors can compare qualification achievement rates and look for patterns...
...meeting, the inspection team (in the base room and by telephone in the regions) decide that the provision is good for all key judgements and for apprenticeships. We agree the...
...these partners working together). We’ll also look at where we can reduce the inspection-related workload for local areas. For example, we will consider what information we ask for, and how...
...receiving highly effective careers information, advice and guidance that ensured that they were on the right apprenticeship for them to fulfil their career goals managers and tutors intervening quickly and...
...which are proportionate, purposeful, and bespoke. For example, processes that align with trainees’ experience and use trainee feedback to identify what is working well and what could be improved 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...
...leaders and governors create a safeguarding culture in the setting arrangements for staff recruitment and vetting the quality of safeguarding practice arrangements for handling serious incidents and allegations. Even with...
...finding sufficient time for extra teaching and practice, is crucial. This means that: leaders will need to think carefully about staffing, pupil grouping and timetabling pupils may need to miss...
...them. Inclusion means making the school a strong part of the local area’s provision for children and young people who have SEN and/or disabilities. Mainly, it means identifying, assessing and...