...accreditation visit. Robust safeguarding policy that deals with online context of the provision The DfE’s guidance notes that ‘to meet standard 4.1, a provider must have a comprehensive safeguarding policy...
...language comprehension. These examples demonstrate that there is no single way to organise the teaching of phonics effectively. What matters most is that any pupils who fall behind are able...
...information/data? Yes, of course it is, although that information will never tell you all or even most of what you want to know. But what is not a worthwhile use...
...than good compared with last year. It’s therefore not surprising that the grade profile reflects that. Schools in deprived areas The second issue is the frequently – and hotly –...
...is going on locally. That said, I am cautious of the idea that inspectors should be effectively located in schools, on hand to tell them what to do to ‘pass’...
...social interaction but also for the instant feedback and opportunity to ask questions that it provides. Learners told us that using online chat during sessions does not replace the classroom...
...a long time. Here’s an explanation of why that is and what happens when we do inspect them. Many parents, teachers, leaders and governors tell us that they like the...
...the new approaches Since the announcement, we’ve been working on what ungraded inspections will look like in practice. To make sure that we get this right, we asked some of...
...of that curriculum in terms of what pupils know and what they can do. Some small schools draw on expertise or leadership from people who are not in the school...
...parents what it’s like to be a child or young person at the school – what is being done well and what could be done better. We’ve been testing the...