...CLT actually suggests is that teachers should consider what cognitive load they are asking from learners and whether that is appropriate at that particular stage of learning a topic. It...
...hopes for the future. This does not mean that we should do everything that they want. What’s important to families is different from what might be important for them. I’ll...
...these behaviours and be able to provide evidence of this to an inspector if asked. In apprenticeship standards, what apprentices know, what they can do and what they show, is...
...previously exempt from routine inspection new schools awaiting their first inspection (including schools that have received a new URN since their last inspection) schools that have recently undergone a significant...
...their apprenticeship. What does this mean for inspection? Regardless of the apprenticeship standard, inspectors will expect to see that apprentices work to the exacting standards set by employers and training...
...skills that they had when they started their apprenticeship. By the penultimate day of the inspection, it’s clear that the vast majority of apprentices develop new skills. For example, one...
...to unpack that a bit. I believe, and Ofsted’s inspections of special educational needs and disabilities (SEND) provision in schools are built around this idea, that the experience of pupils...
...It’s a world away from the remote education that schools have offered through the pandemic – both because it is offered on an ongoing basis by providers that are unlikely...
...this. Some felt that inspectors’ approaches can still be too variable and others voiced that Ofsted needs to be very clear about how we communicate requirements. I take both these...
...do need to be accessible. In practice, this means that the setting must know who the designated officer is and that they’re contactable if needed. They don’t have to be...