...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...
...our inspector training. We will continue to be sensitive to the challenges presented by the pandemic and will always take that context into account. We know that providers have worked...
...the pandemic was not the sole cause of pressure on teacher workloads. We found that many teachers want more time dedicated to professional development, but that workload pressures prevent this....
...us their views. We know that providers want to move to good and we expect that this new way of working can help them in that journey. You can...
...a curriculum that is coherently planned and sequenced a curriculum that is successfully adapted, designed and developed for pupils with special educational needs and/or disabilities a curriculum that is broad...
...what we find on inspection. When we apply this understanding to a specific area of the country, we’re able to describe what it is like to be a child growing...
...were not. It is worth noting that, on average, FSM pupils achieve lower grades than non-FSM pupils. Professor Jerrim found that, given the academic requirements of becoming a teacher, most...
...helpful to clarify what it could mean for inspection. Removal of the separate teaching, learning and assessment judgement The paper proposes that Ofsted removes the specific judgement on the quality...
...staff. We also emphasised the importance of high-quality teacher training and development. It is vital that schools can recruit, train, and retain a highly skilled workforce. What next? Our report...