...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...
...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...
...cannot be taught the alphabetic code. The curriculum remains the same but the pedagogy might be different We know that sometimes, schools assume – mistakenly - that if pupils are...
...see settings as they are. We don’t want people worrying about what they think we require, when that may not be the case. So what are those commons myths? The...
...a vital contribution to the debate about curriculum. Some people have said that Ofsted should not be doing research and that we should stick to inspections. Some worry that by...
...questionnaires to our Parents Panel. So, what did we find? Firstly, that there is a lack of coherent debate and discussion about the curriculum. There isn’t a shared understanding across...