...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...
...for schools with varying proportions of White British pupils eligible for FSM, the data does not support this view. The following chart shows that for schools with higher proportions of...
...sense of what they read, can’t recall previous content, and so fall behind in any subject that requires reading. So, it’s important that assessment checks exactly which aspect(s) of reading...
...out our main findings. I hope they are useful for colleges and other providers, providing insight on what is working and what can be improved as they plan for September...
...have also expanded our teacher base for wider specialisms and developed the platform that we deliver our lessons through to offer more opportunities for interaction. – TCES What was the...
...under review, and it may be that down the line, headteacher Ofsted Inspectors will put forward their best teachers for this. At the moment, we need to focus on ensuring...
...ensure that appropriate policies and procedures are in place so that timely, appropriate action can be taken to safeguard and promote children’s welfare. I know you will all agree that...
...catch-up plan for new pupils or for those who have fallen behind due to loss of schooling. Making the best use of time in every phonics lesson, as well as...
...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...
...a few of the queries that come to us. For early years registered settings the Statutory framework for the early years foundation stage (the EYFS) is the most important document,...