...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,...
...training for professionals to help them recognise the signs, and know what to do, is essential. For schools and colleges, there’s detailed Department for Education advice on what to do...
...and social care. These must all work together for the best outcomes for children and young people. Organisations and practitioners need to have the skills to listen to feedback, concerns...
As summer comes to an end it is back to work for many of us, be that for schools, colleges or nurseries. I hope that everyone is refreshed for the...
...joining Ofsted as an HMI was a natural next step for me. Since becoming an HMI, I have grown professionally at a rapid pace. I am fortunate to work with...
There's been a lot of talk recently in the media about algorithms. Facebook has come under scrutiny for their use of algorithms to target users with specific adverts or content....
...most to the disadvantaged and vulnerable in society. They are the ones who benefit most from high-quality provision. As a force for improvement, we also have a role to play...
...For example, the IDSR and FESIT may indicate that a FE provider or a school's performance for a given measure has improved over time. But the reasons for the improvement,...
...that they feel forced into ‘gaming’. However, in my experience, most schools do the best for their individual pupils and do not game the system. It is an inspector’s job...
...for inspection this term. Our approach for non-associated independent schools is outlined in our COVID-19 rolling update. Recognising the COVID-19 context First and foremost, we will make sure that we...