...how best to measure reliability. There are a number of considerations here. The most important is deciding which form of reliability to measure. We’ve already looked at inter-rater reliability –...
...about significance, rather than learning about how others have attributed significance to topics or events. Similarly, pupils were encouraged to ‘come up with their own interpretations’ about the past without...
...are to progress in this subject and go on to university or into the world of work?’ Well-ordered curriculums We know too that effective teachers also think carefully about the...
...Keeping Children Safe in Education and Working Together to Safeguard Children applies to your provision. Since these documents are updated regularly, you need to make sure that your policies (and...
...needs to be reinforced too by the medical profession (especially GPs and pharmacies) helping parents get the right perspective and balance and avoid an overly risk-averse approach to keeping children...
...– ‘very nice’ indeed! What we don’t expect Going back to the short document; it contains simple facts such as how we do not require schools to show us individual...
...to take time during the working week to learn something new, to improve their skills and review their learning. Without those opportunities there is no apprenticeship. You can keep up-to-date...
...We've put a lot of work into this research so far, and today’s commentary from Amanda reveals some of the preliminary findings. Inspectors visited 40 schools to gather evidence for...
...person-centred thinking and practice. To achieve the best possible outcomes, it’s important for us to train our inspectors to listen carefully to children, young people and families to understand their...
...we aim to help inspection improve your work, not be a burden. If teachers are told that the reason for doing something is 'because Ofsted wants it’, we want to...