...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...
...no ITE partnership has had an inspection under the new arrangements. Instead, we decided to do some research in the spring term into how partnerships have responded to COVID-19 (coronavirus)...
...not to let this opportunity go by. It’s much better to have an honest discussion about something than try to return to it later. The lead inspector should make sure...
...Many primary schools were giving pupils access to online books and libraries, and some to physical books, to keep reading going while they were at home. One school had created...
...experiences allowed schools to learn how they could respond in similar circumstances and ‘not be caught on the back foot’. Several trusts regularly brought designated safeguarding leads together to refine...
...subject-specific curriculums in schools across England. We also want to see how the debate might relate to inspection as we head towards the education inspection framework. First off, I want...
...supported to have a good understanding of safeguarding risks to children, and evidence that they know what to do if a child is at risk of harm the quality of...
...understand how many students carry out meaningful work-experience, so will need to follow this up tomorrow. First thing next morning I catch up with the lead inspector to see if...
...is limited. Therefore choices need to be made about what to do when, how much depth to pursue, which ideas to link together, what resources to draw on, which way...
...easier to groom. Gangs are taking advantage of this by, for example, getting children to take a knife into school or to break another rule which gets them excluded. This...