...quality in the sector is high. This blog looks at how staff qualifications contribute to overall quality of the sector and how that varies across different areas of deprivation. We...
...working out for their children? Inspectors need to know. In particular, we want to know how: local areas work with parents to co-produce plans that lead to the best outcomes...
...When we launched the framework in September last year, we wanted to be fair to schools, and give them enough time to craft their curriculum plans. That’s why we announced...
...to communicate more effectively with others, they also help children to understand what it is to be a global citizen. This includes the importance of tolerance and understanding, which is...
...the curriculum to provide high-quality, bespoke training. Some lead providers offered flexible online learning modules to supplement the training. This flexibility allowed mentors to pitch training to individual ECTs' learning...
...of pupils without school staff present, so that pupils can speak freely. There will also be the opportunity for staff to speak freely to inspectors without senior colleagues being in...
...we are testing the following things: feasibility – to understand how well the inspection toolkits support inspectors to collect evidence validity – to understand the extent to which the toolkits...
...to a more balanced picture. We want to make our expectations clear about our new approach for MAT summary evaluations, so today we’ve published our operational guidance to bring about...
...Another area of accountability that inspectors look at is whether schools are working towards the EBacc target. We need to take into account the options available to pupils. Inspectors will...
...up to use this new tool on over 8,000 inspections annually. As you probably know, inspectors currently capture evidence on handwritten forms. These forms are collated by the lead inspector...