...show inspectors the evidence that supports their view. Headteachers should also use these meetings to raise concerns, including those related to the conduct of the inspection or of individual inspectors....
...not to do fundamental research or to rack up academic publications. We intend for our work to be practical, policy-focused and accessible, and that is reflected in how we publish...
...and harassment between children in schools and colleges. We have given more recent training to inspectors on the risks to children online, including bullying. We train all our inspectors to...
...context, and how comprehensive and compelling the data is. Inspectors use the published data to shape their conversation with leaders in their pre-inspection call, and to consider which inspection activities...
...school governance very useful too. I’d like to assure you that my colleagues and I will continue to use this space to update you on inspection practice. To that end...
...training, not just to use the software safely and successfully, but also to consider good practice in remote learning across the trust and minimise disruption to curriculum delivery. In some...
...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...
...of inspection time is for inspectors to try to dive into your own particular style of collecting and recording data, especially as so many schools use so many different systems....
...to inform our inspection judgements. These views form an important part of the evidence that inspectors collect and can be used to help providers to improve. We’ve refreshed our Learner...
...resources. In response to what we heard, we committed to a range of actions to increase our focus on how providers are meeting the needs of children and young people...