...However, in other ways, each inspection is as unique as the school inspected. That’s why we particularly want to tailor our inspections in small schools. So, what should small schools...
...groups. For instance, 29% went to an unknown destination in year 9 to 10 versus 51% in year 10 to 11. This may be a sign that in the younger...
...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...
...to them about timings and what to expect. I tried to put them at ease and remind them not to do anything special for me – to keep to normal...
...taught and to remember. To overcome the challenges of expertise in multiple curriculum areas, lots of schools work with other local schools to design their curriculum. Schools also make use...
...will continue this study into a second year, in which we will track changes from year 1 and collate insights. We have also commissioned the Institute for Employment Studies to...
...that short inspections are a ‘positive change’ in the way we inspect. It’s early days, but we’ve more work to do to spell out to professionals what the new arrangements...
...call in a full inspection team to support them, usually within 24-48 hours in a school and within 15 days in an FES provider. A decision to convert does not...
...intelligence to this information. If all of this leads us to believe that a short inspection would be very likely to convert, we will carry out a full inspection straightaway...
...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...