...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...
...what to do if they come across, or are worried about, peer-on-peer abuse. They should know who to speak to and what action to take to make sure children are...
...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...
...trusts (MATs) told us that the support they received from their trust was invaluable. Unsurprisingly, this finding was of interest to the Confederation of School Trusts, who asked us to...
...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...
...seem too process-driven – 2 people going through admin and columns of figures – instead of a proper conversation about what’s going on at a school. In response to that,...
...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...
...The letter explains how to share information about the inspection with stakeholders. This includes how to distribute our 4, survey links. The views we gather through the surveys provide valuable...