...weren’t able to verify this with our usual inspection activities, so the findings should be read with that in mind. Safeguarding and COVID-19 guidelines One thing school leaders valued was...
...have access to the same broad curriculum as anyone else. I’m sure no one working in a small school would disagree. Many small schools are incredibly creative in finding ways...
...the level of face-to-face contact through video conferencing can vary considerably even between subject areas at the same provider. Learners miss the face-to-face contact of the classroom, not only for...
...individual subjects across the curriculum. These days, most secondary school inspections are a one-day visit from a couple of inspectors – just one for most primaries - which generally take...
...is important for teachers to understand the distinction between novice and expert here. When teaching, we need to take account of expertise reversal effects (these are the interactions between levels...
...inconsistent and uncoordinated, and that too little is being done to understand and meet the needs of individuals. Pandemic delays We found that most prison education managers had developed appropriate...
...reading. Teachers tell us they are noticing that more pupils are further behind with reading. The wider the range of starting points, in any one class, also adds to the...
...inspectors. The relationship between layers While the 2 layers of reliability are different, we know that there’s a relationship between them. In collecting evidence ahead of evaluating the EIF, we...
...for the inspection team and the college. Inspection snapshot As a team member I receive a briefing from the lead inspector before the inspection. On day one I have a...
...This is why we’re spending more time training inspectors and helping them achieve better insight. One aspect we’re particularly interested in, and which I know underpins ‘Ask Listen Do’, is...