...each cohort, so they can’t be compared until everyone’s taken the test. ‘Expected progress’ was removed as an accountability measure in 2015 by the Department for Education. What inspectors do...
...level of inspection grades, especially the overall effectiveness judgement. But the professional conversations between inspectors and school leaders are where the greatest value in our work lies. When we get...
...into work One of the strongest elements I see is the adult learning and work with the long-term unemployed. The college works closely with employers such as the local airport....
...the proposals. We’re making sure our contribution to the offer that young people are made is a valuable one. It’s too important for them, and for the future of our...
...where the quality of education needs to be better to ensure the system can provide the right support to make it better. Further sources of information [1] Revised GCSE and...
...pupils where schools may be encouraging pupils to move, and want to better understand the schools and pupils that are affected. How might the context of the school affect the...
...done well. But this will not happen if we expect schools to solve the problem. Instead, an effective curriculum is one part of the wider fight against obesity. Read the...
...said, ‘One of the areas that I think we sometimes lose sight of is the real substance of education. Not the exam grades or the progress scores, important though they...
...at how staff qualifications differ between providers in differing areas of deprivation (using income deprivation affecting children index, IDACI) the largest differences are found in proportions of qualified staff between...
I was struck by a phrase someone used in a discussion back in the summer – ‘big-hearted schools who welcome SEND students and see their Ofsted rating drop’. I’d like...