Implications here for whole management and leadership of low-level disruptive behaviours; considerations for how the school uses assessment information to identify pupils who are falling behind in their learning or who need additional support to reach their full potential, including the most able; that schools develop their own curriculum to respond to the particular needs of their pupils and ensure they receive a broad and balanced education.
This handbook provides instructions and guidance for inspectors conducting inspections under section 5 of the Education Act 2005. It sets out what inspectors must do and what schools can expect, and provides guidance for inspectors on making their judgements.
This framework sets out how the general principles and processes of inspection are applied to maintained schools and several other types of school in England. It states the statutory basis for inspection and summarises the main features of school inspections carried out under section 5 of the Education Act 2005 from September 2012
The development of ‘pupil voice’ was a key part of Bennerley Field’s journey to improvement. Far from paying lip service to what pupils thought and experienced, the headteacher placed pupils’ voices at the heart of the school’s work. Pupils are now involved in everything from curriculum planning and interviews for staff to classroom design and youth councils. This has had a very positive impact on their academic as well as their personal and social progress.
This is guidance for providers of children’s homes and residential special schools, issued jointly by the President of the Court of Protection and Ofsted, on the deprivation of liberty under the Mental Capacity Act 2005.
This example describes how Hertfordshire Adult and Family Learning Service(HAFLS) provides for learners with mental health difficulties. A strong partnership with the Hertfordshire Mind Network underpins this work and provides the means to sustain work and effective progression routes which lead towards employment for learners whose circumstances may make them vulnerable.