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Impact of Section 5 inspections: maintained schools in England
Ofsted has commissioned the National Foundation for Educational Research to evaluate the new arrangements for school inspection introduced under section 5 of the Education Act 2005. In this pilot study the NFER reports on schools' responses to the changed system. The vast majority of respondents were satisfied with the new inspection, and many found it less stressful than the previous system. Self-assessment, now incorporated into the process, was seen by most as an integral part of school improvement.
A follow-up survey was published in April 2009.
- 21 Jul 2006
- Ref 20060721
- Other
Improvements in London schools 2000-06
London schools have improved dramatically. There is much to celebrate.
In secondary schools, 2001’s depressing picture has been turned around. At Key Stage 3 and 4 standards are rising faster than in schools nationally. Fewer London schools are in the lowest 25% of all schools. About the same proportion of schools require special measures as schools nationally, but fewer require a notice to improve.
- 05 Dec 2006
- Ref 2509
- Ofsted
Improvements in London schools 2000-06
London schools have improved dramatically. There is much to celebrate.
In secondary schools, 2001’s depressing picture has been turned around. At Key Stage 3 and 4 standards are rising faster than in schools nationally. Fewer London schools are in the lowest 25% of all schools. About the same proportion of schools require special measures as schools nationally, but fewer require a notice to improve.
- 05 Dec 2006
- Ref 2509
- Ofsted
Improving behaviour
This report is based on the progress made in 2005 and 2006 by secondary schools which had been judged to have unsatisfactory behaviour following routine institutional inspections. Her Majesty's Inspectors' monitoring visits to these schools tell a good story. Schools can reduce low-level disruptive behaviour in a reasonably short time using simple strategies, if everyone uses them.
- 03 Nov 2006
- Ref 2377
- Ofsted
Improving behaviour
This report is based on the progress made in 2005 and 2006 by secondary schools which had been judged to have unsatisfactory behaviour following routine institutional inspections. Her Majesty's Inspectors' monitoring visits to these schools tell a good story. Schools can reduce low-level disruptive behaviour in a reasonably short time using simple strategies, if everyone uses them.
- 03 Nov 2006
- Ref 2377
- Ofsted
Improving performance through school self-evaluation and improvement planning
Further guidance on Improving performance through school self-evaluation and improvement planning has been produced jointly by the DfES and Ofsted. The guidance suggests ways to manage the self-evaluation process without adding to the bureaucratic burden on schools. It also includes advice to schools to keep Part A of the self-evaluation form short and to the point.
This report will be of particular interest to schools, local authorities, school improvement partners, inspectors, and national bodies.
- 02 Jun 2006
- Ref 2646
- Ofsted
Improving performance through school self-evaluation and improvement planning
Further guidance on Improving performance through school self-evaluation and improvement planning has been produced jointly by the DfES and Ofsted. The guidance suggests ways to manage the self-evaluation process without adding to the bureaucratic burden on schools. It also includes advice to schools to keep Part A of the self-evaluation form short and to the point.
This report will be of particular interest to schools, local authorities, school improvement partners, inspectors, and national bodies.
- 02 Jun 2006
- Ref 2646
- Ofsted
Inclusion: does it matter where pupils are taught?
This report examines the factors that promote good outcomes across a range of different provision for pupils with learning difficulties and disabilities. It found effective provision was distributed equally between mainstream and special schools when certain factors were securely in place. However, more good or outstanding provision existed in resourced mainstream schools.
It will be of interest to schools, local authorities, Department for Education and Skills and all organisations interested in children with special educational needs.
This presentation can be used with a wide range of professionals working in education. For example, those with a strategic role for children’s services regionally or in a local authority, headteachers, teachers and other practitioners.
- 13 Jul 2006
- Ref 2535
- Ofsted
Inclusion: does it matter where pupils are taught?
This report examines the factors that promote good outcomes across a range of different provision for pupils with learning difficulties and disabilities. It found effective provision was distributed equally between mainstream and special schools when certain factors were securely in place. However, more good or outstanding provision existed in resourced mainstream schools.
It will be of interest to schools, local authorities, Department for Education and Skills and all organisations interested in children with special educational needs.
This presentation can be used with a wide range of professionals working in education. For example, those with a strategic role for children’s services regionally or in a local authority, headteachers, teachers and other practitioners.
- 13 Jul 2006
- Ref 2535
- Ofsted
Independent Schools Council inspections 2005/06
This is Ofsted's seventh report on the work of the Independent Schools Inspectorate. It covers the first inspections carried out under a new framework in the second inspection cycle and inspection reports from both cycles.
- 07 Nov 2006
- Ref 2375
- Ofsted