Government and community: Total (10)
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The consultation is now closed. This paper sets out Ofsted's proposed approach to amending the education element of Comprehensive Performance Assessment (CPA) in 2004. The consultation concerned amendments to the data and the methodology used to produce the education star ratings. Responses were analysed and recommendations made to Her Majesty's Chief Inspector of Schools and Ministers.
- 11 Jun 2004
This is the covering letter for the consultation. This paper sets out Ofsted’s proposed approach to amending the education element of Comprehensive Performance Assessment (CPA) in 2004. The consultation is on amendments to the data and the methodology used to produce the education star ratings. You are invited to comment on any, or all, of the questions in this consultation document. Once the consultation responses have been received, they will be analysed and recommendations made to Her Majesty’s Chief Inspector of Schools and Ministers.
- 11 Jun 2004
Consultation on changes to the education element of CPA in 2004 - letter regarding responses to the consultation
During the summer of 2004, Ofsted consulted on changes to the education element of CPA in 2004. This letter covers the responses to the consultation.
- 27 Sep 2004
The corporate governance of local education authorities has assumed growing importance, mainly because of the corporate performance assessment of local authorities. This report is about thematic inspection of corporate governance and local education authorities.
- 11 Aug 2003
- Ref 582
Getting on well is the second national report on how early years and childcare providers are supporting Every Child Matters outcomes for children. It focuses on how the best providers are promoting children's enjoyment and achievement, and helping them to make a positive contribution.
Getting on well uses evidence from Ofsted's inspections and surveys during the year April 2006 to March 2007 to show to what extent children in registered settings are enjoying their learning, feel valued and have good relationships with other children and adults. It includes examples of improvements made in response to issues raised at inspection.
- 29 Aug 2007
- Ref 70059
Education Action Zones (EAZs) are partnerships of schools and other local interests, including business, which have the autonomy and flexibility to harness partners’ expertise and develop innovative educational strategies for the benefit of schools and local communities. Six first-round EAZs were inspected in autumn 2000 in what was usually their sixth term of operation. The zones for inspection were chosen to reflect a spread of size and location.
- 05 Mar 2001
In Education Action Zones: tackling difficult issues in round 2 zones, inspectors found effective and sometimes highly effective work by EAZs on some of the issues covered by the survey. Zones had made significant investment in the appointment of specialist staff, whose contribution was generally valued and helpful.
- 02 Oct 2003
- Ref 1711
This report evaluates the management and effect of two major programmes, Excellence in Cities and Education Action Zones, introduced by the Department for Education and Skills to improve educational achievement and to promote social inclusion in disadvantaged areas.
- 02 Jun 2003
- Ref 1399
The Government wants all schools to become 'sustainable schools' by 2020.
Inspectors visited a selection of primary and secondary schools to assess teaching about sustainability and progress towards meeting the expectations of the National framework for sustainable schools. In the best lessons, teachers used a range of imaginative activities to help pupils develop and test out their views on complex ethical issues. However, most of the schools visited had limited knowledge of sustainability and work in this area tended to be uncoordinated, often confined to special events rather than being an integral part of the curriculum.
- 21 May 2008
- Ref 070173
The contribution made by centres of vocational excellence to the development of vocational work in schools
This report looks at how centres of vocational excellence in colleges support vocational work in schools, and considers their likely contribution to the development of the forthcoming 14 to 19 diplomas. It finds that they have contributed significantly to the quality and range of experience available to young people and increased their motivation, attendance and career aspirations. However, barriers to further development arise from uncertainties over future funding and the unwillingness of some schools to be involved.
- 29 Jun 2007
- Ref 070058