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The Grade Descriptors. 671 0 obj <> endobj  The school’s thoughtful and wide-ranging promotion of pupils’ spiritual, moral, social and cultural development and their physical well-being enables pupils to thrive. �R�fn�����1���%����&�-ML:����ϗWI���T��)�'t'Ov��,� �����(��t�c�bQ�GB�� ��d0_���q6�\�3\Bx>:�Vi`�ø�9!��K$ �KU�4;���fd`] ���׃��� J=N Progress is rising across the curriculum, including in English and mathematics.

Behaviour Management: A Bill Rogers Top 10. They have an age-appropriate understanding of healthy relationships and are confident in staying safe from abuse and exploitation. q��gf�wE��� y폲�����v�N��MZ,�M����=����L���(S��1������:�O5y��K�3��ϜpAF3�u��XFc�H�8���������k@¯d�G������=�78:̊"[�Q�hgTj*�'�VQY�6:��15�PT���^���ѻ/�O��x`bE����}��9\.ɘ��±��=�~O���0�_�؏QT ����i�p6�P=4�}5�V��Xb���y-B~!B%5��Ǔ&N /��1�ڨ�{���*X��"4$��2؅=@}�=L��)>�4��̈́��.

Grade descriptor for overall effectiveness.

These descriptors reflect Ofsted’s updated criteria for making judgements on: • the achievement of pupils in PSHE education • the quality of teaching in PSHE education • the quality of the PSHE education curriculum • the quality of leadership in, and management of, PSHE education

Created: Dec 15, 2015 | Updated: Jun 6, 2020.

Where standards of behaviour were already excellent, they have been maintained. %PDF-1.5 %���� High-impact, inclusive questioning strategies. It’s just technical.

Change ), You are commenting using your Facebook account. They trust leaders to take rapid and appropriate action to resolve any concerns they have.

 Safeguarding is effective.

 Leaders’ work to protect pupils from radicalisation and extremism is exemplary.

704 0 obj <>stream Resource which breaks down the Ofsted criteria for the new inspection framework for September 2015.  Pupils read widely and often across subjects to a high standard, with fluency and comprehension appropriate to their age. Sorry, your blog cannot share posts by email.  Leaders and governors have created a culture that enables pupils and staff to excel.

 Teachers provide pupils with incisive feedback, in line with the school’s assessment policy, about what pupils can do to improve their knowledge, understanding and skills.  For pupils generally, and specifically for disadvantaged pupils and those who have special educational needs, progress is above average across nearly all subject areas.  Pupils discuss and debate issues in a considered way, showing respect for others’ ideas and points of view. Sean Harford.

Compared with the national average for all pupils, higher proportions of pupils and of disadvantaged pupils, progress on to a range of higher and further education establishments, apprenticeships, employment or training.

Thus I wish to remind you all that our foremost duty over the next few days is to simply do what we always do, to stimulate and engage the students, to keep them safe, to serve as role models, and generally prepare them as best we can for a complex and challenging future.
The pupils use this feedback effectively. And why it helps to have one. According to Ofsted’s. Sean Harford explains key changes applicable to Good schools here: “The best way to prepare for an OfSTED inspection is to run a good school”. The progress of disadvantaged pupils matches or is improving towards that of other pupils nationally.

Grade descriptors – effectiveness of the early years provision: the quality and standards Adapted from School inspection handbook September 2014, No. %���� I’m happy with that idea. They manage pupils’ behaviour highly effectively with clear rules that are consistently enforced. Teaching is highly effective across the school. Teachers identify and support any pupil who is falling behind, and enable almost all to catch up.

Their excellent attitudes to learning have a strong, positive impact on their progress.  Pupils have an excellent understanding of how to stay safe online, the dangers of inappropriate use of mobile technology and social networking sites.
2 0 obj Tom, I think you raise some excellent points here, particularly about the importance of not being Ofsted driven. OfSTED Outstanding. Tom, I think you raise some excellent points here, particularly about the importance of not being Ofsted driven. 0 The A|D|A|P|T approach to implementing teaching ideas.

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