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Primary School Self Evaluation is the heartbeat of school improvement

There was a time in education when schools just happily went about their business and waited for the dreaded Ofsted inspection call and subsequent inspection to be told how well they were performing. Not exactly the most pro-active of approaches to school improvement, but in the 80’s and 90’s, that didn’t seem to be at the top of every school leader’s priority list.

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What’s the point of all this data?

Schools are typically knee-deep in data, some are up to their necks in the stuff and others are drowning. It shapes the landscape of our professional lives. Everyone seems to be looking at data too but the question is what are they looking at and doing with it? Does it actually serve a purpose and make a difference?

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Getting Inclusive Education Right

There are 1.3m pupils in England (14.9% of all pupils) identified as having special educational needs and disabilities (SEND) and increasing numbers of children with SEND are educated in mainstream schools with support. The purpose of inclusive education is about creating access points to learning that are good for everyone and successful inclusion depends on children’s needs, abilities, interests and personalities, the resources provided and the attitudes of staff and other pupils.

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Why Data Still Plays An Important Role In Curriculum Planning

It may be tempting to think that you don’t really have to worry about your data under Ofsted’s new Education Inspection Framework (EIF) because inspectors won’t consider non-statutory internal data in relation to progress and attainment. Inspections now focus on the real substance of education: the curriculum. This means that inspectors will spend less time looking at test data, and spend more time looking at what is taught and how it is taught.

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