and avoid focusing on the performance of small groups where assessment information is less reliable. For current pupils, inspectors will consider the impact of what a school is doing to reduce any differences in progress and attainment between disadvantaged and other pupils with the same starting points. Where performance information is limited due to small group size, inspectors should gather a wide range of other evidence to ensure the school is providing effectively for disadvantaged pupils, including reviewing pupils’ work, and talking to pupils and teachers. Inspectors should talk to leaders the quality of teaching, behaviour and the design and delivery of the curriculum to examine why there may be underperformance for some pupils. Where there is an identifiable shortfall in progress or attainment of disadvantaged children or in wider evidence, inspectors should consider: the adequacy of the core provision and approaches that have an impact on all children identified of the child, e.g. SEND, and how these are met, and any additional provision that may appropriately be made on the basis of family economic or social disadvantage. The most able Inspectors will pay particular attention to whether the most able pupils are making progress towards attaining the highest standards and achieving as well as they should across the curriculum. They will also consider whether the most able pupils are receiving the support they need to reach their full potential. For example, inspectors will consider whether pupils who had the highest attainment at the end of key stage 2 in English and mathematics achieve the top grades at GCSE in these subjects by the age of 16 and whether enough current pupils are on track to do so. Where performance information is limited due to small group size, inspectors should gather a wide range of other evidence to ensure the school is providing effectively for the most able pupils, including reviewing pupils’ work, and talking to pupils and teachers. Lower-attaining pupils Inspectors will consider the progress that lower-attaining pupils are making and the impact of provision for them on raising their attainment so that they reach standards expected for their age. Inspectors will also consider the impact of provision on raising the attainment of other pupils who have fallen behind so that they attain as well as they should. Where performance information is limited due to small group size, inspectors should gather a wide range of other evidence to ensure the school is providing effectively for lower-attaining pupils, including reviewing pupils’ work, and talking to pupils and teachers.
and avoid focusing on the performance of small groups where assessment information is less reliable. For current pupils, inspectors will consider the impact of what a school is doing to reduce any differences in progress and attainment between disadvantaged and other pupils with the same starting points. Where performance information is limited due to small group size, inspectors should gather a wide range of other evidence to ensure the school is providing effectively for disadvantaged pupils, including reviewing pupils’ work, and talking to pupils and teachers. Inspectors should talk to leaders the quality of teaching, behaviour and the design and delivery of the curriculum to examine why there may be underperformance for some pupils. Where there is an identifiable shortfall in progress or attainment of disadvantaged children or in wider evidence, inspectors should consider: the adequacy of the core provision and approaches that have an impact on all children identified of the child, e.g. SEND, and how these are met, and any additional provision that may appropriately be made on the basis of family economic or social disadvantage. The most able Inspectors will pay particular attention to whether the most able pupils are making progress towards attaining the highest standards and achieving as well as they should across the curriculum. They will also consider whether the most able pupils are receiving the support they need to reach their full potential. For example, inspectors will consider whether pupils who had the highest attainment at the end of key stage 2 in English and mathematics achieve the top grades at GCSE in these subjects by the age of 16 and whether enough current pupils are on track to do so. Where performance information is limited due to small group size, inspectors should gather a wide range of other evidence to ensure the school is providing effectively for the most able pupils, including reviewing pupils’ work, and talking to pupils and teachers. Lower-attaining pupils Inspectors will consider the progress that lower-attaining pupils are making and the impact of provision for them on raising their attainment so that they reach standards expected for their age. Inspectors will also consider the impact of provision on raising the attainment of other pupils who have fallen behind so that they attain as well as they should. Where performance information is limited due to small group size, inspectors should gather a wide range of other evidence to ensure the school is providing effectively for lower-attaining pupils, including reviewing pupils’ work, and talking to pupils and teachers.
School_inspection_handbook_section_5_270718.docx