
As we know, Ofsted is consulting on changes to its inspection system, which will, as things stand, introduce a new report card system.
This will assess schools on a five-point grading scale instead of the current four-point system. This shift is designed to provide a more nuanced picture of school performance, but it also poses a bigger question: what makes a school “good”?
At first glance, the ingredients of a good school might seem obvious and straightforward – well-behaved students, high exam results, and highly qualified, supportive teachers. But surely it is about more than just a surface description? We believe that what defines a good school is much more layered, complex and nuanced.
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