Who inspects the inspectors - facinating critical insight into the effects of Ofsted inspection and their social & financial cost.

This research analyses issues with respect to the proposed 14-19 year old   vocational curriculum within the city of Exeter to be made available for schools

inner-city schools need this?

This page is aimed at teachers of inner-city schools who struggle daily to make sense of their teaching experiences and are all too often at the wrong end of political and academic criticism. There are considerably more documents in this website that are documented - use the search facility on front page.

OFSTED data shows that schools in high deprivation areas are less favourably rated by inspectors than other schools and that the vast majority of failing schools are in areas of high deprivation. It is often suggested, on the basis of this data, that children in poor areas are getting a less good education than children in other areas, thus contributing to lower educational attainment among the poor.

Inclusion is a highly contested subject and one of much debate in staff rooms - but no more so than in inner city schools who tend to have a higher than normal population of pupils with SEN and behavioural and social difficulties. This study looks at key concerns of subject teachers which include lack of in-class support, absence of curriculum resources, and the extent to which it is appropriate to include children with certain kinds of learning difficulties.

This paper examines students experience of inner-city education in one of Englands most disadvantaged areas. In particular, it reflect on the views of white working-class boys, a group that has recently been identified by policy-makers and the media as especially at risk of educational failure. These boys recognise the educational disadvantage they face on a daily basis, made explicit in a tangible lack of resourcing and institutionalised throughselection systems (like banding and setting).