/Users/andrea/_magisterarbeit/korpus/clean/trainkorpus/41/file13.html NN ----------------------------------------- : Home NP Command NP Papers NP House NP Papers NP Departmental JJ Papers NP Search NP Site NN Map NN Contact NP Us NP Links NP Contents NNS Previous JJ Next IN The DT Annual JJ Report NN of IN Her PP$ Majesty's NP Chief NP Inspector NP of IN Schools NP Commentary NN The DT period NN covered VVN by IN this DT Annual NP Report NP has VHZ been VBN a DT momentous JJ one NN for IN OFSTED NP , , and CC a DT year NN on IN which WDT I PP look VVP back RB as IN Her PP$ Majesty's NP Chief NP Inspector NP with IN a DT good JJ deal NN of IN pride NN . SENT I PP have VHP been VBN pleased VVN to TO welcome VV to TO OFSTED NP over IN 1 CD , , 800 CD childcare NN inspectors NNS and CC administrative JJ staff NN who WP together RB will MD take VV forward RB our PP$ new JJ responsibilities NNS for IN the DT regulation NN of IN child NN care NN . SENT In IN addition NN , , from IN April NP , , our PP$ responsibilities NNS were VBD extended VVN to TO include VV the DT inspection NN of IN the DT education NN of IN all DT students NNS aged VVN 16 CD 19 CD and CC , , in IN the DT period NN of IN this DT report NN , , we PP inspected VVD five CD colleges NNS . SENT The DT work NN with IN colleges NNS strengthens VVZ our PP$ ability NN to TO look VV critically RB at IN the DT quality NN of IN the DT whole JJ range NN of IN options NNS available JJ to TO this DT group NN of IN young JJ people NNS . SENT I PP am VBP also RB pleased VVN , , as IN I PP approach VVP the DT end NN of IN my PP$ career NN as IN a DT teacher NN , , an DT inspector NN , , and CC finally RB as IN Her PP$ Majesty's NP Chief NP Inspector NP , , to TO be VB able JJ to TO report VV on IN an DT education NN system NN which WDT is VBZ continuing VVG to TO improve VV . SENT This DT Annual NP Report NP shows VVZ , , again RB , , that IN the DT quality NN of IN education NN is VBZ getting VVG better RBR . SENT The DT proportion NN of IN unsatisfactory JJ or CC poor JJ teaching NN is VBZ the DT lowest JJS it PP has VHZ ever RB been VBN . SENT The DT amount NN which WDT is VBZ good JJ or CC better JJR has VHZ never RB been VBN higher JJR , , and CC it PP is VBZ particularly RB encouraging VVG to TO see VV that IN there EX has VHZ been VBN a DT notable JJ increase NN in IN the DT proportion NN of IN schools NNS where WRB our PP$ inspectors NNS saw VVD no DT unsatisfactory JJ teaching NN . SENT We PP are VBP now RB in IN a DT position NN to TO report VV on IN how WRB most JJS schools NNS have VHP fared VVN between IN two CD inspections NNS , , and CC this DT , , too RB , , gives VVZ me PP grounds NNS for IN optimism NN . SENT The DT teaching NN in IN about RB nine CD in IN ten CD schools NNS is VBZ better RBR now RB than IN it PP was VBD at IN the DT time NN of IN their PP$ first JJ inspection NN . SENT The DT amount NN of IN good JJ outstanding JJ , , even RB teaching VVG that DT pupils NNS experience NN is VBZ the DT key NN to TO raising VVG their PP$ standards NNS of IN achievement NN . SENT The DT leadership NN and CC management NN of IN our PP$ schools NNS continue VVP to TO improve VV , , being JJ good JJ or CC better RBR in IN some DT three CD quarters NNS of IN primary JJ , , special JJ and CC secondary JJ schools NNS . SENT Given VVN the DT ever RB increasing VVG complexity NN and CC demands NNS associated VVN with IN headship NN , , these DT improvements NNS are VBP very RB impressive JJ . SENT At IN secondary JJ level NN , , the DT quality NN of IN leadership NN given VVN by IN headteachers NNS is VBZ often RB closely RB related VVN to TO the DT quality NN of IN that DT of IN heads NNS of IN department NN . SENT The DT impact NN of IN effective JJ middle JJ managers NNS is VBZ vital JJ if IN secondary JJ schools NNS are VBP to TO be VB transformed VVN . SENT The DT development NN of IN robust JJ , , objective JJ self NN evaluation NN is VBZ also RB central JJ to TO the DT progress NN and CC improvement NN of IN schools NNS . SENT It PP should MD also RB be VB a DT key JJ activity NN which WDT complements VVZ and CC informs VVZ external JJ inspection NN . SENT There EX has VHZ been VBN a DT welcome JJ increase NN in IN the DT proportion NN of IN schools NNS where WRB monitoring NN and CC evaluation NN of IN teaching NN and CC performance NN are VBP now RB good JJ or CC better RBR , , though RB much RB remains VVZ to TO be VB done VVN . SENT In IN all DT schools NNS , , but CC notably RB primary JJ schools NNS , , the DT constraining VVG factor NN in IN further JJR improvement NN of IN school NN self NN evaluation NN is VBZ a DT shortfall NN in IN non JJ teaching NN time NN for IN those DT involved VVN . SENT In IN last JJ year's NNS Annual JJ Report NP , , I PP said VVD that IN we PP cannot NN expect VVP progress NN to TO be VB even RB , , year NN on IN year NN . SENT The DT proportion NN of IN pupils NNS in IN their PP$ last JJ year NN of IN primary JJ education NN reaching VVG Level NP 4 CD in IN English NP remained VVD at IN 75 CD per IN cent NN this DT year NN , , while IN the DT proportion NN achieving VVG Level NP 4 CD in IN mathematics NNS fell VVD by IN one CD point NN to TO 71 CD per IN cent NN . SENT It PP was VBD disappointing JJ to TO see VV that IN the DT trend NN of IN improvement NN in IN these DT results NNS has VHZ not RB been VBN maintained VVN , , although IN attainment NN in IN science NN has VHZ continued VVN to TO rise VV . SENT We PP should MD , , however RB , , remind VV ourselves PP of IN how WRB far RB we PP have VHP come VVN . SENT the DT Level NP 4 CD figures NNS for IN English NNS and CC mathematics NNS in IN 1996 CD were VBD 57 CD and CC 54 CD per IN cent NN respectively RB . SENT It PP is VBZ also RB worth JJ noting VVG that IN the DT performance NN of IN pupils NNS in IN Years NNS 3 CD , , 4 CD and CC 5 CD is VBZ better JJR than IN previously RB , , and CC this DT suggests VVZ that IN further JJR improvements NNS in IN results NNS at IN the DT end NN of IN primary JJ school NN can MD be VB expected VVN . SENT The DT need NN to TO tackle VV the DT poor JJ performance NN in IN the DT three CD Rs NP by IN primary JJ school NN pupils NNS has VHZ been VBN acknowledged VVN and CC met VVN enthusiastically RB and CC imaginatively RB by IN teachers NNS who WP have VHP implemented VVN the DT National NP Literacy NN and CC Numeracy NN Strategies NNS with IN determination NN and CC much JJ hard JJ work NN . SENT At IN last JJ , , we PP have VHP seen VVN a DT slight JJ improvement NN in IN standards NNS of IN writing VVG this DT year NN , , although IN the DT attainment NN of IN boys NNS in IN English NP , , especially RB in IN writing NN , , still RB lags VVZ a DT long JJ way NN behind IN that DT of IN girls NNS . SENT The DT Government's NP targets NNS for IN 2002 CD that IN four CD fifths NNS of IN 11 CD year NN olds NNS should MD reach VV Level NP 4 CD in IN English NP , , and CC three CD quarters NNS should MD do VV so RB in IN mathematics NNS are VBP still RB within IN reach NN , , but CC this DT year's NNS figures NNS are VBP a DT clear JJ warning NN that IN the DT task NN should MD not RB be VB underestimated VVN . SENT Attention NN to TO the DT teaching NN of IN literacy NN and CC numeracy NN is VBZ essential JJ and CC many JJ schools NNS combine VVP this DT with IN an DT appropriately RB broad JJ curriculum NN . SENT However RB , , in IN some DT primary JJ schools NNS the DT arts NNS , , creative JJ and CC practical JJ subjects NNS are VBP receiving VVG less JJR attention NN than IN previously RB . SENT This DT risks VVZ an DT unacceptable JJ narrowing NN of IN the DT curriculum NN pupils NNS receive VVP . SENT It PP is VBZ vital JJ for IN secondary JJ schools NNS to TO build VV more RBR effectively RB and CC quickly RB on IN the DT achievement NN of IN pupils NNS moving VVG from IN primary JJ schools NNS and CC hence RB to TO raise VV levels NNS of IN performance NN at IN Key JJ Stage NP 3 CD . SENT I PP detect VVP a DT greater JJR sense NN of IN urgency NN in IN secondary JJ schools NNS now RB over IN the DT importance NN of IN raising VVG standards NNS in IN Key JJ Stage NP 3 CD and CC we PP continue VVP to TO see VV improvements NNS in IN the DT quality NN of IN teaching NN , , but CC these DT have VHP not RB yet RB led VVN to TO improved JJ test NN results NNS in IN English NP . SENT The DT number NN of IN pupils NNS achieving VVG grades NNS A DT C NP at IN General NP Certificate NN of IN Secondary JJ Education NP GCSE NP level NN in IN five CD or CC more JJR subjects NNS has VHZ risen VVN over IN recent JJ years NNS , , but CC there EX are VBP still RB too RB many JJ 16 CD year NN olds NNS leaving VVG without IN any DT GCSE NP grades NNS of IN any DT sort NN . SENT A DT failure NN to TO achieve VV an DT early JJ grasp NN of IN the DT basics NNS of IN literacy NN and CC numeracy NN denies VVZ pupils NNS access NN to TO the DT secondary JJ school NN curriculum NN . SENT Such JJ failure NN also RB increases VVZ the DT chances NNS that IN they PP will MD be VB excluded VVN from IN school NN at IN some DT time NN or CC will MD find VV themselves PP in IN secure JJ accommodation NN . SENT This DT Annual JJ Report NP notes NNS that IN improving VVG literacy NN and CC numeracy NN is VBZ a DT priority NN not RB only RB for IN schools NNS . SENT our PP$ first JJ inspections NNS of IN further JJR education NN colleges NNS found VVD that IN among IN the DT most RBS frequently RB encountered VVN weaknesses NNS was VBD a DT failure NN to TO identify VV and CC respond VV to TO students NNS with IN low JJ levels NNS of IN basic JJ skills NNS . SENT The DT quality NN of IN the DT teaching NN of IN literacy NN and CC numeracy NN to TO young JJ people NNS in IN secure JJ accommodation NN and CC prisons NNS is VBZ a DT particular JJ concern NN . SENT Action NN to TO deal VV with IN this DT issue NN is VBZ needed VVN in IN colleges NNS , , secure JJ provision NN and CC prisons NNS . SENT The DT achievements NNS of IN pupils NNS with IN special JJ educational JJ needs NNS are VBP showing VVG welcome JJ improvement NN in IN both DT special JJ and CC mainstream JJ schools NNS . SENT This DT is VBZ particularly RB noticeable JJ in IN schools NNS catering VVG for IN pupils NNS with IN emotional JJ and CC behavioural JJ difficulties NNS . SENT Higher JJR standards NNS in IN literacy NN and CC numeracy NN are VBP leading VVG to TO higher JJR standards NNS across IN the DT curriculum NN and CC , , for IN many JJ , , to TO greater JJR success NN in IN appropriate JJ qualifications NNS . SENT This DT Annual NP Report NP has VHZ plenty RB of IN good JJ news NN . SENT There EX are VBP , , however RB , , two CD major JJ themes NNS that IN I PP have VHP pursued VVN throughout IN the DT year NN . SENT one PP has VHZ been VBN my PP$ concern NN over IN the DT variation NN in IN performance NN between IN schools NNS . SENT and CC the DT second NN is VBZ the DT importance NN of IN meeting VVG the DT needs NNS of IN all PDT our PP$ children NNS and CC young JJ people NNS . SENT First RB , , the DT gap NN between IN the DT highest JJS and CC lowest JJS attaining VVG schools NNS remains VVZ too RB large JJ . SENT Unacceptable JJ variations NNS in IN students NNS performance NN are VBP also RB found VVN in IN schools NNS with IN sixth JJ forms NNS and CC in IN the DT early JJ inspections NNS of IN further JJR education NN colleges NNS . SENT Although IN at IN primary JJ level NN , , the DT gap NN between IN the DT highest JJS and CC lowest JJS performing VVG schools NNS is VBZ narrowing VVG , , at IN secondary JJ level NN , , despite IN improvements NNS within IN the DT lowest JJS performing NN schools NNS , , the DT gap NN has VHZ widened VVN . SENT Many JJ schools NNS facing VVG challenging JJ circumstances NNS are VBP working VVG very RB hard JJ to TO improve VV their PP$ performance NN , , but CC the DT multiplicity NN of IN challenges NNS they PP face VVP are VBP not RB all RB within IN their PP$ power NN to TO tackle VV . SENT The DT number NN of IN schools NNS failing VVG to TO provide VV pupils NNS with IN an DT acceptable JJ standard NN of IN education NN is VBZ falling VVG . SENT Some DT 137 CD schools NNS were VBD placed VVN in IN special JJ measures NNS , , compared VVN with IN 230 CD in IN the DT previous JJ year NN , , and CC around IN a DT further JJR five CD per IN cent NN were VBD designated VVN as IN having VHG serious JJ weaknesses NNS . SENT This DT represents VVZ an DT unacceptable JJ threat NN to TO the DT education NN of IN thousands NNS of IN children NNS . SENT While IN it PP is VBZ encouraging VVG to TO see VV that IN almost RB 200 CD schools NNS were VBD removed VVN from IN special JJ measures NNS over IN the DT year NN , , for IN many JJ of IN these DT the DT challenge NN is VBZ not RB over RP . SENT There EX remains VVZ concern NN about IN the DT number NN of IN schools NNS designated VVN as IN having VHG serious JJ weaknesses NNS which WDT fail VVP to TO tackle VV these DT speedily RB and CC effectively RB . SENT too RB many JJ of IN these DT find VVP themselves PP in IN special JJ measures NNS some DT 12 CD 18 CD months NNS later RBR . SENT My PP$ second JJ concern NN is VBZ with IN those DT groups NNS of IN pupils NNS and CC students NNS who WP are VBP still RB not RB achieving VVG as RB well RB as IN they PP should MD . SENT Let VV me PP mention VV a DT few JJ of IN these DT groups NNS , , although IN this DT list NN is VBZ by IN no DT means VVZ exhaustive JJ . SENT Disproportionate JJ numbers NNS of IN pupils NNS of IN African NP Caribbean NP , , Pakistani JJ and CC Bangladeshi JJ heritage NN achieve VV relatively RB poor JJ GCSE NP results NNS , , placing VVG them PP at IN a DT disadvantage NN . SENT The DT provision NN for IN children NNS in IN public JJ care NN varies VVZ too RB widely RB . SENT Traveller NN pupils NNS education NN is VBZ frequently RB hampered VVN by IN poor JJ attendance NN , , or CC , , at IN secondary JJ level NN , , by IN non JJ attendance NN . SENT Finally RB , , we PP are VBP becoming VVG increasingly RB aware JJ from IN data NNS that IN there EX is VBZ a DT significant JJ group NN of IN missing VVG pupils NNS who WP should MD be VB in IN school NN , , but CC are VBP not RB , , and CC about IN whom WP , , almost RB by IN definition NN , , we PP know VVP very RB little JJ . SENT In IN total NN , , these DT groups NNS represent VVP a DT significant JJ number NN of IN pupils NNS who WP are VBP still RB being VBG failed VVN by IN the DT system NN . SENT It PP is VBZ important JJ to TO be VB aware JJ of IN this NN when WRB welcoming VVG the DT improvements NNS in IN the DT system NN at IN large JJ and CC the DT marked JJ success NN of IN some DT schools NNS in IN meeting VVG the DT needs NNS of IN these DT groups NNS of IN pupils NNS . SENT There EX have VHP been VBN a DT number NN of IN initiatives NNS aimed VVN at IN offering VVG hope NN to TO disaffected JJ , , troubled JJ or CC low JJ attaining VVG pupils NNS . SENT One CD such JJ is VBZ the DT Excellence NN in IN Cities NPS initiative NN . SENT There EX is VBZ promising JJ news NN from IN some DT of IN the DT schools NNS and CC local JJ education NN authorities NNS LEAs NNS involved VVD . SENT learning VVG mentors NNS and CC learning VVG support NN units NNS are VBP improving VVG the DT support NN for IN the DT pupils NNS with IN whom WP they PP are VBP involved VVN . SENT In IN over IN 40 CD per IN cent NN of IN schools NNS visited VVN by IN HM NP Inspectors NNS provision NN made VVN through IN these DT initiatives NNS was VBD good JJ or CC better JJR . SENT Inclusion NN will MD be VB truly RB successful JJ only RB if IN we PP recognise VV the DT achievements NNS and CC progress NN of IN all DT pupils NNS . SENT Current JJ data NNS focus VVP largely RB on IN the DT achievement NN of IN those DT pupils NNS who WP achieve VVP Level NP 4 CD at IN age NN 11 CD or CC five CD A NP C NP grades NNS at IN GCSE NP . SENT this DT can MD appear VV to TO diminish VV the DT value NN of IN the DT work NN and CC effort NN of IN some DT schools NNS and CC some DT pupils NNS . SENT More RBR reliable JJ value NN added VVD data NNS are VBP now RB being VBG developed VVN , , throwing VVG further JJR light NN on IN the DT progress NN pupils NNS make VVP . SENT What WP is VBZ needed VVN is VBZ not RB a DT single JJ measure NN , , but CC a DT series NN of IN measures NNS showing VVG the DT progress NN made VVN by IN all DT major JJ groups NNS of IN pupils NNS in IN the DT school NN . SENT If IN the DT achievements NNS of IN all DT pupils NNS are VBP not RB valued VVN then RB it PP should MD be VB no DT surprise NN if IN they PP and CC their PP$ parents NNS fail VVP to TO value VV the DT education NN provided VVD . SENT As IN we PP come VVP towards IN the DT end NN of IN the DT first JJ cycle NN of IN inspection NN of IN LEAs NNS fewer JJR are VBP found VVN to TO be VB wanting VVG . SENT Even RB more RBR encouraging JJ have VHP been VBN the DT improvements NNS made VVN by IN the DT small JJ number NN of IN weaker JJR LEAs NNS that WDT have VHP been VBN re IN inspected VVN . SENT There EX is VBZ still RB some DT way NN to TO go VV , , and CC few JJ LEAs NNS have VHP reached VVN the DT level NN where WRB they PP are VBP having VHG a DT major JJ impact NN on IN standards NNS in IN schools NNS . SENT However RB , , the DT great JJ majority NN are VBP now RB better RBR placed VVN to TO monitor VV , , challenge VV , , intervene VV in RP and CC support VV those DT schools NNS about IN which WDT concerns NNS have VHP been VBN raised VVN . SENT Schools NNS can MD do VV so RB much JJ , , but CC the DT active JJ support NN of IN parents NNS and CC the DT wider JJR community NN is VBZ vital JJ . SENT Nowhere RB is VBZ this DT better RBR illustrated VVN than IN in IN pupils NNS behaviour NN and CC attendance NN , , notably RB in IN secondary JJ schools NNS . SENT After IN last JJ year's NNS alert JJ , , I PP can MD report VV that DT behaviour NN in IN secondary JJ schools NNS has VHZ not RB deteriorated VVN further RBR . SENT but CC neither DT has VHZ it PP improved VVN . SENT Many JJ schools NNS are VBP finding VVG it PP ever RB more RBR difficult JJ to TO impose VV a DT code NN of IN discipline NN which WDT is VBZ supported VVN by IN all DT parents NNS and CC in IN a DT quarter NN of IN LEAs NNS inspected VVD this DT year NN , , the DT support NN for IN tackling VVG poor JJ behaviour NN was VBD unsatisfactory JJ . SENT It PP is VBZ worrying VVG that IN , , this DT year NN , , there EX has VHZ been VBN a DT slight JJ decline NN in IN levels NNS of IN attendance NN . SENT Some DT schools NNS have VHP particular JJ difficulty NN improving VVG attendance NN levels NNS when WRB so RB many JJ children NNS have VHP their PP$ absence NN condoned VVD by IN parents NNS . SENT Over IN 80 CD per IN cent NN of IN young JJ people NNS stopped VVN in IN shopping NN centres NNS during IN school NN time NN by IN the DT police NN or CC welfare NN service NN are VBP accompanied VVN by IN an DT adult NN . SENT Schools NNS , , and CC in IN particular JJ teachers NNS , , need VVP and CC deserve VVP better JJR support NN from IN some DT parents NNS . SENT This DT , , my PP$ last JJ Annual NP Report NP , , sets VVZ out IN the DT successes NNS of IN recent JJ years NNS , , but CC also RB points NNS to TO the DT work NN still RB to TO be VB done VVN . SENT Without IN doubt NN there EX are VBP pressure NN points NNS in IN the DT system NN . SENT This DT year NN , , even RB more JJR than IN in IN recent JJ years NNS , , the DT issue NN of IN the DT recruitment NN and CC retention NN of IN teachers NNS has VHZ emerged VVN . SENT Although IN nationally RB there EX are VBP very RB few JJ teaching NN posts NNS with IN no DT one NN to TO fill VV them PP and CC most JJS pupils NNS have VHP a DT suitably RB qualified VVN teacher NN to TO teach VV them PP , , there EX are VBP real JJ problems NNS in IN recruiting VVG teachers NNS and CC in IN retaining VVG them PP . SENT These DT problems NNS affect VVP some DT schools NNS more RBR than IN others NNS and CC there EX are VBP some DT subjects NNS in IN which WDT shortages NNS are VBP more RBR severe JJ and CC a DT cause NN of IN much JJ concern NN . SENT Inevitably RB , , some DT pupils NNS have VHP a DT succession NN of IN supply NN teachers NNS or CC teachers NNS without IN sufficient JJ expertise NN , , both DT being NN more RBR common JJ in IN the DT early JJ years NNS of IN secondary JJ education NN . SENT Many JJ initiatives NNS are VBP seeking VVG to TO address VV the DT situation NN . SENT for IN example NN , , recruitment NN to TO teacher NN training NN has VHZ been VBN increased VVN by IN concerted JJ efforts NNS and CC incentives NNS . SENT Retention NN , , however RB , , is VBZ the DT most RBS worrying JJ aspect NN , , particularly RB the DT proportion NN over IN 20 CD per IN cent NN of IN teachers NNS leaving VVG within IN their PP$ first JJ three CD years NNS in IN the DT profession NN . SENT My PP$ discussions NNS in IN schools NNS suggest VVP that IN the DT major JJ reasons NNS why WRB teachers NNS leave VVP the DT profession NN after IN such PDT a DT short JJ time NN are VBP fourfold JJ . SENT the DT poor JJ behaviour NN of IN a DT minority NN of IN pupils NNS . SENT a DT heavy JJ workload NN . SENT the DT poor JJ esteem NN in IN which WDT teachers NNS are VBP held VVN by IN the DT public NN . SENT and CC pay VV , , notably RB in IN high JJ cost NN housing NN areas NNS . SENT Action NN is VBZ being VBG taken VVN by IN the DT Government NN to TO deal VV with IN these DT concerns NNS , , but CC there EX are VBP no DT quick JJ fixes NNS . SENT No DT one NN who WP works VVZ with IN schools NNS and CC teachers NNS can MD fail VV to TO recognise VV the DT day NN to TO day NN pressures NNS or CC the DT hard JJ work NN and CC commitment NN shown VVN . SENT OFSTED NP will MD continue VV to TO keep VV the DT demands NNS of IN inspection NN to TO the DT absolute JJ minimum NN . SENT The DT Government NN , , its PP$ agencies NNS and CC LEAs NNS must MD strive VV not RB only RB to TO reduce VV their PP$ requirements NNS on IN headteachers NNS and CC teachers NNS , , but CC also RB to TO provide VV more RBR strategic JJ planning NN across IN the DT various JJ initiatives NNS . SENT The DT increase NN in IN the DT number NN of IN classroom NN assistants NNS should MD help VV to TO ensure VV teachers NNS are VBP able JJ to TO give VV more JJR of IN their PP$ time NN to TO teaching NN . SENT Similarly RB , , headteachers NNS must MD also RB be VB freed VVN from IN any DT unnecessary JJ paperwork NN so IN that WDT they PP can MD provide VV the DT leadership NN so RB crucial JJ for IN success NN in IN our PP$ schools NNS . SENT OFSTED's NP priorities NNS stem VVP to TO a DT large JJ extent NN from IN the DT issues NNS raised VVN in IN this DT report NN . SENT The DT inclusion NN of IN all DT children NNS in IN high JJ quality NN education NN remains VVZ essential JJ and CC will MD be VB the DT focus NN of IN continued JJ work NN for IN OFSTED NP over IN the DT next JJ year NN . SENT The DT first JJ year NN of IN the DT regulation NN of IN child NN care NN and CC the DT inspection NN of IN early JJ years NNS settings NNS will MD be VB important JJ for IN OFSTED NP , , as RB will MD the DT development NN of IN area NN wide JJ inspections NNS and CC the DT inspection NN , , with IN the DT Adult NN Learning NP Inspectorate NP , , of IN colleges NNS . SENT I PP am VBP in IN no DT doubt NN about IN the DT positive JJ contribution NN of IN rigorous JJ inspection NN to TO the DT improvements NNS set VVD out RP in IN this DT Report NP . SENT However RB , , we PP are VBP committed VVN , , through IN consultation NN , , to TO developing VVG the DT inspection NN system NN for IN schools NNS so RB that IN it PP can MD respond VV most RBS appropriately RB to TO the DT growing VVG diversity NN of IN provision NN in IN the DT system NN and CC concentrate VV resources NNS on IN where WRB they PP can MD have VH the DT most JJS effect NN . SENT With IN the DT next JJ school NN inspection NN cycle NN beginning NN in IN September NP 2003 CD , , it PP is VBZ vital JJ we PP move VVP ahead RB quickly RB . SENT In IN addition NN , , OFSTED NP has VHZ identified VVN further RBR key JJ issues NNS on IN which WDT it PP will MD focus VV . SENT the DT care NN and CC development NN of IN children NNS aged VVN 0 CD 6 CD . SENT the DT impact NN of IN classroom NN assistants NNS in IN primary JJ schools NNS . SENT implementation NN of IN the DT Key JJ Stage NP 3 CD strategy NN . SENT provision NN for IN the DT 14 CD 19 CD age NN group NN . SENT support NN and CC guidance NN , , including VVG that IN provided VVN by IN the DT Connexions NNS service NN . SENT Contents NNS Previous JJ Next NP