OPEN DAYS
want to know how big the staffing gaps are in prospective schools, which year groups and which subjects are worst affected (sciences and maths posts are often the most difficult to fill), and how they’re being addressed. Ask what the school has done when it comes to catch-up teaching. How are pupils who might need extra support identified? Do they prioritise those with learning needs, for example? Which subjects and areas are they focusing on (core ones like maths and literacy are often prioritised)? And who is carrying out the catch-up work? Certain schools have employed tutors, others have trained some of their most experienced teaching assistants. But in some cases, these new responsibilities have put staff under additional pressure – and that’s something useful to know. Has the school made adaptations to the curriculum? If so, what do they look like?
CAMBRIDGE EDUCATION GUIDE 21
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