The orphanage director lies about Beth's age when introducing her to the Wheatleys; what age is Beth throughout the series, and why the dishonesty?

When Beth is adopted inThe Queen's Gambit, the orphanage lies about Beth's age so how old is she, and why lie in the first place?The Queen's Gambitis Netflix's hit miniseries based on the Walter Tevis novel by the same name; it's a coming of age story about a young American chess prodigy who learns to overcome her personal demons.The Queen's Gambitfollows Beth from her childhood until adulthood but is unclear about her exact age throughout.

Beth is orphaned inThe Queen's Gambitwhen her motherdies in a car crash, which is implied to have been an intentional murder-suicide attempt. Beth's father, whose identity is never confirmed, is not in the picture, which leaves the young woman an orphan. Sheis sent to the Methuen Home for Girls, where sheremains until she is adopted, as a teenager, byAlma and Allston Wheatley.

Related:The Queen's Gambit: The Meaning Behind Beth's Final Outfit

When Beth first meets the Wheatleys, the director of the orphanage,Helen Deardorff, tells them that Beth is 13. Beth starts to correct her, beginning to say she's fifteen, but Deardorff stops her. Likely, the director was operating under the assumption that the Wheatleys wouldn't want an older child, so she lied about Beth's age; however, as Alma reveals later, she intentionally chose to adopt a teenager, having previously lost a child and (presumably) not wanting the additional responsibility required for raising an adolescent. Deardorff assumed that the older a young woman was, the less viable she was as a candidate for adoption but Beth's case proves she was wrong, and for some prospective parents, a teenager is an ideal option.

The Queen's Gambitshows thatElizabeth was 9 years old when she entered the orphanage. Her birth certificate, seen in episode 1, shows her birthdate as "November 2, 1948," and was thus approximately 15 years old when she wonher first tournament in 1963 but not when she was adopted, since it appeared to happen in the summer. Chances are, Beth was about the say she was "fifteen in November" when Deardorff interrupted her, since the timeline doesn't make sense otherwise. Presumably, she told Alma her true age, which explains why she was able to graduate just three years later in 1966. Since Alma already admitted she didn't want a younger child, it's likely she would have been even happier to learn that Beth was already nearing adulthood (which further explains Alma's hands-offparenting style with Beth).

Beth iseither 19 or 20 at the end ofThe Queen's Gambit, as the tournament in Russia takes place in 1968, but the time of year is not clear. Based on the fact that she's described as being 20, the event likely takes place late in 1968, after her birthday in November. There are some issues with Beth's age namely, it makes Beth's relationship with Townesa littleproblematic given how young she was when he had her in his hotel room but the fact that her age is kept vague helps focus the story on her personal development, and the various emotional milestones she reaches on her journey in The Queen's Gambit.

Next:The Queen's Gambit: The Meaning Behind Beth's Final Outfit

The Mandalorian Season 2: Biggest Questions After Episode 6

Sarah Milner is an editor for Screen Rant's Film/Television features division. She is a writer, researcher, and folk musician. Her writing has appeared in Exclaim! and Electric City Magazine. A graduate of Trent University, Sarah's MA thesis examines Frankenstein adaptations and their relationship with popular culture. She has a fierce love of all things "spooky," and a deep appreciation for classic cinema.

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The Queen's Gambit: Why The Orphanage Lied About Beth's Age - Screen Rant

President Donald Trump announced on Sunday that his personal defense attorney, Rudy Giuliani, has tested positive for COVID-19.

"Rudy Giuliani, by far the greatest mayor in the history of NYC, and who has been working tirelessly exposing the most corrupt election (by far!) in the history of the USA, has tested positive for the China Virus," Trump tweeted. "Get better soon Rudy, we will carry on!!!"

Giuliani's condition is unclear, but The New York Times reported on Sunday afternoon that he was being treated at Georgetown University Medical Center.

The former New York mayor has made a string of public appearances in recent days as the face of Trump's faltering legal efforts to nullify the 2020 election results. Giuliani participated in multiple Republican events in Arizona, Michigan, and Georgia, which primarily featured Trump lawyers and GOP officials making vague and unspecified allegations of widespread voter fraud and election-rigging.

The events, which the GOP described as "hearings," featured few masks and little social distancing. Giuliani was often seen mask-less while interacting with others and sitting inches away from another Trump campaign lawyer, Jenna Ellis, who was also not wearing a face covering.

According to the president's legal team, Giuliani tested negative "immediately preceding his trip to Arizona, Michigan, and Georgia" and did not experience symptoms of COVID-19 until more than two days after his return, as CNN reported.

A person with COVID-19 may be contagious up to 72 hours before experiencing symptoms, according to Harvard Medical School.

In a statement on Sunday, Georgia state Sen. William Ligon, who chaired a "voter fraud" meeting at the state capitol on December 3, said he was advising those present "to take every precaution."

Giuliani "was in close proximity to senators, Senate staff, members of the media, and the general public," Ligon noted.

Last month, Giuliani was also at a Trump legal team news conference at the Republican National Committee headquarters. He made headlines when he was seen at the presser with hair dye trickling down his face as he coughed and blew his nose into a handkerchief, which he then used to wipe his face.

Giuliani's son, Andrew, also tested positive for COVID-19 last month. Overall, according to New York Magazine, more than three dozen people in the president's orbit have tested positive for the virus, including Trump, first lady Melania Trump, Barron Trump, chief of staff Mark Meadows, press secretary Kayleigh McEnany, senior advisor Stephen Miller and his wife Katie, senior counselor to the president Hope Hicks, several members of the White House staff and press corps, and more.

The US currently has the highest number of COVID-19 cases of any country in the world, with more than 14 million confirmed cases and nearly 282,000 deaths, according to data from Johns Hopkins University.

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Ugo Aliogo writes on Falah thoughts on the place of mindsets in Business

One thing that people dont talk about enough in business is mindset, Moe Falah said. It doesnt happen overnight. If you havent worked on yourself, your personal development, the way you think and react, your approach to business, life, people, situations, then you will have a difficult time starting a company. If your mindset isnt right, then your business isnt right.

But what does Falah mean by mindset? It turns out theres a whole field of study related to the development of the entrepreneurial mindset: the field of personal development.

I started watching personal development videos as a kid, Falah hinted. I knew I wanted to be an entrepreneur, so I went online and got a head start. They dont teach you any of this stuff in school, and most people whose parents arent business owners dont know about it either. The entrepreneurial mindset is a very particular way of thinking of taking total responsibility for everything in your life.

A person doesnt have to be an entrepreneur to benefit from personal development, Moe asserted. But he believes that people who really engage in personal development will soon be unsatisfied with living an average life.

When you take responsibility for everything in your life, you take more and more control. And when you have more control, youre able to decide how much you want to earn. Its your decision.

Personal development and the entrepreneur mindset are the ultimate double-edged swords. On one hand, some people feel that the personal development field engages in victim blaming, because it tells people they are responsible for changing their own circumstances. On the other hand, its incredibly empowering: once you begin taking that responsibility, theres just about nothing you cant do.

And Falah is in a position to know. The son of immigrant parents who struggled to make ends meet, he suffered from racism and a lack of financial freedom growing up. But with personal development teachers from the Internet whispering in his ear, that only made him more determined to take control of his own destiny. Now, at 25, Falah is the Chief Executive Officer and founder of a company that did $25 million worth of business in its first year after starting in January of 2020.

His simplest advice to aspiring entrepreneurs is this: Just go for it, dont think about it, he noted. Trust yourself and your gut. You will figure it out. As long as you dont give up, no matter what, you will always figure it out.

Falah speaks from experience as someone who dives in with both feet, he entered real estate and solar to name a couple of industries, with very little knowledge of how to make things work. But he had the one thing he did need: the entrepreneurial mindset.

I knew I couldnt fail because I couldnt afford to, Moe posited. No one was going to bail me out. And I knew I was responsible for everything in my life, and that I could do anything I set my mind to. So I learned. I learned because I had to.

Falah encourages everyone, regardless of their industry or career aspirations, to study the field of personal development.

You have nothing to lose, and tons to gain, he explained. The last thing you want in life is to regret not trying something. So develop the mindset it takes to take control, to do whatever you really want to do. It is possible. You just have to make it about strategy and hard work, instead of luck. If you create a good strategy and never give up, you cant lose.

Stay consistent and persistent, continuing, Falah added: and understand that nobody will work as hard as you, and nobody will care as much as you. And thats okay. Because you have you. You are your own greatest asset.

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Experiencing the luxury of traveling and exploring different parts of the world may sound expensive, but the truth is, it does not have to be that way. In reality, many of these grand vacations are almost always overpriced, unbeknownst to travelers eager to get the best experience. Remmy Castillo and his company, Members Travel, seek to change that reality by removing the overpayment barrier and giving every person the chance to travel on a grander scale at a lower cost.

Members Travel began as a passion project launched by travel connoisseur and entrepreneur Remmy Castillo. Ultimately, his vision was to help people travel and spend quality time together without having to overpay. The company makes this possible by eliminating the middleman, giving clients the best prices for travels, and helping them save thousands of dollars annually.

Remmy Castillo is a business guru who has dominated several industries. He started his early career in the precious metals arena, where he and his management amassed over half a billion in sales. During this tenure, he was featured as a host on national on-camera infomercials, which generated a staggering $65 million. The work has been featured on various known networks such as Fox, Bloomberg, CNBC, and more. Remmy is also a successful motivational speaker, nationally and internationally, holding speaking events for disruptive leadership, mindset techniques, and more. Aside from having trained thousands of sales professionals and executives worldwide, his most recent milestone was sitting as the CEO of Moonshine Sweet Tea, where he spent years securing deals with big retailers such as Walmart and Target, among others.

His exit from the beverage industry opened an opportunity for him to launch a passion project and company, Members Travel. Since then, his company has been notable for providing the best deals ranging from airfare to hotel accommodations. Remmys team is notable for booking four-star or five-star hotels, condo properties, and more for a fraction of the cost that most travelers would usually pay. The company can also provide clients access to unpublished prices not available to the general public to get the best deals.

Remmy Castillo envisioned helping travelers save money while still being able to reach their full potential. Through Members Travel, he seeks to create a significant difference in peoples lives by showing them that luxury travel experiences are not meant to be impossible dreams. If anything, these grand moments should be within everyones reach, and this vision is what the rising company is putting into action.

In the future, Remmy Castillo hopes to take Members Travel to greater heights. The entrepreneur has his eyes on transforming his company into a multi-brand business that not only helps people experience affordable luxury travels but also helps them in their personal development as well.

For Remmy Castillo, life is too short to sit in one place. He encourages everyone to go out and do something spectacular for themselves. Check off the bucket list and see the beautiful world we live in, says the travel enthusiast.

To know more about Members Travel, please visit its official website.

Media Contact Company Name: Members Travel Contact Person: Remmy Castillo Email: Send Email Phone: 833-636-8728 Country: United States Website: https://www.memberstravel.com/

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Members Travel: Providing the Best Travel Experience Without Breaking the Bank - Press Release - Digital Journal

Being brave.

Thats something Kate Menzies has learnt a lot about through her involvement over the past decade with the Agri-Womens Development Trust.

The charitable trust, which recently celebrated its 10th anniversary, was founded by Eketahuna woman Lindy Nelson.

It supported women through a range of leadership, farming business and personal development programmes and had notched up 4500 graduates in that time.

For Mrs Menzies, a 52-year-old Central Otago farmer, the trusts brief had "really nailed it" as it celebrated, encouraged and empowered women of all ages and stages.

"Im very passionate about that opportunity now to be brave and for other women to understand its a journey. They can be brave too," she said.

The trust had guided her "hugely" over the past decade since she first signed up for a First Steps course.

The vision for the programme was about living your best life and sowing the seed of what could be possible.

Back then, there was a lot of narrative about governance and female representation on rural boards. While that was not the aim of First Steps, there was still a lot of talk about it, she said.

Ten years on, Mrs Menzies has graduated from Next Level; AWDTs six-month leadership programme that supported the aspirations of women involved in the primary sector and rural communities.

The narrative now was all about connections which was "very cool", and which was also all about her, she said.

Empowerment of women was still very much there but it was about empowering women to understand connection not only for themselves, but for other females in the industry and the industry at large, she said.

It was all about connection through leadership leadership not as being chief executive or the chairwoman, but more about "leading the ship" and that ship might have five people or 200 on it.

It was also about helping each other; the course was pitched to understand what you were capable of and what you could help other people become.

Lift as you climb was a catchphrase that could be applied to AWDT "everyones lifting each other", she said.

For Mrs Menzies, who at times suffered from crippling anxiety, the course had helped her to be brave, and also to "learn to be present in that day".

She grew up in a farming family in West Otago where her father, Edward Ottrey, instilled in her an "incredible passion" for Romney sheep and strong wool.

She and her husband David were very fortunate to have the opportunity to continue farming and had been at Cambrian Station for the past 20 years.

It was not an inter-generational property; her husband came from a family farm at Banks Peninsula.

When her parents and her brother Hamish she also has two "amazing" sisters first brought to the table the opportunity to expand, and include them in that expansion, they looked mostly around West Otago and Northern Southland.

But they either missed out or could not find anything suitable and, during the early advent of the internet, they spied Cambrian Station online.

Mr Menzies had never been to the area but the Ottrey family had sold large numbers of rams around there "back in the day". "We came and had a look and, I guess the rest is history," Mrs Menzies said.

The property had the opportunities for development Mr Menzies was seeking, and her parents believed he could grasp those opportunities, which was exactly what he had done.

Mr Menzies left a fifth-generation family farm which, in itself, was huge, but he was "absolutely up for the challenge", she said.

"He could see the opportunities. Moving to a new district with farming is really tricky. Its not always a smooth ride, and trying to find your place [but] its been absolutely marvellous really. But not always easy," she said.

They were "blessed" to live among the Cambrian and St Bathans community, which had evolved since their arrival.

With that, came a different viewpoint but that meant there was a "huge amount of information and passion that could be shared" and that was an "absolute bonus".

Once you sat down and started listening, you realised that everyone was "absolutely on the same page" when it came to the environment, she said.

"The diversity of the community is going to be the future here. The diversity is a positive, an absolute positive."

For the first 10 years, the couple farmed with Hamish Ottrey and his wife Sarah in a company situation, farming two properties, and the past decade had been on their own account

"Its been a fantastic journey. We have been very blessed with our family opportunities. Im completely indebted to my brother for allowing that to happen."

Mr Ottrey, now in Wanaka, had also been a huge support.

Cambrian Station was a 1640ha property, running about 8500 stock units. It was all Romney sheep and Angus beef cows.

The family had built a "fabulous life" there; their son Henry (25) was a helicopter pilot who had been affected by the Covid-19 inflicted tourism downturn, so he had been at home on the farm, while daughter Alex (24), who is based in Hawkes Bay, works for BX Foods and had a passion for agriculture, played a part in exporting meat "to the world".

"Its wonderful to see these young women in agribusiness. They are passionate and smart and they are bringing so much to the rural industry," Mrs Menzies said.

Passionate about education, she considered herself fortunate to have sat on school boards, including seven years on Columba Colleges board of governors.

She had a break after her children left school, but had restarted her involvement.

She was serving on the Central Otago Wilding Pines Trust, which aimed to control or eradicate wilding pines in the region, and the Rabobank Client Council for Otago-Southland.

Rabobank had five client councils covering the country. At meetings, issues facing the agricultural sector were considered and ideas exchanged, leading to initiatives, strategies and ideas that would advance farming and rural communities.

One of the groups initiatives concerned attracting and the retention of young people into agriculture, and that was something that Mrs Menzies was passionate about.

It also took a "whole farmer approach" talking about health and wellbeing, environmental and financial literacy.

She believed she probably would not have had the confidence to accept those positions without AWDT.

While the courses were directed, they were also a little about self-responsibility at the end. There was no time about when and how you might arrive at your next step.

The programmes were all around "dropping the seed" and understanding what talents you had. But it did take time.

Mrs Menzies acknowledged it was hard being a rural woman.

"Youre something for everyone else for 90% of the time, but all the while putting up a great front because youve just got to keep the show on the road."

She often mulled over the fact there was a big focus on rural mens mental health, but that of rural women was not spoken about.

"We do manage our mental health very differently, for sure. Thats not to say its not an equally hard road."

She was excited for the trusts future and what it could bring to the next generation of women. Equally, she was very positive about the future for women in the rural industry. She also could foresee a similar programme for rural men.

As to her own future, Mrs Menzies, who has been informally mentoring some young women, said her path for the next 15 years would hopefully be more at a support level.

"You dont necessarily need to shine in the sun."

See more here:
Learning to be brave a key lesson - Otago Daily Times

Unlike most "professional writers," I never wanted to be a writer. At the age of 19, I decided to become an entrepreneur, but I never thought of making money throughwriting.

Today, I'm 23 years old, published more than 400 articles online, self-published a German book, and make an average of $8,000 to $10,000 through my writing business.

On average, I spend 10 to 15 hours per week writing. The rest of my time is dedicated to my personal growthbusinessand to B2B projects from various industries.

When I tell people that I published 20 to 35 pieces per month in 2020, most of them think that I spend all my time typing words. But the reality is that I figured out how to speed up my writing process so that I can free up enough time for my other projects.

Whenever I start a writing session, I put myself in a metaphoricaljail.

Even though this might not sound particularly appealing, it turned out to be an effective strategy to get more writing done in a few hours than most people do in a few days.

That's because of two reasons:

In jail, you haveallthe time.You don't need to rush or stress yourself. Instead, you can just tackle one task after the other because youknowthat you have time. You can slow down, concentrate, and take time to get stuff done with ease.

Even though I use my mentaljail modeto work more efficiently, it allows me to have more mental clarity, which is incredibly important as a writer.

If I feel stressed and overwhelmed, my writing slows down. If I feel as if I have lots of time, I can write without any concerns and get much more done.

When in jail mode, you eliminate all distractions.Imagine sitting in a prison cell where you only have items that you really need to get your work done. As a writer, that's probably only your laptop (or a notebook) and maybe a book, a piece of paper, and a pen. You might add headphones and a bottle of water, but that's basically it.

The fewer distractions you have, the more productive you'll be. This applies toeverything:Fewer distractions on your desk, on your digital devices, no notifications, and a calm mind.

For me, jail mode is synonymous with highly productive work hours.

When in jail, I experienceflow statesand easily write the first draft of two or three pieces at one go.

If your mind is focused, you'll get more done in a few hours than most people accomplish indays promised.

Read more: I run a coaching business that has over 213,000 newsletter subscribers. Here's the LinkedIn message and strategy that helped me grow my email list when I was starting out.

One of my first coaches always preached takingbaby steps.As someone who likes to think big, this approach didn't really resonate with me.

It took me more than six months until I finally realized what he meant and how this piece of advice could help me be more effective during my working hours: Quite often, we make slow or no progress because we don't knowwhat to do.

We feel overwhelmed, unmotivated, or even desperate and don't know how to keep going.

For many writers, the digital blank page leads to such inconvenient feelings. If you sit down to write but don't knowwhatto write, you might soon feel overwhelmed or unmotivated.

During such times, it's better to writesomethingthan nothing at all.

I measure my productivity by the words I type per day. And during my most unproductive days, I always forced myself to do the minimum amount of work.

Sometimes, your baby step might be a 10-minute writing session. Sometimes, it might mean typing 100 words. And sometimes, it can even mean crafting ten new headlines.

You can't give 100% every single day. Yet, you need to make writing ahabitif you want to get paid for it.

Next time you feel lost or overwhelmed, come up with the smallest action you can take to move your writing career forward. No matter if that means writing 50 words or a new headline any progress is better than no progress.

Ineverlack ideas. I manage all my article ideas and all types of information I come across in a project management tool calledTrello.

Every day, I add at least two to three new ideas to my idea board. Right now, there are around 1,000 ideas that could one day turn into articles.

Are all of these ideas good? Hell no.

Most of them get straight to the "bad ideas corner", but that's not the point. If you have 1,000 ideas, you can be sure that you'll never run out of things to write about, even if 90% of these ideas suck.

While there are tons of creativity techniques and idea generation methods, the not-so-sexy approach I use isconsuming lots of content.

I reada lot, listen to podcasts while cooking, doing the dishes, or doing the laundry, visit dozens of workshops and seminars per year (except in 2020 thanks, COVID), and constantly talk about the topics I write about.

I don'twrite to write,but I write to share my work with the world. Above all, I'm an entrepreneur and a personal growth coach. My writing is a means to an end to reach more people with my products and services, not the end result.

That's why 90% of my daily life is dedicated to generating and organizing ideas, even when I'm not aware of it.

My mind is wired to come up with new headlinesall the time.That's because I consumed so much content on how to do it correctly in the past years. I never sit down to come up with ideas. I just write down anything that comes to my mind throughout the day.

That's also why Trello is the only work-related app on my phone so that I can instantly write down anything that comes to my mind.

Read more: 10 books to read to finally start making real money from your side hustle

I don't write every day, but when I do, that's how my typical writing schedule looks like:

Ihategetting up in the morning and having to write an entire article. But Iloveediting as soon as I start working.

I feel like I'm a much better editor in the morning. Additionally, submitting an article in the morning gives me a sense of accomplishment and motivates me to keep writing even more.

Ineverstart my day with a new article. I decide on the headline and outline the content before going to bed so that I can continue to work on that piece the next day.

Ineverwrite when I don't feel like writing.

I tried to force myself to write at the beginning of my writing career, but the result was always the same: It took meso much more timeto finish an article if I didn'tfeellike doing it.

Instead, I write when I feel mostwriting-productive.For me, that's in the morning or late in the evening. In between, I mostly do other work.

If you write during your personal biological peak time, you'll get much more writing done in less time.

Each body is different and your peak time might be totally different from mine. That's why it's so important to know your energy levels and work in alignment with your body instead of working against it.

If you're not aware of your biological peak time yet, you can figure it out by doing the following:

For seven to 10 days, set an hourly alarm, and take notes on your energy level each time the alarm rings. By doing that consistently and analyzing your data, you'll quickly realize certain patterns.

Read more: The strategies a 27-year-old freelancer used to build her income to over $350,000 a year on the freelancing platform Fiverr in 5 years

One of the most common mistakes new writers make is that they set goals they can't even influence.

Medium writers, for instance, set the goal to hit a specific follower count, to get more views, or to make a certain amount of money through their writing.

That's fair enough, but it's not effective. As long as you're exposed to an algorithm, you can't really influence these numbers.

The only thing you can truly influence is your writing output, akathe number of words you type.

You can aim to write a specified number of articles or pitch a certain amount of companies to write for them, but you can't really influence the views your articles get. You canhopefor more views, but that's not an effective strategy.

That's why I always set writing goals related to my personal productive output. E.g., I know that I had a productive day when I typed more than 5,000 words.

I know that it sounds clich, but it's so important: If you don't knowwhyyou're doing what you're doing, you won't be good or fast at it.

All the strategies I mentioned are fair enough, but they wouldn't help if I didn't knowwhyI'm trying to get so much done.

I have a vision for my future; I know what I want to experience in five, 10, and 15 years. That's why I'm happy to put in the work now.

If you don't have a burning desire to make it work, you won't do the work.

You can read dozens of books on productivity or creativity, but none of them will help if you don't knowwhyyou're doing what you're doing.

Sinem Gnelis a writer, coach, and the founder of Personal Growth Base a website dedicated to helping people build a life they love.

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Curtis Jones is a Liverpool lad who looks like the latest star to emerge from their very impressive production line.

Trent Alexander-Arnold signifies the trust placed in young players at Anfield hes already played 145 times for the club and is still just 22.

AFP or licensors

Jones appears to be following in his footsteps and the praise for the 19-year-old no less lofty as he makes his breakthrough in the 2020/21 season.

Often it is injuries that give young players their chance and the midfielder has been the player to benefit the most.

The Reds are in the midst of an injury crisis with several first-team players sidelined, including Thiago, Alex Oxlade-Chamberlain, Virgil van Dijk and Joe Gomez.

Jones has made seven starts so far, with three additional substitute appearances, scoring three times, including the winner against Ajax in the Champions League.

It wasnt too long ago that the likes of Jay Spearing and Jon Flanagan were the brightest young talents to come throughLiverpools academy.

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It is a different story under the Jurgen Klopp regime those coming through now look like potential superstars.

One of Jones academy coaches compared him as a cross between Sadio Mane and Adam Lallana and he was flattered by the lofty praise.

Speaking to Danny Murphy for talkSPORT, Jones said:Ive not really ever compared myself to another player. I would always say that my style of play is similar to players that have a bit of flair in a game, to be confident on the ball and stuff.

To be referred to as [similar to] Mane and Lallana, wow!

Mane is just a different level in terms of playing he finished fourth in the Ballon dOr. I spent two years around Lallana and the stuff he used to do in training, I was blown away by it.

To be refereed to as those two, Ill take it.

Liverpool are the reigning Premier League champions, with Jones picking up a medal last season, and won the Champions League in 2019.

Getty Images - Getty

Their squad if packed with international superstars but the teenager knows what he needs to do to fit in with the team.

He said: I just go and play but I think for any young lad who is trying to get into a team, you have to have courage and confidence and try and come up with something that someone else in your position doesnt do a lot of.

People will see our team and see Henderson, Gini (Wijnaldum) and Milly (James Milner) and will see how hard they will work and defend.

Its mostly Mo (Salah), Sadio (Mane), Bobby (Firmino) and Diogo (Jota), they are the ones who are getting the goals.

Im trying to bring something different from the centre-mid in the team.

When asked if he was nervous joining the Liverpool first-team, Jones added: I was nervous but I didnt panic. It was a bit of a balance. As a young lad thats coming in, you have to be confident.

Theres a fine line between tipping that and showing you are cocky, which Im not.

The boys were great. Its not like Virgils like Im Van Dijk and hes strutting around the place.

The boys are great and have guarded me well. It made me more relaxed and feel more welcome.

Like Alexander-Arnold, Jones is a Liverpool lad and joined the clubs academy when he was just nine.

He was first given his opportunity by manager Jurgen Klopp back in 2018 during pre-season friendlies but the German has been well aware of his talents ever since he joined the club in 2015.

Speaking last month when asked about Jones development, Klopp said: Very, very positive. Not too surprised about the sports part of it because from the first day we saw him he was an exceptional talent.

Im five years at the club and I saw him five years ago for the first time. Everyone could see what an exceptional player he could be.

When you are in an environment like a top class football team and you are one of the top talents in the club, that can do a lot of things to you as a person.

His personal development is more positive than his sports development. Great lad, super player and did really good for us last season already and this season especially.

Hes just made the next step and Im really pleased for him and good for us as well.

Jones will have plenty of competition for his place in the Liverpool starting line-up as players return to fitness, including treble-winning, international superstar Thiago.

GETTY

The Spaniard was the Reds marquee acquisition in the summer but has featured just twice due to injury and coronavirus.

Jones has the chance to make himself undroppable to Klopp and keep Thiago out of the team when he returns early in 2021.

Former Aston Villa striker Gabriel Agbonlahor toldtalkSPORT Breakfast: They are getting their chance because of all the injuries but in football sometimes thats when you get your chance and you have to take it.

It happened to me when I was a 19-year-old. There were a lot of injuries and illness at the time and I got my chance to play, I scored on my debut and I stayed around the first team.

Players like Curtis Jones, if he can continue that form then why cant he leave out the likes of Thiago when he comes back or Chamberlain?

This is where youve got to take your chance and become undroppable just like Jota is doing.

It could be reminiscent of when Liverpool signed World Cup winning striker Karl-Heinz Riedle from Borussia Dortmund in 1997.

Hed just won the Champions League with Dortmund but signing for Liverpool didnt work out too well as he was phased out in favour of a certain Michael Owen.

Jones is by no means the finished article, though, with Liverpool hero Ray Houghton, who won two league titles with the club, seeing improvements that can still be made to his game.

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Houghton told talkSPORT: Ive watched a lot of him and hes been a little bit too negative at times. Hes been playing backwards and square.

Id like to see him, because hes got that ability, looking forward a little bit more and start making the passes that are incisive, and get in behind the opposition.

Weve seen him score goals, hes got a terrific shot on him from distance and hes got to utilise that a bit more.

When hes in the team he needs to be more creative, use that confidence hes got. Hes a local lad and when the fans are finally back in the stadium they will take to him because they always want to see one of their own do well.

Its up to him then, the more game time he gets he needs to show his class time after time. Its like a rehearsal for the future because hes going to be a regular at some stage. At the moment hes a bit part player as such but when he does come in he needs to be more dominant.

Id like to see him be a bit more dominant because hes got the ability to do it, he just has to show it a bit more.

Lets not forget Jones is still only 19 and played just 25 senior games for Liverpool.

Theres plenty of time for his development to continue but the expectation is there for him to be a star at Anfield for many years to come.

Getty Images - Getty

Hes already had a special moment in scoring the winner against Ajax in the Champions League to send his team through to the knockout stages.

talkSPORT host Adrian Durham said: At 19, a teenager, he plays with intelligence so he knows exactly what to do in that little role he had just behind Jota on the right. He knew exactly how to play that role, the job that was being asked of him, how to operate in a specific role in a three-man midfield in a Champions League game.

He wasnt overawed at all. He had the football intelligence, the end product, got the winner, dynamism and confidence.

A word to sum it up swagger.

Read more:
Curtis Jones: The Liverpool lad with swagger who is a cross between Sadio Mane and Adam Lallana and could - talkSPORT.com

Further Education News

The FE News Channel gives you the latest education news and updates on emerging education strategies and the#FutureofEducation and the #FutureofWork.

Providing trustworthy and positive Further Education news and views since 2003, we are a digital news channel with a mixture of written word articles, podcasts and videos. Our specialisation is providing you with a mixture of the latest education news, our stance is always positive, sector building and sharing different perspectives and views from thought leaders, to provide you with a think tank of new ideas and solutions to bring the education sector together and come up with new innovative solutions and ideas.

FE News publish exclusive peer to peer thought leadership articles from our feature writers, as well as user generated content across our network of over 3000 Newsrooms, offering multiple sources of the latest education news across the Education and Employability sectors.

FE News also broadcast live events, podcasts with leading experts and thought leaders, webinars, video interviews and Further Education news bulletins so you receive the latest developments inSkills Newsand across the Apprenticeship, Further Education and Employability sectors.

Every week FE News has over 200 articles and new pieces of content per week. We are a news channel providing the latest Further Education News, giving insight from multiple sources on the latest education policy developments, latest strategies, through to our thought leaders who provide blue sky thinking strategy, best practice and innovation to help look into the future developments for education and the future of work.

In May 2020, FE News had over 120,000 unique visitors according to Google Analytics and over 200 new pieces of news content every week, from thought leadership articles, to the latest education news via written word, podcasts, video to press releases from across the sector.

We thought it would be helpful to explain how we tier our latest education news content and how you can get involved and understand how you can read the latest daily Further Education news and how we structure our FE Week of content:

Our main features are exclusive and are thought leadership articles and blue sky thinking with experts writing peer to peer news articles about the future of education and the future of work. The focus is solution led thought leadership, sharing best practice, innovation and emerging strategy. These are often articles about the future of education and the future of work, they often then create future education news articles. We limit our main features to a maximum of 20 per week, as they are often about new concepts and new thought processes. Our main features are also exclusive articles responding to the latest education news, maybe an insight from an expert into a policy announcement or response to an education think tank report or a white paper.

FE Voices was originally set up as a section on FE News to give a voice back to the sector. As we now have over 3,000 newsrooms and contributors, FE Voices are usually thought leadership articles, they dont necessarily have to be exclusive, but usually are, they are slightly shorter than Main Features. FE Voices can include more mixed media with the Further Education News articles, such as embedded podcasts and videos. Our sector response articles asking for different comments and opinions to education policy announcements or responding to a report of white paper are usually held in the FE Voices section. If we have a live podcast in an evening or a radio show such as SkillsWorldLive radio show, the next morning we place the FE podcast recording in the FE Voices section.

In sector news we have a blend of content from Press Releases, education resources, reports, education research, white papers from a range of contributors. We have a lot of positive education news articles from colleges, awarding organisations and Apprenticeship Training Providers, press releases from DfE to Think Tanks giving the overview of a report, through to helpful resources to help you with delivering education strategies to your learners and students.

We have a range of education podcasts on FE News, from hour long full production FE podcasts such as SkillsWorldLive in conjunction with the Federation of Awarding Bodies, to weekly podcasts from experts and thought leaders, providing advice and guidance to leaders. FE News also record podcasts at conferences and events, giving you one on one podcasts with education and skills experts on the latest strategies and developments.

We have over 150 education podcasts on FE News, ranging from EdTech podcasts with experts discussing Education 4.0 and how technology is complimenting and transforming education, to podcasts with experts discussing education research, the future of work, how to develop skills systems for jobs of the future to interviews with the Apprenticeship and Skills Minister.

We record our own exclusive FE News podcasts, work in conjunction with sector partners such as FAB to create weekly podcasts and daily education podcasts, through to working with sector leaders creating exclusive education news podcasts.

FE News have over 700 FE Video interviews and have been recording education video interviews with experts for over 12 years. These are usually vox pop video interviews with experts across education and work, discussing blue sky thinking ideas and views about the future of education and work.

FE News has a free events calendar to check out the latest conferences, webinars and events to keep up to date with the latest education news and strategies.

The FE Newsroom is home to your content if you are a FE News contributor. It also help the audience develop relationship with either you as an individual or your organisation as they can click through and box set consume all of your previous thought leadership articles, latest education news press releases, videos and education podcasts.

Do you want to contribute, share your ideas or vision or share a press release?

If you want to write a thought leadership article, share your ideas and vision for the future of education or the future of work, write a press release sharing the latest education news or contribute to a podcast, first of all you need to set up a FE Newsroom login (which is free): once the team have approved your newsroom (all content, newsrooms are all approved by a member of the FE News team- no robots are used in this process!), you can then start adding content (again all articles, videos and podcasts are all approved by the FE News editorial team before they go live on FE News). As all newsrooms and content are approved by the FE News team, there will be a slight delay on the team being able to review and approve content.

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For the first time, the Flexible Workforce Development Fund is available to all Scottish employers, including small and medium-sized enterprises. - FE...

November 30, 2020 10:11 ET | Source: Two Comma PR

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Top 10 Instagram monetization coaches

London, United Kingdom, Nov. 30, 2020 (GLOBE NEWSWIRE) -- Social media has provided the entrepreneurs of the world more opportunities than ever to leverage the platforms to make money - taking control of their lives, and creating the lifestyle and freedom they desire. There is an abundance of opportunity out there and with things constantly changing and evolving, it leaves room for innovators to come in and start the next trend. The problem however, is that most people dont know where to start. It can be overwhelming trying to find what youre good at, or where to place your energy when it comes to Instagram monetization. Or, according to Two Comma PR, you could hire an expert to do it for you. A coach is the key to shortcutting the curve and accelerating your success. Here we present the 10 instagram monetization coaches to follow in 2021.

Kim Baker Gomez @kimbakerbeauty

Starting her career as a part-time bridal makeup artist and licensed aesthetician, Kim Baker Gomez found success in attracting her dream clients on Instagram. With the outbreak of the COVID-19 pandemic, Kim realised she needed to pivot. As an immunocompromised person and her wife pregnant with their first baby, serving large bridal parties was no longer a possibility for her. Deciding to add Beautycounter to her business, Kim found that so many consultants lacked the skills and knowledge to sell products on Instagram. At which point her coaching career started. Kim now offers an array of coaching services and primarily focuses on the beauty industry. Ive been in the trenches and can tell you what has and hasnt worked for me and my peers, Kim says. The one consistent thing that has worked for me is to get personal with your audience. Let them into your life a bit so they know your heart. People buy from people. There are so many others doing what you do. Allow me to help you connect with your audience and build a community so when theyre in need of your services, youll be top of mind, Kim shares.

Nicole Wong @heynicolewong

Nicole Wong is an Instagram and TikTok coach for content creators and new online coaches. Whether you're an aspiring Instagram influencer wanting to learn how to secure paid brand deals, or you're an online coach wanting to learn how to attract clients using your social media, Nicole is your coach. Nicole has over 7 years experience of not only being an Instagram influencer herself, but growing and managing Instagram accounts for clients in all niches. Nicole's passion is to teach aspiring influencers and online coaches the proper techniques to grow and monetize their Instagram, so they don't have to struggle like she did. I used to work a corporate job as a social media manager where I was underpaid, and overworked, says Nicole. I was eventually let go from this company, which led me to start my own business. In my first year of business, I made only $500. After struggling for years and learning from my mistakes and doing lots of research, I am now making 5-figure months, she says. Nicole will be reopening the doors to the InstaEvolution, her signature self-paced online course that teaches you everything you need to know to grow and monetize your Instagram.

Ela Duys @elamazurcreative

Ela Duys is here to help you grow and monetise your business on Instagram. Whilst youll most likely find her on a beach somewhere, with a takeaway cappuccino in hand working on her next viral post for Instagram, Ela is obsessed with helping other businesses grow their brands using Instagram and Facebook. Establishing Ela Mazur Creative, Ela has grown her business to the point where she now has 5 employees situated around the word in under 1 and a half years. Ela offers 1:1 and group coaching sessions, and despite the pandemic has coached over 1000 business owners this year alone. I create a bespoke strategy for every business I work with, and the service I provide to both my coaching and management clients is what separates me from the rest, Ela says. A natural introvert herself, Ela also coaches her clients how to overcome this as she did. I teach others strategies that I have personally implemented for myself and my own businesses, and always stay ahead of the competition by being an early adopter for the products and services that I offer, she says.

Ela Mazur Creative has worked with business all over the world without spending on advertising. Using marketing attraction methods to draw followers, leads, enquires and sales, Ela and her team strive to help you do the same.

Monica Hill @iammonicahill

Busy mom of two from Brazil, Monica Hill, is no stranger to social media. A former model for magazines such as Womens Health, Cosmopolitan and Latina Magazine, Monica realised very early on the power social media holds. Starting her career as a fashion blogger in 2015, Monica used these alongside the marketing skills learned in her communications degree to grow her online presence and social media following. It was only after I lost my Instagram account with over 75K followers in 2018, that I decided to shift my business, Monica says. I decided to do that by helping other people grow their own Instagram accounts and monetize it, she states. Now with over 66K followers and that enviable blue verification tick, Monica aids busy entrepreneurs reach their audiences on Instagram, by becoming more visible and making money on Instagram. Having worked with best-selling authors, multi-millionaires, entrepreneurs, CEOS, and other coaches, Monica teaches others through her membership and private coaching called Insta Success Society. I've grown two of my accounts to over 140K followers, with no ads, all on my own and Im here to teach others how to do the same, she says.

Jill Zucca @instabeautyboss

Jill Zucca is a professional photographer and Instagram coach who has worked with international brands, helping them generate new leads using Instagram and turn their followers into paying customers. She has created Instagram campaigns for luxury hotels such as The Four Seasons, W Hotels, Starwood, Sofitel, Airbnb, and Darkhorse Wines. With her experience in creating successful campaigns with big brands, Jill wanted to extend her knowledge to help small business owners, particularly in the beauty sector, to fuel their businesses and generate a stream of new inquiries and sales.

Having been a skincare entrepreneur herself, Jill was able to discover a system she calls Sell Your Face Off on Instagram, which outlines exactly what helped her own business flourish. I designed this system for the absolute beginner, Jill said. Jill believes that selling skincare online works differently than any other business and with her step-by-step program, Jill will help skincare business owners attract new clients using Instagram as a platform. Selling in the DMs, a brand-new module she added in the program shows anyone exactly what to say when reaching out to customers through direct messages, without feeling like a sleazy salesperson. I just got my first customer on Instagram, said Courtnay Cavanah, a Rodan and Fields Consultant. This course has changed my business already, and I can confidently say, this is only the beginning.

If youre in the business of selling skincare products, Jill is your best bet when it comes to elevating your brand and attracting more people who are really invested in taking care of their skin. Her approach is very easy to follow, just like skincare you just have to follow the steps.

Feliciane Gorse @bossladyspace

Feliciane Gorse is the founder of Boss Lady Space, a blog focused on helping female entrepreneurs to grow their business. She is also a blogging coach and loves creating content on Instagram, to share inspiration to the community of ambitious entrepreneurs wanting to grow their revenue and reach online. With Boss Lady Space, she wanted to share her knowledge and experiences with business owners with the desire to create an impact on their chosen industries.

Previously Feliciane earned a Bachelors degree in Business Administration, which then saw her venture into a career in the financial sector. She also started blogging seven years ago out of her passion for creating content. Since then,she has also started her own online store - which has been making her a nice profit for the past three years. She has helped countless entrepreneurs monetize their business. Her primary focus is now on providing consulting services to both English and French-speaking entrepreneurs, which has seen her launch several Instagram packages to help them take advantage of the platforms ability to reach their target audience.

Courtney Lloyd @thedogmomboss

Courtney Lynne is the Dog Mom Boss, and shes here to make your pet famous! Courtney was inspired after getting her puppy Hammy and created an Instagram account for him. Their account @hammyand.me gained 25k followers in less than a year. I call him the accidental pet influencer, Courtney says. Upon noticing Courtney's success, other accounts started reaching out to her asking for Instagram advice, leading her to create a free Facebook group which currently has over 2,500 members. In May 2020 she founded the Pet Influencer Society membership, which is the only membership community for pet influencers to connect, support each other, and learn how to grow their accounts and make an impact. There are currently over 100 paying members who are seeing huge success as pet influencers. Courtney loves supporting and empowering other dog moms to find their voice, use their platform to make an impact, and turn their passions into a business. Her podcast, the Dog Mom Boss Podcast, will be launching in December 2020.

Josh Ryan @igwithjosh

Josh Ryan is a 20-year-old Instagram marketer from New Zealand, who's just so happened to have gained millions of followers across multiple pages for both himself and his clients. The man behind Cleverpreneur specialises in working with personal brands of all kinds; consultants, coaches, experts, models, athletes, etc. Josh has been growing and monetizing Instagram accounts for over 6 years. Hes grown multiple large pages such as @millionaire.dream. Along the way Josh has also worked with many others, and has run promotions on his pages for practically all the well-known entrepreneurs in the space, such as Gary Vee, Russell Brunson, Dean Graziosi and many more which he can't disclose! Josh guarantees results. Having gained millions of followers and helped many people grow extremely profitable pages on Instagram, he has also just launched an ebook to help people learn more about growing their Instagram accounts.

Emma Norris @emmajanenorris

Emma Norris is an imperfect action coach, author, writer and content consultant. She works with millennial women to overcome perfectionism, procrastination and overwhelm to create their dream lives and careers. Starting her career in the fast-paced world of journalism, her work has appeared in publications like Cosmopolitan, Marie Claire, and Women's Health, and written for global brands like Canva and Deliveroo. She combines her extensive experience in writing and marketing with her unique, 'imperfect action' approach to goal-setting to help women monetise their creative gifts. Her book, Progress Over Perfection A Guide To Mindful Productivity, came out earlier this year, and is already ranked in the top 10% of time management and career satisfaction books on Amazon. Emma is also the founder of the self-development education business and podcast, A Girl in Progress.

A Girl in Progress is an online self-development destination for women working on themselves, for themselves. We believe it's possible to strive to become the best version of yourself, while simultaneously accepting yourself exactly as you are, Emma says. Since its creation in 2018, A Girl In Progress has empowered, educated and entertained over half a million readers. Despite starting as a lifestyle blog, it has evolved into a broader mission, exploring the power of imperfect action through the podcast, online coaching, events, products, books, and Emmas signature course Procrastinator to Action Taker, a science-based, 5-step method to stop putting things off and start getting sh*t done!

Harry Bankov @marketingharry

Meet Hrabren Harry Bankov, the social media marketer with a unique and bold approach to leveraging your social media. With the name Hrabren meaning bravery, Harry has made it his mission to share his knowledge in a bold and authentic way. Creating Brave Marketing with this in mind, Harrys approach stems from understanding human behaviour and the psychology behind peoples actions on the web. He uses this to generate results in an organic way by bypassing social media algorithms and focusing on the person on the other side of the screen. At the end of the day, learning how the algorithms work is necessary and will serve you well, but only focusing on them will always leave you one step behind the people whom the algorithms optimise for," says Harry. Brave Marketing is a company focused on delivering results for experts who want to dominate social media in an organic, no BS approach, and have demonstrated this through collaborating with experts from some of the most well-known organisations such as UNICEF, FEMA, and Cambridge Clothing. Get your roar heard, contact the Brave Social Media Marketer NOW.

Make sure to follow each of these amazing instagram monetisation coaches, as they continue to thrive and help their clients scale their platforms. Each of their Instagram's have been directly linked here. Finally, we would like to thank Two Comma PR for taking the time to put this article together.

Media Details Contact: Sabrina Stocker Company: Two Comma PR Phone: +44 (0) 7494 973518 Email: info@twocommapr.com Website: http://www.twocommapr.com

More:
The Top Ten Instagram Monetisation Coaches to Follow in 2021 - GlobeNewswire

Clive House 70 Petty France, SW1H 9EX

1 December 2020

Rt Hon. Gavin Williamson CBE MP Secretary of State for Education Sanctuary Buildings Great Smith Street London SW1P 3BT

The Annual Report of Her Majestys Chief Inspector 2019/20

I have pleasure in presenting my Annual Report to Parliament, as required by the Education and Inspections Act 2006.

This report addresses the full range of our inspection and regulation both in education and care.

It is underpinned by evidence from our inspections of, and visits to, schools, colleges and providers of social care, early years and further education and skills. I also draw on findings from our research, evaluation, data and analysis this year.

Our aim is to be a force for improvement across education and social care. As Chief Inspector, it is my priority to not only report on individual providers but to offer the national picture of education and care from Ofsteds unique, independent view. This is in order, unwaveringly, to support improvement and raise standards for all children and learners in England. It has been an extraordinary year, and we have seen teachers, leaders and social workers respond admirably to the challenges they have faced. In this report, I recognise the many successes we have seen both before and since the start of the pandemic, but also direct attention to areas in which more can be done for the benefit of children and learners. I welcome the removal of the exemption from inspection for outstanding schools. In the coming years, this will allow us to even better inform parents and shine even more light on our education system.

I trust that this report will provide useful evidence to inform policies aimed at securing the very best futures for our children and learners.

Copies of this report will be placed in the Libraries of both Houses.

Yours sincerely

Amanda Spielman Her Majestys Chief Inspector

This has been an extraordinary year, in which education and childrens social care, like the rest of society, have been hugely affected by the COVID-19 (coronavirus) pandemic. We have seen heroic efforts made, and I would like to thank all our teachers, social workers, childminders, leaders and everyone working in education and childrens social care for going above and beyond in the most trying circumstances, and continuing to put children and young people first.

For Ofsted, this has been a year of 2 very different halves: what we could call the pre-COVID period from September 2019 to March 2020, and the post-COVID period that followed. The picture also differs between our regulation and inspection activities: while routine inspection in the remits for which we are not the regulator paused from March, our regulatory work in social care and early years continued throughout the pandemic. This report reflects the divided year and our insights from each period, but also highlights the commonalities across time and remits. What has remained clear is the importance of our work for children and young people, whatever the circumstances we find ourselves in.

We started inspecting under the education inspection framework (EIF) in September 2019.

Our judgements of overall effectiveness remained high and largely unchanged. The concerns of some that the new framework would lead to turbulence in inspection grade profiles have not been borne out.

In early years, the profile of overall effectiveness judgements is largely unchanged, at 96%. However, there has been a slight shift to a higher proportion of providers judged good and a lower proportion judged outstanding since August 2019, reflecting that outstanding is a challenging and exacting judgement.

Nearly two-thirds of state-funded schools inspected under the EIF kept the same overall effectiveness grade as at their previous inspection. However, only 32% of the schools receiving a routine section 5 inspection (as opposed to section 8 inspections, which are not graded)[footnote 1] maintained their previous grade. Of schools whose grades changed, a similar proportion improved as declined.

Our routine section 5 inspections include key judgements as well as an overall effectiveness judgement. The quality of education key judgement is designed to be at the core of a schools overall grade, so the same proportion of schools were awarded good or outstanding for quality of education as for overall effectiveness.

Proportions awarded good and outstanding for leadership and management were slightly higher. In the majority of cases where the grade for leadership and management was different to overall effectiveness, the school was graded good for leadership and management but requires improvement overall. Just as we saw under the previous common inspection framework (CIF), the schools that are graded higher for leadership and management than for overall effectiveness are disproportionately in deprived areas. We are continuing to highlight where schools in challenging circumstances are nevertheless being well led.

Grades were substantially higher for behaviour and attitudes and personal development compared with overall effectiveness. This shows that even where the quality of education and overall effectiveness of the school may need improvement, inspectors are able to acknowledge strong work done to ensure good behaviour and personal development.

In the alternative provision (AP) sector, 85% of state-funded pupil referral units, AP free schools and AP academies were graded good or outstanding as at 31 August 2020, compared with 86% for all schools.

The proportion of state-funded special schools judged as good or outstanding is also fairly similar to the proportion for other schools.

Inspection outcomes for non-association independent schools have improved slightly. By 31 August 2020, 77% of schools were judged good or outstanding compared with 75% at 31 August 2019. However, nearly a fifth of independent schools that Ofsted inspects are not meeting the independent school standards (ISS), which they are legally required to meet.

Failings in leadership and management were the most likely indicator for independent schools declining in their overall effectiveness.

In further education and skills (FES), the proportion of providers judged good or outstanding has not changed, remaining at 8 out of 10. The best-performing provider types were community learning and skills (CLS) providers and 16 to 19 academies (though numbers here are small).

Independent learning providers (ILPs) had the lowest proportion of good or outstanding judgements. Sixty-four per cent were graded good, and 10% outstanding. Sixty-one per cent of colleges were graded good, and 18% outstanding.

Adult learning programmes were one of the most successful provision types offered in FES providers this year, while provision for learners with high needs[footnote 2] had the highest proportion of outstanding grades at 12%. Apprenticeships were one of the least successful provision types, with too many judged inadequate (10%).

In FES, effectiveness of leadership and management and quality of education were the 2 key judgements with profiles most similar to overall effectiveness. In common with schools, in providers with overall effectiveness judgements of less than good it is not uncommon to see positive recognition in other areas, such as behaviour and attitudes and personal development. In addition, almost half of FES providers inspected in 2019/20 were receiving their first full inspection. The judgement profile of these new providers is very similar to the profile across other providers. The biggest difference (although based on small numbers of inspections) was in personal development, where 67% of new providers received a good or outstanding judgement compared with 74% of other providers. Judgements about behaviour in new providers (76%) were also slightly lower than in other providers (81%).

When we introduced the EIF, we said we would evaluate its implementation and impact. We have been evaluating implementation since September 2019 and we will be publishing the findings in early 2021. This will be based on what we have learned from the inspections we carried out from September to March 2020.

An important aim of the EIF is to focus inspection on what the evidence tells us makes providers most effective. The EIF therefore introduced a bigger emphasis on curriculum quality. This is something that has been much discussed in the sector, particularly over the last 3 years or so, and I am pleased that Ofsted has played a leading role.

We can continue to do so by using our evidence from the first 2 terms of inspections under the EIF to highlight the elements of curriculum quality that distinguish good and outstanding providers from others. Our evidence shows the importance of a rich and well-sequenced curriculum that leads to good results, taught by well-trained and well-supported teachers and their early years counterparts. In weaker providers, we often see a focus on tests or qualifications, which can lead to narrowing of the curriculum.

To inspect the curriculum, we carry out deep dives into subject areas. So far, we have made over 11,000 deep dives in different subjects in state-funded schools. We will do research on individual subjects, and will publish subject reviews for all 14 national curriculum subjects over the next 2 years. In the meantime, we have looked at the evidence from a sample of existing deep dives as well as our inspection reports to draw some conclusions about the strengths and weaknesses of curriculums in general.

In state-funded schools, our analysis shows that the curriculum in outstanding schools tends to be:

In our research, we found that these different elements of curriculum design were strongly related to each other. They are underpinned by an understanding that progress happens through learning the curriculum, rather than being a function of testing and assessment, and that assessment is not an aim in itself, but is linked to the curriculum progression model. A strong curriculum is underpinned by clear central aims and accountability, but also recognises that individual subjects require different approaches to sequencing and assessing content, and therefore avoids a one-size-fits-all approach.[footnote 3]

The best possible curriculum will still fail if not taught well. A common characteristic of outstanding schools is that they have really well-trained and experienced teachers who have strong subject and pedagogical knowledge, and who feel valued by senior leaders. The lessons they deliver build on prior learning and are underpinned by formative assessment in order to discover and address misconceptions and adapt lessons as they go.

Subject knowledge among teachers is critical. Our research found this is more of a challenge in primary schools, where teachers have to teach across the curriculum, but also in some secondaries when teachers have to teach out of subject because of staff shortages. In schools that scored highly on curriculum quality in our research, leaders made sure teachers received high-quality professional development to develop subject knowledge in their own subject.

In the outstanding schools seen this year, pupils know more and remember more, and this is reflected in their attainment. There continues to be a strong correlation between inspection outcomes and Progress 8 scores, though this has never been as high as is commonly assumed.

Outstanding secondary schools inspected under EIF had an average Progress 8 score of 0.6, good schools an average score of 0, schools judged as requires improvement a score of -0.4, and inadequate schools a score of -0.7. These averages are very similar to what we found under the CIF in 2018/19. We can see the same pattern in primary schools, where outstanding schools have an average reading, writing and mathematics score of 82, good schools 65, schools judged as requires improvement 54 and inadequate schools 48. This is again similar to what we found last year under the CIF, and demonstrates that a strong curriculum leads to strong outcomes.

Primary schools judged as requires improvement sometimes focused extensively on teaching reading, writing and mathematics at the expense of other subjects in the curriculum, even for pupils who had the capability to tackle a wide range of subjects. This limits pupils ability to thrive in secondary school, where they will encounter a range of subjects. This effect will be especially profound for disadvantaged pupils, who are less likely to be able to draw on resources at home to fill in gaps and broaden their knowledge.

In a minority of secondary schools, our EIF inspections continued to show that not all children were receiving a full and appropriate curriculum. In some inspections, we identified and reported on one or both of the following aspects:

When people think of the curriculum, they often think of the national curriculum. However, we also inspect providers that have a specialist curriculum or that are not required to follow the national curriculum, and offer alternatives. The same principles of good curriculum design apply.

AP schools provide education for pupils who have left mainstream school. The curriculum in AP schools often includes a blend of academic and vocational subjects. Most AP schools need to achieve a balance between investing time in helping pupils to improve their behaviour and offering a curriculum with sufficient breadth.

The most successful AP schools take time to understand pupils specific needs at the point of entry (from their previous school or college). Leaders then formulate a curriculum that is matched to those needs. The curriculum is often strengthened where APs collaborate with partner schools, whether within a school trust or with partners such as their local authority or with leaders from other strong settings. This joined-up work can raise aspirations and give the AP school clear benchmarks for its pupils to aspire to. This type of collaboration also offers support for staff in training and development. Subject expertise can be a problem in AP schools, and linking with partner schools can mitigate this.

In state-funded special schools, we similarly find that the most effective schools have an ambitious curriculum that prepares pupils well for the future. The best special schools attend to both content and sequencing of the curriculum in all subjects. The best primary special schools systematically build pupils knowledge of phonics and promote a love of reading. Special schools judged less than good and those that are declining show weaknesses in both.

FES provision offers specialist curriculums based on the knowledge and skills needed for particular vocational routes, as well as often offering A levels. Given their highly specialised nature, we have found that FES providers have sometimes thought more deeply and for longer about curriculum sequencing and content than schools.

In most FES providers, the curriculum is carefully sequenced and builds on learners existing knowledge and skills. Large providers, such as general further education colleges, sixth-form colleges and some ILPs, tend to provide a well-considered curriculum with clear progression routes through levels to employment. Smaller providers and local authority providers often plan their curriculum offer to meet the needs of specific groups of learners, specific industries, and/or their local communities.

However, providers judged less than good often do not have a sufficiently ambitious curriculum for their learners and apprentices. The emphasis tends to be on achieving qualifications and the curriculum does not prepare learners and apprentices to gain the wider knowledge and skills required for work or their next steps. In outstanding providers, learners consistently achieve valuable qualifications, but do so through a rich and sequenced curriculum.

Overall, provision in FES is weakest in apprenticeship provision, where 1 in 10 providers are judged inadequate. This is clearly too large a number. We found that apprentices who receive training through apprenticeship standards tend to experience a more tailored and broad curriculum compared with those on the legacy apprenticeship frameworks. Nearly a quarter (24%) of providers that received new provider monitoring visits this year had at least one insufficient progress judgement. In many cases, this was down to weak leadership and a lack of co-development of the curriculum with employers.

We introduced the EIF in prison inspections in February 2020, and have made 4 prison inspections so far. The key issues affecting education in prisons are poor management of quality in education, skills and work and slow progress with improving the provision since the previous inspection. Only a third of prisons inspected since September 2019 deliver an appropriate curriculum to meet the needs of their prisoners. In many cases, the number of activity spaces available in education, skills and work is insufficient for the number of prisoners, or spaces are poorly allocated and used. Prisoners with additional learning needs receive insufficient support and the range of education, skills and work activities that vulnerable prisoners can access is poor.

Overall, these early findings from EIF inspections are encouraging. In the vast majority of schools, early years providers and FES providers, curriculums are well developed, thought through and implemented. Providers offering specialist curriculums can be more variable, sometimes either matching their offer well to the needs of learners or failing to have expert staff teaching well-considered plans.

As mentioned above, over the coming year, we will be looking more closely at individual subject curriculums in schools, and we will be doing in-depth subject reviews once we return to EIF inspections. The aim of these reviews is in part to provide information that can help subject leaders to further develop their subject curriculum. We will publish these over the next 2 to 3 years. In this report, however, we are able to comment in depth on early reading in the light of EIF evidence already gathered.

If we want to ensure that our children flourish, we need to help them make the best possible start. It should be the first priority of every primary school to make every child a proficient reader. Reading is not only the key to the curriculum and an essential life skill, it is also a protective factor: poor reading leads to later low attainment across subjects and to poor behaviour and self-control.[footnote 4] Phonics and early reading are the foundation for later success.

Fortunately, how to make sure children are proficient readers is one of the best evidenced areas in education. The simple view of reading, which finds that reading comprehension is a function of decoding skills and understanding of words meanings, has extensive scientific grounding.[footnote 5] We also have a very strong body of knowledge on how to teach the crucial decoding skills, using systematic synthetic phonics instruction.[footnote 6] This is why our inspections prioritise both the teaching of decoding skills and language comprehension in Reception and key stage 1. It has also been a theme of our work in the last few years, through Annual Reports and research.[footnote 7]

We have not been alone in our efforts. Many educators and researchers have been pushing at this door for a long time, and government has put in place a range of useful initiatives over the past 10 years: the introduction of the phonics screening check in 2012; the requirement to develop pupils phonics knowledge in the key stage 1 national curriculum; and the 43 million investment in primary English hubs to build a network of excellent phonics teaching in every region. There was an improvement in our ranking on reading in the international PISA tests between 2015 and 2018. England now outperforms the OECD average by 18 score points.[footnote 8]

It is therefore pleasing and unsurprising to see that leaders are increasingly prioritising early reading. Most schools we inspected this year, including those judged to be good or outstanding, had recently reviewed their curriculum for early reading. Some schools are taking specific action to improve early reading, for example by identifying the need for a phonics or reading lead who leads and/or teaches in either early years or key stage 1. In early years and key stages 1 and 2, there is growing attention to how regularly adults read to children, immersing them in a range of stories, rhymes, poems and non-fiction. Leaders rightly recognise that this will develop pupils language comprehension and instil an interest in reading for both purpose and pleasure.

Schools are also placing greater emphasis on the teaching of phonics. Phonics is frequently being taught from the start of Reception. Many schools have either introduced a new approach to the teaching of phonics or have made changes to improve the consistency of phonics teaching. Many have recently purchased sets of new books that are decodable.

However, it is extremely important that reading books closely match pupils phonics knowledge. Schools should be using a structured phonics programme that has decodable reading books in a sequence that carefully matches the lettersound correspondences that children have learned. Otherwise, pupils will be expected to guess words for which they have not learned the lettersound correspondence and will miss out on opportunities to practise their decoding skills. This guessing game can be very dispiriting for young children, particularly those at the lower attaining end or with special educational needs and/or disabilities (SEND), and in fact can put them off reading altogether.

In outstanding schools, leaders instil a sense of urgency in teaching the lowest attaining 20% of pupils to read, at both key stages 1 and 2. They do not settle for phonics screening check results that are in line with the national average or explain pupils poor progress by their background. In outstanding schools, books match sounds. This means that children build confidence and fluency from the very beginning of learning to read. Teachers read books aloud to pupils who cannot yet read them and they do not expect struggling readers to read books that include words they cannot read. The teaching of phonics is rigorous and is done by staff who have been trained to use the method well, which ensures that they choose appropriate activities so that pupils get lots of practice and keep up with the expected pace of the programme.

The phonics/reading leader in a school has to have expertise and experience in teaching phonics and be given dedicated time to fulfil their role. But all staff need a thorough understanding of the schools chosen phonics programme. Well-trained staff can spot any child who has not secured the intended learning and provide extra support so that these pupils get additional practice in the specific aspects of phonics they are struggling with.

Of course, phonics just unlocks the code to becoming a reader. In the outstanding schools we have seen this year, once children are reading accurately and confidently, teachers use their deep knowledge of childrens literature to guide childrens independent reading choices. This heightens childrens enthusiasm for reading and starts to instil the love of reading we want to see in all schools.

However, this is not the case everywhere. There is still work to do to ensure that all children get the teaching they need to become proficient readers. Phonics programmes are not being implemented consistently well in all schools. Where schools use a phonics programme that is not supported by resources, including books and sufficient guidance for staff, this often leads to greater inconsistency and a lack of rigour in the teaching of phonics. These schools also find it more difficult to make sure that books are well matched to pupils phonics knowledge and that staff gain sufficient expertise in the teaching of phonics. Lower-attaining readers are not always receiving the right type or amount of support to help them catch up quickly. There are too many lost readers in key stage 2 who are suffering from a legacy of poor phonics teaching. This is particularly noticeable in Years 2, 3 and 4 when struggling readers have often fallen further and further behind their peers. These pupils progress is hindered by limited practice or practice not being related precisely to the gaps in their learning. In turn, this means that not only do they then struggle with reading, but they consequently also have difficulty accessing the full range of curriculum subjects in key stage 2 and beyond.

In early years, teachers in the most successful schools and school nurseries put talking at the heart of their curriculum. They help children talk about what they are doing and learning throughout the day, in each area of learning. Early reading itself is built on a foundation of language and communication.

Our inspection evidence shows that providers in the registered early years sector recognise the importance of the curriculum for communication and language so children have the skills they need for the future. Outstanding providers are exceptionally skilful in developing childrens communication and language, for example through skilful questioning and animated storytelling.

Our new initial teacher education (ITE) inspection framework aims to reinforce our focus on phonics and address the remaining issues in phonics teaching, by ensuring that all inspections of primary and early years ITE include a focused review of early reading and phonics.[footnote 9] The framework requires that for primary provision to be rated good, training has to ensure that trainees learn to teach early reading using systematic synthetic phonics, and that trainees are not taught to teach competing approaches to early reading. Trainees should be taught the importance of providing pupils with enough structured practice to secure fluency in both reading and numeracy work.

Over the past few years, we have highlighted the plight of stuck schools. These are schools that have not had a rating of good or outstanding for 13 years, going back to 2007.

Before we introduced the EIF, there were 415 stuck schools. This year, we have looked at how many of those remain stuck, what our inspection evidence suggests about their characteristics and what it suggests about those that have become unstuck.

Under the EIF, just under half of stuck schools that were inspected improved to good. This supports the conclusions of our January 2020 research report Fight or flight? How stuck schools are overcoming isolation,[footnote 10] which concluded that no school should be written off, and that every school could improve to good if leaders concentrated on improving a small number of key things, starting with behaviour and high standards of teaching and learning. Unstuck schools had also typically benefited from strong support from a multi-academy trust (MAT).

So far, 27% of the 415 original stuck schools have been inspected under the EIF (110 schools). Fifty-three schools had improved to good at their most recent inspection and 57 had not. Fourteen of the 23 inadequate schools moved up to a judgement of requires improvement this year, but are still stuck as they are not yet good.

A number of factors distinguished schools that had improved, as shown in Table 1. It is no surprise that the schools that improved did so through planning an ambitious curriculum for all, focusing on phonics in primary schools and supporting staff to be experts in their subjects. All schools have the capacity to improve, but those that have struggled for a while should focus on getting basic processes around curriculum, behaviour and quality of teaching right.

Table 1: Characteristics of stuck and unstuck schools

Helping protect vulnerable children and young people is one of the most important parts of our work. Vulnerable children are those whose needs are such that they require additional services from their local authority, such as children needing help and protection, those under the care of the local authority and those with an education, health and care plan (EHCP). We focus on this group of children through our inspection and regulation of social care providers, inspection of local authorities, regulation of early years providers and inspection of SEND arrangements. In addition, our education inspections emphasise the importance of high-quality provision for children and young people with SEND.

I will come on to the impact that disruption caused by COVID-19 has had on these children in the final section of this commentary. But there are also continuing systemic issues around our collective oversight of these children, partnership working in their interests and the capacity of the market to deliver what they need.

Our inspections of childrens homes, under the social care common inspection framework (SCCIF), show that the vast majority of homes (80%) are currently good or outstanding. In instances where we have required childrens homes to act and improve, this is most commonly to address weak leadership and management, and to improve the safety and protection of children.

There has been a significant rise in the number of requirements we have made in leadership and management. We see homes without strong leadership that make poor decisions for children and staff, who are also unsupported. Two-thirds of the requirements include reference to the poor quality of care, particularly in relation to the impact on children. For example, requirements have been made to ensure that managers and staff regularly review the quality of one-to-one work with children and the progress children make as a result of these interventions. Requirements have also been made in relation to managers using ideas and suggestions from children and young people to improve their care.

To improve the protection of children, we make requirements in relation to the skills of staff, their understanding of their roles in protection and their ability to take effective action. This includes requirements for staff to understand risk assessments and crucially how to manage risk to keep children safe.

The experiences and progress of care leavers are central to our inspections under the framework for inspecting local authority childrens services (ILACS). The ILACS inspections carried out before March reinforced familiar messages. In the strongest local authorities, young people had access to a good range of high-quality accommodation. Personal advisers went the extra mile to keep in touch and provide support. The views and feelings of young people are taken seriously and make a real difference to plans for their future and to wider service planning. Crucially, young peoples emotional well-being was an absolute priority. All practice was underpinned by corporate parents who had demonstrably high aspirations and ambition for their children and young people.

We were pleased to see examples of such strong practice in a rising number of local authorities, but important challenges remain, including, most commonly, the availability of suitable accommodation. In a small number of local authorities, difficulties in securing access to emergency accommodation for young people were particularly concerning.

Children with SEND are also a major focus of our work. Providing a quality education for these children is, of course, vital and we address this in a number of ways:

The combined evidence from these inspections clearly shows some serious weaknesses in SEND provision overall. The governments forthcoming SEND review is an opportunity to address some of these failings.

Our area SEND inspections point to a lack of a coordinated response from education and health services in many local areas. Accountability is unclear: there is generally a lack of understanding about who is responsible for what between organisations, resulting in fractures in the way professionals in services work together. In many cases, the goal of creating a child-centred system is not being fully met. Area arrangements for identifying, assessing and meeting children and young peoples education, health and care needs are frequently slow. Too often, families are left feeling dissatisfied with their experience of area SEND arrangements because the quality of services and support fall short of what was envisaged in their childrens EHCPs.[footnote 11]

More positively, in some of the areas we re-visited, parents and carers had been given meaningful involvement in planning and decision-making. The role of the parentcarer forum featured prominently in the most successful areas, and leaders had understood that co-production meant working with families as equal partners. This is something to build on.

We also see a range of quality in SEND provision in schools, which we look at during inspections under the EIF. Good practice for these children is the same as good practice more generally, and the same important principles of curriculum design and behaviour management apply here. In outstanding schools, staff are skilled at identifying, assessing and meeting the needs of pupils with SEND, and pupils receive good support and achieve well. In schools judged as requires improvement or inadequate, our inspection reports often note low expectations, an unambitious curriculum and weaknesses in the support provided for pupils with SEND.

Some of our most vulnerable young people end up in alternative provision, as discussed above. Our inspection evidence shows that there are many good or outstanding AP providers in which pupils experience an appropriate curriculum and achieve well.

However, all too often, providers do not do enough to make sure that all pupils attend school regularly. In some cases, pupils were only in school for a fraction of the time that they should have been. This leaves them at risk of criminal exploitation as well as of educational underachievement.

Furthermore, vulnerable pupils in AP need consistency but often do not get it because of staffing turbulence. In almost half of providers, staffing instability was a significant issue, especially among leaders. In some cases, pupils do not successfully make the transition into post-16 settings. The governments AP transition fund seeks to support AP schools with this.

I have talked in previous Annual Reports about unregistered and illegal provision being one of the most concerning issues in our sector at the moment. We are continuing to uncover these unsafe and unsuitable places. I have long called for legislation in these areas, but it has been slow to arrive. I must again emphasise how urgent it is for government to make this a priority.

This year, we continued our enforcement activity against unregistered schools. Since the last reporting year, our work has led to 3 further sets of convictions. One noteworthy case exemplified the risks associated with unregistered schools. Children were left unsupervised. The premises were inappropriate, with children sharing facilities with adults unconnected to the school. Children were sent home early to disguise the settings true hours of operation, without parents being at home. In the light of the seriousness of the concerns about the education offered and about childrens safety, the Chief Magistrate of England and Wales imposed an unprecedented custodial sentence. This helpfully reinforces the message that illegal schools face severe consequences, especially when they put childrens safety at risk.

Even when the outcome is not a prosecution, children benefit from settings addressing poor health and safety and safeguarding practices after inspectors uncover and report on them. As a result of our referrals to other agencies with enforcement powers, unregistered institutions have removed obvious fire risks, fixed filthy and dangerous premises and carried out more rigorous recruitment processes. We believe that improvements have been made in more than two-thirds of cases where we have reported such concerns.

Children also benefit from previously unregistered settings that register after our interventions. It is crucial that children receive their education in places subject to some oversight. Children are also more likely to move to registered providers when unregistered schools close following our interventions.

While we have made significant progress in tackling unregistered schools, there is no room for complacency or inaction. Thousands of children in unregistered schools are still out of reach because of weaknesses in legislation and in our investigative powers.

I particularly want to highlight the use of unregistered AP. Most secondary schools inspected last year make use of at least one AP provider, and we know that some of these providers are unregistered. Just over a third of AP settings in turn commission the services of other providers, many of which are unregistered. In these sub-contracted arrangements, there is often a lack of clarity around who is monitoring unregistered AP. It is not always plausible that the original school can do so effectively: for example, in one case a single school had sent children to 16 registered and unregistered AP providers. In another case, over half of the pupils nominally attending an AP school were actually being sent to another AP setting. Schools and local authorities need to do much better to understand which AP settings are registered.

We are pleased that government has taken steps towards resolving these issues. In particular, we fully support the proposal to close the legislative loophole that allows unregistered settings offering an extremely restricted curriculum to evade registration as a school. We also welcome the constructive engagement on equipping Ofsted with the tools to investigate suspected unregistered schools as thoroughly as possible. We urge government to ensure that this momentum is not lost, and to take meaningful further action as a priority.

We have growing concerns about unregistered childrens homes. The sufficiency issues we see in many areas may be leading to greater use of unregistered provision. It is hard to be exact, as the lack of a definition of care in the legislation means it is not sufficiently clear which services require registration. In the absence of a clear definition, some providers operate childrens homes without realising they are doing so. We have seen children being placed in other arrangements in settings that we consider require registration.[footnote 12] Some providers interpret the existing exemption in the childrens homes regulations to their advantage. For example, some providers are misusing the 28-day exemption intended for holidays and sports trips to accommodate children in a succession of short placements, denying them stability.

Revisiting the exemptions or explaining their purpose more clearly in care planning guidance would help the sector. More generally, there is an issue with the legislation: in particular, the Care Standards Act 2000 is out of date and the legislation does not support creative solutions or allow new service models to develop.

Our investigations into unregistered care suggest that a small number of companies are purposely setting up short-term arrangements to avoid registering as childrens homes. Whatever their intentions, they are filling a gap in current provision. Without further investment in the sector, this gap will remain. We have been proactive in visiting premises that are not registered but are providing care and accommodation to children the definition of a childrens home. In these circumstances, the provider is acting unlawfully and we try to get it to register or to cease operating. In addition, we contact the placing local authority with the expectation that it has an appropriate plan for the child to move on and/or is actively encouraging the provider to register. If unlawful activity continues, we have powers to prosecute the offender.

What is clear from our work on provision for vulnerable children, whether in SEND, AP or social care, is that where our oversight is weakest (as in unregistered providers) or accountability is least clear (as in area SEND), the problems we find tend to be greatest. All children deserve high-quality education, care and health provision. We need the tools to make sure they get it.

Protecting the most vulnerable children and young people requires partnership and coordination. No one can do it alone. Strong partnership working is a feature of good provision in both social care and area SEND inspections. When education, health and social care providers work together effectively, we see better outcomes for children and young people.

Partnership working needs to go beyond good intentions and conversations at leadership level. It is about effective exchange of information between partners, and about taking joint responsibility for the welfare of children and young people through work on the ground. In good partnerships, information-sharing and an understanding of responsibility and accountability lead to rapid action.

However, the picture that emerges from our joint targeted area inspections (JTAIs) in social care and our area SEND inspections is mixed. In some of our previous JTAI reports, such as on neglect of older children or child sexual abuse in the family environment, we have been critical of a lack of effective partnership working.[footnote 13] The domestic abuse JTAI report showed that probation services do not always contribute to safeguarding children.[footnote 14] The JTAI report on child sexual abuse in the family environment also showed that practice was too often police-led and not child-centred, often with no involvement from health services.

Read more:
The Annual Report of Her Majesty's Chief Inspector of Education, Children's Services and Skills 2019/20 - GOV.UK