Transcript Sheila Willis Presentation

Ofsted and the inspection of
further education and skills
Sheila Willis Senior HMI
Further Education and Skills
East Midlands Region
The Derbyshire Network
27 June 2014
Session outline
Ofsted - focus for the next 12 months
East Midlands performance
Raising standards, improving lives
Ofsted’s reach
6
Regional working

The regional focus gives us a
good understanding of the
quality of provision in each local
area.

This allows us to focus our
inspection and improvement
activity in the places which need
it most.

Working regionally also gives us
closer links to local stakeholders,
so we can get an understanding
of current local issues and work
with others to find solutions.
Key messages from the 2012/13
Annual Report

The proportion of young people under 19 starting an
apprenticeship is lower than last year.

Too much provision is not responsive to local employment
needs.

Training providers need to ensure that vocational provision is
better matched to the needs of local businesses and
communities.

Providers must improve the quality of apprenticeships. Too
many providers do not work closely enough with employers
and, consequently, apprentices fail to get the right training.

Far too many young people from poorer backgrounds fail to
achieve in their post-16 destination and drop out of education,
employment or training.
Apprenticeships are still failing to
meet their full potential




Many young people want an apprenticeship, but are not
sufficiently employable.
For young people under 19, there were seven
applicants for every apprenticeship vacancy in 2012/13,
but people over the age of 25 are much more likely to
be given an apprenticeship place.
Schools and FE and skills providers must do more to
ensure that young people are employable and well
prepared for an apprenticeship.
Providers must improve the quality of apprenticeships.
In 2012/13, we judged 9% of apprenticeship provision
to be inadequate – this is far too high.
2013 Annual Report – FE and skills section | 6
Good practice in the delivery of
apprenticeships

Initial assessment of learning needs and job roles to ensure that an
individual learning plan agreed between provider, learner and
employer is in place from the beginning.

A three way relationship between provider, learner and employer
updated through reviews of progress, often on a monthly basis.

Vocationally experienced and up-to-date staff who are respected for
their knowledge by learners and employers.

Programmes are delivered in such a way that learners benefit from
interacting with other apprentices and assessment uses a wide variety
of evidence.

The use of information technology to enhance the learning and
assessment experience of apprentices (through electronic portfolios,
resources and methods of recording performance such as digital video
and voice recording).
Inspection focus on the development of
English and mathematics
Four key messages

Approximately 279,000 young people complete KS4 without
achieving a grade C or above in English and maths.

In 2012/13, only 17,600 and 21,000 achieved a grade C or
above in English and maths (respectively) through the FE and
skills sector.

FE and skills providers do not have the capacity for improving
learners’ skills in English and maths and this is not improving
quickly enough.

Ofsted is giving a priority to the inspection and reporting of this
provision.
Alison Wolf’s recommendations
 Programmes for students under 19 without GCSE A*-C in
English and/or maths should include a course which either
leads directly to these qualifications, or which provide
significant progress towards future GCSE entry and success.

DfE and BIS should consider how best to introduce a
comparable requirement into apprenticeship frameworks.
Government policy:

Apprentices who have not yet achieved GCSE A*-C in English
and maths should have the opportunity to do so. This is likely
to be compulsory from 2016.

16-19 study programmes will include English and maths for
learners without a grade C. This will be a condition of funding
from September 2014. There must be evidence of significant
progress.
East Midland Performance
Quality of FE & Skills
Derbyshire and Derby performance
Grade 1
Grade 2
Grade 3
Grade 4
3
11
7
0
LA
Overall success
rates (%)
Timely Success
rates (%)
Derbyshire
79
62
Derby
76
57
East Midlands
71
55
England
74
60
Change in previously grade 3 providers
Looking forward key/regional priorities
Targeted support and challenge:


Provision in Nottingham and Derby


Employer-led apprenticeships
Independent Learning Provider sector to improve
apprenticeship performance regionally
NEETs
Future Changes
 Inspection of good and outstanding providers
 A review of the common inspection framework
 Better engagement with learners using the
learner voice on inspection
 Funding for apprenticeship training
Thank you
www.ofsted.gov.uk