Transcript 11. Peter Green - Ofsted - FE Providers` Equality Network

Equality and Inspection – an
Ofsted perspective of Impact
October 2011
Objectives

Overview of expectations for equality as indicated
by the common inspection framework for further
education and skills

Messages from inspections since 2009 –
introduction of new framework
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Good practices
Areas for improvement
Lesson learned
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Defining equality and
diversity with human rights:
Context for inspection
Defining equality & diversity

Equality and diversity include social and educational inclusion and
take equality of opportunity further than equal access to participation.
Equality and diversity as a concept and in practice means:
 actively promoting positive relationships and respect for human
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rights
understanding and respecting differences
taking positive actions to tackle unlawful and unfair discrimination,
inequality and unfairness
adopting practices that make best use of the differing skills and
talents of individuals
focusing on improving outcomes that raise standards and
improve lives
Inspecting Equality - Learners
“My grades soared when I realised I had control over my learning
and my life.” Robyn S (Learner)
“They (the staff) treat me like I matter and I am doing so much
better here because I now know I can learn.” Zarrin (Learner)
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Inspecting Equality - headlines
Currently:
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There is a single graded judgement on equality and diversity.
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Evidence is also be drawn from inspection of:
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Evidence contributing to the grade is gathered when inspecting the
five key outcomes – enjoy and achieve, achieve economic and social
well-being, feel safe, be healthy, make a positive contribution.
- Teaching and learning
- Meeting needs and interests of learners
- Partnerships, and their impact for learners
- Care, guidance and support
- Leadership and management
The equality and diversity grade will contribute to and may limit the
grade for overall effectiveness.
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Inspecting Equality - headlines
The key question:

How effectively does the provider actively promote equality and
diversity, tackle discrimination and narrow the achievement gap?
The limiting effect is that equality and diversity will contribute to and may
limit the grade for overall effectiveness in the following ways:
Where equality and diversity is inadequate:
 It is most unlikely that overall effectiveness will be better than
satisfactory
 Overall effectiveness likely to be inadequate
Where equality and diversity is satisfactory:
 Most unlikely overall effectiveness will be better than good
 Inspectors must be explicit in reporting on the
performance and experience of different
groups, and the impact of processes on outcomes.
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Grading – a starting point
Satisfactory
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The provider is actively promoting equality and diversity and tackling
unfair discrimination. The profile of the provider’s staff and
governing/supervisory body reflects that of its learner population with
regard to race, gender and disability, or strong efforts to achieve this
have been made. The provider’s staff and governors or supervisory body
monitor the impact of equalities policies and action plans and set
relevant targets for improvement. The promotion of equality and
diversity is embedded in most aspects of the provider’s work,
especially recruitment of learners, teaching, learning and assessment,
content of lessons and range of programmes. The provider is improving
outcomes for learners by identifying and taking suitable steps to close
achievement gaps between different groups. The provider actively
encourages employers and external contractors to promote equality and
diversity in their operations for learners.
What inspectors are looking for (1)
In order to make their judgements, inspectors evaluate the extent to
which the provider:
 manages equality and diversity, particularly disability, gender and
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race, and actively promotes equality and diversity among staff,
learners, employers, parents and other partners of the provider
assesses the impact of its work in relation to equality and
diversity and has taken appropriate action in response to its
findings
makes sure training in equality and diversity is effective so that
leaders, managers, governors or supervisory bodies, staff and
learners understand their roles and responsibilities in relation to
equality and diversity
What inspectors are looking for (2)
 makes sure that all learners and staff are protected from
harassment, bullying and discrimination, including those based
with employers and at other external sites to the provider
 manages incidents and complaints specifically about disability,
gender and race equality
 sets challenging targets and uses data to monitor, analyse and
improve engagement and performance by different groups of
learners
 takes action to reduce any significant variation between different
groups of learners in order to maximise their potential.
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What inspectors are looking for (3)
For example: additional learning support.
Making judgements about the effectiveness of additional support
for learners on mainstream programmes
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Inspectors are reminded that the key aspects of the judgement about
the effectiveness of additional learning support are the extent to which
it enables students to achieve their main goals and to become more
independent as learners.
Support plans should show evidence of:
- Initial assessment of support/adjustments required.
- An agreement with the student about the nature of the
support/adjustments.
- Evidence of reviews of the effectiveness of support at several points in
the year
- End of year review identifying progress made over the year.
Satisfactory plans will show all of the above.
Paragraphs 60 and 61 of Post 16 LLDD report (August 2011) and inspection
guidance show good and outstanding practice.
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Headline Inspection Judgements
Equalities performance table
16-18
% Diff +/Gender
Total College
Male
Female
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Notional
Level
No. of Starts
College Rate
(%)
National Rate
(%)
Level 1
50
50
50
0
Level 2
50
50
40
10
Level 3
50
50
55
-5
Level 1
25
50
55
0
-5
Level 2
25
47
40
-3
7
Level 3
25
55
60
5
-5
Level 1
25
50
45
0
5
Level 2
25
33
40
-17
-7
Level 3
25
68
50
18
18
With College
With
Nation
al
Inspecting Equality - Overview
Key inspection judgements for all FE providers Sept 09 to May 11
Total: Providers by percentage - Figures are rounded and do not always add exactly to 100
1
2
3
4
Overall effectiveness
9
44
41
5
Capacity to improve
19
43
33
5
Outcomes for learners
10
41
44
4
Quality of provision
10
49
40
1
Leadership & management
15
44
35
6
Safeguarding
16
56
26
2
Equality and diversity
7
53
38
2
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Findings from inspection
Equality & Diversity: Reporting
Published inspection reports and use of additional learning support.

“Learners with specific learning difficulties and/or disabilities receive
good specialist support to help them access learning. Support is
gradually withdrawn when it is no longer needed in order to promote
independence, and there is sufficient flexibility to re-introduce support
where needed” Warrington Collegiate
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“The involvement of learners with disabilities in the development of
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“Additional learning support helps students to achieve their goals and
become independent learners” NESCOT
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“… a wide range of assistive technology is used well to remove barriers
and is increasing students’ independence” Hereward College
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“The support that many students receive does not demonstrably lead to
their acquiring, over time, increasing autonomy and confidence in how
they manage their own learning” Kingston College
individual support plans is part of the college’s effective process of
supporting learners to become more independent” Shipley College
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Some key features of outstanding
for equality and diversity?
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High success rates for all learner groups
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The values of the provider are clearly articulated and
understood and acted on by staff in their daily work.
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There is clear and decisive evaluation and monitoring of
performance and outcomes of the different ‘groups’ of
learners with appropriate action taken.
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Well-planned tailoring of the curriculum meets individual
learner and local needs, with good referral mechanisms to
other providers where provider on own is unable to do this.
Equality has a strategic prominence and is integral to self
assessment and planning.
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Some key features of outstanding
for equality and diversity?
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Bullying, intimidatory behaviour and prejudiced comments are
routinely challenged by all staff.
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Strong community involvement and effective partnership working
enables individual needs of learners to be suitably catered for.
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Employers are actively engaged in understanding and promoting the
benefits of equality and understanding diversity.
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There is frequent and effective staff training resulting in good
understanding of what equality and diversity means at all levels.
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Equality and diversity is successfully embedded in teaching, training
and learning, both in respect of content and planning to meet
individual needs (personalisation of learning).
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Equality & Diversity weaknesses
leading to a grade 4
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No data collection or analysis of data to inform actions to close
the achievement gap
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Not enough continuing professional development for staff on
equality and diversity
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Little or no consideration of under-represented learners
compared to local profile
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Inadequate identification of and provision for additional learning
needs and additional support needs
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Insufficient staff training to support additional learning needs
Equality & diversity not reinforced for learners after induction
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Areas for improvement
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Improving planning and delivery in teaching and training,
particularly understanding cultural diversity, where it can be
covered naturally or logically as and when appropriate.
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Ensuring that the structure and content of teaching and
training takes full account of the different stages of learners
consistently and widely across all areas.
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Impact of successful role modelling and models, particularly
relating to equality and diversity.
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Limited information on extent or effectiveness of training for
governors in relation to equality and diversity
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Survey work and equality (1)
Equality themes are also inspected through the survey reports.
Information and findings are used to support further
development of Ofsted’s work in inspection, training and
surveys. For example:
Twelve outstanding providers of work-based learning (July 2010)
Transition through detention and custody (May 2010)
Moving through the system – information, advice and guidance
(March 2010)
Equalities in action (March 2010)
Reducing the numbers of young people not in education, employment
or training: what works and why (March 2010)
The special educational needs and disability review. A statement is
not enough (Sept 2010)
 Removing barriers to literacy (Jan 2011)
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Survey work and equality (2)
Children on rights and responsibilities – A report of children’s views
by the Children’s Rights Director for England (March 2009)
Learning together How education providers promote social
responsibility and community cohesion (Feb 2010)
Tackling the challenge of low numeracy skills in young people and
adults (April 2011)
Girls’ career aspirations (April 2011)
 Progression post-16 for learners with learning difficulties and/or
disabilities (August 2011)
Ofsted Good Practice – Sharing good practice (March 2011) For
example:
- PE used effectively to improve prisoners’ literacy skills (April 2011)
- Outstanding promotion of equality and diversity through the visual
arts (April 2011)
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What next?
Revised framework from Sept 2012
Equality integrated into in revised framework
Greater focus on teaching, learning and assessment
Public consultation from 1 September 2011 to 24 November 2011
Link
http://www.ofsted.gov.uk/adult-learning-and-skills
Common Inspection Framework 2012
Consultation document – proposals for revised inspection arrangements
for further education and skills providers from September 2012.
Published: September 2011
Reference no: 110070
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Thank you