Transcript ORIGINAL SLIDES - New framework for learning and skills

Association of Colleges
Regional Events – Summer 2012
Revised Common Inspection
Framework for further
education and skills:
Aims:
Consultation outcomes
Conducting an Inspection - logistical issues
Common Inspection Framework
What is changing/what stays the same
- Outcomes for Learners
- Teaching, Learning and Assessment
- Leadership and Management
- Overall Effectiveness
Report Format
Preparing for inspection
‘A Good Education for All’
Consultation Outcomes
Consultation‘A good education for all’
Outstanding providers must have outstanding teaching
and learning

From September 2012 providers will only be judged
outstanding for overall effectiveness if the quality of
teaching, learning and assessment is outstanding.
‘Requires improvement’ replaces ‘satisfactory’

Requires improvement’ will replace the ‘satisfactory’ grade,
to make it clear that all providers should be working towards
providing good or outstanding provision.

Providers judged to be ‘satisfactory’ in the current
framework will still be considered satisfactory. We will not
amend judgements retrospectively.
Consultation‘A good education for all’
Early inspection for those who are ‘satisfactory’

Providers who were graded satisfactory at their last
inspection and up to 31 August 2012 will be inspected, in
most cases, by 31 August 2014.

Providers who were graded satisfactory at their previous two
or more inspections will, in most cases, be inspected by 28
February 2014.

They will not usually receive a monitoring visit between
September 2012 and their next full inspection.
Note: We will consider individual circumstances and may
conduct an inspection earlier if required, for instance if the
annual risk assessment process identifies serious concerns
about the provision.
Consultation‘A good education for all’
For those who ‘require improvement’ - post Sept 12

We will introduce an earlier return inspection for those
judged as ‘requires improvement’.

From September 2012 onward those judged as
‘requires improvement’ will usually be inspected again
within 12-18 months. They will not normally receive a
monitoring visit before their full inspection.
Consultation‘A good education for all’
Limit the opportunity to be graded as ‘requires
improvement’ to two consecutive occasions

From September 2012 we will normally limit the
number of times a provider can be judged as ‘requires
improvement’ to two consecutive inspections before it
is considered to be ‘inadequate’ for overall
effectiveness.

However, the lead inspector will consider what
progress has been made since the last inspection, and
the judgement of inadequate will not be automatic.
Consultation‘A good education for all’
‘No notice’ inspection?

From September 2012 we will usually give up to two
working days’ notice of an inspection.

It is essential that a provider is able to provide key
documentation; to ensure that the inspection runs smoothly.
Summary of performance management outcomes

During an inspection we will ask the college for an
anonymised summary of the outcomes of the most recent
performance management of all teachers, trainers and
assessors. This will be used to assess how well the college
manages its staff to promote continuous improvement.
Further information

Conducting an inspection
Conducting an inspection
Provides detailed information on:
 How Ofsted inspects
 How are providers selected for inspection?
 What happens before the inspection?
 What happens during the inspection?
 What happens after the inspection?
Inspection - Logistical issues (some)


Impact of – max two days notification of inspection
Potential availability issues: for example
Self Assessment report
Development or Quality Improvement Plan
Recent Performance Data
Pre Inspection Briefing
Learning Timetables

Detailed subcontracting and learner arrangements
Inspection - Logistical issues

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
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
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Off-site provision locally and nationally
Availability of governors or councillors/trustees
Availability of senior managers including nominee
Base room for an inspection team
Access to technology
Marrying provider expectations e.g. scoping
Contacting/availability of employers
Gathering learner views and availability of learner reps
Inspection of consortia, partnerships
and subcontracted provision

SFA and EFA funded provision that a provider is directly
and wholly responsible for falls within the scope of their
inspection.

Ofsted will select the provider that is directly contracted
with the funding agency, including a lead
 of a consortium,
for inspection. However, subcontracted provision of the
direct contract holder is also included in the inspection.

Inspectors will not include provision that the directly
contracted provider subcontracts from other directly
contracted providers.
When will my provision be
inspected?
Risk assessment
Approach:
A risk-proportionate approach to inspection scheduling enables
Ofsted to focus its efforts where it can have the greatest impact.
There are two stages:
Stage one: A provider assessment based on an analysis of publicly
available information
Stage two: Further analysis, conducted by HMI, to review
providers highlighted by stage one
Note: Ofsted will use a broad range of indicators to select providers
to inspect the following year.
Risk assessment indicators (examples)
 previous inspection record
 self-assessment
 performance data (including trends over the last three
years)

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change of leadership

the views of learners, parents and carers and employers,
gathered through online questionnaires

any information on significant changes to the type of
provision and learner numbers
concerns raised by a funding body, employers, parents or
learners
Previous inspection record
Judgement
Next inspection
Outstanding
No further inspection unless performance
drops
Good
Within 6 years of the last inspection
Satisfactory preSept 2012
Within 2 years of September 2012
Requires
improvement
Within 12-18 months
Inadequate
Re-inspection monitoring visit within 6-8
months of the last inspection, and a
full re-inspection within 12-15 months of the
last full inspection
The Common Inspection
Framework and methodology
What changes, what stays the same?
Aims of the revised framework
The revised Common Inspection Framework
streamlines and simplifies the existing CIF by
focusing on:
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the aspects of a provider’s work that have most
impact on learners

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reducing the number of judgements and grades
the impact of leadership on the learner
experience.
What is different in the revised
framework ?

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the emphasis on teaching, learning and assessment

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No separate grade for ‘Capacity to Improve’

increased observation of teaching, learning, skills
development and assessment

success, rates of progress and progression of different
groups of learners.

destinations - into employment and higher level
qualifications
no limiting grades for equality and diversity and
safeguarding
the extent to which the provision meets local and
national needs
Grading sector subject areas
We will:

award a grade for teaching and learning overall, which will be
supported by a grade for each subject area
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continue to inspect a sample of subject areas
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inspect and make judgements about teaching, learning and
assessment in a sample of subject areas with reference to
outcomes
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write a subject area report focussed on teaching, learning and
assessment but with reference to outcomes.
use subject specialist inspectors
increase the focus on teaching and learning including assessment,
a broader look at learning
CIF – Evaluation Schedule
The current
Common Inspection Framework
Common Inspection Framework 2012
Overall effectiveness
Outcomes for learners
Quality of teaching,
learning and
assessment
Effectiveness of
leadership and
management
Outcomes for Learners
Outcomes for learners
To judge outcomes for learners we will give particular
attention to how well:

all learners achieve and make progress relative to their
starting points and learning goals

achievement gaps are narrowing between different
groups of learners

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learners develop personal, social, and employability skills
learners progress to courses leading to higher-level
qualifications and into jobs that meet local and national
needs
Myth - I have heard that ‘Outcomes for
learners’ judgement is based purely on
success rates data and a comparison
with national averages. Is this true?
This is not true.

None of the judgements are based on data alone.
Although inspectors will look at success rate data
they will also look at retention, progress, and
whether learners go on to do further learning or
in to sustainable employment. Inspectors will also
talk to learners about whether they enjoy their
course and whether it is meeting their needs.
Principles of ‘Outcomes for
learners’
 The big picture – if it is their primary goal,
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learners need to pass examinations and
assessments, but outcomes are about more than
success rates e.g. progress and progression
Considerations – need to take into account the
provider’s context and the learners they serve
Capturing evidence - outcomes is not just about
data, but includes capturing information in a range
of settings e.g. the classroom, study centres,
workshop or workplace
Task 1
QSR and Overall Effectiveness?
Example 1:

A college merges with a weak college in a deprived inner city
area – inspection takes place 18 months after merger

Success rates (SR) for 16-18 year olds are below the National
Averages, but not significantly so; adult SR are as one would
expect with extensive good work based SR and poor (small)
apprenticeship provision

Teaching and Learning is good (good proportion of outstanding
lessons); attendance is weak on some courses; progression and
destinations are good; learners make good progress; QA is sound

Leadership and management has achieved much to create a one
college culture
Overall Effectiveness Grade:
?????
QSR and Overall Effectiveness?
Example 2:

An English and Humanities department consistently has good
Success Rates - entry requirements for all courses are high with
A*/A GCSE prior attainment the norm
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Progress measures indicate that learners generally do not make
the progress that is expected of them and high grades are very
low
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Teaching and learning is mostly satisfactory and few learners
gain entry to good universities

Overall Effectiveness Grade:
?????
QSR and Overall Effectiveness?
Example 3:
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An independent learning provider offers short apprenticeships for
‘call centre’ industry
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Success Rates rates are very high 90% plus
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Overall Effectiveness Grade:
During the inspection it transpires that the learners do not have
‘real jobs’ and little prospect of gaining one. The training they
receive is minimal and of a very poor standard. There are even
concerns that some of the learner portfolios are being ‘managed’
by the assessors.
?????
Teaching, learning and
assessment
Teaching, learning and assessment
In judging teaching, learning and assessment, inspectors
must evaluate the extent to which:
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learners benefit from high expectations, engagement, care,
support and motivation from staff
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staff use their skills and expertise to plan and deliver
teaching, learning and support to meet each learner’s needs

staff initially assess learners’ starting points and monitor their
progress, set challenging tasks, and build on and extend
learning for all learners
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learners understand how to improve as a result of frequent,
detailed and accurate feedback from staff following
assessment of their learning
Teaching, learning and assessment

teaching and learning develop English, mathematics and
functional skills, and support the achievement of learning
goals and career aims
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appropriate and timely information, advice and guidance
supports learning effectively

equality and diversity are promoted through teaching and
learning.
Myth - Inspectors only judge the
quality of teaching and learning through a at least
a series of 30 minute plus observations?

Inspectors make judgements on the quality of teaching,
learning and assessment by collecting evidence in a number
of different ways, including visits to workplaces, lessons,
training and assessment sessions to evaluate the impact of
the teaching on how well people learn

When inspectors observe teachers and trainers the
judgement contributes to the inspection team’s evaluation
of the quality of teaching overall

Inspectors judge the quality of teaching and the learning
taking place and not the quality of the teacher

Observations contribute to the judgment on teaching,
learning and assessment. Taking into account how well
learners are assessed, and how this helps them to improve.
Subject Inspectors: Inspecting teaching,
learning and assessment - key points

The key factor in judging the effectiveness of
teaching and assessment is the impact on
learning

Judgements are made in the context of
outcomes but take account of current
attainment and progress

Inspection methods must cover learning
activities in the broadest sense and take
account of learners’ views
Principles and indicators of
learning
Principles of teaching, learning and
assessment
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The big picture – learners need to achieve their
learning goals but learning is about more than
gaining qualifications
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The subject specialism - there’s more to a
subject or vocational area than the syllabus, tick
boxes and assessments

People learn in a range of settings, not just in
the classroom, workshop or workplace
Principles of teaching, learning and
assessment
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All staff play a pivotal role in getting
learners to where they need to be

Assessment should be an integral part of
teaching and learning, rather than the main
focus or an afterthought

The progress a learner makes relative to their
starting point – is a critical indicator
Indicators of teaching and learning - overview

Indicators that show what learners are
learning rather than doing

Broad range of indicators including standards
of work and skill development but encompassing
learning of a wide range of skills

Includes indicators based on teachers’ practice
and effectiveness linked to the impact this has
on learning
Teaching strategies ═ learning
Myth - I think we are due an
inspection shortly. Do I need to have a
lesson plan for the inspector?
No.

You should do what your provision normally
expects you to do when planning lessons. One of
the greatest advantages of short notice
inspections is that there will be no special
preparation for inspection. Whatever you do
normally in your college will prevail
Indicators of teaching and learning: 1
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Standards of work
and skill development
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Learners’ progress
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Development of
literacy, numeracy,
language and ICT
skills
Development of
employability skills
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Ability to work
independently
and/or collaboratively

Development of
intellectual skill
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Learners’ attitudes
including their
concentration,
engagement and
application
Indicators of teaching and learning: 2

Teachers’ practice
and effectiveness
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Use of assessment
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Learners need for
support and
guidance

Learners’
understanding of
E&D
Judging learners’ progress
‘Progress’
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Rate of learning and acquisition of skills
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Shown through learners’ work and skill development in
main learning aims and a broader range of skills
including over time
Extent to which challenging targets are met
Compared to starting point/prior attainment
Evaluated during learning activities, from learners’
work and over time
Methods – tools for capturing learning
Inspectors will:

continue to use established methods –
observations, discussions and meetings
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choose activities and samples in line with issues
that need to be explored whilst ensuring coverage
across provision

broaden observation activities to encompass all
forms of learning

cover assessment fully across activities
Myth - I have heard that providers
need to have a certain proportion of
lessons or training sessions observed during the
inspection as ‘outstanding’ before the provider can
be judged ‘outstanding’. Is this correct?

This is incorrect. Ofsted has not established a required
proportion of lessons or training sessions that need to be
judged outstanding. Inspectors do not observe all sessions
during the inspection and when they do visit they may only
stay for part of the session.

Clearly, it would be unusual for an outstanding’ provider to
not have any ‘outstanding’ lessons or training session
observations during an inspection but it is worth stressing
that a wide range of evidence drawn from across the
college is used in conjunction with lesson observations to
determine whether the college is outstanding or not.
Task 2
Capturing Learning - methods
Task 2:
Consider the range of different activities that
inspectors might undertake - to gather the fullest
range of learning activities
1. Discuss and list them!
Leadership and Management
Leadership and management
We will evaluate the extent to which leaders and
managers, including, where relevant, governors:

demonstrate an ambitious vision, have high expectations for
what all learners can achieve, and attain high standards of
quality and performance

improve teaching and learning through rigorous
performance management and appropriate professional
development
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evaluate the quality of the provision through robust selfassessment, taking account of users’ views, and use the
findings to promote and develop capacity for sustainable
improvement
Leadership and management
We will evaluate the extent to which leaders and
managers, including, where relevant, governors:

successfully plan, establish and manage the curriculum and
learning programmes to meet the needs and interests of
learners, employers and the local and national community

actively promote equality and diversity, tackle bullying and
discrimination, and narrow the achievement gap

safeguard all learners.
Myth - Will my provider be
downgraded if I do not have an up to
date self-assessment report?

There is no contractual requirement for further education
and skills providers to complete a self-assessment report.
However, there is an expectation from both Ofsted and the
funding bodies that providers will rigorously assess their
own performance.

When we notify a provider of their inspection the lead
inspector will ask for their most recent self-assessment
report, in whatever format the provider has chosen to use.
Inspectors will want to analyse the impact of the selfassessment processes as part of their evaluation of
leadership and management. Inspectors will be critical of
providers that do not establish accurate and robust selfassessment processes and/or do not regularly share this
information with the governing body, where appropriate.
Task 3
Leadership and Management
Task 3:
Consider the statement
‘improve teaching and learning through rigorous
performance management and appropriate professional
development’
1. What evidence might inspectors collect to support
this judgement?
2. What is the significance of this judgement?
Overall Effectiveness
Inspectors will finally judge the quality of education and/or
training provided - taking account of:


the three key aspect judgements
the extent to which the education and/or training meets
the needs of the range of learners at the provider and, in
particular, the needs of learners with learning difficulties
and/or disabilities.
Note: In judging overall effectiveness, inspectors will take
account of the full range of evidence and will then decide
whether the provider’s overall effectiveness is outstanding, is
good, requires improvement or is inadequate.
Myth - Will the two key grades for
‘Outcomes for learners’ and ‘The quality of
teaching, learning and assessment’
become the new ‘limiting’ grades? Surely it will be
impossible to be judged outstanding?

We are confident providers will be found to be
outstanding. Providers will only be judged outstanding for
‘overall effectiveness’ if ‘the quality of teaching, learning
and assessment’ is judged to be outstanding. We would
expect that this high quality teaching, learning and
assessment would result in high success rates and very
good and sustained progress for learners.

However if ‘outcomes for learners’ is not judged to be
outstanding this will not necessarily ‘limit’ the overall
effectiveness grade.
Preparing for an
inspection
Before the inspection?
Before inspection

Provider receives a telephone call, by 10:30, two
days before the inspectors arrive on site, followed
by an e mail with an attached notification letter

Lead inspector telephones the provider by 12:00
noon to confirm arrangements and start the
inspection process

During this telephone call the lead inspector and
provider will agree a time for the planning meeting
to go ahead.

The lead inspector will confirm the range of
documents that will be required for the inspection
Planning meeting

The lead inspector will hold a pre-arranged
planning meeting with the nominee/most senior
member of staff usually by telephone or
conference call. Other senior managers may take
part

For very complex inspections or for providers new
to inspection it may be a face- to- face meeting

A separate phone call or meeting will be arranged
with learner representatives, before or on the first
morning of the inspection
The nominee
 role remains the same, but increased
preparedness will be essential in readiness
for a shorter notification period
 training for nominees is offered at specially
focused ‘preparation for inspection events’,
details of which can be found at:
http://www.excellencegateway.org.uk/node/18970
Organisation information
To be provided as soon as the inspection team arrives
Information about the provider day, timetable and work based activity
Information about the organisation of the provider, with staff names
and responsibilities
Details of any changes to normal routines
Names and email addresses of any employers whose premises the
inspection team intends to visit submitted to the provider on the first
day or agreed during the planning phone call
Learner view

Learners’ views remain an essential component of the
inspection process. From Sept 2012, inspectors will use
Ofsted’s new web tool – ‘Learner View’ to collect the
information they need

When notified of an inspection, providers will be
requested to inform their learners of the opportunity to
complete the questionnaire - by the end of the second
day of inspection. During this period there will be a
‘free text’ box to enter comments

Inspectors will view and analyse the latest results
during the inspection
During inspection?
Operational information
To be provided by lunchtime of the first day of the inspection
Evidence of internal monitoring and evaluation processes and how the
findings are used
Evidence of improvement planning and subsequent progress
Findings and use made of performance management processes
Evidence of the work of governors and their impact, where applicable
Further information required
Inspectors will also need:
access to the single central register, which summarises the checks and
vetting of all staff working with learners, where appropriate
access to the logs that record complaints, incidents of poor behaviour,
racist incidents and incidents of bullying
Note: As every inspection is different, colleges should expect to be
asked for additional information i.e. pertinent to the provision
inspected.
After inspection?
Inspection report format

The front page of the inspection report will
include a new short section called ‘Summary of
key findings’

The inspection report will explain in
straightforward language what the provider is
doing well and what it needs to improve.

The report will be published on Ofsted’s website
approximately 25 working days after the
inspection has finished.
Inspection report format
Inner City College
– General Further Education College
Inspection dates
Overall effectiveness
12 – 16 November 2012
This inspection:
Requires improvement
Previous inspection:
3
Good
2
Outcomes for learners
Requires improvement
3
Quality of teaching, learning and assessment
Requires improvement
3
Leadership and management
Requires improvement
3
Summary of key findings for learners
This provider requires improvement because:

Generally, the proportion of students, including apprentices, who achieve qualifications across the
college provision is average and on many learning programmes and courses the proportion
achieving qualifications is too low.

Students and apprentices make insufficient progress on many learning programmes and courses
compared with their starting points.

Progression to higher level qualifications is too low. Some students are following courses which
do not suit their needs.

The quality of teaching, learning and assessment is too variable in many subject areas and much
is not good enough. Teaching is poor on courses where success rates are low.

Performance management processes on the college main site provision need improvement,
subcontracted performance management of provision is weak.
This provider has the following strengths:

The college is highly inclusive and plays a major role in providing opportunities for young people
and in improving the lives of local people with few or no qualifications and helping unemployed
people into work. Few other opportunities exist for these students in the local area.

Students enjoy the respectful and tolerant atmosphere at the college.

Teachers are successful at improving students’ language and personal skills on ESOL courses and
technical skills on arts, media and publishing and hospitality courses.

The college has been effective in improving the performance of students of Bangladeshi heritage.

Students benefit from excellent accommodation and high quality resources in most vocational
areas.
Questions