Helen Groves

 Chief Inspector’s Reports  Main Elements of the New CIF (Sept 2012)  Implications for Providers emskills.org.uk

    Increasing number of colleges judged ‘ inadequate’ 34 41 71% of providers now good or outstanding + 7% 25% learners in provision less than good Slow progress of grade 3 providers – especially colleges No college judged overall ‘outstanding’ 2012/13 – 13 – incl 2 GFE for TLA emskills.org.uk

 Literacy & numeracy standards cause for concern 2012/13 quality of current English & mathematics provision remains weak - FE now has clear mandate to improve these - Far too many young people from poorer backgrounds fail to achieve in their post-16 destination & drop out emskills.org.uk

     Attention to learners’ starting points  Clarity in target setting  Regularity of reviews & monitoring of progress Identification & response to literacy needs  Progression to higher levels of study

 Where are you?

 Internal OTLA Reports – too descriptive, insufficient account of learner progress, often graded too high  2012/13- linking QA & PM to improve TLA  “ Volatile” standards – up/downs in success rates, inspection grades, instability, mergers, changes in senior managers, financial pressures etc.

 Self Assessment “too shallow’ fails to acknowledge significance of areas for improvement  2012/13 – not evaluative & low expectations

 Where are you?

STRUCTURE OF GRADES – SEPTEMBER 2012

Overall Effectiveness

 TLA is central to inspection process & becomes main focus of activity  TLA constitutes main evaluation of performance for departments / subject areas  TLA & Data are 2 sides of same coin – data historical picture – TLA here and now  HoDs & subject leaders are accountable for SR & standards of TLA

 Senior managers to ensure literacy & numeracy & FS needs of all learners are met as part of main programme  Importance attached to standard of TLA in English , maths & FS  Levels of staff numeracy / literacy allows them to support learners adequately  CPD systematically maintains high levels of specialist staff expertise  Poor teaching to be addressed through robust performance management

Consider the last 2 slides and identify the main priority  for your department / area  Your organisation

 To make this judgement, inspectors will evaluate the extent to which: teaching & learning supports learners to develop the English, mathematics & functional skills they need to achieve their main learning goals and career aims  learners’ progress in literacy, numeracy, language & functional skills is monitored & reviewed, & their work is marked carefully  learners appreciate the importance of improving their English, mathematics & functional skills as appropriate, in the context of their learning goals and life ambitions.

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Further guidance

Where relevant, inspectors should take into account: the success of different strategies used for improving the English, mathematics, functional & language skills of different groups of learners  whether staff have the qualifications mathematics and functional skills , experience and skills needed to teach English

 What evidence is required to demonstrate how well you have this aspect of the framework covered?

 To what extent could this be marshalled with 2 days notice?

 Are you ‘inspection ready?’

 Tailoring lessons to meeting individual needs of learners - especially stretch & challenge of more able learners  Development of numeracy, literacy & functional skills integral to lessons  Target setting & monitoring of learner progress based on accurate initial assessment of starting points

 Setting high aspirations & standards for all learners  Quality of self assessment – especially in TLA  prompt identification of teacher under performance and swift intervention via performance management processes emskills.org.uk

 Ofsted Handbook: “

mostly outstanding and never less than consistently good”

 Judgement is not just about lesson obs grades i.e. not the sum of a series of still photos

“ How feasible is it to achieve TLA across your organisation that is mostly outstanding and never less than consistently good” ?

 What is required to establish outstanding TLA consider handbook grade descriptors - in your department / SSA/ subject ?

- across the organisation?

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 How will you know when your area is outstanding?

  Can you articulate this?

Is it shared & understood by your team?