Association of CollegesRegional Events – Summer 2012
Revised Common Inspection Framework for further education and skills:
Aims:
Consultation outcomesConducting an Inspection - logistical
issuesCommon Inspection Framework What is changing/what stays the same
- Outcomes for Learners- Teaching, Learning and Assessment- Leadership and Management- Overall Effectiveness
Report FormatPreparing 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 reportDevelopment or Quality Improvement Plan Recent Performance DataPre Inspection BriefingLearning Timetables
Detailed subcontracting and learner arrangements
Inspection - Logistical issues
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 informationStage 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)
change of leadership
concerns raised by a funding body, employers, parents or learners
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
Previous inspection record
Judgement Next inspection
Outstanding No further inspection unless performance drops
Good Within 6 years of the last inspection
Satisfactory pre- Sept 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 afull 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:
the aspects of a provider’s work that have most impact on learners
reducing the number of judgements and grades
the impact of leadership on the learner experience.
What is different in the revisedframework ?
the emphasis on teaching, learning and assessment
no limiting grades for equality and diversity and safeguarding
No separate grade for ‘Capacity to Improve’
the extent to which the provision meets local and national needs
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
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
continue to inspect a sample of subject areas
use subject specialist inspectors
increase the focus on teaching and learning including assessment, a broader look at learning
inspect and make judgements about teaching, learning and assessment in a sample of subject areas with reference to outcomes
write a subject area report focussed on teaching, learning and assessment but with reference to outcomes.
CIF – Evaluation Schedule
The current Common Inspection Framework
Common Inspection Framework 2012
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
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 forlearners’ judgement is based purely onsuccess 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, 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
Progress measures indicate that learners generally do not make the progress that is expected of them and high grades are very low
Teaching and learning is mostly satisfactory and few learners gain entry to good universities
Overall Effectiveness Grade: ?????
QSR and Overall Effectiveness?
Example 3:
An independent learning provider offers short apprenticeships for ‘call centre’ industry
Success Rates rates are very high 90% plus
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.
Overall Effectiveness Grade: ?????
Teaching, learning and assessment
Teaching, learning and assessment
learners benefit from high expectations, engagement, care, support and motivation from staff
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
learners understand how to improve as a result of frequent, detailed and accurate feedback from staff following assessment of their learning
In judging teaching, learning and assessment, inspectors must evaluate the extent to which:
Teaching, learning and assessment
teaching and learning develop English, mathematics and functional skills, and support the achievement of learning goals and career aims
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
The big picture – learners need to achieve their learning goals but learning is about more than gaining qualifications
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
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 alesson 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
Standards of work and skill development
Learners’ progress
Development of literacy, numeracy, language and ICT skills
Development of employability skills
Ability to work independently and/or collaboratively
Development of intellectual skill
Learners’ attitudes including their concentration, engagement and application
Indicators of teaching and learning: 2
Teachers’ practice and effectiveness
Use of assessment
Learners need for support and guidance
Learners’ understanding of E&D
Judging learners’ progress
‘Progress’
Rate of learning and acquisition of skills
Extent to which challenging targets are met
Compared to starting point/prior attainment
Evaluated during learning activities, from learners’ work and over time
Shown through learners’ work and skill development in main learning aims and a broader range of skills including over time
Methods – tools for capturing learning
Inspectors will:
continue to use established methods – observations, discussions and meetings
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 oflessons 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
evaluate the quality of the provision through robust self-assessment, 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 todate 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 self-assessment processes as part of their evaluation of leadership and management. Inspectors will be critical of providers that do not establish accurate and robust self-assessment 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.
Inner City College – General Further Education College
Inspection dates 12 – 16 November 2012
Overall effectiveness This inspection: Requires improvement 3
Previous inspection: 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.
Inspection report format
Questions