24 june 2011 raising standards, improving lives moving to outstanding post-16 provision tom winskill...
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24 June 2011
Raising standards, improving lives
Moving to outstanding post-16 provision
Tom Winskill HMI
Principal Officer, Framework Development
Ofsted
Outstanding provision post 16
An Ofsted perspective on the national picture post-16
Changes to the school inspection framework
Teaching and learning at post-16: Ofsted findings
Raising achievement post-16: target setting and professional development
Outstanding provision post 16
Sources of information
The Annual Report of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills 2009/10
A comparison of the effectiveness of level 3 provision in 25 post-16 providers: how well do students achieve on level 3 courses in different post-16 providers and what factors contribute to their achievement? Ofsted, 070167, September 2008
Post-16:the national picture
Value added and number on roll
Analysis of national value added data for the 2008 survey (learner achievement tracker) showed that 61% of the 162 providers with over 600 A-level entries added more value than expected, given students’ prior attainment.
For providers with small numbers of A-level entries, the percentage adding more value than expected was low. Only 1% of very small school sixth forms, where fewer than 50 students were entered for A level added more value than expected.
Post-16:the national picture
Consistency and variation
The Annual Report 2009/10 indicates that marked variations in the quality of teaching across courses and subjects are a common characteristic of sixth forms that were judged satisfactory
Variations in achievement found in post-16 providers visited for the 2008 survey were as great within providers as between them. These internal variations were between subjects and also between different types of provision.
Where progress and attainment were good in post-16 providers visited for the 2008 survey, the variations across subjects were less marked
A new school inspection framework
New inspection framework: timeline
Proposals for school inspections were set out in the White Paper ‘The importance of teaching’ in November 2010. These proposals are now in the Education Bill introduced to Parliament in January 2011.
Ofsted published detailed proposals in a consultation document on 21 March. The consultation closed on 20 May. In addition to the on-line survey, the consultation included:
‘face-to-face’ meetings with groups of headteachers, professional associations, parents and carers; learners and other stakeholders
a small number of unreported consultative pilot inspections to test initial proposals
A new school inspection framework
New inspection framework: timeline
Next steps include:
completing a programme of pilot inspections in the summer term 2011; evaluation of those pilot inspections
publication of the outcomes of the consultation exercise and Ofsted’s response in July
ongoing work with the DfE to develop attainment and progress measures
publication of the evaluation schedule, inspection guidance and the inspection framework planned for September 2011
dissemination of information on the new framework during autumn 2011
implementation of the new framework in January 2012, provided the Education Bill receives Royal Assent.
A new school inspection framework
Key changes: proposals tested in pilot inspections
The consultation document set out proposals for four judgements together with a judgement on overall effectiveness. The proposals are being trialled in pilot inspections.
There will be judgements on:
achievement the quality of teaching leadership and management behaviour and safety overall effectiveness, taking account of the four main
judgements and how well the school promotes pupils’ spiritual, moral, social and cultural development.
A new school inspection framework
Key changes: proposals tested in pilot inspections
No separate judgements on the sixth form or the Early Years Foundation Stage.
Greater focus on:
the quality of teaching and its impact on learning reading and literacy behaviour and safety narrowing gaps in performance and progress for different
groups the role of school leaders in bringing about
improvement. Use of value added (VA) measures rather than contextual value
added (CVA) as a measure of progress in previous years.
Ofsted will no longer provide an on-line self-evaluation form (SEF) and associated guidance.
Teaching and learning post-16
Features of effective planning and classroom practice include:
skilled staff knowing their learners’ abilities, prior attainment and planning interesting and relevant lessons with a range of activities which engage students’ interest and motivate them
identifying those learners in need of additional help early and providing support so promptly minimising any barriers to learning
well-structured questioning focusing on deepening learners’ understanding, with open questions suitably targeted at learners’ of different abilities
learners working in pairs and small groups based on ability
planned independent work, including research, tailored to meet the needs of individual learners
Teaching and learning post-16
Features of effective planning and classroom practice include
modifying and adapting lesson plans in the light of informal assessment of students’ progress and understanding during the lesson
the use of different text books and other resources, including reference to virtual learning environments, to meet students’ differing needs
the use of learning support assistants, both in lessons and for support outside the classroom
high levels of support for individual students both within and outside the classroom.
Teaching and learning post-16
Weaker teaching, training and assessment includes:
insufficient focus on the impact of teaching on learning
checking that tasks have been completed but not assessing learners’ understanding
low expectations, insufficient challenge, particularly for the most academically able
lack of clear learning objectives
action plans not sufficiently specific to be helpful in supporting learners to improve.
Teaching and learning post-16
Weaker teaching, training and assessment includes:
learners’ progress not monitored closely enough
lessons which too often involve routine work such as gathering information and note taking, rather than more challenging activities
teaching which is predominantly didactic, so that learners do not acquire the independent learning skills that they need to make good progress.
Target setting
Highly effective target setting includes:
targets with an element of challenge which helped students’ motivation, but was not so challenging as to be demotivating
centrally produced targets reviewed and adjusted regularly in discussion with individual students in the light of their progress, aptitude, ability and goals in a specific subjects
setting short and longer term learning goals for individual students.
Target grades for individual learners in each of their subjects were a powerful incentive when related to the grades they needed to access the higher education courses of their choice.
Professional development
Features of strong professional development include:
professional development focused specifically on level 3 teaching and learning, linked closely to institutional and subject improvement plans and performance management arrangements
teachers’ improved understanding of how to use performance and assessment data in setting targets and monitoring the performance of individuals and groups
teachers’ improved understanding of syllabus and assessment requirements, through moderating students’ work, attending awarding body training and taking on responsibilities as examiners and chief examiners
Professional development
Features of strong professional development included:
induction schemes for new staff, including those new to post-16 teaching, as well as extensive support for newly qualified teachers
links with industry and employers, particularly where institutions had a large number of vocational programmes.
Shared and improved practice through:
careful evaluation of internal observations of lessons leading to a direct and sustained impact on the quality of teaching and learning
mentoring weaker teachers peer observation
Professional development
Features of strong professional development included:
Shared and improved practice through:
joint planning coaching by expert teachers action research schemes to evaluate particular
teaching and learning methods networking with teachers in other institutions working with colleagues for extended periods in ‘in-
house’ conferences.