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