How do Ofsted reach a judgement on ‘outstanding’

in FE colleges?Helen Groves

emskills.org.uk

Chief Inspector’s Reports

Main Elements of the New CIF (Sept 2012)

Implications for Providers

The picture

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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’ for TLA 2012/13 – 13 – incl 2 GFE

Chief Inspector’s Report – 2011/12 & 2012/13

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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 poorerbackgrounds fail to achieve in their post-16 destination & drop out

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

Ofsted Concerns - Curriculum

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

Ofsted Concerns – Leadership and Management

Where are you?

Overall Effectiveness

Outcomes for Learners

Quality of teaching, learning &

assessment

Effectiveness of leadership

& management

STRUCTURE OF GRADES – SEPTEMBER 2012

Implications for Providers - inspection

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

IMPLICATIONS FOR YOU

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.

.

T & L develop English, mathematics & functional skills, & support the achievement of learning goals & career aims - CIF extract

Further guidanceWhere 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, experience and skills needed to teach English mathematics and functional skills

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?’

Implications for providers

Common improvement points

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

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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

What makes OUTSTANDING TLA? 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

TASK

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?

SELF ASSESSMENT

How will you know when your area is outstanding? Can you articulate

this? Is it shared &

understood by your team?