Ofsted Common Inspection FrameworkMapping to Career Ready

September 2015

Common Inspection Framework• Education, skills and early years • Launched June 2015• Implemented from September 2015

Grading • Four grades

1 = outstanding2 = good3 = requires improvement 4 = inadequate

• Includes a statement on whether safeguarding is effective

Judgements• Effectiveness of leadership and management • Quality of teaching, learning and assessment• Personal development, behaviour and welfare (new) • Outcome for children and learners

Effectiveness of Leadership & ManagementInspectors will make a judgement by evaluating the extent to which leaders, managers and governors:• demonstrate ambitious vision, high expectations for learners, high

standards of provision• improve staff practice, teaching, learning and assessment through

rigorous performance management• evaluate the quality of provision and outcomes through robust self

assessment • provide learning programmes that have suitable breadth, depth and

relevance• successfully plan and manage learning programmes, the

curriculum and careers advice so that all children and learners get a good start and are well prepared for the next stage in their education, training or employment

Quality of teaching, learning & assessmentInspectors will make a judgement by evaluating the extent to which:• teachers and others...have consistently high expectations of what

each child or learner can achieve, secure understanding of the age group they are working with, relevant subject knowledge

• assessment information is gathered from looking at what learners already know, understand and can do…and is used to plan appropriate teaching and learning strategies

• learners understand how to improve as a result of useful feedback from staff and, where relevant, parents, carers and employers understand how learners should improve and how they can contribute to this

• engagement with parents, carers and employers helps them to understand how learners are doing in relation to the standards expected and what they need to do to improve

• equality & diversity is recognised through teaching & learning

Personal development, behaviour & welfareInspectors will make a judgement by evaluating the extent to which the provision is successfully promoting and supporting learners’:• pride in achievement and commitment to learning• self confidence, self awareness & understanding of how to be a

successful learner• choices about their next stage of education, employment, self

employment or training from impartial careers advice & guidance• employability skills, so that they are well prepared for the next

stage of their education, employment, self employment or training• prompt and regular attendance, following any guidelines for

behaviour and conduct• Understanding of how to keep themselves safe from relevant risks• knowledge on how to keep themselves healthy• personal development, so they are well prepared to respect

others and contribute to wider society and life in Britain

Outcomes for children and other learnersInspectors will take account of current standards and progress, including the provider’s own data, and make relevant judgements on academic and other learning outcomes for children and learners by evaluating the extent to which they:• progress well from there different starting points and achieve or

exceed standards expected for their age• attain relevant qualifications so that they can and do progress to

the next stage of their education into courses that lead to higher level qualifications and into jobs that meet local and national needs

Schools, including sixth forms • Schools with sixth forms are given a separate grade for sixth

form provision. This contributes towards the overall effectiveness of the school

• Lessons learned from a CIF pilot with 80 schools included:– overriding emphasis on leadership and its impact– strengthen inspection of safeguarding – the impact of personal development, behaviour and

welfare on learning– greater emphasis upon current progress for groups of

students in the school

Further Education • The following areas of provision will be inspected:

– 16-19 study programme; adult learning, apprenticeships, traineeships, 14-19 full time provision, and provision for learners with high needs

• How do 16-19 study programmes build upon prior attainment, stretch learners, provide effective careers guidance and prepare learners effectively for their next step?

• Lessons learned from short and full CIF inspections in FE include:– overriding emphasis on leadership and management – focussing learners on preparation for their next step in personal

development, behaviour and welfare– greater emphasis on learners’ progress and destinations when

judging outcomes for learners

Mapping Career Ready to CIF• Review slides 5- 8• Statements in bold and italic demonstrates clear mapping• The ethos of Career Ready is reflected throughout CIF• Career Ready adds value to all four key Judgements but

especially to – Effectiveness of leadership and management – Personal development, behaviour and welfare – Outcomes for children and learners

What could Ofsted ask?

• How does the Career Ready programme, and the resource the school/college allocates, bring benefit to the wider sixth form provision in a school, or to wider groups of students in a college?

• How do you measure students’ progress on employability skills and career awareness/aspirations?

• How do students reflect on their experiences on the programme and how is this shared with other students?

• What destinations do Career Ready students progress to and how does this compare with other students?

Bringing the benefit to a whole sixth form • Framework for Careers and Employability • Skills for Career Success• Focus for tutorial programme and pastoral system• Moves the focus from what careers activities a centre

provides to the skills that young people will develop• Identify gaps in provision• Being clear with stakeholders on the skills students will

develop alongside academic studies • The provider can be clear with an employer on how they can

support students

Measuring student progress• Knowing yourself masterclass: self awareness and

understanding of the Skills for Career Success (SfCS)• Skills Identifier is mapped back to the SfCS• Career Ready students - completed with mentor• Non Career Ready students – personal tutors • RAG tracker• Overlay with attendance, meeting homework

deadlines and academic progress

Career & employability masterclasses

• Seven masterclasses for all students• Developed by Career Ready and employer approved

material• Sequential, stepping stone programme• Self awareness, labour market awareness, specific

employability skills • Mapped back to the Skills for Career Success and the

Skills Identifier• Basic provision for all sixth form students

Career Ready QA Framework• Career Ready QA framework reflects the review and plan

cycle that schools and colleges will be familiar with• Five pillars– Management and leadership– The programme – The student experience – The volunteer experience– Programme monitoring, evaluation and development

• Completion of the Continuous Improvement Check (CIC) provides evidence of review and development

Career Ready Centre Feedback on QA

• ‘The CIC really helped our LAB to reflect upon what has worked well this year and what we need to strengthen’ (FE College)

• ‘Having the LAB Chair at the CIC really made a difference. Our key improvement is monitoring learner feedback. We are now actioning this’ (FE College)

• ‘The CIC was so supportive...As a result I am now planning to use Skills for Career Success outcomes across our entire year 12 and also open up the masterclasses to all sixth form students’ (School)

For more information:

Jenny BarberDirector of ProgrammesJenny.barber@careerready.org.uk