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How do Ofsted reach a judgement on ‘outstanding’ in FE colleges?. Helen Groves. The picture. Chief Inspector’s Reports Main Elements of the New CIF (Sept 2012) Implications for Providers. Chief Inspector’s Report – 2011/12 & 2012/13. Increasing number of colleges judged ‘ inadequate’

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The picture
The picture colleges?

emskills.org.uk

  • Chief Inspector’s Reports

  • Main Elements of the New CIF (Sept 2012)

  • Implications for Providers


Chief inspector s report 2011 12 2012 13
Chief Inspector’s Report colleges?– 2011/12 & 2012/13

emskills.org.uk

  • Increasing number of colleges judged ‘inadequate’

    3441

    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


emskills.org.uk colleges?

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


Ofsted concerns curriculum
Ofsted Concerns - Curriculum colleges?

  • 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


Where are you? colleges?


Ofsted concerns leadership and management
Ofsted Concerns – colleges?Leadership and Management

  • 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 toacknowledge significance of areas for improvement

    2012/13 – not evaluative & low expectations


Where are you? colleges?


STRUCTURE OF GRADES – SEPTEMBER 2012 colleges?

Overall Effectiveness

Effectiveness of leadership & management

Quality of teaching, learning & assessment

Outcomes for Learners


Implications for providers inspection
Implications for Providers - inspection colleges?

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 colleges?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
IMPLICATIONS FOR YOU colleges?

Consider the last 2 slides and identify the main priority

for your department / area

Your organisation


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

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.

  • .


Further guidance colleges?

Where 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


Implications for providers
Implications for providers colleges?

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?’


Common improvement points
Common improvement points colleges?

  • 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


emskills.org.uk colleges?

  • 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
What makes OUTSTANDING TLA? colleges?

  • 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 colleges?

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
SELF ASSESSMENT colleges?

How will you know

when your area

is outstanding?

Can you articulate this?

Is it shared & understood by your team?


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