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Preparing for Ofsted Inspection

Preparing for Ofsted Inspection. Helen Groves. The picture. Ofsted’s view of the landsacpe Main Elements of the Sept 2012 CIF & updates Implications for Providers. The state of the nation.

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Preparing for Ofsted Inspection

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  1. Preparing for Ofsted Inspection Helen Groves

  2. The picture emskills.org.uk • Ofsted’s view of the landsacpe • Main Elements of the Sept 2012 CIF & updates • Implications for Providers

  3. The state of the nation • Approx44% young people (279,000) leave school each year without GCSE grade C + in English & maths & too many still fail to catch up through FE • Proportion of these young people who do not achieve L2 by age 19 rose from 82% to 84% between 2012 & 2013.

  4. 16-18 GCSE English results are low, with slight regional variations

  5. 16-18 GCSE maths results are low, with slight regional variations

  6. OFSTED - key messages – May 2014 emskills.org.uk FE & skills providers don’t have capacity for improving learners’ skills in English & maths -this is not improving quickly enough Provision in English & maths in FE sector is likely to get worse before it gets better. Ofsted will improve its inspection & reporting of this provision.

  7. Inspection reveals…….. emskills.org.uk Weak teaching & assessment of technical skills - (especially) underpinning concepts Failure to motivate young people who have previously failed Managers not taking responsibility for improving quality of English & maths provision Monitoring quality of teaching &CPD is weak Integration of English (especially) & maths into vocational training is weak

  8. Where are you?

  9. emskills.org.uk 2012/13 “ English & mathematics provision remains a significant concern” ( Sir Michael Wilshaw) - FE now has clear mandate to improve these

  10. Need to improve- ENGLISH • Monitoring learner progress in English - especially apprentices (also maths) • Too many learners with GCSE grade D put on L1 functional English • Use of IA info to build on learning - especially weak (compared to maths). • Monitoring of provision is weak & practice variable within provider. • Integration of English into vocational training is weak & less effective than maths. • Teaching of reading is particularly weak.

  11. Where are you?

  12. Need to improve- MATHS • Use of initial assessment information is not always used well enough to inform target setting & planning • Although it is relatively easy to motivate learners by linking maths to practical vocational contexts - too much maths provision is classroom based • Weaker provision focuses too much on teaching technical maths skills without teaching & assessing learners’ understanding

  13. Where are you?

  14. Good practice that all providers need to learn from • Learners quickly appreciate the value & importance of developing their English & maths skills to help them achieve personal targets. • Managers set challenging targets (Weston College)so all learners with grade D or E achieves grade C in 1 or 2 years & have developed provision well to support this strategy. • Providers make English & maths a high priority by allocating the best teachers & managers to this provision, especially at entry level & L1

  15. Importance of initial assessment • Accurate assessment of learner starting point Vital in ensuring- • right learner on • right course at • right level with • right support - to maximise success

  16. How well is IA information used ? To inform IAG at each stage of learner journey? To ensure support is in place from day 1? To inform planning of TLA? To set meaningful targets? To ensure timely framework completion? To provide appropriate progression opportunities?

  17. Where are you?

  18. STRUCTURE OF GRADES – SEPTEMBER 2012 Overall Effectiveness Effectiveness of leadership & management Quality of teaching, learning & assessment Outcomes for Learners

  19. Outcomes for learners Ofsted consider: • GCSE success rates post 16 • Functional skills success rates post 16 • Technical English & maths skills • Application of skills in practical contexts • Development of employability skills

  20. Quality of Teaching, Learning & Assessment TLA is central to inspection process & becomes main focus of activity & evaluation for depts 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

  21. Leadership & Management emskills.org.uk Consistent organisation wide approach – visibly supported by senior leaders - strategies? Managers ensure English, maths & FS needs of all learners are met as part of main programme Importance attached to standard of TLA in English, maths & FS with highly skilled teaching & support staff Levels of staff numeracy / literacy & support needs identified CPD systematically addresses needs of vocational staff especially their expertise / confidence to develop learners’ Maths / English & FS adequately Effective teamwork & communications in place Role of vocational staff vsspecialists?

  22. IMPLICATIONS FOR YOU Consider the last 3 slides and identify the main areas of priority for your department / area your organisation

  23. T & L develop 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. • .

  24. Further guidance 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

  25. Implications for providers What evidence is required to demonstrate how well this area of provision is functioning? To what extent could this be marshalled with 2 days notice? Consider handout on best practice Are you ‘inspection ready?’

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