Equality and Inspection – an Ofsted perspective of Impact

NATSPEC/LSIS June 2011

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Objectives

Brief overview of  expectations regarding equality as indicated by the common inspection framework for further education and skills

Messages from the inspections since 2009 – introduction of new framework

Good practices

Areas for improvement

Lessons learned

Defining equality and diversity with human rights:Context for inspection

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Defining equality & diversity

Equality and diversity include social and educational inclusion and take equality of opportunity further than equal access to participation. Equality and diversity as a concept and in practice means:

actively promoting positive relationships and respect for human rights

understanding and respecting differences taking positive actions to tackle unlawful and unfair

discrimination, inequality and unfairness adopting practices that make best use of the differing

skills and talents of individuals focusing on improving outcomes that raise

standards and improve lives

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Inspecting Equality - headlines

Currently:

There is a single graded judgement on equality and diversity.

Evidence contributing to the grade is gathered when inspecting the five key outcomes – enjoy and achieve, achieve economic and social well-being, feel safe, be healthy, make a positive contribution.

Evidence is also be drawn from inspection of:

- Teaching and learning- Meeting needs and interests of learners- Partnerships, and their impact for learners- Care, guidance and support - Leadership and management

The equality and diversity grade will contribute to and may limit the grade for overall effectiveness.

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Inspecting Equality - headlines

The key question:

How effectively does the provider actively promote equality and diversity, tackle discrimination and narrow the achievement gap?

The limiting effect is that equality and diversity will contribute to and may limit the grade for overall effectiveness in the following ways:

Where equality and diversity is inadequate: It is most unlikely that overall effectiveness will be better than

satisfactory Overall effectiveness likely to be inadequateWhere equality and diversity is satisfactory: Most unlikely overall effectiveness will be better than good

Inspectors must be explicit in reporting on the performance and experience of different groups, and the impact of processes on outcomes.

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Grading – a starting point

Satisfactory

The provider is actively promoting equality and diversity and tackling unfair discrimination. The profile of the provider’s staff and governing/supervisory body reflects that of its learner population with regard to race, gender and disability, or strong efforts to achieve this have been made. The provider’s staff and governors or supervisory body monitor the impact of equalities policies and action plans and set relevant targets for improvement. The promotion of equality and diversity is embedded in most aspects of the provider’s work, especially recruitment of learners, teaching, learning and assessment, content of lessons and range of programmes. The provider is improving outcomes for learners by identifying and taking suitable steps to close achievement gaps between different groups. The provider actively encourages employers and external contractors to promote equality and diversity in their operations for learners.

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What inspectors are looking for (1)

In order to make their judgements, inspectors evaluate the extent to which the provider:

manages equality and diversity, particularly disability, gender and race, and actively promotes equality and diversity among staff, learners, employers, parents and other partners of the provider

assesses the impact of its work in relation to equality and diversity and has taken appropriate action in response to its findings

makes sure training in equality and diversity is effective so that leaders, managers, governors or supervisory bodies, staff and learners understand their roles and responsibilities in relation to equality and diversity

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What inspectors are looking for (2)

makes sure that all learners and staff are protected from harassment, bullying and discrimination, including those based with employers and at other external sites to the provider

manages incidents and complaints specifically about disability, gender and race equality

sets challenging targets and uses data to monitor, analyse and improve engagement and performance by different groups of learners

takes action to reduce any significant variation between different groups of learners in order to maximise their potential.

Headline Inspection Judgements

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Inspecting Equality - Overview

Key inspection judgements for all FE providers

Sept 2009 to April 2011

Total: Providers by percentage - Figures are rounded and do not always add exactly to 100

1 2 3 4

Overall effectiveness 9 44 41 5

Capacity to improve 19 43 33 5

Outcomes for learners 10 41 44 4

Quality of provision 10 49 40 1

Leadership & management 15 44 35 6

Safeguarding 16 56 26 2

Equality and diversity 7 53 38 2

Teaching, training and assessment 3 51 44 2

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Inspecting Equality - Overview

Key inspection judgements for all FE providers 2010/11

Equality and diversity by provider type

1 2 3 4 Total

GFEC/TC 2 32 14 2 50

SFC 0 3 4 0 7

ISC 0 1 7 1 9

Dance/Drama 4 5 0 0 9

SPECIAL FE 0 3 0 0 3

All Colleges 6 41 28 3 78

Findings from inspection

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What makes a provider outstanding for equality and diversity? (1)

Equality has a strategic prominence and is integral to self assessment and planning.

The values of the provider are clearly articulated and understood and acted on by staff in their daily work.

There is clear and decisive evaluation and monitoring of performance and outcomes of the different ‘groups’ of learners with appropriate action taken.

Well-planned tailoring of the curriculum meets individual learner and local needs, with good referral mechanisms to other providers where provider on own is unable to do this.

‘Voice’ of learners used to plan and improve – not ‘one-off’.

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What makes a provider outstanding for equality and diversity? (2)

Bullying, intimidatory behaviour and prejudiced comments are routinely challenged by all staff.

Strong community involvement and effective partnership working enables individual needs of learners to be suitably catered for.

Employers are actively engaged in understanding and promoting the benefits of equality and understanding diversity.

There is frequent and effective staff training resulting in good understanding of what equality and diversity means at all levels.

Equality and diversity is successfully embedded in teaching, training and learning, both in respect of content and planning to meet individual needs (personalisation of learning).

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Equality & Diversity weaknesses leading to a grade 4

No data collection or analysis of data to inform actions to close the achievement gap

Not enough continuing professional development (CPD) for staff on equality and diversity

Inadequate identification of and provision for additional learning needs and additional support needs

Insufficient staff training to support additional learning needs

Equality & diversity not reinforced for learners after induction

No consideration to targeting of under-represented learners

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Areas for improvement

Improving planning and delivery in teaching and training, particularly understanding cultural diversity, where it can be covered naturally or logically as and when appropriate.

Ensuring that the structure and content of teaching and training takes full account of the different stages of learners consistently and widely across all areas.

Making targets/steps for improvement understandable to learners.

Impact of successful role models, particularly relating to equality and diversity.

Limited information on extent or effectiveness of training for governors (& their involvement) in relation to equality and diversity

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Survey work and equality

Equality themes are also inspected through the survey reports. For example:The special educational needs and disability review. A statement is not enough (Sept 2010)Twelve outstanding providers of work-based learning (July 2010)Transition through detention and custody (May 2010)Moving through the system – information, advice and guidance (March 2010)Equalities in action (March 2010)Reducing the numbers of young people not in education, employment or training: what works and why (March 2010) Children on rights and responsibilities – A report of children’s views by the Children’s Rights Director for England (March 2009)Learning together How education providers promote social responsibility and community cohesion (Feb 2010)

Thank you