Preparing for Ofsted Inspection

Helen Groves

emskills.org.uk

Ofsted’s view of the landsacpe

Main Elements of the Sept 2012 CIF & updates

Implications for Providers

The picture

The state of the nation

Approx 44% 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.

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

Starts2011/12

Grade C+

Success rates

Starts2012/13

Grade C+

Success rates

England 3790913251 35.0% 48706 17642 36.2%London 6794 2254 33.2% 7789 2700 34.7%SE 6015 2057 34.2% 7892 3218 40.8%SW 2419 980 40.5% 3270 1265 38.7%EM 3188 872 27.4% 3923 1114 28.4%E of E 2664 953 35.8% 3826 1379 36.0%WM 4233 1446 34.2% 5185 1680 32.4%NW 5596 2304 41.2% 8168 3230 39.5%NEYH 7000 2385 34.1% 8653 3056 35.3%

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

Starts2011/12

Grade C+

Success rates

Starts2012/13

Grade C+

Success rates

England 4576318491 40.4% 51306 21013 41.0%London 7273 2917 40.1% 7128 3118 43.7%SE 7217 3021 41.9% 8751 3632 41.5%SW 3251 1383 42.5% 3976 1758 44.2%EM 3646 1286 35.3% 4051 1349 33.3%E of E 3522 1507 42.8% 3975 1615 40.6%WM 5017 1801 35.9% 5169 1898 36.7%NW 7234 3088 42.7% 9068 3883 42.8%NEYH 8603 3488 40.5% 9188 3760 40.9%

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.

OFSTED - key messages – May 2014

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

Inspection reveals……..

Where are you?

emskills.org.uk

2012/13 “ English & mathematics provision remains a significant concern” ( Sir Michael Wilshaw)

- FE now has clear mandate to improve these

1. Monitoring learner progress in English - especially apprentices (also maths)

2. Too many learners with GCSE grade D put on L1 functional English

3. Use of IA info to build on learning - especially weak (compared to maths).

4. Monitoring of provision is weak & practice variable within provider.

5. Integration of English into vocational training is weak & less effective than maths.

6. Teaching of reading is particularly weak.

Need to improve- ENGLISH

Where are you?

Need to improve- MATHS

1. Use of initial assessment information is not always used well enough to inform target setting & planning

2. Although it is relatively easy to motivate learners by linking maths to practical vocational contexts

- too much maths provision is classroom based

3. Weaker provision focuses too much on teaching technical maths skills without teaching & assessing learners’ understanding

Where are you?

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

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

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?

Where are you?

Overall Effectiveness

Outcomes for Learners

Quality of teaching, learning &

assessment

Effectiveness of leadership & management

STRUCTURE OF GRADES – SEPTEMBER 2012

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

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

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 vs specialists?

Leadership & Management

IMPLICATIONS FOR YOU

Consider the last 3 slides and identify the main areas of 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 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?’

Implications for providers