update on new inspection framework

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  • Currently judgements about outcomes for pupils, the quality of provision and CtI are reached first, and the configuarate of thse determines the OE. For example if achievement is not judged to be at least good then it is unlikely the school can be a good school. Similarly the quality of teaching is critical to securing good progress for pupils and we believe a good overall judgement for the school would require teaching to be good.
  • update on new inspection framework

    1. 1. Raising standards improving lives Briefing on the revised Learning and Skills inspection framework consultation: Marina Gaze HMI September - December 2011
    2. 2. A revised inspection framework - proposals
    3. 3. A revised inspection framework: why are we making changes? <ul><li>Ofsted is proposing to revise the inspection arrangements for the further education (FE) and skills sector. The changes will include a revised Common Inspection framework and will result in more focused inspections, with fewer judgements and grades, leading to reports on the most important aspects on the quality of learning and skills provision. </li></ul>
    4. 4. How will recent policy change impact? <ul><li>In proposing revisions we have taken into account changing government policy including the 2011 Education Bill (the Bill) and the Schools White Paper: ‘The Importance of Teaching’. For example - </li></ul><ul><li>different approaches to the commissioning and funding 16-18 and adults </li></ul><ul><li>greater FE reforms and freedoms </li></ul><ul><li>exemption of outstanding providers </li></ul><ul><li>increased self-regulation </li></ul><ul><li>empowerment of learners, employers and parents </li></ul>
    5. 5. How will recent policy change impact? <ul><li>empowerment of learners, employers and parents </li></ul><ul><li>localism: meeting local community needs </li></ul><ul><li>employability skills and progression onto sustainable employment </li></ul><ul><li>more flexible qualifications </li></ul><ul><li>‘ Comprehensive Spending Review’; reduction in the overall cost of inspection </li></ul>
    6. 6. Aims of the revised framework: <ul><li>keep focusing on the things that have the most impact on improving outcomes for learners </li></ul><ul><li>continue to do those things that work well: </li></ul><ul><ul><li>take account of providers’ self assessment </li></ul></ul><ul><ul><li>involve senior staff in the inspection process </li></ul></ul><ul><ul><li>listen carefully to the views of learners, employers, staff and, where appropriate, parents </li></ul></ul><ul><ul><li>make clear recommendations for the provider’s improvement </li></ul></ul><ul><li>Increased focus on </li></ul><ul><ul><li>proportionality and promoting improvement in weaker providers </li></ul></ul>
    7. 7. Revised framework: a broad timeline <ul><li>Ofsted published a consultation document setting out proposals on 1 September 2011. This consultation will run for 12 weeks. </li></ul><ul><li>Consultation will include focus groups, FE and skills representative bodies, learners, we will seek the views of principals and CEO, governing bodies, employers and other stakeholders. </li></ul><ul><li>Between now and Christmas 2011, Ofsted will carry out a small number of consultative pilot inspections to test out some of the approaches proposed in the consultation document. </li></ul><ul><li>Live pilot inspections will take place in February 2012. </li></ul><ul><li>We will publish a draft of the revised inspection framework and inspection handbook in May 2012. </li></ul><ul><li>Implementation of the new framework is planned for inspections from September 2012. </li></ul>
    8. 8. Summary of framework proposals: <ul><li>Report on the quality of provision by giving priority to the: </li></ul><ul><li>outcomes for learners </li></ul><ul><li>quality of teaching, learning and assessment, </li></ul><ul><li>effectiveness of leadership and management </li></ul><ul><li>Continue to judge the overall effectiveness, based on the above </li></ul>
    9. 9. Summary of framework proposals: <ul><li>Increased focus on: </li></ul><ul><li>the extent to which the provision meets learners/local needs, ensures achievement for all and enables positive progression </li></ul><ul><li>raising standards for learners by improving inspection practice </li></ul><ul><li>direct observation of teaching, learning, skills development and assessment </li></ul><ul><li>success and rates of progress of different groups of learners </li></ul><ul><li>capacity to improve, but with the context of leadership and management </li></ul>
    10. 10. Summary of framework proposals: <ul><li>Increased focus on: </li></ul><ul><li>the effectiveness of leadership and management, but with particular attention to the leadership of teaching and learning </li></ul><ul><li>the management of safeguarding arrangements to ensure all learners are safe </li></ul><ul><li>Continue to: </li></ul><ul><li>take account of self-assessment evidence </li></ul><ul><li>undertake an annual risk assessment of all providers </li></ul><ul><li>inspect providers previously judged as good within six years </li></ul>
    11. 11. Summary of framework proposals: <ul><li>Continue to: </li></ul><ul><li>take account of stakeholders views as to when an inspection should be conducted </li></ul><ul><li>strengthen monitoring and inspection of satisfactory providers; particular those that have not improved over the last 2 inspections </li></ul><ul><li>target inspection to bring about more rapid improvement </li></ul><ul><li>respond more flexibly to requests made by providers for an inspection </li></ul>
    12. 12. Summary of framework proposals: <ul><li>We will cease: </li></ul><ul><li>routine inspection of most outstanding providers - unless their performance drops (subject to legislation) </li></ul><ul><li>application of ‘limiting grades’ </li></ul><ul><li>reporting separately on equality and diversity, but embed in three main aspects: outcomes; of teaching, learning and assessment; and leadership and management </li></ul><ul><li>to report fully and separately on a sample of subject areas </li></ul>
    13. 13. Approach to inspection: <ul><li>Guiding principles for inspection will remain: </li></ul><ul><li>Inspectors will make judgements based on the quality of the processes that contribute to positive learner outcomes </li></ul><ul><li>However: </li></ul><ul><li>there will be fewer graded judgements </li></ul><ul><li>an increased focus on how leadership and management impacts on the quality of provision and determines the outcomes for learners. </li></ul><ul><li>greater attention to the observation of teaching and assessment, their impact on learning and the provision of constructive feedback through dialogue between staff and learners. Assessment, the quality of work and skills development. </li></ul><ul><li>although the involvement of a senior member of the provider’s staff as nominee will continue, as will engaging with learners and employers, we will reduce the number of formal meetings. This will facilitate increasing the focus on teaching and learning activities </li></ul>
    14. 14. Revised framework: ‘ Outcomes for learners’ <ul><li>Judgement on learners’ outcomes will focus even more closely on learners’ achievement, their progression to higher level qualifications and into sustainable jobs. A providers’ success in closing the achievement gap for particular groups of learners will be a key consideration. </li></ul><ul><li>Giving particular attention to how well: </li></ul><ul><ul><li>all learners achieve </li></ul></ul><ul><ul><li>gaps are narrowing between different groups of learners; </li></ul></ul><ul><ul><li>learners develop personal, social, and employability skills </li></ul></ul><ul><ul><li>learners progress to higher level qualifications and into jobs that meet local and national needs </li></ul></ul>
    15. 15. Revised framework: ‘Quality of teaching, learning and assessment’ <ul><li>Judgement on the quality of teaching, learning and assessment </li></ul><ul><li>By giving particular attention to how: </li></ul><ul><ul><li>staff demonstrate high expectations, enthuse, engage, support and motivate learners so that they learn and make progress </li></ul></ul><ul><ul><li>staff set challenging tasks, build on and extend learning for all learners </li></ul></ul><ul><ul><li>staff have appropriate skills and expertise, to provide good quality teaching, learning, assessment and support for each learner </li></ul></ul>
    16. 16. Revised framework: ‘Quality of teaching, learning and assessment’ <ul><li>Judgement on the quality of teaching, learning and assessment (cont) </li></ul><ul><li>By giving particular attention to how: </li></ul><ul><ul><li>staff assess learners’ progress and provide for a range of needs including those learners with learning difficulties and/ disabilities; </li></ul></ul><ul><ul><li>equality and diversity are promoted through teaching and learning </li></ul></ul><ul><ul><li>teaching develops literacy, numeracy, language and functional skills to support the achievement of learning goals </li></ul></ul><ul><ul><li>appropriate and timely information, advice and guidance on next steps in training, education and employment, effectively support learning </li></ul></ul>
    17. 17. Revised framework: ‘The effectiveness of leadership and management’ <ul><li>Judgement on the effectiveness of leadership and management including how well leaders and managers including , where relevant, governors: </li></ul><ul><ul><li>raise expectations, promote ambition for learners and improve their outcomes </li></ul></ul><ul><ul><li>improve teaching and learning </li></ul></ul><ul><ul><li>ensure the appropriateness of the provision, including the curriculum in meeting the needs and interests of learners, employers and the local and national community </li></ul></ul>
    18. 18. Revised framework: ‘The effectiveness of leadership and management’ <ul><li>Judgement on the effectiveness of leadership and management (cont) including how well leaders and managers including, where relevant, governors: </li></ul><ul><ul><li>deploy resources, including staff, accommodation, facilities and technologies, are developed and used to support learning effectively </li></ul></ul><ul><ul><li>evaluate the provision through engagement with users and use their findings to make, promote and sustain improvement </li></ul></ul><ul><ul><li>actively promote equality and diversity, tackle discrimination and narrow the achievement gap </li></ul></ul><ul><ul><li>ensure the safeguarding of all learners </li></ul></ul>
    19. 19. Overall Effectiveness: the current framework Learner Outcomes Quality of Provision Leadership & Management OE Limiting Grades Capacity to Improve
    20. 20. Overall Effectiveness: the proposed framework Outcomes for learners Teaching, Learning and Assessment Leadership & Management Overall Effectiveness
    21. 21. Questions and Comments <ul><li>Questions on the proposals for the new framework </li></ul>
    22. 22. Thank you

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