EIF 2019 consultation presentation slides on the ‘Education inspection framework 2019: inspecting the substance of education - further education and skills’
Quality of education and training workshop: FESOfsted
Curriculum workshops took place in autumn 2018. Videos on aspects of Ofsted’s curriculum research were produced http://ow.ly/frvY30n1Qfm. These presentation slides accompany the videos and discuss quality of education and the curriculum in further education and skills.
Improving educational outcomes through the education inspection framework (EIF)Ofsted
Dan Owen's presentation on how the new education inspection framework will help to improve educational outcomes for children and young people attending pupil referral units and alternative provision settings.
Matthew Purves, Deputy Director, Education gave this presentation on the education inspection framework and deep dives at Herts Assessment's conference, September 2019.
Quality of education and training workshop: FESOfsted
Curriculum workshops took place in autumn 2018. Videos on aspects of Ofsted’s curriculum research were produced http://ow.ly/frvY30n1Qfm. These presentation slides accompany the videos and discuss quality of education and the curriculum in further education and skills.
Improving educational outcomes through the education inspection framework (EIF)Ofsted
Dan Owen's presentation on how the new education inspection framework will help to improve educational outcomes for children and young people attending pupil referral units and alternative provision settings.
Matthew Purves, Deputy Director, Education gave this presentation on the education inspection framework and deep dives at Herts Assessment's conference, September 2019.
Family and community engagement consists of reciprocal interactions between schools, families, and the community, working together to create networks of shared responsibility for student success. At community schools, community and family engagement creates shared accountability and a more participatory decision-making process. This content area explores how families and communities are mobilized around community schools, how family and community engagement operates at school sites, and challenges and promising practices for family and community engagement.
Policy Making and Decision Making in EducationDjadja Sardjana
What is Policy?
Decision makers, who are used to depending on their past experiences, must make decisions and take actions in the rapidly changing world we face today. In this turbulent environment, the ability to successfully view the current situation through the traditional "good judgment" viewpoint is weakened through increasing external noise (a multitude of information sources on multiple topics) and changing paradigms of how we think about social, cultural, organizational and economic issues, creating internal noise within our prevailing mental models. These noises skew our perception of what is really happening in the world. In addition to facing this constant flux, leaders are being asked to choose the path to the future as well as to explain exactly how they plan to get there. Before putting a stake in the sand, leaders begin by developing and testing hypotheses about possible scenarios, and then eliminate numerous courses of action until a small set of viable choices remain. Once the decision to act is made, the communication of the new initiatives begins. The results of these initiatives usually produce some expected behavior, but almost always, much to our surprise, our actions produce unexpected behavior as well, that once again changes our situation. And so it goes…
why finance education is most importance in our human life.A country may be developed if people aware about truth of education.Till purpose of education is to be get job ,only servant will born in society not the boss born in society.
education is only one key to open all lock .success come from experience and experience come from bad experience. The biggest disease of life what other people say .aasan hai
Presentation by Leonidas Kyriakides, Department of Education, University of Cyprus, Cyprus.
ABSTRACT
This paper refers to the dynamic approach to school improvement (DASI) which attempts to contribute to the merging of educational effectiveness research and school improvement. The main underlying assumptions and the implementation phases of DASI are presented. The recommended approach gives emphasis to school policies and actions taken to improve teaching and the school learning environment. Moreover, the importance of establishing school evaluation mechanisms and collecting data to identify improvement priorities is stressed. Furthermore, DASI emphasizes the use of the available knowledge base in relation to the main aims of the efforts made by schools to deal with the different challenges/problems being faced. Therefore, a research and advisory team is expected to support school stakeholders develop, implement, and evaluate their own school improvement strategies and action plans. Group-randomization studies investigating the impact of DASI on promoting student learning outcomes are also presented. These studies reveal the conditions in which DASI can promote student learning outcomes. Finally, suggestions for research, policy and practice are provided.
Presentazione di Leonidas Kyriakides ( Università di Cipro) in occasione del suo intervento al convegno internazionale "Migliorare la scuola" (Napoli, 14-15 Maggio 2015), organizzato dall'Indire.
EIF inspections - seeing the big picture.pptxOfsted
This slidepack is from a webinar: https://youtu.be/KXZU41gBUa8
In it, we explain how inspectors weigh up the evidence they collect on inspection, seeing the big picture of what a school is providing overall for its pupils, for example by striking the right balance between a school’s curriculum and performance data.
Education inspection framework for governors July 2019Ofsted
Slides accompanying the webinar held in July 2019. Emma Knights, Chief Executive, National Governance Association and Matthew Purves, Deputy Director, Schools, Ofsted, discussed the new education inspection framework and what it means for governors. See the webinar here: https://www.youtube.com/watch?v=UvqA1SFiqOo&feature=youtu.be
Family and community engagement consists of reciprocal interactions between schools, families, and the community, working together to create networks of shared responsibility for student success. At community schools, community and family engagement creates shared accountability and a more participatory decision-making process. This content area explores how families and communities are mobilized around community schools, how family and community engagement operates at school sites, and challenges and promising practices for family and community engagement.
Policy Making and Decision Making in EducationDjadja Sardjana
What is Policy?
Decision makers, who are used to depending on their past experiences, must make decisions and take actions in the rapidly changing world we face today. In this turbulent environment, the ability to successfully view the current situation through the traditional "good judgment" viewpoint is weakened through increasing external noise (a multitude of information sources on multiple topics) and changing paradigms of how we think about social, cultural, organizational and economic issues, creating internal noise within our prevailing mental models. These noises skew our perception of what is really happening in the world. In addition to facing this constant flux, leaders are being asked to choose the path to the future as well as to explain exactly how they plan to get there. Before putting a stake in the sand, leaders begin by developing and testing hypotheses about possible scenarios, and then eliminate numerous courses of action until a small set of viable choices remain. Once the decision to act is made, the communication of the new initiatives begins. The results of these initiatives usually produce some expected behavior, but almost always, much to our surprise, our actions produce unexpected behavior as well, that once again changes our situation. And so it goes…
why finance education is most importance in our human life.A country may be developed if people aware about truth of education.Till purpose of education is to be get job ,only servant will born in society not the boss born in society.
education is only one key to open all lock .success come from experience and experience come from bad experience. The biggest disease of life what other people say .aasan hai
Presentation by Leonidas Kyriakides, Department of Education, University of Cyprus, Cyprus.
ABSTRACT
This paper refers to the dynamic approach to school improvement (DASI) which attempts to contribute to the merging of educational effectiveness research and school improvement. The main underlying assumptions and the implementation phases of DASI are presented. The recommended approach gives emphasis to school policies and actions taken to improve teaching and the school learning environment. Moreover, the importance of establishing school evaluation mechanisms and collecting data to identify improvement priorities is stressed. Furthermore, DASI emphasizes the use of the available knowledge base in relation to the main aims of the efforts made by schools to deal with the different challenges/problems being faced. Therefore, a research and advisory team is expected to support school stakeholders develop, implement, and evaluate their own school improvement strategies and action plans. Group-randomization studies investigating the impact of DASI on promoting student learning outcomes are also presented. These studies reveal the conditions in which DASI can promote student learning outcomes. Finally, suggestions for research, policy and practice are provided.
Presentazione di Leonidas Kyriakides ( Università di Cipro) in occasione del suo intervento al convegno internazionale "Migliorare la scuola" (Napoli, 14-15 Maggio 2015), organizzato dall'Indire.
EIF inspections - seeing the big picture.pptxOfsted
This slidepack is from a webinar: https://youtu.be/KXZU41gBUa8
In it, we explain how inspectors weigh up the evidence they collect on inspection, seeing the big picture of what a school is providing overall for its pupils, for example by striking the right balance between a school’s curriculum and performance data.
Education inspection framework for governors July 2019Ofsted
Slides accompanying the webinar held in July 2019. Emma Knights, Chief Executive, National Governance Association and Matthew Purves, Deputy Director, Schools, Ofsted, discussed the new education inspection framework and what it means for governors. See the webinar here: https://www.youtube.com/watch?v=UvqA1SFiqOo&feature=youtu.be
Objectives for the Audience:
Will discover why Agile strategies are vital for educational institutions.
Will learn about an innovative method proven to improve student engagement.
Will know a few strategies towards preparing the future workforce.
Paul Brooker HMI, Regional Director, East of England, on how Ofsted and its framework can help to re-imagine learning so that curriculum and outcomes give all pupils opportunities to succeed
A school planning day opportunity for reflection and discussion related to supporting the first year student experience from and educational futures perspective.
Secondary pupils who need to catch up with reading_webinar slides.pptxOfsted
This presentation explores what research and inspection tell us about effective assessment, curriculum and pedagogy for secondary-aged pupils who need to catch up urgently with reading. We also share how we inspect this aspect of a school’s work.
This is from virtual roadshows on the new area SEND inspection framework, held by Ofsted, CQC, Department for Education and NHSE.
It explains the changes under the new framework and how we gather evidence on inspection; gives an update on the SEND green paper reforms; and sets out the plans for carrying out thematic visits, that will focus on alternative provision this year.
Webinar 2 Inspections and the COVID-19 pandemic.pptxOfsted
Slides expanded from the webinar held on 9 May for schools on how Ofsted has modified its approach in light of the COVID-19 pandemic. Includes clarification and reassurance on inspection timings and how inspectors look at: the impact of COVID-19 on a school; attendance; curriculum and catch-up; evaluating impact; and personal development.
Presented by Christopher Russell, National Director Education; Gill Jones, Deputy Director Schools and Early Education; Claire Jones HMI, Specialist Adviser, Policy, Quality and Training; and Shazia Akram HMI.
Support for secondary school pupils who are behind with reading Ofsted
We have created a SlideShare pack with some points that leaders may want to consider regarding assessment, curriculum and pedagogy for weaker readers.
These messages are based on what research and inspection practice tell us about indicators of quality.
For more information on this topic, see our blog post 'Supporting secondary school pupils who are behind with reading': https://educationinspection.blog.gov.uk/?p=6466&preview=true
Structure and function of the science curriculumOfsted
Jasper Green HMI, Ofsted's subject lead for science, gave a presentation on the science curriculum. Here's our science research review: https://www.gov.uk/government/publications/research-review-series-science
Remote education for children and young people with SENDOfsted
Slides for providers and practitioners to use to reflect on the challenges they face in delivering remote education during the pandemic. The lessons learnt can also inform future planning for children and young people with SEND. For more information and a video, visit https://www.gov.uk/government/publications/remote-education-and-send/how-remote-education-is-working-for-children-and-young-people-with-send
The Ofsted Annual Report covers early years, schools, initial teacher education, social care and the further education and skills sectors. This presentation brings together the charts from the report.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Canadian Immigration Tracker March 2024 - Key SlidesAndrew Griffith
Highlights
Permanent Residents decrease along with percentage of TR2PR decline to 52 percent of all Permanent Residents.
March asylum claim data not issued as of May 27 (unusually late). Irregular arrivals remain very small.
Study permit applications experiencing sharp decrease as a result of announced caps over 50 percent compared to February.
Citizenship numbers remain stable.
Slide 3 has the overall numbers and change.
Understanding the Challenges of Street ChildrenSERUDS INDIA
By raising awareness, providing support, advocating for change, and offering assistance to children in need, individuals can play a crucial role in improving the lives of street children and helping them realize their full potential
Donate Us
https://serudsindia.org/how-individuals-can-support-street-children-in-india/
#donatefororphan, #donateforhomelesschildren, #childeducation, #ngochildeducation, #donateforeducation, #donationforchildeducation, #sponsorforpoorchild, #sponsororphanage #sponsororphanchild, #donation, #education, #charity, #educationforchild, #seruds, #kurnool, #joyhome
This session provides a comprehensive overview of the latest updates to the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (commonly known as the Uniform Guidance) outlined in the 2 CFR 200.
With a focus on the 2024 revisions issued by the Office of Management and Budget (OMB), participants will gain insight into the key changes affecting federal grant recipients. The session will delve into critical regulatory updates, providing attendees with the knowledge and tools necessary to navigate and comply with the evolving landscape of federal grant management.
Learning Objectives:
- Understand the rationale behind the 2024 updates to the Uniform Guidance outlined in 2 CFR 200, and their implications for federal grant recipients.
- Identify the key changes and revisions introduced by the Office of Management and Budget (OMB) in the 2024 edition of 2 CFR 200.
- Gain proficiency in applying the updated regulations to ensure compliance with federal grant requirements and avoid potential audit findings.
- Develop strategies for effectively implementing the new guidelines within the grant management processes of their respective organizations, fostering efficiency and accountability in federal grant administration.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Presentation by Jared Jageler, David Adler, Noelia Duchovny, and Evan Herrnstadt, analysts in CBO’s Microeconomic Studies and Health Analysis Divisions, at the Association of Environmental and Resource Economists Summer Conference.
A process server is a authorized person for delivering legal documents, such as summons, complaints, subpoenas, and other court papers, to peoples involved in legal proceedings.
Many ways to support street children.pptxSERUDS INDIA
By raising awareness, providing support, advocating for change, and offering assistance to children in need, individuals can play a crucial role in improving the lives of street children and helping them realize their full potential
Donate Us
https://serudsindia.org/how-individuals-can-support-street-children-in-india/
#donatefororphan, #donateforhomelesschildren, #childeducation, #ngochildeducation, #donateforeducation, #donationforchildeducation, #sponsorforpoorchild, #sponsororphanage #sponsororphanchild, #donation, #education, #charity, #educationforchild, #seruds, #kurnool, #joyhome
Up the Ratios Bylaws - a Comprehensive Process of Our Organizationuptheratios
Up the Ratios is a non-profit organization dedicated to bridging the gap in STEM education for underprivileged students by providing free, high-quality learning opportunities in robotics and other STEM fields. Our mission is to empower the next generation of innovators, thinkers, and problem-solvers by offering a range of educational programs that foster curiosity, creativity, and critical thinking.
At Up the Ratios, we believe that every student, regardless of their socio-economic background, should have access to the tools and knowledge needed to succeed in today's technology-driven world. To achieve this, we host a variety of free classes, workshops, summer camps, and live lectures tailored to students from underserved communities. Our programs are designed to be engaging and hands-on, allowing students to explore the exciting world of robotics and STEM through practical, real-world applications.
Our free classes cover fundamental concepts in robotics, coding, and engineering, providing students with a strong foundation in these critical areas. Through our interactive workshops, students can dive deeper into specific topics, working on projects that challenge them to apply what they've learned and think creatively. Our summer camps offer an immersive experience where students can collaborate on larger projects, develop their teamwork skills, and gain confidence in their abilities.
In addition to our local programs, Up the Ratios is committed to making a global impact. We take donations of new and gently used robotics parts, which we then distribute to students and educational institutions in other countries. These donations help ensure that young learners worldwide have the resources they need to explore and excel in STEM fields. By supporting education in this way, we aim to nurture a global community of future leaders and innovators.
Our live lectures feature guest speakers from various STEM disciplines, including engineers, scientists, and industry professionals who share their knowledge and experiences with our students. These lectures provide valuable insights into potential career paths and inspire students to pursue their passions in STEM.
Up the Ratios relies on the generosity of donors and volunteers to continue our work. Contributions of time, expertise, and financial support are crucial to sustaining our programs and expanding our reach. Whether you're an individual passionate about education, a professional in the STEM field, or a company looking to give back to the community, there are many ways to get involved and make a difference.
We are proud of the positive impact we've had on the lives of countless students, many of whom have gone on to pursue higher education and careers in STEM. By providing these young minds with the tools and opportunities they need to succeed, we are not only changing their futures but also contributing to the advancement of technology and innovation on a broader scale.
EIF 2019: inspecting the substance of education - FES
1. Education inspection framework 2019:
inspecting the substance of education.
Further education and skills
Consultation on the education inspection framework 2019 Slide 1
2. Today’s session
▪Purpose and background to the consultation
▪The proposed framework
▪Proposals and questions
▪How to respond to the consultation
▪Further information
Consultation on the education inspection framework 2019 Slide 2
3. Sli.do instructions
Consultation on the education inspection framework 2019 Slide 3
For this event, we’d like to use Sli.do to capture your
questions.
You can use this on your phones, tablets or laptops.
Go to: www.sli.do
Once on the site, enter the event code that is on your
table.
You will be able to type in questions at any time during the
event. We also be using polling questions during the
presentation. To go to the polling question, go to the tab
labelled polls on your screen.
Enter event code
4. Consultation on the education inspection framework 2019 Slide 4
The new framework is based on a
solid evidence base relating to
educational effectiveness and valid
inspection practice.
We continue to be clear about our
expectations and fight misconceptions.
We have removed any measures that
do not genuinely assess quality of
education and training. We will
prioritise weaker provision and
observe more outstanding practice.
The new framework will be one of the main
ways in which we implement Ofsted’s strategy
5. The case for change
▪ Currently, the accountability system can divert providers from
the real substance of education.
▪ What students learn is too often coming second to the
achievement of good provider performance data.
▪ This data focus leads to unnecessary workload for staff.
▪ Teaching to the test and narrowing
have the greatest negative effect on the
most disadvantaged and the
least-able students.
Consultation on the education inspection framework 2019 Slide 5
6. Let’s talk
quality of
education
Okay
The proposed framework:
▪puts the curriculum at the heart of the new framework,
bringing the focus of inspection back to the substance of
education
▪does not include separate judgements on ‘teaching, learning
and assessment’ and ‘outcomes’.
Instead, these are considered as
part of a broader view on
the quality of education
students receive.
Consultation on the education inspection framework 2019 Slide 6
7. How will the proposed framework help?
It reduces the focus on data and places more focus on
the substance of education. We hope this will help reduce
unnecessary workload for teachers, trainers and assessors.
Consultation on the education inspection framework 2019 Slide 7
Help!
8. The proposed judgement areas
Consultation on the education inspection framework 2019 Slide 8
9. Consultation on the education inspection framework 2019 Slide 9
Quality of education Personal development
Leadership and
management
Behaviour and attitudes
Overall effectiveness
EIF 2019 – proposed inspection judgements
10. Consultation on the Education inspection framework 2019 10
‘…an evolution,
not a revolution’
Amanda Spielman on the 2019
inspection framework (Wellington
Festival of Education, 2018)
11. Consultation on the education inspection framework 2019 Slide 11
Quality of education
Personal development
Leadership and
management
Behaviour and attitudes
Teaching, learning and
assessment
Personal development,
behaviour and welfare
Leadership and
management
Outcomes
Overall effectiveness Overall effectiveness
Judgement areas: evolution, not revolution
12. What is staying the same?
▪ Inspectors will continue to make an overall effectiveness
judgement.
▪ Four-point grading scale (outstanding; good; requires
improvement; inadequate).
▪ Inspection of good providers (currently called ‘shorts’) will
continue to start from the assumption that the provider
remains good.
▪ The exemption from regular inspection for good and
outstanding providers where applicable will continue.
Consultation on the education inspection framework 2019 Slide 12
13. A continued sharp focus on safeguarding
Our inspection of safeguarding will continue to be built around three core
areas.
▪ Identify: how do leaders and other staff identify learners who may
need early help or who are at risk of abuse?
▪ Help: what timely action do staff take to ensure that learners get the
right support when they need it, including preventative work, and
how well do they work with other agencies?
▪ Manage: how do responsible bodies and staff manage their
statutory responsibilities and, in particular, how do they manage safe
recruitment and respond to allegations about staff and other adults?
Inspectors will continue to judge whether safeguarding is effective or
ineffective.
Consultation on the education inspection framework 2019 Slide 13
14. The quality of education
Consultation on the education inspection framework 2019 Slide 14
15. The importance of the curriculum
‘... programmes must do more than give young people a
qualification and develop personal and social skills: valuable
as these are.
They ought to have a clear line of
sight to jobs or meaningful further study. As we
have seen in other elements of our curriculum
research, there is a risk of putting overall
achievement rates ahead of both student and
educational needs and their employment
prospects.’
Consultation on the education inspection framework 2019 Slide 15
Association of Colleges’ Annual Conference, Nov 2017
16. ▪‘The curriculum is a framework for setting out
the aims of a programme of education, or
training, including the knowledge, skills and
understanding to be gained at each stage
(intent)
▪for translating that framework over time into a
structure and narrative, within an
institutional context (implementation), and
▪for evaluating what knowledge and skills
learners have gained against expectations
(impact/achievement)’.
Consultation on the education inspection framework 2019 Slide 16
Qualityofeducation
The curriculum is at the heart of the proposed
new framework: Ofsted’s working definition…
17. Has the content of the curriculum been
learned long term?
‘Learning is defined as an alteration in long-term memory.
If nothing has altered in long-term memory nothing has
been learned.’
Sweller, J., Ayres, P., and Kalyuga, S. (2011). Cognitive load theory (Vol. 1). Springer Science &
Business Media.
Mathematics
Hospitality and
catering
Business
administration
Digital marketing Spanish
Consultation on the education inspection framework 2019 Slide 17
18. Knowledge does not sit as isolated ‘information’
in learners’ minds.
18
Slide 18Consultation on the education inspection framework 2019
21. 21
A skill is the capacity to perform,
drawing on what is known
Knowledge and skills are intimately connected
22. A new ‘quality of education’ judgement
Consultation on the education inspection framework 2019 Slide 22
Quality of education
Intent
▪ Curriculum design, coverage and
appropriateness
Implementation
▪ Curriculum delivery
▪ Teaching (pedagogy)
▪ Assessment (formative and summative)
Impact
▪ Attainment (qualifications and
assessments)
▪ Progress
▪ Knowledge and skill development
▪ Destinations
23. Common questions
Consultation on the education inspection framework 2019 Slide 23
Will I be expected to have
everything in place by
September 2019?
No. There will be a
transitional period. We will
review the position after a
year.
Is there an ‘Ofsted
curriculum’?
No. We support
curriculum flexibility.
Education providers taking
radically different
approaches to the
curriculum will be judged
fairly.
Should I get advice from a
consultant about the new
inspection framework?
No! There is nothing
mysterious here. The
quality of education is
about education providers
thinking about the
curriculum carefully for
themselves.
24. Consultation question
Question 1:
To what extent do you agree or disagree with the
proposal to introduce a ‘quality of
education’ judgement?
Consultation on the education inspection framework 2019 Slide 24
25. ‘Behaviour and attitudes’ and
‘personal development’
Consultation on the education inspection framework 2019 Slide 25
26. ‘Behaviour and attitudes’ and ‘personal
development’
Consultation on the education inspection framework 2019 Slide 26
Personal development
Behaviour and attitudes
Personal development,
behaviour and welfare
27. Judging behaviour and attitudes
Consultation on the education inspection framework 2019 Slide 27
Behaviour and attitudes
▪ Attitudes to learning
▪ Behaviour
▪ Employability
▪ Attendance and punctuality
▪ Respect
28. Judging personal development
Consultation on the education inspection framework 2019 Slide 28
Personal development
▪ Enrichment
▪ Fundamental British values
▪ Careers guidance
▪ Healthy living
▪ Citizenship
▪ Equality and diversity
▪ Preparation for next stage
29. Consultation question
Question 2:
To what extent do you agree or disagree with the
proposed separation of inspection
judgements about learners’ personal
development and learners’ behaviour
and attitudes?
Consultation on the education inspection framework 2019 Slide 29
31. Judgements: leadership and management
Consultation on the education inspection framework 2019 Slide 31
Leadership
and
management
▪ Vision and ethos
▪ Staff development
▪ Staff workload and wellbeing
▪ Student experience
▪ Governance/oversight
▪ Safeguarding
32. Proposal to reduce the provision types
graded
Consultation on the education inspection framework 2019 Slide 32
33. Proposal: provision types
Proposed types of
provision
Current types of provision
Education programmes
for young people
16−19 study programmes, including:
◼ academic, technical and vocational study
programmes
◼ study programmes for those with education,
health and care plans, aged 16 to 24 (and those
with high needs)
◼ 16−19 traineeships
◼ full-time provision for 14−16 year olds.
Apprenticeships Apprenticeships at levels 2 to 5, whether
frameworks and standards, levy or non-levy funded.
Adult learning
programmes
Adult learning programmes.
19−24 traineeships.
Consultation on the education inspection framework 2019 Slide 33
34. Consultation question
Question 3
To what extent do you agree or disagree that
the proposal to reduce the types of
provision we grade and specifically report
on, will make our inspection reports more
coherent and inclusive?
Consultation on the education inspection framework 2019 Slide 34
35. Proposed changes to short
inspections
Consultation on the education inspection framework 2019 Slide 35
36. Proposal: changes to short inspections
▪ We intend to continue with short inspections for most good
providers.
▪ We propose introducing an approach that focuses on:
▪ the quality of education and training
▪ safeguarding
▪ effective management
▪ the capacity of leaders, managers and governors to drive
continued improvement and manage change well.
▪ This should be the same for all providers.
Consultation on the education inspection framework 2019 Slide 36
37. Proposal: changes to short inspections
▪We are proposing to increase the time the lead
inspector, or, in the case of larger providers, the lead
inspector and other members of the inspection team,
spends on site.
▪We propose that the lead inspector, or, in larger providers,
two or more inspectors, arrive at the provider on the
day following notification and complete the
planning for the inspection on site with the provider.
Consultation on the education inspection framework 2019 Slide 37
38. Consultation question
Question 4
To what extent do you
agree or disagree with the
proposed model
for short inspections?
Consultation on the education inspection framework 2019 Slide 38
39. Proposal to change the re-
inspection window for providers
judged requires improvement
Consultation on the education inspection framework 2019 Slide 39
40. Proposal: changes for providers judged to
require improvement
We are proposing to extend the timescale of the re-inspection
window for providers judged to require improvement
from
‘within 12 to 24 months’
to
‘within 12 to 30 months’
Consultation on the education inspection framework 2019 Slide 40
41. Consultation question
Question 5
To what extent do you agree or disagree that
the timescale within which providers are
judged to require improvement receive their
next full inspection should be extended from
’12 to 24 months’ to ‘12 to 30’ months?
Consultation on the education inspection framework 2019 Slide 41
42. Inspection of colleges at campus
level
Consultation on the education inspection framework 2019 Slide 42
43. Inspection of colleges at campus level
▪ We are committed to making inspection reports as useful and
informative as possible.
▪ We will, whenever we can, make specific reference to the
quality of education at individual campuses when inspecting
providers with multiple sites.
▪ We are unable to introduce campus-level grades at this time as
disaggregated data, which will make it possible to determine
what provision is delivered by which campus, will not be
available from September 2019.
▪ We will keep campus-level inspection under review.
Consultation on the education inspection framework 2019 Slide 43
44. Responding to the consultation
Consultation on the education inspection framework 2019 Slide 44
45. We want your views: how to respond to
the consultation
▪The consultation is now open and runs until 5 April 2019.
▪You can respond to the full consultation by:
- completing the online questionnaire
- by completing the form and returning it by email or post –
all details are in the consultation document.
▪www.gov.uk/government/consultations/education-inspection-
framework-2019-inspecting-the-substance-of-education
Consultation on the education inspection framework 2019 Slide 45
46. Consultation materials for providers
Material published alongside the consultation:
▪ the draft education inspection framework 2019
▪ the draft further education and skills handbook
▪ a commentary setting out the research that has informed the
development of the criteria in the framework
▪ the draft equalities, diversity and inclusion statement.
Consultation on the education inspection framework 2019 Slide 46
47. Further detail is available
▪Curriculum roadshow – slides and videos live on website
now: www.slideshare.net/Ofstednews/curriculum-workshop-
126193516
▪Videos about key topics (e.g. knowledge, skills, curriculum,
data) – live now:
www.youtube.com/watch?v=xZhhPLsO8mY&list=PLLq-
zBnUkspPXjODb3PJ4gCqNc2LvfhSh
▪Research commentary – setting out the evidence upon
which the judgement criteria are based:
www.gov.uk/government/publications/education-inspection-
framework-overview-of-research
Consultation on the education inspection framework 2019 Slide 47
49. Ofsted on the web and on social media
www.gov.uk/ofsted
https://reports.ofsted.gov.uk
www.linkedin.com/company/ofsted
www.youtube.com/ofstednews
www.slideshare.net/ofstednews
www.twitter.com/ofstednews
Consultation on the education inspection framework 2019 Slide 49