helen groves. chief inspector’s reports main elements of the new cif (sept 2012) implications...
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How do Ofsted reach a judgement on ‘outstanding’
in FE colleges?Helen Groves
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emskills.org.uk
Chief Inspector’s Reports
Main Elements of the New CIF (Sept 2012)
Implications for Providers
The picture
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emskills.org.uk
Increasing number of colleges judged ‘inadequate’
34 41 71% of providers now good or outstanding + 7% 25% learners in provision less than good Slow progress of grade 3 providers – especially colleges No college judged overall ‘outstanding’ for TLA 2012/13 – 13 – incl 2 GFE
Chief Inspector’s Report – 2011/12 & 2012/13
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emskills.org.uk
Literacy & numeracy standards cause for concern
- 2012/13 quality of current English & mathematics provision remains weak
- FE now has clear mandate to improve these
- Far too many young people from poorerbackgrounds fail to achieve in their post-16 destination & drop out
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Attention to learners’ starting points
Clarity in target setting
Regularity of reviews & monitoring of progress
Identification & response to literacy needs
Progression to higher levels of study
Ofsted Concerns - Curriculum
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Where are you?
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Internal OTLA Reports – too descriptive, insufficient account of learner progress, often graded too high 2012/13- linking QA & PM to improve TLA
“Volatile” standards – up/downs in success rates, inspection grades, instability, mergers, changes in senior managers, financial pressures etc.
Self Assessment- “too shallow’ fails to acknowledge significance of areas for improvement
2012/13 – not evaluative & low expectations
Ofsted Concerns – Leadership and Management
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Where are you?
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Overall Effectiveness
Outcomes for Learners
Quality of teaching, learning &
assessment
Effectiveness of leadership
& management
STRUCTURE OF GRADES – SEPTEMBER 2012
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Implications for Providers - inspection
TLA is central to inspection process & becomes main focus of activity
TLA constitutes main evaluation of performance for departments / subject areas
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
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Senior managers to ensure literacy & numeracy & FS needs of all learners are met as part of main programme
Importance attached to standard of TLA in English , maths & FS
Levels of staff numeracy / literacy allows them to support learners adequately
CPD systematically maintains high levels of specialist staff expertise
Poor teaching to be addressed through robust performance management
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IMPLICATIONS FOR YOU
Consider the last 2 slides and identify the main priority
for your department / area
Your organisation
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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
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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
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What evidence is required to demonstrate how well you have this aspect of the framework covered?
To what extent could this be marshalled with 2 days notice?
Are you ‘inspection ready?’
Implications for providers
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Common improvement points
Tailoring lessons to meeting individual needs of learners - especially stretch & challenge of more able learners
Development of numeracy, literacy & functional skills integral to lessons
Target setting & monitoring of learner progress based on accurate initial assessment of starting points
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emskills.org.uk
Setting high aspirations & standards for all learners
Quality of self assessment – especially in TLA
prompt identification of teacher under performance and swift intervention via performance management processes
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What makes OUTSTANDING TLA? Ofsted Handbook:
“mostly outstanding and never less than consistently good”
Judgement is not just about lesson obs grades i.e. not the sum of a series of still photos
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TASK
How feasible is it to achieve TLA across your organisation that is“mostly outstanding and never less than consistently good” ?
What is required to establish outstanding TLA - consider handbook grade descriptors
- in your department / SSA/ subject ?- across the organisation?
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SELF ASSESSMENT
How will you know when your area is outstanding? Can you articulate
this? Is it shared &
understood by your team?