Inspections and Ofsted: Enhancing Educational Evaluation
Delve into the new Inspection Framework proposed by Ofsted, shifting focus to the substance and integrity of education. Understand the implications for institutions as they prepare for upcoming inspections. Explore the key themes and reasons driving the framework revision, emphasizing impact, challenge, and continual improvement in educational practices.
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Inspections and Ofsted Ken O Connell Tel: 07976965565 Email: ken.oconnell@cwc.ac.uk
Session aims: - Increase familiarity with proposals for the new Inspection Framework - Understanding the changing emphasis from CIF to EIF - Consider how you might prepare for an impending Inspection if inspected from next academic year (2019/20 ) N.B. Anything in red is important/a tip
What Ofsted says: There are 2 linked themes that run all the way through the DRAFTEIF (Education Inspection Framework): https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/fil e/770937/Further_education_and_skills_draft_handbook_140119.pdf - the substance of education - integrity Ofsted, are proposing an evolutionary shift that rebalances inspection to look rather more closely at the substance of education: what is taught and how it is taught, with test and exam outcomes looked at in that context, not in isolation Amanda Spielman (Ofsted Chief Inspector)
Why change/revise the framework? Slides 5, 6, 14 were from a previous presentation from an Ofsted contact
JEDI TIP: Use, and get others to use JEDI: Judgement Evidence Dent (i.e. impact) 0n the Individual and CHALLENGE! CHALLENGE! CHALLENGE everything!
Frequency of inspection: Mainly the same: Grade 1: Inspection is not routine, but if performance (in the new system*?) declines Grade 2: 5 years(?) .but if performance as measured by EIF, declines, possibly Full(?). Also part of Ofsted surveys/monitoring visit. Grade 3: Full re-inspection within 12/24(?) - 30 months, with monitoring visit beforehand Grade 4: Re-inspection monitoring visits (MV), i.e. a graded inspection. MV: - is graded : Insufficient/reasonable/significant progress, - explores 1+ themes, to assess progress against these themes in order to encourage improvement and assess risk - can lead to full (early?) inspection ; Full (re)inspection within 15 months
Frequency of inspection: New Providers: i.e. directly funded for Apprenticeships: - monitoring visit within 24 months; - inspection within next 24 months Merged Providers: Normally full inspection within 3 years of merger
Graded Good@? Next slide was copied from the EIF Handbook
Before the inspection Selection for inspection Risk Assessment in 2 stages: Stage 1 analysis of published data Stage 2 in-depth (about March?) , desk-based review, including: - previous Ofsted records - Your SAR (TIP: Make your 18-19 SAR match the new EIF???) - Your Performance data - Your Destination data (Make sure you have something YOU have measured in place. Ofsted won t have its own data on all your sts) - Info: concerns raised, by a funding body/gov regs, employers, parents, carers and/or learners - Your learners/parents/carers/employer views (online) - Your local intelligence , e.g. changes to leaders/structures - Info re: significant changes to TOP/No. of learners - Your size/complexity e.g. no. and range of TOP, geographical spread - Any relevant information received at any time in the year
Inspection duration: Days allocated to inspection and inspection team members: No change Full: normally lasts between 2-5 days on site Short: 2-3 days on site; Monitoring visits: 1-2 days, depending on the scope of visit/size of provider; No. of inspectors will vary given size/complexity of provider NB No Campus Inspections (?) YET See next slide If not, there will be implications for Colleges seen as one institution TIP: Make sure all are compliant! Consistency! Consistency!
How are we judged? In line with the EIF, inspectors will make judgements on the following areas: overall effectiveness (OE), OE informed by 4 key judgements (KJs): quality of education (QOE) behaviour and attitudes (BAA) personal development (PD) leadership and management (LAM) How are the revised KJs made up? Next slide What do the revised KJs cover? Slide following
Type of provision Description of provision ESFA-funded, classroom-based 16-18: - Study Programmes; - Traineeships; - HN -16-18; 14-16 provision Includes: - Adult budget funded - Advanced learning loan; - JCP-referrals; - Community Apprenticeships: - Levels 2-5; - ESFA/Levy-funded Education programmes for young people Adult learning programmes Apprenticeships
IN SUMMARY a. Focus on curriculum: - Quality of education replaces TLA - Curriculum intent, implementation and impact - Outcomes subsumed into impact b. Separate judgements on: - Personal Development; - Behaviour and attitudes c. Fewer provision types (Check this): -Education for young people; Apprenticeships; Adult LPs d. Curriculum implantation and Careers added to short e. RI max re-inspection moved from 24 30 months (Check this)
What are the User Views and how significant are they? Views of learners, parents/carers, employers, staff and are important - As before: Ofsted s online questionnaires, Learners; Parents/Carers/Employers - Added: Employees - Internal surveys do not replace those conducted by Ofsted - Views will be sought through meetings during inspection of learners selected by inspectors/through open-invitation meetings TIP: Start training students (sts) and staff now
Evidence gathering and recording: No real change except for these in red - Focus of meetings: Evaluating impact on learners personal development, learning, progress, outcomes by the provider s staff Discussions with learners (Increased?) scrutiny of their work (TIP: Start working on this now) - - - KJ: the quality of education: based on, the impact that education has on learners outcomes & personal development Evidence: direct observation; evaluation & use of learning materials; use of technology to deliver content/assess learning; (TIP: as above make sure your Observation system focuses on this too) what learners know/understand/ can do/make as a result of their learning.(TIP: Test through Obs of TLA/Focus groups)
Observations: - Few long observations with feedback (?); - Most short (5-15 mins), focused visits to lessons/workshops, which may have a specific focus, e.g. attendance, learner support, ILPs. No feedback - No grading of the teaching or training observed by inspectors TIP: Start a system now which focuses on your weaknesses (attendance/punctuality/ lesson plans, etc.) and report back on it
Observations: Joint observations: no change Purpose of Observation For gathering evidence: - about implementation & how sessions contribute to QOE - about how well staff implement curriculum, i.e. by looking at teaching evidence collected through discussions and work scrutiny, contributing to KJs, including behaviour and attitudes. N.B. Work scrutiny: as now: Connecting work scrutiny to lesson observation/discussions with students/employers. N.B However, staff may (will?) be invited to participate in joint scrutiny of work (Tip: Prepare for this: Volunteers/Train staff and/or have your own tested systems for scrutinising work and show Inspectors the results)
DATA No change: Analysis of performance of the provider will use most recent validated data at: - overall provider level; - or individual subjects - or TOP. Although data alone will not lead directly to judgements, the primary data that measures success for each type of provision will provide important evidence for judging the impact of the quality of education. Tip: Know your 3-year trends (teachers and managers) N.B. Even better if students can quote to say whey they joined a course because they knew about the success rate
Learner Progress (LP): No real change LP will be evaluated in relation to learners starting points, based on their: - rate of learning; Are they are where they should be? acquisition of knowledge; Ditto skills and behaviours: Ditto whether they have achieved their individual, challenging targets (i.e. at this time in the year Think about how you do this consistently) - - -
SAR Tip: If you haven t got a SAR*, prepare for one NOW, using the Draft EIF SARs: Used to assess risk, monitor standards and plan for inspection(Tip: Update this info frequently on Ofsted site, e.g. Dec (upload); Updates: Feb, May and July (July version sets up your subsequent SAR) Tip: If not available/in advance, the provider should share the latest report/plan(s) i.e. Tip: Write Position Papers/Statements and get these to the Lead preferably on the day of the notification inspection, so the Lead can send them to their team, or, at the very latest, at the start of Day 1. Make an impression with the Ofsted Team! *N.B. Where a report is not available at the risk assessment and planning stage, inspectors will use readily available data, using these to compare their findings. Ofsted
Types of Provision (TOP): Education programmes for young people Same as for schools re 16-19 and 14-16 (including EHC Plans and SEND/HN Learners): Inspectors will assess: How well leaders/teachers promote high expectations and progression (TIP: Have a clear system in place to provide this) How leaders/teachers develop/adopt a purposeful curriculum for progression including EMS, WEX, other activities (TIP: EMS, how do you show development in/out of class? Good WEX?...think about other WEX-related activities: visits, outside speakers, volunteering?) Quality of careers guidance (CG) for progress to other education/employment/training/ independent living (TIP: Sts need to know what CG is, how and if/when they have accessed this. Make sure there is evidence) observations of teaching/assessment & discussions: consider how well learners develop personal, social and independent learning skills; good punctuality, attendance, attitudes (TIP: Policies fully in place, evidenced by practice?)
TOP: Adult learning programmes Inspectors will judge: Curriculum relevant to their interests and the needs of local employment* How LAM focuses public funding on: disadvantaged/least likely to participate in education and training/work with other partners to widen participation/support* progression to further learning and/or employment relevant to their personal circumstances. * TIPs: a. Make sure you have evidence to support * b. Record progress/achievements to inform teaching/support
TOP Apprenticeships No change initial assessment; reviews. up-to-date technical training behaviours
What you should do to prepare: Start thinking about: 1. and concentrate on your deficiencies (and even Grade 1 College have these) identified: - at your last inspection; - in your SAR 2. Current emerging common strengths 3. Current emerging A4I 4. what teachers need to start preparing (SOW; Lesson Plans; Assessed work; Profiles, etc.; Observations) 5. Anything else you can think of including everything in red in this presentation Plan for every eventuality
CONSULTATION? Give your views Consultation closes: - at 11.45pm - on 5th April Go to: https://www.gov.uk/government/consultations/education-inspection-framework-2019-inspecting-the- substance-of-education
Recap of Session - Increase familiarity with proposals for the new Inspection Framework - Understanding the changing emphasis from CIF to EIF - Consider how you might prepare for an impending Inspection if inspected from next academic year (2019/20 ) Round table discussion on Inspections Feedback
Teachers Know your data Know your students (tracking, profiles, targets, progression Students know where they are; what they are heading for both outcomes and destinations (Careers) Observation Prep docs etc. Assessments/marked work
Presentation If you use this presentation, make sure you refer to the latest version of the CIF Handbooks N.B. Latest version supporting this presentation is January 2019
