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Helen Groves.  Chief Inspector’s Reports  Main Elements of the New CIF (Sept 2012)  Implications for Providers

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Presentation on theme: "Helen Groves.  Chief Inspector’s Reports  Main Elements of the New CIF (Sept 2012)  Implications for Providers"— Presentation transcript:

1 Helen Groves

2  Chief Inspector’s Reports  Main Elements of the New CIF (Sept 2012)  Implications for Providers

3  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

4  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 poorer backgrounds fail to achieve in their post-16 destination & drop out

5  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

6  Where are you?

7  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

8  Where are you?

9 Overall Effectiveness STRUCTURE OF GRADES – SEPTEMBER 2012

10  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

11  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

12 Consider the last 2 slides and identify the main priority  for your department / area  Your organisation

13 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. .

14 Further guidance Where 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

15  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?’

16  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

17  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

18  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

19 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? 

20  How will you know when your area is outstanding?  Can you articulate this?  Is it shared & understood by your team?

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