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8How do Ofsted reach a judgement on ‘outstanding’ in FE colleges? Helen Groves
9The picture Chief Inspector’s Reports Main Elements of the New CIF (Sept 2012)Implications for Providersemskills.org.uk
10Chief Inspector’s Report – 2011/12 & 2012/13 Increasing number of colleges judged ‘inadequate’71% of providers now good or outstanding + 7%25% learners in provision less than goodSlow progress of grade 3 providers– especially collegesNo college judged overall ‘outstanding’ for TLA2012/13 – 13 – incl 2 GFEemskills.org.uk
11Literacy & 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 destination & drop outemskills.org.uk
12Ofsted Concerns - Curriculum Attention to learners’ starting points Clarity in target setting Regularity of reviews & monitoring ofprogressIdentification & response to literacy needs Progression to higher levels of study
14Ofsted Concerns – Leadership and Management Internal OTLA Reports – too descriptive, insufficientaccount of learner progress, often graded too high2012/13- linking QA & PM to improve TLA“Volatile” standards – up/downs in success rates,inspection grades, instability, mergers, changes insenior managers, financial pressures etc.Self Assessment- “too shallow’ fails to acknowledge significance of areas for improvement2012/13 – not evaluative & low expectations
16STRUCTURE OF GRADES – SEPTEMBER 2012 Overall EffectivenessOutcomes for LearnersQuality of teaching, learning & assessmentEffectiveness of leadership & management
17Implications for Providers - inspection TLA is central to inspection process & becomes main focus of activityTLA constitutes main evaluation of performance for departments / subject areasTLA & Data are 2 sides of same coin– data historical picture – TLA here and nowHoDs & subject leaders are accountable for SR & standards of TLA
18Senior managers to ensure literacy & numeracy & FS needs of all learners are met as part of main programmeImportance attached to standard of TLA in English , maths & FSLevels of staff numeracy / literacy allows them to support learners adequatelyCPD systematically maintains high levels of specialist staff expertisePoor teaching to be addressed through robust performance management
19IMPLICATIONS FOR YOUConsider the last 2 slides and identify the main priorityfor your department / areaYour organisation
20T & L develop English, mathematics & functional skills, & support the achievement of learning goals & career aims - CIF extractTo 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 aimslearners’ progress in literacy, numeracy, language & functional skills is monitored & reviewed, & their work is marked carefullylearners appreciate the importance of improving their English, mathematics & functional skills as appropriate, in the context of their learning goals and life ambitions..
21Further 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 learnerswhether staff have the qualifications, experience and skills needed to teach English mathematics and functional skills
22Implications for providers 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?’
23Common improvement points Tailoring lessons to meeting individual needs of learners - especially stretch & challenge of more able learnersDevelopment of numeracy, literacy & functional skills integral to lessonsTarget setting & monitoring of learner progress based on accurate initial assessment of starting points
24Setting high aspirations & standards for all learners Quality of self assessment – especially in TLAprompt identification of teacher under performance and swift intervention via performance management processesemskills.org.uk
25What makes OUTSTANDING TLA? Ofsted Handbook:“mostly outstanding and never less than consistently good”Judgement is not just about lesson obs gradesi.e. not the sum of a series of still photos
26TASKHow 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?
27SELF ASSESSMENT How will you know when your area is outstanding? Can you articulate this?Is it shared & understood by your team?