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Ofsted and the inspection of further education and skills Sheila Willis Senior HMI Further Education and Skills East Midlands Region The Derbyshire Network.

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Presentation on theme: "Ofsted and the inspection of further education and skills Sheila Willis Senior HMI Further Education and Skills East Midlands Region The Derbyshire Network."— Presentation transcript:

1 Ofsted and the inspection of further education and skills Sheila Willis Senior HMI Further Education and Skills East Midlands Region The Derbyshire Network 27 June 2014

2 Session outline  Ofsted - focus for the next 12 months  East Midlands performance

3 Ofsted’s reach 6 Raising standards, improving lives

4 Regional working  The regional focus gives us a good understanding of the quality of provision in each local area.  This allows us to focus our inspection and improvement activity in the places which need it most.  Working regionally also gives us closer links to local stakeholders, so we can get an understanding of current local issues and work with others to find solutions.

5 Key messages from the 2012/13 Annual Report  The proportion of young people under 19 starting an apprenticeship is lower than last year.  Too much provision is not responsive to local employment needs.  Training providers need to ensure that vocational provision is better matched to the needs of local businesses and communities.  Providers must improve the quality of apprenticeships. Too many providers do not work closely enough with employers and, consequently, apprentices fail to get the right training.  Far too many young people from poorer backgrounds fail to achieve in their post-16 destination and drop out of education, employment or training.

6 2013 Annual Report – FE and skills section | 6  Many young people want an apprenticeship, but are not sufficiently employable.  For young people under 19, there were seven applicants for every apprenticeship vacancy in 2012/13, but people over the age of 25 are much more likely to be given an apprenticeship place.  Schools and FE and skills providers must do more to ensure that young people are employable and well prepared for an apprenticeship.  Providers must improve the quality of apprenticeships. In 2012/13, we judged 9% of apprenticeship provision to be inadequate – this is far too high. Apprenticeships are still failing to meet their full potential

7 Good practice in the delivery of apprenticeships  Initial assessment of learning needs and job roles to ensure that an individual learning plan agreed between provider, learner and employer is in place from the beginning.  A three way relationship between provider, learner and employer updated through reviews of progress, often on a monthly basis.  Vocationally experienced and up-to-date staff who are respected for their knowledge by learners and employers.  Programmes are delivered in such a way that learners benefit from interacting with other apprentices and assessment uses a wide variety of evidence.  The use of information technology to enhance the learning and assessment experience of apprentices (through electronic portfolios, resources and methods of recording performance such as digital video and voice recording).

8 Inspection focus on the development of English and mathematics Four key messages  Approximately 279,000 young people complete KS4 without achieving a grade C or above in English and maths.  In 2012/13, only 17,600 and 21,000 achieved a grade C or above in English and maths (respectively) through the FE and skills sector.  FE and skills providers do not have the capacity for improving learners’ skills in English and maths and this is not improving quickly enough.  Ofsted is giving a priority to the inspection and reporting of this provision.

9 Alison Wolf’s recommendations  Programmes for students under 19 without GCSE A*-C in English and/or maths should include a course which either leads directly to these qualifications, or which provide significant progress towards future GCSE entry and success.  DfE and BIS should consider how best to introduce a comparable requirement into apprenticeship frameworks. Government policy:  Apprentices who have not yet achieved GCSE A*-C in English and maths should have the opportunity to do so. This is likely to be compulsory from 2016.  16-19 study programmes will include English and maths for learners without a grade C. This will be a condition of funding from September 2014. There must be evidence of significant progress.

10 East Midland Performance

11 Quality of FE & Skills

12 Derbyshire and Derby performance Grade 1Grade 2Grade 3Grade 4 31170 LAOverall success rates (%) Timely Success rates (%) Derbyshire7962 Derby7657 East Midlands7155 England7460

13 Change in previously grade 3 providers

14 Looking forward key/regional priorities Targeted support and challenge :  Provision in Nottingham and Derby  Independent Learning Provider sector to improve apprenticeship performance regionally  Employer-led apprenticeships  NEETs

15 Future Changes  Inspection of good and outstanding providers  A review of the common inspection framework  Better engagement with learners using the learner voice on inspection  Funding for apprenticeship training

16 Thank you www.ofsted.gov.uk


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