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© Herts for Learning Ltd - 2014 Inspecting Sixth Form 1 st December 2014
© Herts for Learning Ltd - 2014 A separate grade for the sixth form Graded judgement for sixth form provision Numerical grade and write sections in the inspection report that summarise the key findings and explain the effectiveness grading. Separate sixth form evaluation schedule in the School Inspection Handbook, which focuses on the implementation of the 16 – 19 programmes of study.
© Herts for Learning Ltd - 2014 A separate grade for the sixth form Sixth form grade may be higher or lower than the overall effectiveness grade. The grade may not determine, but could influence, the key judgements, including on leadership and management, and in turn the school’s overall effectiveness. Inspectors must take into proportionate account any significant issues in the quality of sixth form provision that may reflect on the quality of leadership and management of the school as a whole
© Herts for Learning Ltd - 2014 Headlines from sixth form provision evaluation schedule Retention Achievement of L2 maths and English Achievement (attainment and progress) Attitudes to learning – punctuality/readiness to learn High quality impartial CEIAG Understanding risks to health and well - being Leadership of the sixth form
© Herts for Learning Ltd - 2014 Headlines from sixth form provision evaluation schedule Teaching over time Narrowing the gap Study programmes which lead to progression Teachers’ subject knowledge and expertise High quality non-qualification activity The contribution students make to the life of the school Preparation for next stage in learning or employment
© Herts for Learning Ltd - 2014 16 – 19 Interim Standards (2013-14 to be agreed Autumn 2014) In the 2012 to 2013 academic year, a school sixth form or college will be seen as underperforming if its results show that: fewer than 40% of students achieve an average point score per entry in vocational qualifications of 194 points fewer than 40% of students achieve an average point score per entry in academic qualifications of 172 points Underperforming if fail on one or both thresholds
© Herts for Learning Ltd - 2014 Achievement Key questions to reflect upon from a school’s perspective: Is the standard of Achievement GCSE-A2 (Progress and Attainment) above, below or the same as KS2-4? Why is this the case? How does attainment at AS compare to A2? Why is this the case?
© Herts for Learning Ltd - 2014 Good teaching in the sixth form No preferred style BUT… Students are: Punctual Well prepared Respond to feedback Make best use of learning time Have behaviour that ensures they learn well – but not passive compliance
© Herts for Learning Ltd - 2014 Good teaching in the sixth form Strong teacher student relationships are not an excuse for insufficiently high expectations Plan effectively (lesson needs to show evidence of personalisation) Marking informs progress and is in-line with school policy Teaching supports the development of skills in English and mathematics Teaching develops the development of personal social and employability skills.
© Herts for Learning Ltd - 2014 My experience inspecting sixth form Inspection scheduled for 22 nd & 23 rd October Team room opened on 3 rd October LI contacted me 1 week ahead of inspection to confirm my areas of responsibility 2013 Panda and L3 VA, 2012 QSR (school provided 2013!) and PIR Viewed school website for information about sixth form curriculum, entry requirements, non qualification activities, ‘enrichment’ etc. LI provided initial EF indicating context, achievement and inspection trails and joining instructions I had also done preparation to decide upon evidence gathering and sixth form trails
© Herts for Learning Ltd - 2014 My experience inspecting sixth form All of team observed sixth form lessons I visited sixth form tutorials and a session from outside speaker Meeting(s) with Head of Sixth Form Met sixth form students – discussion collects evidence re 4 key judgement areas of schedule Explored CEIAG, SMSC and consortium arrangements School data for most recent exams and current students discussed and taken away for analysis (did it show improvement? – both achievement and retention) Achievement of disadvantaged students and DSEN (school didn’t seem to be expecting this post 16)
© Herts for Learning Ltd - 2014 End of Day 1 LI asked about Sixth Form as we discussed emerging picture re 4 key judgements Then discussed what further evidence would be gathered on Day 2, any new trails etc Headteacher was present during meeting LI referred all team to their area of responsibility in handbook – ensure cover all bullet points Analysed data provided by school evening of Day 1 Gathered and evaluated further evidence about quality of non- qualification activities Issue identified regarding attainment in 2014 compared to previous year
© Herts for Learning Ltd - 2014 Day 2 Informed LI of emerging picture in initial meeting at start of Day 2 meeting Further data requested from school and analysed Team meeting lunchtime identified what our judgements were likely to be Summary EF (supported writing of final section of report) Final meeting – HT present. Discussed how sixth form judgement impacted on other gradings, particularly achievement and leadership Considered why not grade above (as with all judgements) Feedback – very brief (basically just what sixth form grade was)
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