Theory & Practice – the new Common Inspection Framework and what it means to governors UCU-LSIS-UNISON FE Staff Governors’ Conference 3 December 2012 Lorna Fitzjohn, Divisional Manager Learning and Skills

Session outline  The main changes  An increased focus on teaching, learning and assessment  How colleges improve – the role of governance  Annual report – key messages

What does the sector look like? This shows the number of learning and skills providers in 2011/12.

Sir Michael Wilshaw… ‘In June, Ofsted launched a revised framework for inspection of the further education and skills sector. This framework raises expectations and gives a very strong focus on the importance of teaching, learning and assessment. I want, however, to do more for our children, young people and adult learners. I believe that all providers must be at least good and this must be viewed as the minimum expected standard.’

Common Inspection Framework 2012 Overall effectiveness Outcomes for learners Quality of teaching, learning and assessment Effectiveness of leadership and management

Common Inspection Framework for Further Education and Skills 2012  The revised framework places greater importance on the role of governors in supporting and holding the provider to account.  Inspectors will expect to see evidence from the provider that the process of performance management is robust, and that salary progression and promotion are strongly related to performance. Inspectors will discuss these arrangements with the Principal or Chief Executive. We believe this approach will support providers in improving the quality of teaching, learning and assessment.

Common Inspection Framework for Further Education and Skills 2012 – effectiveness of leadership and management The main focus in judging the effectiveness of leadership and management is how successfully it has an impact on improving outcomes and teaching, learning and assessment for all learners. When grading leadership and management, inspectors evaluate the extent to which leaders and managers at all levels including, where relevant, governors:  improve teaching and learning through rigorous performance management and appropriate professional development

Common Inspection Framework for Further Education and Skills 2012 – effectiveness of leadership and management Where there is a governing or supervisory body, inspectors will consider their effectiveness, including how well they:  know the provider and understand its strengths and weaknesses through appropriate involvement in self-assessment  support and strengthen the provider’s leadership and contribute to shaping its strategic direction  provide challenge and hold the senior leader and other senior managers to account for improving the quality of learning and the effectiveness of performance management systems  work efficiently, including through having a systematic approach to meeting statutory duties and approving and monitoring priorities that are focused on improving teaching, learning and assessment.

How colleges improve  The importance and impact of outstanding leadership and management cannot be underestimated. All the elements this report identifies are inextricably linked to the actions and behaviour of leaders and managers, and the example they set.  The determination and drive of senior leadership teams in making sure their visions and values became the culture and ethos of their colleges were evident in the colleges that were outstanding or improving quickly.  The governors of good and outstanding colleges were well-informed, received the right information and could challenge managers vigorously on the college’s performance. Problems occurred when governors did not know what questions to ask or when relationships with senior leaders were too close.

How colleges improve – teaching, learning and assessment Colleges should ensure that evaluation of the effectiveness and quality of teaching and learning is clear, accurate and robust and enables swift and sustainable improvements. Teaching, learning and assessment can be improved by:  evaluating and using the views and experiences of learners and employers consistently in planning and delivering teaching, assessment and the curriculum  being thorough and systematic in sharing and learning from good practice

How colleges improve – The role of governance  The influential role of governors in understanding their responsibilities and thus establishing a clear learner-centred ethos was strong in the outstanding colleges visited and correspondingly weak in the other colleges.  In the best examples, governors worked well with senior managers to develop a clear vision for the college. The performance and standards of the college’s work were monitored rigorously.

How colleges improve – The role of governance In the weaker colleges, governance was characterised by one or more of the following features:  a superficial or inadequate understanding of the priorities and problems facing the college  ineffective communications between governors and the college’s leaders and managers  insufficient governor training about purpose, roles and responsibilities  too strong a focus on finance or property to the exclusion of key aspects such as monitoring outcomes, the quality of teaching and learning, or curriculum strategy

How colleges improve – recommendations relating to governance Colleges should:  train governors in governance so that they are informed about and competent in their role in shaping their college’s mission and can offer challenge as well as support  involve governors more systematically in monitoring performance, agreeing clear indicators to measure success and ensuring that they are informed of the actions taken to raise standards The Learning and Skills Improvement Service should:  continue to focus training and development on achieving effective governance and outstanding teaching, learning and assessment

Published 27 November 2012 Different format to previous reports Data View: Inspection findings can also be viewed at Data View enables users to compare the performance of providers over time from Ofsted inspections across England by region

Are things getting better or worse? Improvement has been too slow over the past three years

Overall effectiveness of provision, compared over time

Overall effectiveness judgement for learning and skills providers inspected in 2011/12

The state of learning and skills provision in England Too many learners are attending provision that is not good enough

Key messages  Overall, the quality of provision in the learning and skills sector is not improving. For general further education colleges, the overall picture of inspection results has worsened over the past year.  Teaching is still not good enough.  Apprenticeships are not meeting their full potential.  English and mathematics skills are of paramount importance, but the system needs to do much more to ensure that young people secure these by the age of 19.

Key messages  Weak accountability, leadership and governance are common failings in poor provision.  One of the most significant reasons for colleges’ failure to improve was lack of effective leadership. Eight of the 13 colleges judged to be inadequate this year had inadequate governance.  It was clear that scrupulous monitoring of the quality of every aspect of their provision – from their overall performance to that of individual courses and individual learners – was pivotal in providers moving from inadequate or satisfactory to good or better.

Accountability, leadership and governance  One of the most significant reasons for colleges’ failure to improve was lack of effective leadership.  In weaker colleges, senior managers had failed to improve the quality of lessons or ensure that all learners had the basic literacy and numeracy skills needed to complete their main programme of study.  Scrupulous monitoring of the quality of every aspect of their provision – from their overall performance to that of individual courses and individual learners – was pivotal in providers moving to good or outstanding.  The two GFE colleges and eight adult skills providers that improved to outstanding this year had very strong systems of accountability.

HMCI improving quality  ‘A good education for all’ - ‘all providers must be at least good and this must be viewed as the minimum expected standard’  ‘we know all providers wish to ensure good standards of education and training for all’  determination that Ofsted makes the best uses of its knowledge and resources to support providers to achieving a good standard quickly  structural changes within Ofsted to underpin this revised direction; regional  consultative pilots

Potential improvement activity  direct HMI support and challenge to providers  Ofsted led seminars  HMI shadowing of providers (CPD)  support and challenge to the governing body  signposting to Ofsted and other organisations on-line good practice  joint teaching and learning observations involving senior managers and HMI  review of specific underperforming subject areas  arranging a specialist subject area inspection visit by HMI  ……sharply focused on ‘getting to good’

Is the system fit for purpose?

Questions