1. Inspections and Ofsted
Ken O’Connell
Tel:

2. Session aims:
Increase familiarity with proposals for the new Inspection Framework
Understanding the changing emphasis from CIF to EIF
- Consider how you might prepare for an
‘impending’ Inspection if inspected from
next academic year (2019/20 )
N.B. Anything in red is important/a tip

3. What Ofsted says:
There are 2 linked themes that run all the way through the DRAFT EIF
(Education Inspection Framework):
the substance of education
integrity
Ofsted, ‘… are proposing an evolutionary shift that rebalances inspection to look rather more closely at the substance of education: what is taught and how it is taught, with test and exam outcomes looked at in that context, not in isolation’
Amanda Spielman (Ofsted Chief Inspector)

4. Why change/revise the framework?
Slides 5, 6, 14 were from a previous presentation from an Ofsted contact

7. JEDI TIP: Use, and get others to use JEDI:
Judgement
Evidence
‘Dent’ (i.e. impact)
0n the Individual
and…
CHALLENGE! CHALLENGE! CHALLENGE everything!

8. Frequency of inspection: Mainly the same:
Grade 1: Inspection is not routine, but if ‘performance’ (in the new system*?) declines …
Grade 2: 5 years(?)….but if ‘performance’ as measured by EIF, declines, possibly Full(?).
Also part of Ofsted surveys/monitoring visit.
Grade 3: Full re-inspection within 12/24(?) - 30 months, with monitoring visit beforehand
Grade 4: Re-inspection monitoring visits (MV), i.e. a graded inspection. MV:
- is ‘graded’: Insufficient/reasonable/significant progress,
explores 1+ themes, ‘…to assess progress against these themes in order to encourage improvement and assess risk’
can lead to full (early?) inspection’;
Full (re)inspection within 15 months

9. Frequency of inspection:
New Providers: i.e. directly funded for Apprenticeships:
- monitoring visit within 24 months;
- inspection within next 24 months
Merged Providers:
Normally full inspection within 3 years of merger

10. Graded
Next slide was copied from the EIF Handbook

12. Selection for inspection Risk Assessment in 2 stages:
Before the inspection
Selection for inspection
Risk Assessment in 2 stages:
Stage 1 analysis of published data
Stage 2 in-depth (about March?) , desk-based review, including:
previous Ofsted records
Your SAR (TIP: Make your SAR match the new EIF???)
Your Performance data
Your Destination data (Make sure you have something YOU have measured in place. Ofsted won’t have its own data on all your sts)
Info: concerns raised, by a funding body/gov regs, employers, parents, carers and/or learners
Your learners/parents/carers/employer views (online)
Your ‘local intelligence’, e.g. changes to leaders/structures
Info re: significant changes to TOP/No. of learners
Your size/complexity e.g. no. and range of TOP, geographical spread
Any relevant information received at any time in the year

13. Days allocated to inspection and inspection team members: No change
Inspection duration:
Days allocated to inspection and inspection team members: No change
Full: normally lasts between 2-5 days on site
Short: 2-3 days on site;
Monitoring visits: 1-2 days, depending on the scope of visit/size of provider;
No. of inspectors will vary given size/complexity of provider
NB No Campus Inspections (?)…YET See next slide…
If not, there will be implications for Colleges seen as one institution
TIP: Make sure all are compliant! Consistency! Consistency!

15. How are we judged?
In line with the EIF, inspectors will make judgements on the following areas:
overall effectiveness (OE),
OE informed by 4 key judgements (KJs):
quality of education (QOE)
behaviour and attitudes (BAA)
personal development (PD)
leadership and management (LAM)
How are the revised KJs made up? Next slide
What do the revised KJs cover? Slide following

18. ESFA-funded, ‘classroom-based’ 16-18: - Study Programmes;
Type of provision
Description of provision
Education programmes for young people
ESFA-funded, ‘classroom-based’
16-18:
- Study Programmes;
- Traineeships;
- HN ;
14-16 provision
Adult learning programmes
Includes:
Adult budget funded
Advanced learning loan;
JCP-referrals;
Community
Apprenticeships
Apprenticeships:
Levels 2-5;
ESFA/Levy-funded

19. IN SUMMARY a. Focus on curriculum:
- ‘Quality of education’ replaces TLA
Curriculum intent, implementation and impact
Outcomes subsumed into impact
b. Separate judgements on:
Personal Development;
Behaviour and attitudes
c. Fewer provision types (Check this):
Education for young people; Apprenticeships; Adult LPs
d. Curriculum implantation and Careers added to short
e. RI – max re-inspection moved from 24 – 30 months (Check this)

20. What are the ‘User’ Views and how significant are they?
Views of learners, parents/carers, employers, staff …and are important
- As before: Ofsted’s online questionnaires, Learners;
Parents/Carers/Employers
Added: Employees
Internal surveys do not replace those conducted by Ofsted
Views will be sought through meetings during inspection of learners selected by inspectors/through open-invitation meetings
TIP: Start training students (sts) and staff now

21. Evidence gathering and recording:
No real change except for these in red
Focus of meetings: Evaluating impact on learners’ personal development, learning, progress, outcomes by ‘the provider’s staff’
Discussions with learners
(Increased?) scrutiny of their work (TIP: Start working on this now)
- KJ: the quality of education: based on, ‘the impact that
education has on learners’ outcomes & personal development’
Evidence:
direct observation;
evaluation & use of learning materials;
use of technology to deliver content/assess learning; (TIP: as above…make sure your Observation system focuses on this too)
what learners know/understand/ can do/make as a result of their learning.(TIP: Test through Obs of TLA/Focus groups)

22. Observations:
- Few ‘long’ observations with feedback (?);
Most short (5-15 mins), focused ‘visits’ to lessons/workshops, which may have a specific focus, e.g. attendance, learner support, ILPs. No feedback
No grading of the teaching or training observed by inspectors
TIP: Start a system now which focuses on your weaknesses (attendance/punctuality/ lesson plans, etc.) and report back on it

23. Observations:
Joint observations: no change
Purpose of Observation
For gathering evidence:
- about ‘implementation’ & how sessions contribute to QOE
- about how well staff implement curriculum, i.e. by ‘looking at teaching …evidence collected through discussions and work scrutiny, contributing to KJs, including behaviour and attitudes.
N.B. Work scrutiny: as now: Connecting work scrutiny to lesson observation/discussions with students/employers. N.B However, staff may (will?) be invited to participate in joint scrutiny of work (Tip: Prepare for this: Volunteers/Train ‘staff’ and/or have your own tested systems for scrutinising work and show Inspectors the results)

24. overall provider level; or individual subjects or TOP.
DATA
No change:
Analysis of performance of the provider will use most recent validated data at:
overall provider level;
or individual subjects
or TOP.
‘Although data alone will not lead directly to judgements, the primary data that measures success for each type of provision will provide important evidence for judging the impact of the quality of education.’
Tip: Know your 3-year trends (teachers and managers)
N.B. Even better if students can quote to say whey they joined a course because they knew about the success rate

25. Learner Progress (LP): No real change
LP will be evaluated in relation to learners’ starting points, ‘based on their:
rate of learning; Are they are where they should be?
acquisition of knowledge; Ditto
skills and behaviours: Ditto
whether they have achieved their ‘individual, challenging targets’ (i.e. at this time in the year…Think about how you do this…consistently)

26. SAR
Tip: If you haven’t got a SAR*, prepare for one NOW, using the Draft EIF
SARs: Used to assess risk, monitor standards and plan for inspection (Tip: Update this info frequently on Ofsted site, e.g. Dec (upload); Updates: Feb, May and July (July version sets up your subsequent SAR)
Tip: If not available/in advance, the provider should share the latest report/plan(s) i.e. Tip: Write Position Papers/Statements and get these to the Lead preferably on the day of the notification inspection, so the Lead can send them to their team, or, at the very latest, at the start of Day 1. Make an impression with the Ofsted Team!
*N.B. ‘Where a report is not available at the risk assessment and planning stage, inspectors will use readily available data, using these to compare their findings.’ Ofsted

27. Types of Provision (TOP):
Education programmes for young people
Same as for schools re and (including EHC Plans and SEND/HN Learners):
Inspectors will assess:
How well leaders/teachers promote high expectations and progression (TIP: Have a clear system in place to provide this)
How leaders/teachers develop/adopt ‘a purposeful curriculum’ for progression…including EMS, WEX, other activities (TIP: EMS, how do you show development in/out of class? Good WEX?...think about other WEX-related activities: visits, outside speakers, volunteering?)
Quality of careers guidance (CG) for progress to other education/employment/training/ independent living (TIP: Sts need to know what CG is, how and if/when they have accessed this. Make sure there is evidence)
observations of teaching/assessment & discussions: consider how well learners develop personal, social and independent learning skills; good punctuality, attendance, attitudes (TIP: Policies fully in place, evidenced by practice?)

28. TOP: Adult learning programmes Inspectors will judge:
Curriculum relevant to their interests and the needs of local employment*
How LAM focuses public funding on:
disadvantaged/least likely to participate in education and training/work with other partners to widen participation/support*
progression to further learning and/or employment ‘relevant to their personal circumstances.’*
TIPs:
a. Make sure you have evidence to support *
b. Record progress/achievements to inform
teaching/support

29. TOP Apprenticeships
No change
initial assessment;
reviews.
up-to-date technical training
behaviours

30. What you should do to prepare:
Start thinking about:
and concentrate on your deficiencies (and even Grade 1 College have these) identified:
at your last inspection;
in your SAR
2. Current emerging common strengths
3. Current emerging A4I
4. what teachers need to start preparing (SOW; Lesson Plans; Assessed work; Profiles, etc.; Observations)
5. Anything else you can think of…including everything in red in this presentation
Plan for every eventuality

31. CONSULTATION? Consultation closes: - at 11.45pm on 5th April
Give your views…
Consultation closes:
- at 11.45pm
on 5th April
Go to:

32. Recap of Session
Increase familiarity with proposals for the new Inspection Framework
Understanding the changing emphasis from CIF to EIF
- Consider how you might prepare for an
‘impending’ Inspection if inspected from
next academic year (2019/20 )
Round table discussion on Inspections
Feedback

33. Teachers Know your data
Know your students (tracking, profiles, targets, progression…’
Students know where they are; what they are heading for both outcomes and destinations (Careers)
Observation Prep…docs etc.
Assessments/marked work

34. Presentation
If you use this presentation, make sure you refer to the latest version of the CIF Handbooks…
N.B. Latest version supporting this
presentation is January 2019