1. Helen Groves

2.  Ofsted’s view of the landsacpe  Main Elements of the Sept 2012 CIF & updates  Implications for Providers emskills.org.uk

3.  Approx 44% young people (279,000) leave school each year without GCSE grade C + in English & maths & too many still fail to catch up through FE  Proportion of these young people who do not achieve L2 by age 19 rose from 82% to 84% between 2012 & 2013.

4. Starts 2011/12 Grade C+ Success rates Starts 2012/13 Grade C+ Success rates England 379091325135.0%487061764236.2% London 6794225433.2%7789270034.7% SE 6015 2057 34.2%7892321840.8% SW 241998040.5%3270126538.7% EM 318887227.4%3923111428.4% E of E 266495335.8%3826137936.0% WM 4233144634.2%5185168032.4% NW 5596230441.2%8168323039.5% NEYH 7000238534.1%8653305635.3%

5. Starts 2011/12 Grade C+ Success rates Starts 2012/13 Grade C+ Success rates England 457631849140.4%513062101341.0% London 7273291740.1%7128311843.7% SE 7217302141.9%8751363241.5% SW 3251138342.5%3976175844.2% EM 3646128635.3%4051134933.3% E of E 3522150742.8%3975161540.6% WM 5017180135.9%5169189836.7% NW 7234308842.7%9068388342.8% NEYH 8603348840.5%9188376040.9%

6.  FE & skills providers don’t have capacity for improving learners’ skills in English & maths - this is not improving quickly enough  Provision in English & maths in FE sector is likely to get worse before it gets better.  Ofsted will improve its inspection & reporting of this provision. emskills.org.uk

7.  Weak teaching & assessment of technical skills - (especially) underpinning concepts  Failure to motivate young people who have previously failed  Managers not taking responsibility for improving quality of English & maths provision  Monitoring quality of teaching & CPD is weak  Integration of English (especially) & maths into vocational training is weak emskills.org.uk

8.  Where are you?

9. 2012/13 “ English & mathematics provision remains a significant concern” ( Sir Michael Wilshaw) - FE now has clear mandate to improve these emskills.org.uk

10. 1. Monitoring learner progress in English - especially apprentices (also maths) 2. Too many learners with GCSE grade D put on L1 functional English 3. Use of IA info to build on learning - especially weak (compared to maths). 4. Monitoring of provision is weak & practice variable within provider. 5. Integration of English into vocational training is weak & less effective than maths. 6. Teaching of reading is particularly weak.

11.  Where are you?

12. 1. Use of initial assessment information is not always used well enough to inform target setting & planning 2. Although it is relatively easy to motivate learners by linking maths to practical vocational contexts - too much maths provision is classroom based 1. Weaker provision focuses too much on teaching technical maths skills without teaching & assessing learners’ understanding

13.  Where are you?

14.  Learners quickly appreciate the value & importance of developing their English & maths skills to help them achieve personal targets.  Managers set challenging targets (Weston College)so all learners with grade D or E achieves grade C in 1 or 2 years & have developed provision well to support this strategy.  Providers make English & maths a high priority by allocating the best teachers & managers to this provision, especially at entry level & L1

15.  Accurate assessment of learner starting point Vital in ensuring- right learner on right course at right level with right support - to maximise success

16.  To inform IAG at each stage of learner journey?  To ensure support is in place from day 1?  To inform planning of TLA?  To set meaningful targets?  To ensure timely framework completion?  To provide appropriate progression opportunities?

17.  Where are you?

18. Overall Effectiveness STRUCTURE OF GRADES – SEPTEMBER 2012

19. Ofsted consider: GCSE success rates post 16 Functional skills success rates post 16 Technical English & maths skills Application of skills in practical contexts Development of employability skills

20.  TLA is central to inspection process & becomes main focus of activity & evaluation for depts  TLA & Data are 2 sides of same coin – data historical picture – TLA here and now  HoDs & subject leaders are accountable for SR & standards of TLA

21.  Consistent organisation wide approach – visibly supported by senior leaders - strategies?  Managers ensure English, maths & FS needs of all learners are met as part of main programme  Importance attached to standard of TLA in English, maths & FS with highly skilled teaching & support staff  Levels of staff numeracy / literacy & support needs identified  CPD systematically addresses needs of vocational staff especially their expertise / confidence to develop learners’ Maths / English & FS adequately  Effective teamwork & communications in place Role of vocational staff vs specialists? emskills.org.uk

22. Consider the last 3 slides and identify the main areas of priority  for your department / area  your organisation

23. To 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 aims  learners’ progress in literacy, numeracy, language & functional skills is monitored & reviewed, & their work is marked carefully  learners appreciate the importance of improving their English, mathematics & functional skills as appropriate, in the context of their learning goals and life ambitions. .

24. Further guidance Where relevant, inspectors should take into account:  the success of different strategies used for improving the English, mathematics, functional & language skills of different groups of learners  whether staff have the qualifications, experience and skills needed to teach English mathematics and functional skills

25.  What evidence is required to demonstrate how well this area of provision is functioning?  To what extent could this be marshalled with 2 days notice?  Consider handout on best practice  Are you ‘inspection ready?’