This article looks at the overall effectiveness criteria and how types of provision will be inspected. The information on overall effectiveness and types of provision is found in Part 2 of the FE & Skills Inspection Handbook and guidance includes the Education Inspection Framework (EIF). Part 2 of the handbook clearly explains the evaluation schedule for inspection, that is the assessment criteria against which Colleges will be judged.
I feel the whole framework is now more student centred and overall effectiveness is focused on ‘What it’s like to be a learner at your College’, data is taking a back seat. Although good to remember data monitoring and analysis is still critical when looking at types of provision as it is one aspect of the evidence used to inform Ofsted’s risk assessment, that is when and why they decide to schedule a visit. Prudent and targeted monitoring of in year data is also useful in ensuring there are no gaps and that students are on track to reach or exceed their individual targets.
Although there will be some meetings the handbook suggests inspectors are intending to spend more time talking to students and staff along with parents/carers, employers and relevant bodies within the wider community. This means that supporting these groups of people to be inspection ready is critical to success. Ofsted will expect learners and staff to complete the Ofsted questionnaires at the point of inspection along with parents/carer and employers completing their own questionnaires. Scoping views and hearing about what actions leaders and managers have taken in response to ongoing feedback seems to feature large in informing judgements.
Anything you read in italics is my own view or interpretation otherwise I have taken the information in this article directly from the new Ofsted Further Education and Skills Inspection Handbook, published in July 2019, reference 190021.
The same 4-point scale remains: Outstanding (Grade 1), Good (Grade 2), Requires Improvement (Grade 3) and Inadequate (Grade 4). Inspectors will consider if the provision is Good (2) or whether it exceeds Good (2) and is therefore Outstanding (1). If provision is not Good (2) inspectors will consider if the provision requires improvement (3) or is inadequate (4).
Inspectors are looking at:
College Overall Effectiveness Grades (founded on what’s it like to be a learner at your College)
Where there are differences in grades given for a type of provision, inspectors will consider the following when awarding a grade for overall effectiveness
Outstanding (1) - All provision and key judgement grades are outstanding, or by exception if one is good there is evidence of provision rapidly improving.
Good (2) - All provision and key judgement grades are good with some outstanding, or by exception there may be on type of provision which requires improvement, there needs to be convincing evidence of this provision rapidly improving.
Requires Improvement (3) – other than by exceptional circumstances, it is likely that, where the provider requires improvement in any of the key judgements, the provider’s overall effectiveness will require improvement
Inadequate (4) – overall effectiveness is likely to inadequate when one key judgement is inadequate, or safeguarding is ineffective.
There is always a safeguarding Judgement when Ofsted visit – the judgement is effective or not effective – inspectors are looking to see if arrangements for safeguarding are appropriate and effective for all types of provision. Inspectors will make a written judgement on safeguarding in the Key Judgement on Leadership and Management.
Types of provision
Apprenticeships – inspectors will be focused on “how well leaders and managers ensure that the apprenticeship curriculum meets the principles and requirements of an apprenticeship”. Inspectors will be interested in evidence which shows “the extent”, that is how effectively staff engage with employers to; complete the apprenticeship commitment statement, plan initial assessment, reviews and milestones, agree any additional qualification to be included and monitor and support apprentices including those with SEND and those with high needs to progress QUICKLY, gain new knowledge, skills and behaviours and achieve their FULL potential. Stretch and challenge is an intrinsic part of apprenticeship training alongside how well teachers, trainers and coaches share up to date technical knowledge and then how well apprentices can use their knowledge and skills to contribute to their workplace gaining promotion or gaining and sustaining employment. Inspectors will consider arrangement for the Safeguarding of young people and vulnerable learners
Notes on Education Programmes for Young People (EPYP) - inspectors are interested in
Inspectors will look at how well governors, managers and leaders use high needs funding to provide an individualised and challenging programme of study (totally tailored) which enables individuals to: develop their independence, improve their communication skills, make relevant personal choices and decision and prepare them for adult life. Your local offer must be publicised. Safeguarding is a key element. Inspectors are interested in:
Thanks so much for reading, please email firstname.lastname@example.org with your thoughts or feedback or use LinkedIn. Hope you and your students have a fantastic start to the year. Wendy