What Ofsted does to reach a judgement about teaching and what can be learned from this by academies?
How do Ofsted reach a judgement on ‘outstanding’ in FE colleges?
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Transcript of How do Ofsted reach a judgement on ‘outstanding’ in FE colleges?
How do Ofsted reach a judgement on ‘outstanding’
in FE colleges?Helen Groves
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Chief Inspector’s Reports
Main Elements of the New CIF (Sept 2012)
Implications for Providers
The picture
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Increasing number of colleges judged ‘inadequate’
34 41 71% of providers now good or outstanding + 7% 25% learners in provision less than good Slow progress of grade 3 providers – especially colleges No college judged overall ‘outstanding’ for TLA 2012/13 – 13 – incl 2 GFE
Chief Inspector’s Report – 2011/12 & 2012/13
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Literacy & numeracy standards cause for concern
- 2012/13 quality of current English & mathematics provision remains weak
- FE now has clear mandate to improve these
- Far too many young people from poorerbackgrounds fail to achieve in their post-16 destination & drop out
Attention to learners’ starting points
Clarity in target setting
Regularity of reviews & monitoring of progress
Identification & response to literacy needs
Progression to higher levels of study
Ofsted Concerns - Curriculum
Where are you?
Internal OTLA Reports – too descriptive, insufficient account of learner progress, often graded too high 2012/13- linking QA & PM to improve TLA
“Volatile” standards – up/downs in success rates, inspection grades, instability, mergers, changes in senior managers, financial pressures etc.
Self Assessment- “too shallow’ fails to acknowledge significance of areas for improvement
2012/13 – not evaluative & low expectations
Ofsted Concerns – Leadership and Management
Where are you?
Overall Effectiveness
Outcomes for Learners
Quality of teaching, learning &
assessment
Effectiveness of leadership
& management
STRUCTURE OF GRADES – SEPTEMBER 2012
Implications for Providers - inspection
TLA is central to inspection process & becomes main focus of activity
TLA constitutes main evaluation of performance for departments / subject areas
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
Senior managers to ensure literacy & numeracy & FS needs of all learners are met as part of main programme
Importance attached to standard of TLA in English , maths & FS
Levels of staff numeracy / literacy allows them to support learners adequately
CPD systematically maintains high levels of specialist staff expertise
Poor teaching to be addressed through robust performance management
IMPLICATIONS FOR YOUConsider the last 2 slides and identify the main priority
for your department / area
Your organisation
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.
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T & L develop English, mathematics & functional skills, & support the achievement of learning goals & career aims - CIF extract
Further guidanceWhere 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
What evidence is required to demonstrate how well you have this aspect of the framework covered?
To what extent could this be marshalled with 2 days notice?
Are you ‘inspection ready?’
Implications for providers
Common improvement points
Tailoring lessons to meeting individual needs of learners - especially stretch & challenge of more able learners
Development of numeracy, literacy & functional skills integral to lessons
Target setting & monitoring of learner progress based on accurate initial assessment of starting points
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Setting high aspirations & standards for all learners
Quality of self assessment – especially in TLA
prompt identification of teacher under performance and swift intervention via performance management processes
What makes OUTSTANDING TLA? Ofsted Handbook:
“mostly outstanding and never less than consistently good”
Judgement is not just about lesson obs grades i.e. not the sum of a series of still photos
TASK
How feasible is it to achieve TLA across your organisation that is“mostly outstanding and never less than consistently good” ?
What is required to establish outstanding TLA - consider handbook grade descriptors
- in your department / SSA/ subject ?- across the organisation?
SELF ASSESSMENT How will you know
when your area is outstanding? Can you articulate
this? Is it shared &
understood by your team?