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The revised Common Inspection Framework for further education and skills. Charlie Henry HMI Principal Officer Special Educational Needs and Disability Natspec Conference May 2012. The current Common Inspection Framework. - PowerPoint PPT Presentation
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The revised Common Inspection Framework for further education and skills
Charlie Henry HMIPrincipal Officer Special Educational Needs and Disability
Natspec ConferenceMay 2012
The current Common InspectionFramework
Learning and Skills inspections are currently based on the Common Inspection Framework for further education and skills 2009.
We have received positive feedback on the current framework from learners, stakeholders, providers, employers and inspectors.
In light of this positive feedback, we are reviewing and improving the framework, rather than radically changing it.
Background to the proposals
In proposing revisions to the framework we took into account changing government policy including:
the 2011 Education Bill and the Schools White Paper: ‘The Importance of Teaching’
exemption of outstanding providers greater FE reforms and freedoms empowerment of learners, employers
and parents localism: meeting local community
needs employability skills and progression
onto sustainable employment the Comprehensive Spending Review
Aims of the revised framework
We plan to streamline and simplify the Common Inspection Framework by focusing on:
the aspects of a provider’s work that have most impact on learners
fewer judgements and grades teaching, learning and assessment the impact of leadership on the learner
experience
The current Common InspectionFramework
Overall Effectiveness: the proposed framework
Outcomes for Learners
Teaching, Learning and Assessment
Leadership and Management
Overall Effectiveness
Responses to the original consultation
The consultation which closed on 24th November showed strong support for streamlining the framework and for the proposed new judgements.
750 responses were received from learners 328 other responses were received which included
key stakeholder groups All proposals were positively received
Feedback from providers followingconsultative pilot inspections
“The central emphasis on teaching and learning worked very well.”
“The approach to judging outcomes for learners both academically and about personal, social and employability skills was sound and relevant.”
“Judgements were well-defined, interesting and informative, providing a clear picture of judgements in relation to outcomes, teaching, learning and assessment and leadership and management.”
“The removal of the limiting grades is a positive move, whilst at the same time ensuring that safeguarding and equality and diversity remain a constant theme is reassuring.”
We propose to continue to:
focus on the things that have most impact on improving outcomes for learners – teaching, learning and assessment
take account of providers’ self assessment involve a senior member of staff in the inspection
process listen to the views of learners, employers, staff and,
where appropriate, parents make clear recommendations for the provider’s
improvement continue to focus inspections on the weaker
providers
We propose to continue to:
undertake an annual risk assessment of all providers inspect providers previously judged as good within six
years take account of the management of safeguarding
arrangements to ensure all learners are safe have a strong focus on equality and diversity, which
will be embedded throughout the framework consider capacity to improve, but within the context
of leadership and management
What will be different in the revisedframework?
We propose to raise expectations by placing a stronger emphasis on:
fewer key judgements and grades. the importance of teaching, learning and
assessment the extent to which the provision meets local and
national needs increased observation of teaching, learning, skills
development and assessment success, rates of progress and progression of
different groups of learners
Outcomes for learners
We propose to evaluate the extent to which: all learners achieve and make progress relative to
their starting points and learning goals achievement gaps are narrowing between different
groups of learners learners develop personal, social, and employability
skills learners progress to higher level qualifications and
into jobs that meet local and national needs
Teaching, learning and assessment (1)
We propose evaluate the extent to which: learners benefit from staff’s high expectations,
engagement, care, support and motivation from staff staff use their skills and expertise to plan and deliver
teaching, learning, assessment and support to meet each learner’s needs
staff initially assess starting points and monitor learners’ progress, set challenging tasks, build on and extend learning for all learners
learners understand how to improve as a result of frequent, detailed and accurate feedback from staff following assessment of their learning
Teaching, learning and assessment (2)
We propose evaluate the extent to which: teaching and learning develop English and
mathematics, including functional skills, to support the achievement of learning goals and career aims
appropriate and timely information, advice and guidance support learning effectively
equality and diversity are promoted through teaching and learning
Sector subject areas
We propose to: award a grade for teaching and learning overall,
which will be supported by a grade for each subject area
continue to inspect a sample of subject areas, use subject specialist inspectors increase their focus on teaching and learning write a section in the report on each of the subject
areas sampled
Leadership and management (1)
We propose to evaluate the extent to which leaders and managers, including, where relevant, governors:
demonstrate an ambitious vision, have high expectations for what all learners can achieve and set and meet high standards for quality and performance.
improve teaching and learning through rigorous performance management and appropriate professional development
successfully plan, establish and manage learning programmes and the curriculum to meet the needs and interests of learners, employers and the local and national community.
Leadership and management (2)
We propose to evaluate the extent to which leaders and managers, including, where relevant, governors:
evaluate the quality of the provision through robust self assessment, taking account of user views, and use findings to promote and develop capacity for sustainable improvement
actively promote equality and diversity, tackle bullying and discrimination and narrow the achievement gap
ensure the safeguarding of all learners.
Consultation- ‘A good education for all’
‘outstanding providers’ must have ‘outstanding’ teaching and learning
‘requires improvement’ replaces ‘satisfactory’ early re-inspection for those who ‘require improvement’ limit the opportunity to be graded as ‘ requires
improvement’ to two consecutive occasions No notice inspection anonymised summary of the outcomes from
performance management of teachers, trainers and assessors
Revised framework: a broad timeline
Original consultation 1 September to 24 November 2011 Consultative pilot inspections September 2011 to January
2012 ‘Live’ pilot inspections between January and March 2012 Further consultation: ‘A good education for all’ published
February 2012. Further consultative pilot inspections during March and
April 2012 Publish revised inspection framework and inspection
handbook in May 2012 Commence inspections under the new framework from
September 2012.
Questions