Philip Elliott Changes to the CIF and developing ‘inspection’ - type skills May 2016 Philip Elliott Ofsted has changed markedly in the twenty years since it was founded and it will continue to evolve to meet the demands of an evolving education system. We have seen tremendous improvements in the education system over that time. Replacing the grade of ‘satisfactory’ with ‘requires improvement’, as we did in 2012, sent a clear message that only ‘good’ is good enough. Our recent consultation on education inspection marked the beginning of Ofsted’s next chapter. Thank you to those of you here who took the time and effort to give us your views. We’re making far-reaching changes to inspection methods and the inspection workforce to drive even greater consistency and quality in our inspections – and ultimately increase standards in education across the country.  Today, I’m going to discuss with you the reforms that we’re going to introduce from September 2015. 1/10

In this session we will: Explore study programmes via a true or false quiz Briefly discuss the key changes to the Common Inspection Framework Consider PDBW Think about ‘embedding’ Practice lesson observation and making judgements Consider our ‘hopes’, ‘fears’ and ‘ideas’ Short inspections are designed to confirm whether a school or provider is sustaining a good quality of education for students, and whether its leaders and managers have the capacity to drive improvement. Short inspections for good providers, approximately every three years will not produce a full set of judgements but will confirm what is going well in the school and if good performance is being maintained; Inspectors will always make a written judgement in the leadership and management section about whether or not safeguarding arrangements are effective. Our reporting by letter will be unique to each school and its circumstances. We will report in a clear, robust and engaging way and confirm if good performance is being maintained. Where there are minor concerns or things that can be done to help the school provide a better experience for pupils, we will say so, in what needs to be a frank but productive professional dialogue between inspectors, school leaders and governors. If there are significant concerns about the school, the short inspection may be deemed a section five inspection. Conversely, if the indication is that the school may now be outstanding, HMI can recommend that a full inspection is scheduled in due course.

True or false? Every learner aged 16 to 18 on a study programme must have external work experience or the provider cannot be better than ‘requires improvement’. False – while external work experience should be the ultimate goal, realistically it is about the best and most beneficial work-related experience available to enable that learner to progress into the vocation of their choosing. Inspectors should review the efforts made by the provider to arrange external work placements and the overall impact on learners’ skills development and progression.

True or false? If a learner aged 18 has a grade D for GCSE English and a C for mathematics, they do not need to re-sit GCSE English if they do not want to. False – as part of the study programme, learners with a grade D in English or mathematics must enrol to a GCSE with the aim to achieve a C or above. If a learner prefers, they can be placed on functional skills qualifications first instead of GCSE, even if they have a grade D in English and/or mathematics. False

True or false? School sixth forms have to provide careers guidance on apprenticeship progression routes even if learners are taking just A-level courses. True – this is about having impartial careers guidance; just because a learner is studying A-levels does not mean they may not choose to follow an apprenticeship pathway. Work experience can be judged good even if the majority of learners’ placements are not related to the learners’ vocational subject/s. True

True or false? Where a learner is following a career path that involves the use of mathematics and the learner has started their post-16 education with a ‘C’ in mathematics, Ofsted should expect providers to be supporting this learner to improve their mathematical skills further. True The skills learners develop through undertaking work experience/work placements do not have to be assessed by providers.

True or false? Study programme requirements are different for level 1 and level 2 learners. True – but study programmes principles are the same. 9. 16-19 study programmes do not apply to school sixth forms that only provide A levels. False – the 16-19 study programmes apply to all 16-19 provision of all types, at all levels and in all providers (except apprenticeships). All students on study programmes are funded for 440 planned hours. False – it’s 540 planned hours.

Key differences to the framework and ways of working: Ofsted inspect and grade 4 CIF ‘aspects’ and the different ‘provision types’ offered by the provider Ofsted will NOT be grading subject areas or lessons However….. Ofsted will be collecting evidence to enable us to make judgements about ‘aspects’ and ‘provision types’ by completing inspection activity in subject areas Ofsted will continue to use subject specialist inspectors but they will also complete inspection activity outside of their area of subject expertise.

How the grading might look… Provision type L&M TL&A PDBW Outcomes OE 16-19 Study programmes 1 2 Adults 14-16 3 High Needs Traineeships Apprenticeships

More key differences: The new judgment of ‘Personal Development, Behaviour and Welfare’… A bit of ‘role play’: Where will inspectors look for evidence to make this critical judgment? Consider the evidence types and how robust they are – 10 mins! What are the key messages conveyed by the judgment? Spider–gram on flipchart 5 mins against the clock! Apply your knowledge and make a judgment for Canterbury College – what grade will you give your provision or the college?

More key differences: Knowing learners’ career aspirations and links with local and national priorities How employer links and employability are key components of the Study Programme (and where appropriate, Adult and other provision) Good quality careers advice Ensuring full use of initial assessment and information on entry to plan and deliver learning The development of English, maths, Employability and Equality and diversity and British values awareness

Consider… the ever-growing need to embed: Equality and diversity English mathematics Employability British values As a manager or a teacher, how will you show inspectors that a learner is being developed in all these areas, through the curriculum? make a few notes then we will share some thoughts

Think about your own teaching… Using the table below, grade your subject (and the resources and delivery methods you use to teach it) according to how well each aspect below is embedded: F = Fully P = Partially M = Minimally N = No embedding English maths Equality and diversity Employability British values

Considering what we have discussed so far… Watch the lesson (20 mins or so…) On your own: Complete the CC lesson observation form Decide the S and AfI Now in your pairs: Decide the collective S and AfI Write a summary paragraph to describe the lesson

Learning check quiz What are the 4 key judgements in inspection? For what 2 reasons might a 2 day inspection ‘convert’? Name 3 components of a study programme Where does ‘attendance’ sit in the new CIF? Name 3 aspects of learners’ development that you might teach in your lessons within the vocational subject delivery Name 2 things you could do when writing evaluative text (for self assessment reports etc) 13-15 Outstanding, 10-12 Good, 7-11 Requires Improvement, 0-7 Inadequate

And finally… After today… What’s your best hope? Your biggest fear? Your favourite idea? We’ll always continue to look at ways to improve and build on our commitment to achieving the highest standards of quality and consistency of our inspections. In addition to regular briefings and updates for all inspectors, we’ll be providing free training to OIs when they commit to a minimum number of days. The robust training and minimum commitment ensures that they’re up-to-date with the latest inspection good practice. There are clear performance measures on quality against which our inspectors will be assessed. Our detailed quality assurance procedures kick in after every inspection and this process is continually evolving. As well as regular HMI involvement, we’ll formally review our contracts annually to ensure that high performance and quality standards are delivered, maintained and continuously improved. 16/10

Thanks for listening… We’ll always continue to look at ways to improve and build on our commitment to achieving the highest standards of quality and consistency of our inspections. In addition to regular briefings and updates for all inspectors, we’ll be providing free training to OIs when they commit to a minimum number of days. The robust training and minimum commitment ensures that they’re up-to-date with the latest inspection good practice. There are clear performance measures on quality against which our inspectors will be assessed. Our detailed quality assurance procedures kick in after every inspection and this process is continually evolving. As well as regular HMI involvement, we’ll formally review our contracts annually to ensure that high performance and quality standards are delivered, maintained and continuously improved. 17/10