National Forum for VCSE Learning and Skills Her Majesty’s Chief Inspector’s Annual Report 2013/14 The Further Education and Skills Report Marina Gaze, Deputy Director, FE & Skills 27 January 2015

“The quality of teaching in the further education sector has improved, but it is not always equipping learners with the skills they need to succeed in work”

Number of providers and inspections carried out in 2013/14

What does the sector look like?

Headline messages from the FE & Skills Report Inspection results have improved since last year  The proportion of FE & Skills providers that are good or outstanding has risen from 72% in August 2013 to 81% in August million learners were in good or outstanding providers this year.  However, around 620,000 learners were in providers that were less than good.

Overall effectiveness for community learning and skills providers inspected during 2013/14 (percentage)

Overall effectiveness for community learning and skills providers – state of the nation (percentage)

Overall effectiveness for providers inspected during 2013/14 (percentage)

Headline messages from the FE & Skills Report Teaching, learning and assessment have improved  All types of provider except prisons had better teaching, learning and assessment this year. However, teaching in English and mathematics is still not good enough  In 2012/13, just one in six young people who had continued into the post-16 sector subsequently gained GCSE grades A* to C or equivalent in English and mathematics by the age of 19.

The quality of teaching, learning and assessment

Headline messages from the FE & Skills Report Study programmes are not being implemented quickly enough  New study programmes were introduced in August 2013 for year olds. These require providers to focus on preparing young people for the next step in careers.

Headline messages from the FE & Skills Report Learners are not getting the help they need to succeed in employment  572,000 young people aged were unemployed from June to August  Three in ten employers reported last year that they had problems filling vacancies because applicants did not have the practical, job-specific skills they needed.  Many colleges have not adapted their curriculum effectively to meet the needs of employers, and arrangements for work experience placements are generally inadequate.

Proportion of learners aged achieving classroom-based learning vs apprenticeships

Headline messages from the FE & Skills Report Employers are not offering enough apprenticeships to the under 25s  The highest proportion of apprenticeships is for over 25s, but numbers of year olds on apprenticeships has remained stagnant for the last ten years. The quality of apprenticeships is still not good enough  The national success rate for apprenticeships fell slightly from 73.8% in 2011/12 to 72.3% in 2012/13. Providers need to do more to support long-term unemployed adults aged 25 and over into work

Headline messages from the FE & Skills Report The most disadvantaged young people have the worst experience of further education  Disproportionately, these young people miss out on achieving English and mathematics at the age of 16. Local tracking of young people’s participation in education or training is unreliable  Tracking of learners who drop out of provision is weak, which means that these young people are unlikely to get the support they need to re-engage in education and training.

Tracking of young people’s participation

Headline messages from the FE & Skills Report There is no effective national skills strategy or local accountability for the range of post-16 provision.  Providers and employers need to collaborate to ensure that the training provided helps to reduce national skills shortages and equips learners with the skills that employers are looking for. The status of vocational training in England is too low Employers need to play a greater role in government- funded training  Not enough employers, including SMEs, committed to supporting the FE and skills sector.

Comparison with Switzerland

Priorities for Sector Implementation of a policy for skills. Apprenticeships must meet the training needs of young people and adults under the age of 25. Young people and adults need to be supported to be better prepared for their next steps to further training and employment. English and mathematics provision must make a difference for learners.

Moving the agenda forward through inspection  Greater focus on inspection on how well all post-16 providers:  have implemented the 16 to 19 study programmes  are preparing all learners for their next steps  Surveys to explore more in depth:  the quality of apprenticeships and how well they are meeting the needs of apprentices and employers  the quality of provision for learners entitled to funding for those with high needs  New Common Inspection Framework September 2015  New operating model of inspection September 2015

Outstanding providers Northern College for Residential Education and Kirklees Council Adult and Community Learning A comprehensive package of individual support ensures that all students achieve their potential…’ (NC) Learners make outstanding progress (KCACL)…because outstanding tutors teach and support them’ KACL works exceptionally well with other providers and effective Community learning trust to ensure learners can access a wide range of courses Outstanding assessment ensures that students progress at a pace that stretches and challenges them. The quality of written feedback on marked work is exemplary (NC) Managers benefit from timely and meaningful data that helps them improve courses …so learners are more successful (KCAL)

Over to you Table discussion Where are the gaps in your organisations’ skills and knowledge? What do you think you need support and training in?