24 June 2011 Raising standards, improving lives Moving to outstanding post-16 provision Tom Winskill HMI Principal Officer, Framework Development Ofsted

Outstanding provision post 16  An Ofsted perspective on the national picture post-16  Changes to the school inspection framework  Teaching and learning at post-16: Ofsted findings  Raising achievement post-16: target setting and professional development

Outstanding provision post 16 Sources of information  The Annual Report of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills 2009/10  A comparison of the effectiveness of level 3 provision in 25 post- 16 providers: how well do students achieve on level 3 courses in different post-16 providers and what factors contribute to their achievement? Ofsted, , September 2008

An Ofsted perspective on the national picture post-16

Post-16: the national picture Overall effectiveness of post-16 providers  Annual Report 2009/10

Post-16: the national picture Value added and number on roll  Analysis of national value added data for the 2008 survey (learner achievement tracker) showed that 61% of the 162 providers with over 600 A-level entries added more value than expected, given students’ prior attainment.  For providers with small numbers of A-level entries, the percentage adding more value than expected was low. Only 1% of very small school sixth forms, where fewer than 50 students were entered for A level added more value than expected.

Post-16: the national picture Consistency and variation  The Annual Report 2009/10 indicates that marked variations in the quality of teaching across courses and subjects are a common characteristic of sixth forms that were judged satisfactory  Variations in achievement found in post-16 providers visited for the 2008 survey were as great within providers as between them. These internal variations were between subjects and also between different types of provision.  Where progress and attainment were good in post-16 providers visited for the 2008 survey, the variations across subjects were less marked

Changes to the school inspection framework 2012

A new school inspection framework New inspection framework: timeline  Proposals for school inspections were set out in the White Paper ‘The importance of teaching’ in November These proposals are now in the Education Bill introduced to Parliament in January  Ofsted published detailed proposals in a consultation document on 21 March. The consultation closed on 20 May. In addition to the on-line survey, the consultation included:  ‘face-to-face’ meetings with groups of headteachers, professional associations, parents and carers; learners and other stakeholders  a small number of unreported consultative pilot inspections to test initial proposals

A new school inspection framework New inspection framework: timeline Next steps include:  completing a programme of pilot inspections in the summer term 2011; evaluation of those pilot inspections  publication of the outcomes of the consultation exercise and Ofsted’s response in July  ongoing work with the DfE to develop attainment and progress measures  publication of the evaluation schedule, inspection guidance and the inspection framework planned for September 2011  dissemination of information on the new framework during autumn 2011  implementation of the new framework in January 2012, provided the Education Bill receives Royal Assent.

A new school inspection framework Key changes: proposals tested in pilot inspections  The consultation document set out proposals for four judgements together with a judgement on overall effectiveness. The proposals are being trialled in pilot inspections.  There will be judgements on:  achievement  the quality of teaching  leadership and management  behaviour and safety  overall effectiveness, taking account of the four main judgements and how well the school promotes pupils’ spiritual, moral, social and cultural development.

A new school inspection framework Key changes: proposals tested in pilot inspections  No separate judgements on the sixth form or the Early Years Foundation Stage.  Greater focus on:  the quality of teaching and its impact on learning  reading and literacy  behaviour and safety  narrowing gaps in performance and progress for different groups  the role of school leaders in bringing about improvement.  Use of value added (VA) measures rather than contextual value added (CVA) as a measure of progress in previous years.  Ofsted will no longer provide an on-line self-evaluation form (SEF) and associated guidance.

Teaching and learning post-16

Features of effective planning and classroom practice include:  skilled staff knowing their learners’ abilities, prior attainment and planning interesting and relevant lessons with a range of activities which engage students’ interest and motivate them  identifying those learners in need of additional help early and providing support so promptly minimising any barriers to learning  well-structured questioning focusing on deepening learners’ understanding, with open questions suitably targeted at learners’ of different abilities  learners working in pairs and small groups based on ability  planned independent work, including research, tailored to meet the needs of individual learners

Teaching and learning post-16 Features of effective planning and classroom practice include  modifying and adapting lesson plans in the light of informal assessment of students’ progress and understanding during the lesson  the use of different text books and other resources, including reference to virtual learning environments, to meet students’ differing needs  the use of learning support assistants, both in lessons and for support outside the classroom  high levels of support for individual students both within and outside the classroom.

Teaching and learning post-16 Weaker teaching, training and assessment includes:  insufficient focus on the impact of teaching on learning  checking that tasks have been completed but not assessing learners’ understanding  low expectations, insufficient challenge, particularly for the most academically able  lack of clear learning objectives  action plans not sufficiently specific to be helpful in supporting learners to improve.

Teaching and learning post-16 Weaker teaching, training and assessment includes:  learners’ progress not monitored closely enough  lessons which too often involve routine work such as gathering information and note taking, rather than more challenging activities  teaching which is predominantly didactic, so that learners do not acquire the independent learning skills that they need to make good progress.

Target setting Professional development

Target setting  Highly effective target setting includes:  targets with an element of challenge which helped students’ motivation, but was not so challenging as to be demotivating  centrally produced targets reviewed and adjusted regularly in discussion with individual students in the light of their progress, aptitude, ability and goals in a specific subjects  setting short and longer term learning goals for individual students.  Target grades for individual learners in each of their subjects were a powerful incentive when related to the grades they needed to access the higher education courses of their choice.

Professional development Features of strong professional development include:  professional development focused specifically on level 3 teaching and learning, linked closely to institutional and subject improvement plans and performance management arrangements  teachers’ improved understanding of how to use performance and assessment data in setting targets and monitoring the performance of individuals and groups  teachers’ improved understanding of syllabus and assessment requirements, through moderating students’ work, attending awarding body training and taking on responsibilities as examiners and chief examiners

Professional development Features of strong professional development included:  induction schemes for new staff, including those new to post-16 teaching, as well as extensive support for newly qualified teachers  links with industry and employers, particularly where institutions had a large number of vocational programmes.  Shared and improved practice through:  careful evaluation of internal observations of lessons leading to a direct and sustained impact on the quality of teaching and learning  mentoring weaker teachers  peer observation

Professional development Features of strong professional development included:  Shared and improved practice through:  joint planning  coaching by expert teachers  action research schemes to evaluate particular teaching and learning methods  networking with teachers in other institutions  working with colleagues for extended periods in ‘in-house’ conferences.