Mindset 2000 LtdSlide 1 Train to Gain Provider Support Programme October 2007 Self assessment - introduction

Mindset 2000 LtdSlide 2 Context for self assessment

Mindset 2000 LtdSlide 3 Why self assessment Take stock Involve people in the organisation Identify what you need to work on Report to funders Provide basis for inspection

Mindset 2000 LtdSlide 4 What the LSC requires Annual self-assessment report – Derives from a continuous process of self- assessment – Evaluates all aspects of your [funded] provision – Measures progress against your goals – Based on the common inspection framework Integral quality improvement plan – Supports your work on quality improvement – Shows clear actions and timetable – Used for regular monitoring and evaluation of progress

Mindset 2000 LtdSlide 5 What Ofsted looks for ‘Rigorous’ self assessment – An integral part of your management system – Include graded judgements against the CIF ‘Effective’ quality improvement planning – Shows how you will address areas for improvement and build on strengths

Mindset 2000 LtdSlide 6 How Ofsted makes judgements about self assessment How inclusive the process is – involvement of staff – consultation with learners – contributions from subcontractors and other external partners How well data are used to make appropriate judgements – success rates – job outcomes How self-critical and accurate the process is

Mindset 2000 LtdSlide 7 How Ofsted makes judgements about self assessment The regularity of the process – identifying strengths and areas for improvement in a timely way The extent to which the report is comprehensive Whether the strengths and areas for improvement have a significant impact on learners or are superficial

Mindset 2000 LtdSlide 8 How Ofsted makes judgements about improvement plans The effectiveness of plans over time in addressing areas for improvement – identified by you as part of self assessment – identified in the previous inspection report (where applicable)

Mindset 2000 LtdSlide 9 Content of self-assessment report

Mindset 2000 LtdSlide 10 CIF key questions Part A – Achievement and standards – How well do learners achieve? Part B – The quality of the provision – How effective are teaching, training and learning? – How well do programmes and activities meet the needs and interests of learners? – How well are learners guided and supported? Part C – Leadership and management – How effective are leadership and management in raising achievement and supporting all learners?

Mindset 2000 LtdSlide 11 How well do learners achieve? The proportion of learners who – complete the programme – achieve their learning goals The standard of competence and skills – that learners achieve at work – compared to when they started their programmes Any added value that learners bring to their workplace – such as more effective ways of working

Mindset 2000 LtdSlide 12 How effective are teaching, training and learning? The effectiveness of the process – enabling learners to acquire competence, skills and knowledge The quality of staff, and how well they are deployed – off-the-job trainers, workplace supervisors, staff who manage and coordinate the training The quality of learning resources How effectively learners are assessed – on entry – throughout their learning programmes

Mindset 2000 LtdSlide 13 How well do programmes and activities meet the needs and interests of learners? How effective the training is in meeting the expectations of learners so that they: – obtain sustained employment – begin or progress with their careers

Mindset 2000 LtdSlide 14 How well are learners guided and supported? The quality and accuracy of guidance given to prospective learners The effectiveness of induction – enabling learners to settle quickly into their programmes The effectiveness of support systems, and – maximising learners’ ability to achieve learning goals – minimising the risk of them leaving programmes before completion

Mindset 2000 LtdSlide 15 How effective are leadership and management in raising achievement and supporting all learners? The strategic leadership of learning – the effect of policies The operational management of learning – the quality of staff and other resources – how effectively they are used Quality improvement arrangements The promotion of equality of opportunity Strategies to identify and meet learners’ literacy, numeracy and language support needs

Mindset 2000 LtdSlide 16 Achievement and standards

Mindset 2000 LtdSlide 17 How well do learners achieve? 1.1 Learners’ success in achieving goals and targets 1.2 Standards of learners’ work 1.3 Progression 1.4 Attendance and enjoyment 1.5 Trends and variations in achievement and standards

Mindset 2000 LtdSlide 18 Judgements 1.1 Success rates overall are good. Timely success rates are consistently poor and below national averages. 1.2 Learners produce a high standard of work both on- and off-the-job. Development of practical skills is good.

Mindset 2000 LtdSlide 19 Judgements 1.3 Learners are not progressing and achieving in a timely fashion. In most sites, learners now progress rapidly through their qualification. 1.5 Success rates for are much improved. Overall achievements are lower in the current year than in 2005/6.

Mindset 2000 LtdSlide 20 Evidence 1.1 Success rates overall are good. The overall success rate for Train to Gain learners in was 79%, compared to a national average in the sector of 73%. The in-year overall success rate is currently running at 83% and all learners on the programme are making good progress towards achieving their full qualifications.

Mindset 2000 LtdSlide 21 Evidence 1.2 Development of practical skills is good. In their first six months of training learners demonstrate advanced colouring and cutting techniques. Learners benefit from working in good quality salons and use role models effectively to replicate good standards of practice. Many work independently exhibiting good levels of competency in the selection and completion of client services.

Mindset 2000 LtdSlide 22 Evidence 1.3 Learners are not progressing and achieving in a timely fashion. Timely success rates are consistently poor and below national averages. Planned end dates for learners are unrealistic. Trainers do not have accurate, up to date records of what has been achieved to date and exactly what remains to be achieved. 20% of learners currently on programme are six weeks or more behind target.

Mindset 2000 LtdSlide 23 Strengths and areas for improvement Strengths – Outstanding success rates – Good rates of progression Areas for improvement – Poor quality of practical work – Insufficiently challenging targets Improvements in the last 12 months – Better development of underpinning knowledge