1. Overview of changes to the common inspection framework and inspection from September 2015 Further Education and Skills

2. Today’s topics Today will cover: 1.Background to the changes to inspection 2.Changes to the Common Inspection Framework (CIF) 3.Changes to inspection methodology 4.Equality and diversity in the CIF 5.Spotlight on personal development behaviour and welfare 2

3. 1. Background to the changes to inspection

4. Principles of inspection reform  Ensure we inspect the right things well in a cost-effective way.  Provide comparable and accurate information for parents, carers, learners and employers to inform their choices.  Trigger timely improvement action before standards slip too far.  Be of rigorous quality to be of value, and credible to the profession and public.  Be proportionate with sufficient emphasis on underperforming or declining providers – both to ensure maximum impact, value for money, and to prevent good providers expending time and energy on unnecessary inspection preparation.

5.  New Common Inspection Framework covering early years, schools, non-association independent schools and FE and skills  New range of inspection methodologies  New Safeguarding guidance What has changed?

6. Overview of the reforms Further education and skills Non- association independent schools New common inspection framework Short inspections for good providers Direct contracting and changes to workforce Maintained schools and academies Early Years

7. Overriding message Any questions? Quiz… How much do you already know about the new CIF and inspection methodologies? 6

9. 2. Changes to the CIF

10. CIF The judgements Inspectors will make four ‘key judgements’:  Effectiveness of leadership and management  Quality of teaching, learning and assessment  Personal development, behaviour and welfare  Outcomes for learners. They will state clearly whether safeguarding is effective In addition, inspectors will make an overarching judgement on overall effectiveness

11. NB – Inspection handbook provides guidance on each of these CIF Types of provision 16 to 19 study programmes Apprenticeships Adult learning programmes Traineeships Provision for learners with high needs Full-time provision for 14- to 16-year-olds Inspecting ‘types’ of provision

12. Effectiveness of leadership and management Increased emphasis on:  impact of leaders’ work in developing and sustaining an ambitious culture and vision  tackling mediocrity  robust performance management  safeguarding arrangements protect learners meet statutory requirements, promote their welfare and  All staff help prevent radicalisation and extremism  In addition, we will maintain our focus on the curriculum. CIF

13. Teaching, learning and assessment Increased emphasis on:  the importance of developing learners’ knowledge, understanding and skills in all types of provision  …to prepare them for their next step  assessment in all its forms. No grading of lesson observations CIF

14. Personal development, behaviour and welfare Personal development:  A key focus on how well learners develop to become successful in their learning and how well they are prepared for their next steps. Key emphasis upon:  How well learners develop self-confidence and self- awareness, and how to be successful learners  Their knowledge and ability to keep themselves safe from all forms of risk  How well learners understand their career options and are prepared for their next steps  Responsible engagement for example in work placements and as active citizens. CIF

15. Personal development, behaviour and welfare Behaviour:  Emphasis on developing appropriate attitudes and behaviours for work  Behaviours that show respect and tolerance for others  Conduct and self-discipline. Welfare:  Physical and emotional well-being  Staying safe online  Safe from all forms of bullying. CIF

16. Outcomes Key message:  In judging outcomes, inspectors will give most weight to learners’ progress. They will take account of learners’ starting points in terms of their prior attainment when evaluating progress  Within this, they will give most weight to the progress of learners currently at the provider, taking account of how this compares with the progress of recent cohorts, where relevant.  Inspectors will consider the progress, achievements and destinations of all groups of learners across all types of provision. CIF

17. 3. Changes to inspection methodology

18. Main types of inspection  Full inspection – for providers who previously received a 3 or 4; also for any provider previously graded as 1 or 2, where a risk assessment indicates a possible change of grade (may be other conditions triggering full inspection).  Short inspection – normally for providers who previously received a grade 2  Support and challenge visits – following a grade 3 at inspection (resulting in letter, not published)  Reinspection monitoring visits - to inadequate providers (resulting in published letter)  Survey visits  Good practice visits

19. The new short inspection  Short inspections of providers previously graded 2 for overall effectiveness  Grade 2 providers will usually be inspected within 3 years of September 2015  Short inspections will be held around every 3 years thereafter  May be brought forward following risk assessment  (Grade 2 providers may also receive full inspection if there are concerns at desk- based risk assessment)  Short inspections are normally 2 days on-site  One or more inspector  Team comprising HMI and/or Ofsted Inspectors (OI)  Inspection to focus on key lines of enquiry not full CIF  No graded judgements  Two judgements - Is the provider continuing to be good? Is safeguarding effective?  A short inspection will not change any of the graded judgements nor the overall effectiveness grade.  A short inspection may be converted to a full inspection.  Short letter will be produced and published

20. Lines of enquiry for short inspections On short inspections inspectors will not inspect against the common inspection framework, rather they will identify key lines of enquiry, for example: 1.Is the provider sustaining ‘good’ quality? 2.Are safeguarding arrangements adequate? 3.Any major changes to quality since last inspection? 4.Are previous AfI’s being addressed? 5.Have new initiatives been implemented appropriately?

21. Converting short inspection to full…  This will occur if the lead inspector (LI) has significant concerns about the quality of provision, or if the LI believes the provision may now be outstanding  A full inspection could be triggered prior to the inspection, or at any stage of the short inspection, at which point the team will start inspecting against the full CIF  Full inspection will normally be held within 3 weeks  Some consistency of inspection team membership  All evidence from short inspection will roll forwards  Full inspection will result in full report

22. The provider’s performance is being sustained. It continues to provide a good quality of education for learners. Any weaknesses are known by leaders and being tackled – proven capacity. The provider’s performance is being sustained. It continues to provide a good quality of education for learners. Any weaknesses are known by leaders and being tackled – proven capacity. Is the provider continuing to be good? Is safeguarding effective? Is the provider continuing to be good? Is safeguarding effective? Is it likely that the provider might be judged outstanding in a full inspection? Returns to cycle of inspection Yes HMI informs provider that insufficient evidence has been gathered or concerns exists and explains that a full inspection will follow shortly. (insufficient evidence, or concerns about effectiveness/ safeguarding) No Yes (provider may be outstanding) (provider remains good) A full inspection is arranged (usually within 15 days) Short Inspections

23. Overriding message Any questions? Coffee Break 26

24. 4. Equality and Diversity in the CIF

25. Equality and Diversity in the CIF L&M– Ambition for all Learners  How effectively leaders, managers sand governors monitor the progress of groups of learners so that none is disadvantaged or underachieved What other aspects will inspector consider in L&M? (para 162) T,L&A - teaching and assessment methods inspire and challenge all learners  T,L&A promote equality, raise awareness of diversity, tackle discrimination, victimisation, harassment, stereotyping, radicalisation and bullying What other aspects will inspector consider in T,L&A? (para 168)

26. Equality and Diversity in the CIF PD,B&W– All learners develop confidence and have the potential to be a successful learner and in their future  The extent to which learning programmes, including enrichment activities, allow all learners to explore personal, social and ethical issues and take part in wider society and in Britain What other aspects will inspector consider in PD,B&W? (para 172) Outcomes – learners’ progress compared with their starting points, with particular attention to progress by different groups of learners What other aspects will inspector consider in outcomes? (para 176)

27. 5. Spotlight on Personal development, behaviour and welfare

28. Table activity As a table, review the 25 pieces of evidence you have been given for personal development, behaviour and welfare for your provider’s self- assessment. These are all labelled 1-25. Use the colour post-it notes as follows:  Pink/purple = most weighted  Orange = mid-weighted  Yellow/green = least weighted Write down the evidence number of the statement on the colour post- it where you feel the evidence is best ‘weighted’ in this case. Apply the evaluation criteria, and the grading criteria, in the handbook on pages 44-48 (extract provider) to help you with this task. 31

29. Overriding message Any questions? Questions? 26

30. Overriding message Any questions? Thank You 26