1. Helen Groves

2.  AZEYIXOWU _ ? ? ?? ?12? 7396

3.  Ofsted’s view of the landscape  Main Elements of the Sept 2015 CIF & updates  Implications for providers emskills.org.uk

4.  Over 40% young people leave school each year without GCSE grade C + in English & mathematics & too many still fail to catch up through FE  80% of these young people do not achieve GCSE or L2 by age 19

5.  Those leaving school without grade C+ continue to study in emskills.org.uk GCFE6FCSchoolsOther providers 52%5%13%22%

6. ENGLISHMATHEMATICS Entered for GCSE or L225.7%19.6% Achieved GCSE grade C+11.3%7.1% Achieved L25.7%9.2% emskills.org.uk GCSE grade achieved predominantly – grade C

7. GRADE IMPROVEMENT BY PROVIDER TYPE – excluding schools & specialist providers ENGLISHMATHEMATICS 6FC44%30.8% GCFE7.1%4.2% WBL1.1%0.5% emskills.org.uk

8.  English & mathematics fast becoming the major growth area in post 16  FE & skills providers don’t have capacity for improving learners’ skills in English & mathematics especially GCSE -this is not improving quickly enough  Provision in English & mathematics in FE sector is likely to get worse before it gets better – especially GCSE  Ofsted continue to give high priority to inspecting & reporting on this area of provision. emskills.org.uk

9.  Managers not taking responsibility for improving quality of English & mathematics provision  Weak teaching & assessment of technical skills - (especially) underpinning concepts  Failure to engage & motivate young people who have previously failed  Monitoring quality of teaching & CPD is weak  Integration of English (especially) & mathematics into vocational training is weak emskills.org.uk

10.  Where are you?

11. “ English & mathematics provision remains a significant concern” ( Sir Michael Wilshaw) - FE now has clear mandate to improve these emskills.org.uk

12.  Monitoring learner progress in English - especially apprentices (also mathematics)  Too many learners with GCSE grade D given basic target of C  Use of IA info to build on learning - especially weak (compared to mathematics).  Monitoring of provision is weak & practice variable within provider.  Integration of English into vocational training is weak & less effective than mathematics.  Teaching of reading is particularly weak.

13.  Where are you?

14.  Use of initial assessment information is not always used well enough to inform target setting & planning  Although it is easier to motivate learners by linking mathematics to practical vocational contexts - too much mathematics provision is classroom based  Weaker provision has too much emphasis on teaching technical mathematics skills without teaching & assessing learners’ understanding & application

15.  Where are you?

16. Overall Effectiveness Outcomes for learners Quality of teaching, learning & assessment Effectiveness of leadership & management STRUCTURE OF GRADES – SEPTEMBER 2015 Personal development, behaviour & welfare 14 criteria 12 criteria 13 criteria8 criteria

17.  Consistent organisation wide approach – visibly supported by senior leaders - strategies?  Managers ensure English, mathematics & FS needs of all learners are met as part of main programme  Importance attached to standard of TLA in English, mathematics & FS with highly skilled teaching & support staff  Levels of staff numeracy / literacy & support needs identified  CPD systematically addresses needs of vocational staff especially their capability & confidence to develop learners’ mathematics / English & FS adequately  Effective teamwork & communications in place Role of vocational staff vs specialists? emskills.org.uk

18.  Accurate assessment of learner starting point Vital in ensuring- right learner on right course at right level with right support - to maximise success

19.  Using results to inform planning of learning tailored to needs of individuals – especially GCSE  Recognising existing strengths & weaknesses of individuals in English & mathematics  Setting MEANINGFUL & challenging targets  Providing targeted support in lessons emskills.org.uk

20.  To inform IAG at each stage of learner journey?  To ensure support is in place from day 1?  To inform planning of TLA?  To set meaningful targets?  To ensure timely framework completion?  To provide appropriate progression opportunities?

21.  Where are you?

22. 1. Identify the main areas of priority for your department / area - your organisation 2. What evidence is required to demonstrate how well this area of provision is functioning in your organisation? 3. To what extent could this be marshalled with 2 days notice? 4. Are you ‘inspection ready?’