1. Successes and challenges
Title Welsh point 45
Llwyddiannau a heriau
Successes and challenges
Jackie Gapper AEM/HMI (Cyfarwyddwr Cynorthwyol/Assistant Director)
Mark Evans AEM/HMI (Swyddog arweiniol/Lead Officer)

2. Focus of workshop Ffocws y gweithdy
Bydd y gweithdy hwn yn amlinellu prif ganfyddiadau trefniadau arolygu newydd Estyn ar gyfer dysgu yn y gwaith.
Bydd cyfleoedd i drafod nodweddion llwyddiannus a heriau allweddol a werthusir yn y fframwaith newydd sy'n ymwneud â deilliannau, darpariaeth ac arweinyddiaeth
This workshop will outline key findings from Estyn’s new inspection arrangements of work-based learning.
There will be opportunities for discussion of successful features and key challenges evaluated in the new framework relating to outcomes, provision and leadership

3. Focus of workshop Ffocws y gweithdy
Cryfderau cyffredin a meysydd i’w gwella
Dehongli'r negeseuon o adroddiadau arolygu
Gwerthuso eich darpariaeth eich hun
Cwestiynau
Common strengths and areas for
improvement
Interpreting the messages from inspection reports
• Evaluating your own provision
Questions

4. The successes Y llwyddiannau
Mae'r dysgwr a'r profiad hyfforddi yn amlwg yn ganolog i weithgareddau arolygu
Mantais gweithdrefnau diwygiedig ar gyfer dadansoddi data
Mae'r FfAC yn fwy eglur, yn osgoi dyblygu ac wedi'i deilwra i'r sector dysgu yn y gwaith
Mae'r pum maes arolygu yn glir ac wedi'u diffinio'n dda
Ffocws mwy penodol ar yr holl bartneriaid, aelodau'r consortiwm ac is-gontractwyr
The learner and the training experience is clearly central to inspection activities
The benefit of revised data analysis procedures
The CIF is clearer, avoids duplication and is tailored to the work-based learning sector
The five inspection areas are clear and well defined
A higher focus on all partners, consortium members and sub-contractors

5. The successes Y llwyddiannau
Consistently strong outcomes between routes, providers in a consortium and between subcontractors
Skills development opportunities within individual learners’ programmes clearly defined
Tutors and assessors have strong personal skills and ability to help learners progress
Learners develop strong work-related practical skills and theory knowledge
Learners develop strong employability skills
Learners become valued members of their employers’ staff
Canlyniadau cryf yn gyson rhwng llwybrau, darparwyr mewn consortiwm a rhwng is-gontractwyr
Mae cyfleoedd datblygu medrau o fewn rhaglenni dysgwyr unigol wedi'u diffinio'n glir
Mae gan diwtoriaid ac aseswyr fedrau personol cryf a’r gallu i helpu dysgwyr i symud ymlaen
Mae dysgwyr yn datblygu medrau gwaith ymarferol cryf a gwybodaeth theori
Mae dysgwyr yn datblygu medrau cyflogadwyedd cryf
Daw dysgwyr yn aelodau gwerthfawr o staff eu cyflogwyr

6. The challenges Yr heriau
Sicrhau cysondeb canlyniadau dysgwyr ar draws yr holl lwybrau a phartneriaid
Lleihau nifer y dysgwyr sy'n cwblhau eu rhaglenni yn hwyr
Sicrhau bod gweithgareddau addysgu, dysgu a gweithgareddau asesu yn cynllunio ar gyfer cynnydd dysgwyr
Gwneud asesiad cychwynnol y PCSHC, ond yna ddim yn gwneud unrhyw beth yn ystyrlon gyda'r wybodaeth
Gwella trylwyredd hunanarfarnu
Ensuring the consistency of learner outcomes across all routes and partners
Reducing the number of learners who complete their programmes late
Making sure that teaching, learning and assessment activities plan for learner progress
Doing WEST initial assessment, but then not doing anything meaningful with the information
Improving the rigour of self-evaluation

7. Dehongli'r negeseuon o adroddiadau arolygu Activity 1:
estyn.llyw.cymru
estyn.gov.wales
Gweithgaredd 1:
Dehongli'r negeseuon o adroddiadau arolygu
Activity 1:
Interpreting the messages from inspection reports

8. Beth yw'r prif negeseuon? What are the main messages?
estyn.llyw.cymru
estyn.gov.wales
Gweithgaredd 1
Activity 1
Beth yw'r prif negeseuon?
What are the main messages?
Beth allwn ni ei ddysgu o'r adroddiad?
What can we learn from the report?

9. Q Inspection Area 2 Wellbeing and attitudes to learning
estyn.llyw.cymru
estyn.gov.wales
Inspection Area 2 Wellbeing and attitudes to learning
Nearly all learners feel safe when attending off-the-job training activities. They enjoy being in the workplace and participating in the learning experiences provided. Most apprentice show a strong commitment and a mature attitude towards their programmes. They are enthusiastic and motivated, the majority are keen to progress to the next level of training. Nearly all learners show high levels of respect for their peers, training staff and employers.
Many learners have a positive attitude to learning and show a conscientious attitude to their work. Apprenticeship and higher apprenticeship learners are particularly enthusiastic about their learning, engage well in all activities and want to achieve as best as they can. However, many traineeship learners do not engage in training activities enthusiastically and as a result they make slow progress. The majority of learners show increasing maturity and greater independence in their learning as they progress through their programme. As a result, these learners become confident, capable and independent learners.
Nearly all learners know how to maintain healthy lifestyles and understand the need for a balanced diet and physical exercise. A majority of learners participate appropriately in a wide range of fitness and sports activities out of work. Learners demonstrate an appropriate understanding of health and safety both on and off-the-job. Q

10. Gwerthuso eich darpariaeth eich hun Activity 2
estyn.llyw.cymru
estyn.gov.wales
Gweithgaredd 2
Gwerthuso eich darpariaeth eich hun
Activity 2
Evaluating your own provision

11. Effective self-evaluation processes:
estyn.llyw.cymru
estyn.gov.wales
Activity 2 :Supplementary guidance on self-evaluation
Effective self-evaluation processes:
benefit from open and honest discussion of strengths, areas for development and weaknesses
focus primarily on learners’ achievements and experiences
are a continuous process and not just a ‘snapshot’
support strategic planning and draws on regular quality assurance procedures
involve staff at all levels in assessing outcomes and performance
seek the views of learners systematically and consults other stakeholders, such as partners and employers, where appropriate
seek to make judgements in the light of measurable performance information and to identify trends over time
lead to improvement plans which are monitored against clear targets and success criteria
result in improvements in standards and quality of provision for learners

12. Mae prosesau hunanarfarnu effeithiol:
estyn.llyw.cymru
estyn.gov.wales
Gweithgaredd 2: Canllawiau atodol ar hunanarfarnu
Mae prosesau hunanarfarnu effeithiol:
yn elwa ar drafodaeth agored a gonest am gryfderau, meysydd i’w datblygu a gwendidau
yn canolbwyntio’n bennaf ar gyflawniadau a phrofiadau dysgwyr
yn broses barhaus ac nid ‘cipolwg’ yn unig
yn cefnogi cynllunio strategol ac yn defnyddio gweithdrefnau sicrhau ansawdd yn rheolaidd
yn cynnwys staff ar bob lefel mewn asesu deilliannau a pherfformiad
yn ceisio barn dysgwyr yn systematig ac yn ymgynghori â rhanddeiliaid eraill, fel partneriaid a chyflogwyr, lle bo’n briodol
yn ceisio llunio barnau yng ngoleuni gwybodaeth fesuradwy am berfformiad ac i nodi tueddiadau dros gyfnod o amser
yn arwain at gynlluniau ar gyfer gwella sy’n cael eu monitro yn erbyn targedau a meini prawf llwyddiant clir
yn arwain at welliannau mewn safonau ac yn ansawdd y ddarpariaeth ar gyfer dysgwyr

13. Activity 2 :Supplementary guidance on self-evaluation
estyn.llyw.cymru
estyn.gov.wales
Activity 2 :Supplementary guidance on self-evaluation
The judgements made during self-evaluation should be:
secure – based on sufficiently robust, reliable and accessible evidence
first-hand – based on direct observation
reliable – based on common, well-understood criteria
valid – based on accurate, objective, unbiased evidence
corporate – based on the collective view of staff and other stakeholders

14. Gweithgaredd 2: Canllawiau atodol ar hunanarfarnu
estyn.llyw.cymru
estyn.gov.wales
Gweithgaredd 2: Canllawiau atodol ar hunanarfarnu
Dylai’r barnau sy’n cael eu llunio yn ystod hunanarfarnu fod:
yn gadarn – yn seiliedig ar dystiolaeth sy’n ddigon cadarn, dibynadwy a hygyrch
yn uniongyrchol – yn seiliedig ar arsylwi uniongyrchol
yn ddibynadwy – yn seiliedig ar feini prawf cyffredin, a ddeellir yn dda
yn ddilys – yn seiliedig ar dystiolaeth gywir, wrthrychol a diduedd
yn gorfforaethol – yn seiliedig ar farn gyfunol y staff a rhanddeiliaid eraill

15. Pethau i beidio â’u gwneud
Things to stop doing
Gweithio i gynulleidfa allanol
Canolbwyntio ar ansawdd gwaith papur
Gwneud hunanarfarnu yn ddigwyddiad (yn hytrach na phroses barhaus)
Canolbwyntio ar amrediad cul o ddata
Mesur popeth a cheisio mesur yr anfesuradwy
Dadansoddi pob agwedd ar waith darparwr drwy’r amser
Gwahanu hunanarfarnu oddi wrth brosesau eraill gwella darparwyr
Gwneud hunanarfarnu yn faes i uwch arweinwyr yn unig
Rhuthro gweithgareddau a llunio barnau ‘sydyn’
Barnu popeth
Gwneud i bethau ymddangos yn well nag ydyn nhw
Working for an external audience
Focussing on the quality of paperwork
Making self-evaluation an event (rather than an ongoing process)
Focussing on a narrow range of data
Measuring everything and trying to measure the unmeasurable
Analysing all aspects of the provider’s work at all times
Separating self-evaluation from other improvement processes
Making self-evaluation the domain of senior leaders only
Rushing activities and making ‘snap’ judgements
Judging everything
Making things appear better than they are

16. Pethau i ddechrau eu gwneud
Things to start doing
Newid y diwylliant o ran gwella ansawdd
Arfarnu ar gyfer eich darparwr a’ch dysgwyr
Bod yn ddidwyll, yn agored a gonest
Caniatáu amser ar gyfer prosesau
Rhoi pwys ar fesurau ehangach i adlewyrchu cynnydd dysgwyr a thaith yr darparwr dros gyfnod
Gwella parhad rhwng is-gontractwyr a phartneriaid
Datblygu cyfundrefn gadarn ac adeiladol o adolygu cymheiriaid
Change the culture around quality improvement
Evaluate for your provider and your learners
Be frank, open and honest
Allow time for processes
Attach importance to wider measures to reflect learners’ progress and the provider’s journey over time
Improve continuity between sub-contractors and partners
Develop a robust and constructive regime of peer review

17. Unrhyw gwestiynau?
Any questions?