1. The revised Common Inspection Framework for further education and skills Charlie Henry HMI Principal Officer Special Educational Needs and Disability Natspec Conference May 2012

2. The current Common Inspection Framework  Learning and Skills inspections are currently based on the Common Inspection Framework for further education and skills 2009.  We have received positive feedback on the current framework from learners, stakeholders, providers, employers and inspectors.  In light of this positive feedback, we are reviewing and improving the framework, rather than radically changing it.

3. Background to the proposals In proposing revisions to the framework we took into account changing government policy including:  the 2011 Education Bill and the Schools White Paper: ‘The Importance of Teaching’  exemption of outstanding providers  greater FE reforms and freedoms  empowerment of learners, employers and parents  localism: meeting local community needs  employability skills and progression onto sustainable employment  the Comprehensive Spending Review

4. Aims of the revised framework We plan to streamline and simplify the Common Inspection Framework by focusing on:  the aspects of a provider’s work that have most impact on learners  fewer judgements and grades  teaching, learning and assessment  the impact of leadership on the learner experience

5. The current Common Inspection Framework

6. Overall Effectiveness: the proposed framework Outcomes for Learners Teaching, Learning and Assessment Leadership and Management Overall Effectiveness

7. Responses to the original consultation  The consultation which closed on 24 th November showed strong support for streamlining the framework and for the proposed new judgements.  750 responses were received from learners  328 other responses were received which included key stakeholder groups  All proposals were positively received

8. Feedback from providers following consultative pilot inspections  “The central emphasis on teaching and learning worked very well.”  “The approach to judging outcomes for learners both academically and about personal, social and employability skills was sound and relevant.”  “Judgements were well-defined, interesting and informative, providing a clear picture of judgements in relation to outcomes, teaching, learning and assessment and leadership and management.”  “The removal of the limiting grades is a positive move, whilst at the same time ensuring that safeguarding and equality and diversity remain a constant theme is reassuring.”

9. We propose to continue to:  focus on the things that have most impact on improving outcomes for learners – teaching, learning and assessment  take account of providers’ self assessment  involve a senior member of staff in the inspection process  listen to the views of learners, employers, staff and, where appropriate, parents  make clear recommendations for the provider’s improvement  continue to focus inspections on the weaker providers

10. We propose to continue to:  undertake an annual risk assessment of all providers  inspect providers previously judged as good within six years  take account of the management of safeguarding arrangements to ensure all learners are safe  have a strong focus on equality and diversity, which will be embedded throughout the framework  consider capacity to improve, but within the context of leadership and management

11. What will be different in the revised framework? We propose to raise expectations by placing a stronger emphasis on:  fewer key judgements and grades.  the importance of teaching, learning and assessment  the extent to which the provision meets local and national needs  increased observation of teaching, learning, skills development and assessment  success, rates of progress and progression of different groups of learners

12. Outcomes for learners We propose to evaluate the extent to which:  all learners achieve and make progress relative to their starting points and learning goals  achievement gaps are narrowing between different groups of learners  learners develop personal, social, and employability skills  learners progress to higher level qualifications and into jobs that meet local and national needs

13. Teaching, learning and assessment (1) We propose evaluate the extent to which:  learners benefit from staff’s high expectations, engagement, care, support and motivation from staff  staff use their skills and expertise to plan and deliver teaching, learning, assessment and support to meet each learner’s needs  staff initially assess starting points and monitor learners’ progress, set challenging tasks, build on and extend learning for all learners  learners understand how to improve as a result of frequent, detailed and accurate feedback from staff following assessment of their learning

14. Teaching, learning and assessment (2) We propose evaluate the extent to which:  teaching and learning develop English and mathematics, including functional skills, to support the achievement of learning goals and career aims  appropriate and timely information, advice and guidance support learning effectively  equality and diversity are promoted through teaching and learning

15. Sector subject areas We propose to:  award a grade for teaching and learning overall, which will be supported by a grade for each subject area  continue to inspect a sample of subject areas,  use subject specialist inspectors  increase their focus on teaching and learning  write a section in the report on each of the subject areas sampled

16. Leadership and management (1) We propose to evaluate the extent to which leaders and managers, including, where relevant, governors:  demonstrate an ambitious vision, have high expectations for what all learners can achieve and set and meet high standards for quality and performance.  improve teaching and learning through rigorous performance management and appropriate professional development  successfully plan, establish and manage learning programmes and the curriculum to meet the needs and interests of learners, employers and the local and national community.

17. Leadership and management (2) We propose to evaluate the extent to which leaders and managers, including, where relevant, governors:  evaluate the quality of the provision through robust self assessment, taking account of user views, and use findings to promote and develop capacity for sustainable improvement  actively promote equality and diversity, tackle bullying and discrimination and narrow the achievement gap  ensure the safeguarding of all learners.

18. Consultation- ‘A good education for all’  ‘outstanding providers’ must have ‘outstanding’ teaching and learning  ‘requires improvement’ replaces ‘satisfactory’  early re-inspection for those who ‘require improvement’  limit the opportunity to be graded as ‘ requires improvement’ to two consecutive occasions  No notice inspection  anonymised summary of the outcomes from performance management of teachers, trainers and assessors

19. Revised framework: a broad timeline  Original consultation 1 September to 24 November 2011  Consultative pilot inspections September 2011 to January 2012  ‘Live’ pilot inspections between January and March 2012  Further consultation: ‘A good education for all’ published February 2012.  Further consultative pilot inspections during March and April 2012  Publish revised inspection framework and inspection handbook in May 2012  Commence inspections under the new framework from September 2012.

20. Questions