1. ISC Conference Inspecting learner involvement in the new inspection framework Kath Townsley HMI Margaret Hobson HMI September 2009

2. Development work  Inspectors will include the views of learners in reports  A summary report for learners and other users will form the front part of the report that includes grades, judgements and learner views  Providers will be required to ensure this is made available to learners and other users Consultation Links with learner groups- NLP, NUS Focus groups Presentations to NLP Pilot inspections

3. Before inspections  Inspectors will ask providers to inform all learners and employers of the forthcoming inspection  Where possible inspectors will discuss the inspection with learner representatives at the planning stage  Inspectors will invite learners to provide their views prior to as well as during the inspection or regulation event.  Inspectors will ask providers to supply evidence of their learner views and the action they have taken on them, through self-evaluation evidence.

4. During inspections  Learners will be encouraged to inform inspectors of their views on the quality of their experience at the provider using a range of methods including  electronic methods (e.g. email)  face to face discussions  focus groups  during and after learning activities

5. During inspections  Inspectors will adopt appropriate strategies to engage with learners with learning difficulties and/or disabilities, or those who have additional support needs, to ensure appropriate representation of their views  Inspectors will actively seek access to additional information on learner views, for example in provider publicity or other documentation

6. Common Inspection Framework  Inspectors will include the views of learners in reports  A summary report for learners and other users will form the front part of the report that includes grades, judgements and learner views  Providers will be required to ensure this is made available to learners and other users Overall Effectiveness Can be affected by two limiting grades- Safeguarding Equality and Diversity Capacity to Improve

7. Outcomes for learners, quality of provision, and leadership and management  Outcomes for learners including ECM  How well do learners achieve and enjoy their learning?  How well do learners improve their economic and social well-being through learning and development?  Do learners feel safe?  Are learners able to make informed choices about their own health and well being?  How well do learners make a positive contribution to the community?

8. Outcomes for learners, quality of provision, and leadership and management  Quality of provision  How effectively does the provision meet the needs and interests of users?  How effectively does the provider use partnerships to develop its provision to meet learners’ needs?  How effectively do teaching, training and assessment support learning and development?  How effective are the care, guidance and support learners receive in helping them to attain their learning goals?

9. Outcomes for learners, quality of provision, and leadership and management  Leadership and management  How effectively do leaders and managers, and where appropriate governors or supervisory bodies, raise expectation and promoting ambition throughout the organisation?  How effectively does the provider promote the safeguarding of learners?  How effectively does the provider actively promote equality and diversity and tackle discrimination and narrow the achievement gap?

10. Outcomes for learners, quality of provision, and leadership and management  Leadership and management  How effectively does the provider engage with users to support and promote improvement?  How effectively does self-assessment improve the quality of the provision and outcomes for learners?  How efficiently and effectively does the provider use its available resources to secure value for money?

11. Before inspection  How best can learners be prepared?  What would the best method of communication be for your learners?

12. During inspection  What can you do to ensure as full an input from learners as possible?  What strategies might be most useful?

13. After inspection  How can feedback be disseminated most effectively?  How can the outcomes be used to have the greatest impact?

14. Plenary Questions Further information kath.townsley@ofsted.gov.uk