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The revised Common Inspection Framework workshop - Support. Lynda Cole HMI NAMSS Annual Conference Bristol 13 March 2012. Aims of the Workshop. Review current framework Analysis of College inspection data 2010/11 Chief Inspectors Report 2011 Revised Common Inspection Framework
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The revised Common Inspection Framework workshop - Support Lynda Cole HMI NAMSS Annual Conference Bristol 13 March 2012
Aims of the Workshop Review current framework Analysis of College inspection data 2010/11 Chief Inspectors Report 2011 Revised Common Inspection Framework Workshop activities Plenary
Review - Current CIF Current framework takes account of the Every Child Matters themes: Be healthy, Stay safe, Enjoy and achieve, Make a positive contribution, Achieve economic well-being Inspectors judge CGS as part of ‘Quality of Provision’ Contributory grade : How effective are the care, guidance and support learners receive in helping them to attain their learning goals?
Review - Current CIF To make their judgements, inspectors evaluate the extent to which: learners receive appropriate and timely information, advice and guidance on their next step in training, education and employment learners receive individual care and support to promote their learning and development, and to help them achieve their potential.
Review - Current CIFTaking into account where relevant (1): how well the provider has developed effective links with other relevant agencies to supply appropriate pre-course information how guidance and induction quickly introduce learners to the structure and demands of their programme and their rights and responsibilities as a learner the effectiveness of procedures to monitor learners’ participation and attendance and to take prompt action to address any identified problems appropriately and bring about changes and improvements based on realistic targets the availability and quality of support for learners on personal issues
Review - Current CIFTaking into account where relevant: (2) whether parents, carers and employers are kept informed of the progress and attendance of learners under 18 the extent to which individual learners’ additional support needs are accurately identified early in the programme and are met quickly through the provision of appropriate resources and support throughout a learner’s programme how well learners are involved in the planning, reviewing and evaluation of provision to meet their support needs the extent to which support staff have relevant qualifications, training and experience
Review - Current CIFTaking into account where relevant: (3) the extent to which an individual’s additional support is used as an enabling resource, so that, where appropriate, an individual gains greater autonomy and decreases dependence on others whether services are sensitive to and promote equality of opportunity and awareness of cultural and linguistic diversity.
Inspection judgements 2010/11 84 College inspections How effective are the care, guidance and support learners receive in helping them to achieve?
Chief Inspectors Report 2010/11:Outstanding care, guidance and support (SFC) Examples: ‘Very effective advice ensures that students choose programmes which provide good progression routes. Initial assessment provides timely and incisive identification of learning support needs, which are addressed promptly and very effectively. Students value highly the excellent academic and pastoral support they receive from their teachers and tutors.’
Chief Inspectors Report 2010/11: Outstanding care, guidance and support (GFEC) Examples: ‘Particularly good pre-entry support is provided sensitively to more vulnerable learners, for whom the transition to college may be very challenging. The college makes increasingly effective use of information from partner schools to establish appropriate support for those with a wide variety of learning needs.’
Chief Inspectors Report 2010/11: Satisfactory care, guidance and support (SFC) Examples: ‘Students receive additional learning support when they refer themselves to the support team or are referred by their teachers. However, not all students who need additional learning support are identified early enough or attend the support provided.’
Chief Inspectors Report 2010/11: Satisfactory care, guidance and support (GFEC) Examples: ‘A new curriculum model to allow better setting of learner targets and monitoring of progress is leading to improved attendance and retention. Learners and staff value the six-weekly reviews that take place. However, some targets are too imprecise to be useful. Learners are well prepared for the next steps at the end of their course, whether to employment or further education or training.’
Chief Inspectors Report 2010/11: Satisfactory care, guidance and support (GFEC) Examples: ‘The college has recently introduced pre-entry course work and has revised tutorial support arrangements in an attempt to raise retention rates. Early indications are that these initiatives are proving successful although they have not yet been introduced on all courses.’ Extensive and well-developed links with external agencies extend and enhance the support available to learners.’
Revised Common Framework: September 2012: Provisional Focus: report on the quality of provision of the further education and skills sector, giving priority to the following key headline grades to determine the overall effectiveness of the provider: • outcomes for learners • the quality of teaching, learning and assessment • the quality of leadership and management of the provider
The proposed framework Outcomes for Learners Teaching, Learning and Assessment Leadership and Management Overall Effectiveness
Outcomes for learners: Provisional We propose to judge outcomes for learners by giving particular attention to how well: all learners achieve 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.
Teaching, learning and assessment: Provisional We propose to judge the quality of teaching, learning and assessment by giving particular attention to how well: staff demonstrate high expectations, enthuse, engage, support and motivate learners so that they learn and make progress staff set challenging tasks, build on and extend learning for all learners staff have appropriate skills and expertise to provide good quality teaching, learning, assessment and support for each learner
Teaching, learning and assessment (2) staff assess learners’ progress and provide for a range of needs including those learners with learning difficulties and/or disabilities equality and diversity are promoted through teaching and learning teaching develops literacy, numeracy, language and functional skills, independent and lifelong learning to support the achievement of learning goals learning is effectively supported by appropriate and timely information, and advice and guidance on next steps in training, education and employment.
Leadership and management: Provisional We propose to evaluate the extent to which leadership and management including, where relevant, governors: raise expectations, promote ambition for learners and improve their outcomes improve teaching and learning ensure the appropriateness of the provision, including the curriculum in meeting the needs and interests of learners, employers and the local and national community
Leadership and management (2) deploy resources, including staff, accommodation, facilities and technologies to support learning effectively and provide value for money evaluate the provision through monitoring quality, including engagement with users and using their findings to make, promote and sustain improvement actively promote equality and diversity, tackle discrimination and narrow any achievement gaps ensure the safeguarding and well-being of all learners.
Activities In the new revised framework, where should ‘support’ be evidenced to underpin judgements? Outcomes for learners Teaching , learning and assessment Leadership and management
Activity (1) In the revised Common Inspection Framework where would aspects of the old ‘Care Guidance and Support’ support a judgement for Outcomes for learners
Activity (2) In the revised Common Inspection Framework where would aspects of the old ‘Care Guidance and Support’ support a judgement for Teaching, Learning and Assessment
Activity (3) In the revised Common Inspection Framework where would aspects of the old ‘Care Guidance and Support’ support a judgement for Leadership and Management
Plenary As a group prioritise the top 5 considerations that inspectors should undertake – post Sept 12, to judge not the processes of ‘Care, Guidance and Support’, but their impact on learning.
