Ofsted Training Presentation 220114

Your starter for 6.....
1. What is the name of the Paranoid Android in Douglas
Adams’ ‘Hitchhiker’s Guide to the Galaxy’?
2. In Monopoly, the green set consists of Bond Street,
Regent Street and which other?
3. The Roman town of Concangis is better known as?
4. What does UNESCO stand for?
5. After how many years would you celebrate your
crystal anniversary?
6. Which sign of the zodiac would you be if your
birthday was on the 18th October?
Your starter for 6...
1. What is the name of the Paranoid Android in Douglas
Adams’ ‘Hitchhiker’s Guide to the Galaxy’? – Marvin
2. In Monopoly, the green set consists of Bond Street,
Regent Street and which other? - Oxford Street
3. The Roman town of Concangis is better known as? –
4. What does UNESCO stand for? - United Nations
Educational, Scientific and Cultural Organisation
5. After how many years would you celebrate your crystal
anniversary? – 15
6. Which sign of the zodiac would you be if your birthday
was on the 18th October? - Libra
Aim for morning session
To ensure that all delegates are aware of the
requirements of the 2013 Common Inspection
Framework and understand what they need to do to be
inspection ready.
Introduction Key changes to the
The phone call…
If you received the phone call from Ofsted on Thursday
• What would be your initial reaction?
• Your next steps?
• How would you brief your teams in preparation?
Discuss on your table and be prepared to give some
open feedback to the wider group.
Sir Michael Wilshaw – Ofsted HMCI
“Quite simply, we've said that good is
the only form of acceptable provision,
and anything less than that is not good
enough and needs to improve as soon
as possible.”
Sir Michael Wilshaw HMCI (2012)
The Inspection Handbook 2012
To ensure consistency with
Ofsted it’s advisable to refer to
the Inspection Handbook:
Part 2, Section A and Section B
• Provides ‘Further Guidance’
on CIF themes
• Provides grade
Common Inspection Framework
for further education and skills 2012
Overall effectiveness
Outcomes for learners
Grade 1
Quality of teaching,
learning and
Grade 2
Grade 3
Effectiveness of
Leadership and
Grade 4
Inspectors will make a judgement on the quality of teaching,
learning and assessment by evaluating the extent to which:
• learners benefit from high expectations, engagement, care, support
and motivation from staff.
• staff use their skills and expertise to plan and deliver teaching,
learning and support to meet each learner’s needs.
• staff initially assess learners’ starting points and monitor their
progress, set challenging tasks, and 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
• teaching and learning develop English, mathematics and functional
skills, and 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.
Action Planning
You have been provided with a guide for evaluating
teaching, learning and assessment. As an aid to action
planning please note any aspects you need to follow up
in preparation for inspection.
You may wish to add these points to your main action
Grade characteristics – explanatory handout
Exploring the language of the CIF
Prepare a list of key words you could expect to use in staff
feedback or that you may hear inspectors use that may
indicate possible grades. To do this you need to use the
Inspection Handbook.
• Scan each of the four illustrative grade characteristics for
Quality of Teaching, Learning and Assessment and
identify key words you would use in grading or your SAR?
• Prepare a flip-chart table for presentation to the whole
group. See image on next slide.....
Flip chart presentation – key words
Words only found
under descriptor
Descriptive words
from CIF
Descriptive words
from CIF
Descriptive words
from CIF
Words that cross descriptors – lesser impact on reports and feedback
Approx. 20 minutes
Preparing for
Being Inspection ready – Initial Planning meeting
Inspection team members, the role of the nominee - inspector profiles.
Scope of the inspection (areas to be inspected and graded)
Informing users about the inspection, learner and employer views
Has the BI-06 been completed by the provider?
Schedules of planned assessment, reviews, lessons etc. during inspection.
Timetables of classroom activity.
Arrangements to examine learners’ work.
Other planned learning activities/opportunities that may occur on inspection
Inspection team meetings and meetings with members of staff/managers
Pre inspection team briefing letter.
Quality assurance visitors: Inspection service providers, Invited observers.
Domestic arrangements.
Feedback, quality assurance of the inspection.
The challenges
• Think about the real challenges here, what actions
will you need to put in place in order to be able to
complete B1-06 accurately and quickly?
• Have you updated your SAR and prepared a position
statement setting out how you have improved since
the SAR was written?
• Make a note in your action plan.
• Do you have any concerns on this key task?
How a typical inspection is organised
• Dips or fluctuations in outcomes data can trigger an
inspection visit particularly if the provider was
previously performing well. Page 8 of the Handbook
outlines how Providers are selected for inspection.
• Typically inspection is on a four year cycle but can
change according to reports from monitoring visits.
• Refer to pages 29 and 30 in the Inspection Handbook
for the typical inspection format.
Pre-inspection work for inspectors
This task is assigned to inspectors prior to them arriving.
From the provider’s self-assessment, the team briefing
letter, the iCPR or other data provided complete your
analysis on the following:
• Achievement Gaps? significant variations in gender,
ethnicity or disability.
• Learners Progress? (where data are available and
• Learner destinations?
• Other outcomes evidence to inform hypothesis for
teaching, learning and assessment?
CIF 2012 - What’s new….
• Firstly, short notice – 2 days and shorter period of time
before re-inspection.
• Satisfactory is no longer acceptable.
• Greater emphasis on teaching, learning and assessment
but outcomes still matter, impact of TLA.
• No limiting grades for E&D and Safeguarding but
emphasis on E&D observed in learning.
• Support & guidance is included in teaching and learning.
• Progress made by current learners is a key focus.
• Destinations into employment and higher levels.
Comments in FE Week LeSoCo
• The Ofsted report said: “Staff do not set learning targets
for learners or track their progress effectively. Tutorials
are often unproductive [and] many learners cannot recall
when they last received a tutorial, when they were given
individual targets relating to their qualification, or when
they had a discussion about issues such as attendance.”
• “The weighting on English and maths has overweighed
the rest of the provision, and that is what we think is
What’s topical from recent inspections
Strong emphasis on teaching, learning and assessment, but success rates
are still very important and impact on overall grade.
• Planning learning, learners are stretched and challenged, impact.
• Variety in learning and assessment and rigour of assessment.
• Progress given their starting points, setting and monitoring of targets.
• Progress is a key focus as is attendance and punctuality.
• Embedding Employability, E&D, English and Mathematics.
• How well are GLH managed (LR & ER).
• Achievement gaps – what’s actually being done to narrow the gap?
• Learners on right programme – link to IAG (bums on seats policy).
• Miss-match in internal observation grades.
• Weak self-assessment – insufficient analysis of TLA.
A typical day in the life of an Inspector
Begins with feedback to managers from previous day
Carry out learning observations.
Review learner files, learner work, attendance.
Review WBL ILP's, progress reviews.
Review learner progress tracking.
Meetings with learners, staff, managers and possibly employers.
May follow a learner (observation, ILP, tutorial/review, tracking).
Feedback team meeting at 5pm.
Checking and updating observation notes, triangulating
judgements, next day plans.
• Well earned glass of …..(usually red)
What inspectors look for during an observation
How well is the session planned to meet needs of learners.
Attendance and punctuality.
Class behaviour, control and motivation.
Do learners know what they need to learn.
Is there a link to previous learning.
How effectively is assessment for learning used.
Assessment approaches – questioning.
Learner participation - not teacher led.
Variety in learning activities.
Embedding LLN, E&D and links to employability.
Use of ILT if appropriate.
What inspectors look for during an observation
Assessment & Progress Reviews:
• Absolutely key – must be evidence of planning.
• Impact of the assessment or review on learner progress.
• Evidence that some learning takes place.
• How well learners understand their progress and Provider has
detailed up to date progress tracking shared with learners.
• Checking learning – assessment/questioning approaches.
• Clear link to previous targets and very clear smart target
setting. Links to off-job training.
• Planned inclusion of E&D and Safeguarding.
• Employer involved (if app) and session has a clear wrap up.
What do inspectors expect in lesson planning
Ofsted has no formal requirement for a lesson plan or style
of lesson plan, however...
• CIF states: Staff use their skills and expertise to plan
teaching, learning and support to meet each learners’
needs. So...
• We need a scheme of work a scheme of learning or a
lesson plan, this will need to indicate GLH planned – the
ILP will need to show how they are delivered.
• Indication of what is planned for the session together with
• See the sample ‘5 minute lesson plan’ over...
5 minute lesson plan
Things you need to know and have in place...
Data, three year trends with explanation
for dips, what's being done to improve
success rates
Withdrawals and transfers - compare to
same point last year
Learner numbers by ethnicity and
gender, any achievement gaps and why
Observation grade profile - how this is
moderated, how accurate
Timetables etc. Are they accurate
Safeguarding CRB or DBS checks
Learner surveys "You said, we did"
IAG, it's impact, are learners on the right
programme, how well are starting points
considered, added value
Progression data
Staff appraisal linked to CPD
Risk assessment and COSHH up to date
Management understand current
learner progress, tracking etc.
Targets - organisational, staff, learners
Improvement strategies and impact
How well PT staff are included
Impact of quality assurance process
Accuracy and impact of the SAR
Plan learner and staff meetings
Do learners arrive ready to learn
Learning can take place in diverse places
Aim for afternoon session
To explore the key teaching, learning and assessment
themes emerging from recent inspections, and identify
best practice and effective strategies for improvement.
Characteristics of
teaching, learning
and Assessment
Outstanding Teaching, Learning and Assessment
Working in your groups list the elements you would
expect to find in an outstanding lesson.
What is it about these elements that warrants the
session being outstanding?
• Classroom based learning
• Practical learning session
• Assessment or review in the workplace
• Learner 1:1 tutorials
Done well, these aspects contribute to outstanding
1. Standards of work and skill development
2. Learners progress
3. Development of language, literacy, numeracy and ICT
4. Development of employability skills
5. Teacher effectiveness
6. Ability to work independently
7. Promotion of equality and diversity in learning
8. Learners attitudes
9. The impact of resources on learning
Attributes of a really effective learning session
• It will be about learning rather than teaching.
• Very good attendance and punctuality.
• Introduction immediately engages learners in learning
and explains outcomes for session.
• Well planned with variety in activity, stretch and
challenge and interesting for learners.
• Routine assessment of learning – really effective
questioning. Some assessment for learning.
• Recap and plenary.
• Includes relevant aspects of E&D, links to employability,
English and mathematics
Including E&D, English and Mathematics
• Mathematics is easy, but teachers need to provide clear
evidence that something is reinforced or learned.
• English – consider building a list of complex words, hard
to spell words, include good grammar practice, this is
easy to evidence in marked work and in feedback.
• E&D – must link to the topic being covered. Get learners
to prepare a set of diagrammatic drawings for someone
who can’t speak English. Discussion on imperial
measurement, how tasks are done in different cultures,
also include basics such as learning preferences.
E&D in TLA
Task for each group of 4…
• Provide one good idea for embedding E&D in
teaching, learning and assessment.
• Briefly summarize your idea on a flip chart at the
Effective questioning of learners
Developing consistency in judgements
Working as a group, devise three really effective
questions to ask learners that will determine whether
they are learning.
Present these to the whole group on a flip chart.
Activity – learner profiles
Clearly there are cross-sector issues in the use of learner
profiles (group or individual). There is also some
confusion over what’s expected in planning learning.
• How well do your profiles support improving
outcomes for learners?
• What do you expect to see by way of profiles during
• What initiatives do we need to take away today to
improve overall planning for learning – if any?
Know your learner
Student personality
Ed McBear Learning style
Learning support
A pleasant student, lots of facial hair and can be
growly especially before breaks. Likes to chat and
socialise, works best in group with Paddington and
Rupert. Easily led astray by Yogi.
Visual learner, likes pictorial information, charts, pies
(meat), diagrams etc. Very ready to answer in class.
None currently arranged.
Current literacy level: E3, has difficulty understanding complex words and
terminology, additional support will be required to
get him through the programme.
Targeted Literacy
Level 1- Arrangements made to attend basic skills
sessions. Discuss progress at tutorial.
Current numeracy
L1, Will require additional support to cope with
Targeted numeracy L2, Needs to attend FS lessons.
Grading Teaching,
Learning and
Key points from a recent inspection report
• Many students do not make the progress expected of
them based on their starting points.
• The standard of students’ work generally meets
course requirements but rarely extends beyond that
required to achieve a pass grade. Too many students
are not sufficiently challenged to realise their full
potential and the proportion achieving high grade
passes on courses where they are able to do so is
As an observer, you need to make a judgement about
learner progress relative to their starting points.
• How will you go about this?
• What’s meant by starting point, how will you know.
• What information will you require to help form your
judgement and how will you get it?
• What, if any other information will you require?
Assessing teacher documentation
What paperwork does an inspector look for when observing
a lesson – what could all this tell you?
• Scheme of work
• Lesson plan
• Learner profiles
• Links to initial assessment
• Handouts – learner activities
• Tracking and assessment
• Register
What if there isn’t any documentation?
Using the Inspection Handbook
When grading observers should become familiar with
the Inspection Handbook and use it each observation
to ensure accuracy, consistency and fairness.
• For example: How would you grade a really good
lesson when attendance is low and well below the
Providers target?
Actions to improve TLA
The key weaknesses in TLA:
• Lack of planning, no clarity in what learners need to do.
No discussion on outcomes or targets.
• No clear planned activities or weak timing with
insufficient checks on learning.
• Weak questioning approaches.
• If appropriate, failure to include E&D, LLN and
• Weak observation fails to identify strategies for
Lesson observation
What do you look for when you observe lessons.
• How do you evaluate your judgements?
• How do you know you’ve given the correct grade?
• How do you plan feedback?
Effective lesson observation documentation
Avoid complex forms, check boxes and opportunities for
• Context of the lesson.
• Summary reflecting the grade (comments on learner progress
and the impact of TLA)
• Strengths – why is it a strength
• Areas for improvement – why does it need to improve,
consider the impact on learners.
• Actions required to improve – the level of detail here will
generate the most improvement.
Use the structure in the action planning worksheet as your
observation structure.
Recent summary of key findings for learners
• The quality of teaching, learning and assessment is not consistently
high across the provider.
• More able learners are not sufficiently challenged and, as a result, do
not make enough progress.
• Attendance is too low and below the college's target.
• Not all learners acquire the English and mathematics skills that they
need to progress successfully.
• Target setting is not sufficiently specific to enable learners to know
what they need to do to improve.
• Self-assessment is insufficiently evaluative and does not give enough
emphasis to improving the quality of teaching, learning and

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