Further Education and Skills
Overview of changes to the common
inspection framework and inspection
from September 2015
Today’s topics
Today will cover:
1.
2.
3.
4.
5.
Background to the changes to inspection
Changes to the Common Inspection Framework (CIF)
Changes to inspection methodology
Equality and diversity in the CIF
Spotlight on personal development behaviour and welfare
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1. Background to the
changes to inspection
Principles of inspection reform


Ensure we inspect the right things well in a cost-effective way.


Trigger timely improvement action before standards slip too far.

Be proportionate with sufficient emphasis on underperforming or
declining providers – both to ensure maximum impact,
value for money, and to prevent good providers expending time
and energy on unnecessary inspection preparation.
Provide comparable and accurate information for parents, carers,
learners and employers to inform their choices.
Be of rigorous quality to be of value, and credible to the
profession and public.
What has changed?
 New Common Inspection Framework covering early
years, schools, non-association independent schools and FE
and skills

New range of inspection methodologies
 New Safeguarding guidance
Overview of the reforms
Maintained
schools and
academies
Further
education
and skills
Early Years
Nonassociation
independent
schools
New common inspection framework
Short inspections for good providers
Direct contracting and changes to workforce
Overriding message
Quiz…
Any
questions?
How much do
you already know
about the new CIF and inspection
methodologies?
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2. Changes to the CIF
CIF
The judgements
Inspectors will make four ‘key judgements’:
 Effectiveness of leadership and management
 Quality of teaching, learning and assessment
 Personal development, behaviour and welfare
 Outcomes for learners.
They will state clearly whether safeguarding is effective
In addition, inspectors will make an overarching
judgement on overall effectiveness
CIF
Inspecting ‘types’ of
provision
Types of provision
16 to 19 study programmes
Apprenticeships
Adult learning programmes
Traineeships
Provision for learners with high needs
Full-time provision for 14- to 16-year-olds
NB – Inspection handbook provides guidance on each of these
CIF
Effectiveness of leadership
and management
Increased emphasis on:

impact of leaders’ work in developing and sustaining an ambitious
culture and vision



tackling mediocrity


All staff help prevent radicalisation and extremism
robust performance management
safeguarding arrangements protect learners meet statutory
requirements, promote their welfare and
In addition, we will maintain our focus on the curriculum.
CIF
Teaching, learning and
assessment
Increased emphasis on:

the importance of developing learners’ knowledge, understanding
and skills in all types of provision


…to prepare them for their next step
assessment in all its forms.
No grading of lesson observations
CIF
Personal development,
behaviour and welfare
Personal development:

A key focus on how well learners develop to become successful in
their learning and how well they are prepared for their next steps.
Key emphasis upon:

How well learners develop self-confidence and selfawareness, and how to be successful learners

Their knowledge and ability to keep themselves safe from all
forms of risk

How well learners understand their career options and are
prepared for their next steps

Responsible engagement for example in work placements and
as active citizens.
CIF
Personal development,
behaviour and welfare
Behaviour:

Emphasis on developing appropriate attitudes and
behaviours for work


Behaviours that show respect and tolerance for others
Conduct and self-discipline.
Welfare:



Physical and emotional well-being
Staying safe online
Safe from all forms of bullying.
CIF
Outcomes
Key message:

In judging outcomes, inspectors will give most weight
to learners’ progress. They will take account of learners’
starting points in terms of their prior attainment when
evaluating progress

Within this, they will give most weight to the progress of
learners currently at the provider, taking account of
how this compares with the progress of recent cohorts,
where relevant.

Inspectors will consider the progress, achievements and
destinations of all groups of learners across all types of
provision.
3. Changes to inspection
methodology
Main types of inspection
 Full inspection – for providers who previously received a
3 or 4; also for any provider previously graded as 1 or 2,
where a risk assessment indicates a possible change of
grade (may be other conditions triggering full inspection).
 Short inspection – normally for providers who
previously received a grade 2
 Support and challenge visits – following a grade 3 at
inspection (resulting in letter, not published)
 Reinspection monitoring visits - to inadequate
providers (resulting in published letter)
 Survey visits
 Good practice visits
The new short inspection
 Short inspections of providers previously graded 2 for overall effectiveness
 Grade 2 providers will usually be inspected within 3 years of September 2015
 Short inspections will be held around every 3 years thereafter
 May be brought forward following risk assessment
 (Grade 2 providers may also receive full inspection if there are concerns at deskbased risk assessment)
 Short inspections are normally 2 days on-site
 One or more inspector
 Team comprising HMI and/or Ofsted Inspectors (OI)
 Inspection to focus on key lines of enquiry not full CIF
 No graded judgements
 Two judgements - Is the provider continuing to be good? Is safeguarding effective?
 A short inspection will not change any of the graded judgements nor the overall
effectiveness grade.
 A short inspection may be converted to a full inspection.
 Short letter will be produced and published
Lines of enquiry for short inspections
On short inspections inspectors will not inspect against
the common inspection framework, rather they will
identify key lines of enquiry, for example:
1. Is the provider sustaining ‘good’ quality?
2. Are safeguarding arrangements adequate?
3. Any major changes to quality since last inspection?
4. Are previous AfI’s being addressed?
5. Have new initiatives been implemented appropriately?
Converting short inspection to full…
 This will occur if the lead inspector (LI) has significant concerns
about the quality of provision, or if the LI believes the provision
may now be outstanding
 A full inspection could be triggered prior to the inspection, or at
any stage of the short inspection, at which point the team will
start inspecting against the full CIF
 Full inspection will normally be held within 3 weeks
 Some consistency of inspection team membership
 All evidence from short inspection will roll forwards
 Full inspection will result in full report
Short Inspections
Is the provider continuing to be good?
Is safeguarding effective?
Yes
Yes
No
(provider remains good)
(provider may be
outstanding)
The provider’s performance
is being sustained.
It continues to provide a
good quality of education
for learners.
Any weaknesses are known
by leaders and being
tackled – proven capacity.
(insufficient evidence,
or concerns about
effectiveness/
safeguarding)
Is it likely that the
provider might be
judged outstanding in
a full inspection?
HMI informs provider that
insufficient evidence has
been gathered or
concerns exists and
explains that a full
inspection will follow
shortly.
A full inspection is
arranged (usually
within 15 days)
A full inspection is
arranged (usually within
15 days)
Returns to cycle of
inspection
Overriding message
Coffee Break
Any questions?
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4. Equality and Diversity in the CIF
Equality and Diversity in the CIF
L&M– Ambition for all Learners
 How effectively leaders, managers sand governors monitor the
progress of groups of learners so that none is disadvantaged
or underachieved
What other aspects will inspector consider in L&M?
(para 162)
T,L&A - teaching and assessment methods inspire and challenge
all learners
 T,L&A promote equality, raise awareness of diversity, tackle
discrimination, victimisation, harassment, stereotyping,
radicalisation and bullying
What other aspects will inspector consider in T,L&A?
(para 168)
Equality and Diversity in the CIF
PD,B&W– All learners develop confidence and have the potential
to be a successful learner and in their future
 The extent to which learning programmes, including
enrichment activities, allow all learners to explore personal,
social and ethical issues and take part in wider society and in
Britain
What other aspects will inspector consider in PD,B&W?
(para 172)
Outcomes – learners’ progress compared with their starting
points, with particular attention to progress by different groups of
learners
What other aspects will inspector consider in outcomes? (para 176)
5. Spotlight on Personal development,
behaviour and welfare
Table activity
As a table, review the 25 pieces of evidence you have been given for
personal development, behaviour and welfare for your provider’s selfassessment.
These are all labelled 1-25.
Use the colour post-it notes as follows:



Pink/purple = most weighted
Orange = mid-weighted
Yellow/green = least weighted
Write down the evidence number of the statement on the colour postit where you feel the evidence is best ‘weighted’ in this case.
Apply the evaluation criteria, and the grading criteria, in the handbook
on pages 44-48 (extract provider) to help you with this task.
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Overriding message
Questions?
Any questions?
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Overriding message
Thank You
Any questions?
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