Raising standards
improving lives
The revised Learning and Skills
Common Inspection Framework:
AELP 2011
A revised inspection framework
- proposals
A revised inspection framework: why are
we making changes?
Ofsted is proposing to revise the inspection
arrangements for the further education (FE)
and skills sector. The changes will include a
revised Common Inspection framework and
will result in more focused inspections, with
fewer judgements and grades, leading to
reports on the most important aspects on the
quality of learning and skills provision.
How will recent policy change impact?
In proposing revisions we have taken into
account changing government policy
including the 2011 Education Bill (the Bill)
and the Schools White Paper: ‘The
Importance of Teaching’. For example -

different approaches to the commissioning
and funding 16-18 and adults
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greater FE reforms and freedoms
exemption of outstanding providers
increased self-regulation
How will recent policy change impact?
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localism: meeting local community needs
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more flexible qualifications
employability skills and progression onto
sustainable employment
‘Comprehensive Spending Review’; reduction
in the overall cost of inspection
Aims of the revised framework:

keep focusing on the things that have the most impact on
improving outcomes for learners

continue to do those things that work well:
 take account of providers’ self assessment
 involve senior staff in the inspection process
 listen carefully to the views of learners, employers, staff and,

where appropriate, parents
 make clear recommendations for the provider’s improvement
Increased focus on
 proportionality and promoting improvement in weaker
providers
Revised framework: a broad timeline

Ofsted published a consultation document setting out proposals
on 1 September 2011. This consultation ran for 12 weeks.

Consultation included focus groups, FE and skills representative
bodies, learners, the views of principals and CEO, governing
bodies, employers and other stakeholders.

Between now and Christmas 2011, Ofsted will carry out a small
number of consultative pilot inspections to test out some of the
approaches proposed in the consultation document.
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Live pilot inspections will take place in February 2012.

Implementation of the new framework is planned for inspections
from September 2012.
We will publish a draft of the revised inspection framework and
inspection handbook in May 2012.
Summary of framework proposals:
Report on the quality of provision by giving priority to the:
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outcomes for learners
quality of teaching, learning and assessment,
effectiveness of leadership in and management
Continue to judge the overall effectiveness, based on the above
Summary of framework proposals:
Increased focus on:

the extent to which the provision meets learners/local needs,
ensures achievement for all and enables positive progression

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raising standards for learners by improving inspection practice

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success and rates of progress of different groups of learners
teaching, learning, skills development and assessment in a
broader context
capacity to improve, but within the context of leadership and
management
Summary of framework proposals:
Increased focus on:

the effectiveness of leadership and management, but with
particular attention to the leadership of teaching and learning

the management of safeguarding arrangements to ensure all
learners are safe
Continue to:
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take account of self-assessment evidence
undertake an annual risk assessment of all providers
inspect providers previously judged as good within six years
Summary of framework proposals:
Continue to:

strengthen monitoring and inspection of satisfactory providers;
particularly those that have not improved over the last 2
inspections

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target inspection to bring about more rapid improvement
respond more flexibly to requests made by providers for an
inspection
Summary of framework proposals:
We will cease:

routine inspection of most outstanding providers - unless their
performance drops (subject to legislation)

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application of ‘limiting grades’
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to report fully and separately on a sample of subject areas
reporting separately on equality and diversity, but embed in three
main aspects: outcomes; of teaching, learning and assessment;
and leadership and management
Approach to inspection:
Guiding principles for inspection will remain:

Inspectors will make judgements based on the quality of the processes
that contribute to positive learner outcomes
However:
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there will be fewer graded judgements

greater attention to the wider context of teaching, learning and
assessment, their impact on learning and the provision of constructive
feedback through dialogue between staff and learners. Assessment, the
quality of work and skills development.

although the involvement of a senior member of the provider’s staff as
nominee will continue, as will engaging with learners and employers, we
will reduce the number of formal meetings. This will facilitate increasing
the focus on teaching and learning activities
an increased focus on how leadership and management impacts on the
quality of provision and determines the outcomes for learners.
Revised framework:
‘Outcomes for learners’

Learners’ outcomes will focus even more closely on learners’
achievement, their progression to higher level qualifications and into
sustainable jobs. A providers’ success in closing the achievement gap for
particular groups of learners.
Giving particular attention to how well:
 all learners achieve and make progress relative to their
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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
Revised framework:
‘Quality of teaching, learning and assessment’
The quality of teaching, learning and assessment
By giving particular attention to how:

staff demonstrate high expectations, enthuse, engage, support and
motivate learners so that they learn and make progress

staff initially assess and monitor learners’ progress, set challenging
tasks, build on and extend learning for all learners

staff use their skills and expertise to plan and deliver teaching,
learning, assessment and support to meet each learner’s needs
Revised framework:
‘Quality of teaching, learning and assessment’
The quality of teaching, learning and assessment (cont)
By giving particular attention to how:

learners understand how to improve their learning as a result of
frequent, detailed and accurate feedback from staff following
assessment of their learning

teaching and learning develops literacy, numeracy, language and
functional skills to support the achievement of learning goals

appropriate and timely information, advice and guidance effectively
supports learning

equality and diversity are promoted through teaching and learning
Activity 1:
The quality of teaching, learning and assessment
In small groups consider and record

What evidence enables us to best judge the quality
of teaching, learning and assessment in a further
education and skills setting?

What inspection activities should be maintained or
improved?

Some inspection activities specific to a sector
subject area or more general.
Revised framework:
‘The effectiveness of leadership and management’
the effectiveness of leadership and management including how
well leaders and managers including, where relevant, governors:

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demonstrate an ambitious vision, have high expectations for what
all learners can achieve and set high standards for quality and
performance.
How effective is the monitoring, performance management,
personal and professional development of teachers, trainers and
assessors
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
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
Overall Effectiveness:
the current framework
Learner
Outcomes
Quality of
Provision
Leadership &
Management
OE
Capacity to
Improve
Limiting Grades
Overall Effectiveness:
the proposed framework
Outcomes for
learners
Teaching,
Learning and
Assessment
Overall
Effectiveness
Leadership &
Management
Activity 2:
Effectiveness of leadership and management
 What weighting should we give to
any of the above considerations?
 How will we come to an overall
judgement for leadership and
management?
Activity 3:
Overall Effectiveness
For the following scenarios, what might the
impact be on the overall effectiveness grade
if:

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Learner outcomes was the main driver
All three judgments were equally weighted
Quality of teaching, training and assessment was
the main driver
Questions and Comments
Questions on the proposals for the new
framework
Thank you