Facilitated by: Marina Gaze, former Ofsted Director for FE and Skills
Date: Thursday, 20 February 2020 | Time: 10.30 am – 11.30 am GMT
The Further Education and Skills Handbook 2019 says:
‘Before making the final judgement on overall effectiveness, inspectors must evaluate the extent to which the education and training provided meets the needs of all learners. This includes learners with SEND and those who have high needs.’
This statement makes it very clear that Ofsted sees learners and apprentices with SEND as hugely important. In this webinar, you’ll hear how to improve the quality of provision for learners with SEND, what Ofsted expects from providers and how to deliver it using Cognassist.
You’ll learn more about:
how SEND learners are now high profile in the EIF
why you should ensure that you quickly identify any additional learning support needs and plan learning to meet these needs
why it’s important to individualise learning and support to meet learners’ needs and help them embed concepts into their long-term memory
why impact is so important and how you can help learners improve, develop and achieve
Who should attend?
This webinar will be of interest to ITPs, Employers, FE, LA and NHS and the following staff in these roles: Quality Director, Quality Manager, Head of Quality, Head of Apprentices, Learning Manager, Head of Department, CEO, VP, MD.
This webinar is sponsored by Cognassist and therefore complimentary to attend. It is an alternative date for people who could not attend the same session which was run by Cognassist on the 13th February.
Access to the live webinar and/or recording, slides and Q&As after the webinar. If you cannot attend the live webinar, you will automatically be sent a link to the recording afterwards if you stay registered.
This year’s annual reportfinds the overall quality of education and care in England is good and improving, but chief inspector warns against complacency.
Launching her third Annual Report as Her Majesty’s Chief Inspector, Amanda Spielman said today (21 Jan) that the great majority of schools, colleges, nurseries and child minders in England are good or outstanding, reflecting the hard work of teachers, leaders and support staff who work there.
86% of schools are judged to be good or outstanding
96% of early years (EY) providers are good or outstanding
81% of inspected further education and skills (FES) providers are good or outstanding
This year’s Annual Report also highlights improving developments in children’s social care, with 48% of local authority children services now rated good or outstanding, while 84% of children’s homes, fostering and adoption agencies, residential special schools and other social care providers returned a good or outstanding grade in their most recent inspections.
Ofsted’s core job is to inspect, regulate and report objectively. The Annual Report provides a summary of findings from thousands of inspections and visits and research published over the past year. It presents a ‘state of the nation’ commentary on the quality of education, training and children’s social care services in England. Ofsted is the only independent body that can provide this view across England.
It’s important not to let complacency creep in
However, the Annual Report warns that a minority of schools and other education providers continue to make decisions in their own best interests, rather than those of their learners. This includes various forms of ‘gaming’ that seek to maximise the school’s attainment data and league table positions.
Ofsted is concerned that these providers are failing to act with integrity or focus on what really matters. As a result, some children – particularly the most disadvantaged – are not being well prepared for adult life.
Speaking to an audience of education and social care professionals and policy experts in Westminster, Ms Spielman said that, while the overall picture is good and improving, it’s important not to let complacency creep in.
Ms Spielman said:
It’s important that we don’t allow complacency to creep in. We must ask the tough questions and highlight inadequacy, as well as excellence.
… So, as we look at the high standards of education and good quality care that most are achieving, we must ask: what lies beneath? Away from the excellent work going on in many places, what is getting in the way of further and faster improvement – and what does that mean for our children?
Ofsted launched a new education inspection framework (EIF) in September 2019, which put the quality of the curriculum at the centre of its approach, with less focus on performance data. Since then, there has been a real shift in emphasis in schools. School leaders and teachers have widely welcomed Ofsted’s new approach and the opportunities it has given them to think carefully about their curriculum, and make sure it gives every child the chance to acquire the same knowledge and learning.
We must guard against restricting education excessively. Exam results are important but have to reflect real achievement. We should not incentivise apparent success without substance. This doesn’t represent a good education for any child. And for those who aren’t being read a different story every night, who aren’t taken to the museum at the weekend, who don’t get the chemistry set for Christmas, it is especially impoverished. These children need and deserve a proper, substantial, broad education, for as long as schools have them.
We recently inspected a school that had been requiring every child to take a sports science qualification, using up a valuable GCSE slot, whether or not they had any interest in sports science at all. We’ve seen schools requiring almost every child to take a qualification in English for Speakers of Other Languages, even though they were nearly all native English speakers who were also taking English Language and Literature GCSEs.
We’ve seen schools that have been cutting back drastically on all children’s opportunities to discover the joys of languages, art, music, drama and humanities – so that most children have to give them up at age 12 or 13, when they have barely begun to discover what these subjects have to offer.
… We mustn’t succumb to the seductive but wrong-headed logic that we help disadvantaged children by turning a blind eye to schools that narrow education in this way, as long as they deliver acceptable grades at the end. Grades are hollow if they don’t reflect a proper education underneath. And we have no idea yet who the most talented and singular women and men are, who will drive this country forward in the 2030s, 40s and 50s. They could be in any primary or secondary school anywhere. All of them should have the chance to develop their talents. Poorer children shouldn’t get a worse choice.
Regarding Further Education and Skills
At the other end of the age range, the discussion of further education and skills (FES) has taken on extra significance. In 10 days, the UK will leave the European Union and start to plot its future trading relationship with Europe and the rest of the world.
Now, more than ever, we must think strategically about skills and how the further education sector is funded and encouraged to provide the right courses of the right quality.
I’m not happy that some colleges steer too many of their students towards superficially attractive courses that fill their rolls and attract funding – whether or not they open doors for the students who take them.
This doesn’t mean the courses young people are taking are completely worthless. But flooding a local job market with young people with (say) low-level arts and media qualifications, when the big growth in demand is for green energy workers, will result in too many under-employed and dissatisfied young people and wind turbines left idle.
We need a clearer focus on matching skills to opportunities. Not just for Brexit. Many FE providers operate in places the government says it wants to ‘level up’. What better way to level up than to radically improve the quality of vocational and skills education in our towns? But it does also mean tackling the small minority of colleges that have under-performed or been ‘stuck’ for years.
Apprenticeships have become a much larger part of our post-16 work. Over the last two years, the number of further education and skills institutions has grown by over 60%. Most of the growth has been in independent learning providers (ILPs), who offer the majority of apprenticeships. Their numbers have more than doubled to 1,200. Remember, there are fewer than 200 general FE colleges.
And our inspections tell us that too many providers are not clear about the purpose of their apprenticeships. The quality of courses is still sometimes too low and the proportion of ILPs judged good or outstanding declined this year, for the third year in succession. This needs to change.
Changes to the funding model and the introduction of the levy have driven growth in the number of providers, but they’ve also bent apprenticeships out of shape. Even with more providers, the overall number of apprentices has dropped – and this has a particular impact on younger age-groups.
Apprenticeships can be transformational for young people. And yet one in five of all new levy-funded apprenticeships are higher- and degree-level, often aimed at people who are already doing the job, or who don’t need the leg up that a great entry-level apprenticeship can provide.
Meanwhile, there are more than twice as many apprentices in business and retail as there are in the priority areas of construction and engineering.
The government and providers must look at what can be done to redress the balance across apprenticeships. The critical 16 to 19 age-group needs to be better catered for and decisions must be made about how to reverse the decline in school leavers taking up apprenticeships.
More generally, there is clearly room for greater targeting of government funding in post-16 education of all kinds.
Other concerns highlighted in this year’s Annual Report include:
Ofsted continues to be worried about the number of pupils leaving schools during their GCSE years. Twenty thousand pupils left their state-funded secondary schools between Year 10 (2017) and Year 11 (2018). There are 340 schools with exceptional levels of pupil movement, of which around 100 have been inspected this year.
This year, Ofsted’s unregistered schools task force provided the evidence for three successful convictions of illegal schools and their operators. However, legal constraints still make it too easy for illegal schools to operate in defiance of the law. Ofsted urgently need stronger powers to seize documents and the Government needs to tighten the legal definition of a school and of full-time education.
Ofsted’s inspections of provision for children and young people with special educational needs and/or disabilities (SEND) has exposed a lack of coherence and coordination. Local leaders across education, health and care do not always see themselves as collectively accountable for this provision. Too often, parents encounter fractures in assessment and planning. In these cases, the system is not working well as a whole to make the best decisions and achieve the best outcomes for children and young people.
Local authority children’s services continue to endure significant financial pressures. Challenges across children’s services are underpinned by a chronic lack of funding, set against increasing demand.
The children’s home sector is facing huge challenges in sufficiency and capability, which need national oversight and strategic leadership. There are not enough children’s homes in the right places across the country, and there is no central joined-up strategy or plan to meet children’s needs.
In the FES sector, there has been rapid growth in the number of new apprenticeship training providers. However, a gap remains between the knowledge and skills required for the economy and current provision, in particular in relation to training for low-skilled workers. The sector needs to work much more in tandem with the government’s Industrial Strategy.
The early years sector has seen a continued decline in the number of childminders. Meanwhile, more and more nurseries are joining large national and international providers, but are inspected individually. These nurseries are more likely to be rated outstanding, which suggests that strong practice can be shared effectively across the whole nursery chain. There may be benefits from a different inspection model that would allow individual inspections of nurseries to be brought together and features across the whole chain to be analysed.
Increasingly, decisions that affect children’s education and care are being made by central management in large multi academy trusts, nursery operators or children’s home operators. Decisions about the curriculum, the model of care, staffing, safeguarding and behaviour policies go to the heart of what Ofsted needs to consider through inspection and regulation, but the legal framework for accountability is not keeping up with the evolution of the education and care sectors.
In the coming year, Ofsted will look more closely at some of these areas to see if things can be done differently to improve outcomes for children.
The following article is by Louise Doyle, director of Mesma.
Analysis of Ofsted inspections for apprenticeship provision indicates we still have some way to go to ensure we are getting the basics right – regardless of a new inspection framework says Louise Doyle, director of Mesma.
An examination of the latest Ofsted full inspection reports (April – August2019) reveals several interesting themes. In summary, the profile for apprenticeships delivered by colleges reveals 8 out of 10 received a grade 3 or below. The same applies for 17 of the 26 independent training providers or employer providers.
Under the reports’ leadership section, we are seeing an ambitious vision as a factor among those providers who are achieving good inspections – supported by leaders prepared to take decisive steps to facilitate change where needed. So far; so good.
However, where leadership is struggling, we can see some common threads: weak governance and external scrutiny having a recurring impact. We see leaders who are slow to bring about improvement where there are lower grades and a lack of quality assurance, including inaccurate self-assessment, improvement planning and ineffective use of data. Poor sub-contractor management is clearly evident in those providers judged to be inadequate.
Poor quality progress reviews, a lack of engagement between the employer, the trainer and the trainee feature in the majority of college’s receiving grade three and four for apprenticeship delivery.
It would be remiss of me not to mention the red flag of the moment; not using information gathered at the learner’s start point to inform the program in knowledge, skills and behaviours, and maths and English which is mentioned often. What I will continue to warn against is the risk that a basic check undertaken prior to an apprentice joining the programme to satisfy funding requirements will suffice ‘initial assessment’.
It reminds me of the days when the completion of learning styles questionnaires was routine yet served no meaningful purpose for students. I recall some heated debates with a previous senior leader I reported into about why we shouldn’t be doing them because they were pointless. I’m glad the research now backs this up. I hope he’s seen it.
When it comes to quality of education, learners receiving good teaching, learning and assessment and support to improve those areas where things are going well. Good assessment practice, targets and feedback are features of those higher-grade reports.
However, issues around consistency still prevail. Weakness of assessment practice, target setting and feedback feature year after year as issues we need to address to improve the quality of provision. The impact of poorly delivered English and Maths features frequently when the grades are lower which won’t be a surprise to any of us.
Bucking the trend
Turning to HE institutions, our universities appear to be bucking the trend that ITPs and FE colleges are experiencing in terms of grade profile. All but 1 of the 9 HEIs inspected were graded as ‘Good’. It is to be applauded that many university senior leaders have been able to clearly articulate the importance of apprenticeships to widening participation and strategic direction more generally.
However, it’s not all sunshine and light because we are seeing some elements of HE senior leadership also failing to have sufficient oversight of quality management.
I don’t think I’m being unfair in stating that some of this success is due to the high volumes of programmes being delivered in the health service, where supervision of new staff is part of the employer’s fabric. This isn’t a criticism; it’s evidence of the important role employers play in driving quality apprenticeship delivery.
Looking at the Ofsted reports also reminds us why providers should quality assure their quality assurance systems to ensure they are doing what you need them to do. Sometimes, it seems like there’s so much quality assurance activity going on that we’re patting ourselves on the back because we do it, rather than reflecting on whether that particular process has an impact. If you do it, how do you use the data to drive improvement? If it doesn’t, why do it? Our clients are often surprised at our quest to strip back their QA rather than pad it out.
So, regardless of the changes being brought in by the new Ofsted framework, it’s clear that there are still some fundamental basics that can be improved to drive improvement across the spectrum. As our colleagues at Ofsted have themselves said, this is not about dancing to the tune of a new framework. Yes, let’s understand the new process of inspection but it doesn’t really change what a good apprenticeship looks like does it?
The Department for Education has announced two new appointments and a re-appointment to the Ofsted Board.
The Department for Education (DfE) announced the appointment of 5 new non-executive members of the Ofsted Board: Julie Kirkbride, Hamid Patel CBE, Martin Spencer, Carole Stott MBE, Baroness Laura Wyld.
The DfE also announced the re-appointment of existing board members John Cridland and Venessa Wilms.
Martin and Laura have been appointed for a 4 year period and Julie, Hamid and Carole for a 3 year period.
These appointments follow a joint process run by the DfE and Ofsted between January and May. We received over 400 applications of which 18 were interviewed by an Advisory Assessment Panel.
Julius Weinberg, Chair of the Ofsted Board, said:
I am delighted to welcome Carole, Hamid, Julie, Laura and Martin to the Ofsted board; their expertise, experience and passion will be of great value to us. I am also delighted that John and Venessa are remaining with us; their retention ensures continuity and that we continue to benefit from their knowledge and expertise.
We already have a strong Board at Ofsted; our new members will bring perspectives and knowledge that will help as we continue to support the Executive team in the important role we perform.
The Chief Inspector discussed the apprenticeship landscape, current challenges that providers face and Ofsted’s approach.
The following speech was delivered on 27 March 2019 (Transcript of the speech, exactly as it was delivered)
To say that the last few years have marked monumental changes for the apprenticeship market is no exaggeration. We have seen the introduction of the levy, standards, the off-the-job training quota, and of course degree apprenticeships – to name just a few.
This is a heady mix, and understandably, the sector’s had to work hard to adjust.
Since I spoke to you last year, apprenticeships remain in the headlines, and not always for the right reasons. The continuing fall in starts, highlighted again by the National Audit Office (NAO) earlier this month, is still a major cause for concern.
I am well aware that apprenticeship providers have a lot to contend with. The wider context that means that many of you are struggling to make apprenticeships available.
We invited Ofsted in to our school this week to support the pilot of the new framework, which will come into play in September. The framework is currently open for consultation, and you can find out more information here.
First up, I do need to give some context to this post. This is my own personal opinion and experience of the process. As a school and as a leadership team, we found the process to be a generally positive one, though one which was thorough and challenging. I am keen to emphasise, though, that follows is very much my own personal reflection, as AHT for Upper KS2 and the school’s Curriculum leader. It is also worth noting that is this was a two-day pilot inspection, the actual final framework may or may not differ from this experience.
I want to keep this as a brief and snappy post, so here we go.
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