Lessons from Ofsted
ITE Inspection overview
2009/10
WMCETT Forum
Professional Dialogue
seminar
1st November 2010
Jill Hardman
ITE(FE) – What do you think?
• How are we doing compared to the last
cycle (old framework, up to 2008)?
• How do we compare with schools?
• What are the main areas we need to pay
attention to?
• What might be coming up for us next?
26 ITE(FE) providers inspected ’09-10
• Greatly improved Overall Effectiveness
(OE) 73%, compared to last cycle (pre 2008)
55%
[6 improved a grade and 6 moved down a grade]
• Progress/profile - FE behind schools
• Main weaknesses in Capacity to improve
(Cti)
Mind the gap!
Schools & FE – OE grades
Grade
FE OE(%)
Secondary
OE(%)
Primary
OE(%)
1
4%
31%
53%
73%
62%
93%
2
69%
40%
3
23%
7%
5%
4
4%
0%
2%
93%
Mind the gap!
Schools & FE – Cti grades
Grade FE OE(%)
Secondary
OE(%)
Primary
OE(%)
1
42%
55%
8%
50%
51%
93%
2
42%
43%
3
46%
7%
2%
4
4%
0%
0%
98%
Problems with self evaluation
• 42% (10 HEIs) evaluated their OE one grade
higher than inspectors
• 71% evaluated their CTI one grade higher
• None graded themselves lower than
inspectors
Most providers over-graded KQs in Cti
54% grades in SEDs on Cti questions higher
Strengths in Cti
• Extent to which providers anticipate
change and respond to initiatives
and
• Collaborative working
This impacts positively on meeting training
and development needs within the
partnerships.
Weaknesses in Cti
• Providers’ self assessment
and
• The impact of actions taken to improve
Contributory factors
– lack of reliable data to inform the self
evaluation process
– insufficient use of data available within the
partnerships themselves
– No TDA equivalent to support self evaluation!
4 ways to improve OE
• develop systems for tracking t’ee progress and
measuring attainment
Nb Don’t have to use grades to track progress
• ensure sufficient range in t’ees teaching - found
insufficient breadth in teaching practice esp in wider
sector
• improve individual target setting – found this lacks
specificity & challenge to move t’ees up
• Address variation in t’ees mentoring experience –
found high quality mentoring dependent on where
t’ees work.
2 ways to improve E & D
Monitor the extent to which trainees
• promote equality and diversity in their own practice
• can teach students from diverse backgrounds
Nb This info impacts on 2 grades: attainment & quality
of training
• Systematically draw on data to monitor the
impact of provision on different groups of
trainees - & use the info to improve outcomes
Nb This info impacts grade for T’ee support – judged
on the outcomes of the support.
6 ways to improve Cti
In improvement plans
• Prioritise actions to improve outcomes for t’ees
• Clear and measurable targets linked to outcomes.
In SEDs.
• First hand evidence - outcomes for the most recent
cohorts
• Succinct analysis against key performance indicators
relating to outcomes for trainees.
• Collect, analyse and use data on impact of provision on
outcomes for different groups eg by age, gender etc
(all 7 categories) + others eg UG/PG, workplace setting,
partner college etc.
• Evaluate the work based element of training (ie
mentoring). Include in your QA process & improvement
plans
What’s round the corner?
• Ofsted wants to see more focus on outcomes for
t’ees in making judgements.
• Focus on national priorities each year
For FE??
 LLUK review of teaching quals = more in future
ITE progs re developing learners’ employability,
personal learning & thinking skills & educn for
sustainable devmnt?
 Focus on training vocational teachers?
(Skills Commission survey)
To grade or not to grade?
Don’t have to use grades for progress &
achievement
Do have to:
• Give summary analysis strengths & areas for
development for t’ees involved in inspection (eg
pen portrait)
• Focus monitoring, self-evaluation &
improvement planning on the impact on
outcomes – therefore must evaluate t’ees’
progress & achievement
Using the Ofsted trainee characteristics to grade…
Check!
1. Is the system clear?
All involved (including t’ees and mentors) fully
understand what the grades (and progress through
interim grades) mean?
2. Are grades absolute? Or reflect expectations at each
stage? Are expectations shared & realistic?
3. Does the system add value?
e.g. improve the quality of feedback to trainees?
4. Provide the data needed to analyse t’ees’ progress
and the impact of any developments – to inform selfevaluation and improvement planning?
If system tries to do 3 & 4 - does it do both equally well?
ITE(FE) – So what do you think now?
• How did your inspection and outcomes match
with these overall themes?
• What is top of your improvement plan now?
• Will you make any changes to the way you write
your SED?
Preparing for inspection
• What did you mainly focus on last time?
• What would you prioritise next time?