Raising standards, improving lives
Moving to outstanding post-16 provision
Tom Winskill HMI
Principal Officer, Framework Development
Ofsted
24 June 2011
Outstanding provision post 16
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An Ofsted perspective on the national picture post-16
Changes to the school inspection framework
Teaching and learning at post-16: Ofsted findings
Raising achievement post-16: target setting and
professional development
Outstanding provision post 16
Sources of information
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The Annual Report of Her Majesty’s Chief Inspector of Education,
Children’s Services and Skills 2009/10
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A comparison of the effectiveness of level 3 provision in 25 post16 providers: how well do students achieve on level 3 courses in
different post-16 providers and what factors contribute to their
achievement? Ofsted, 070167, September 2008
An Ofsted perspective on the national
picture post-16
Post-16:
the national picture
Overall effectiveness of post-16 providers
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Annual Report 2009/10
Post-16:
the national picture
Value added and number on roll
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Analysis of national value added data for the 2008 survey
(learner achievement tracker) showed that 61% of the 162
providers with over 600 A-level entries added more value than
expected, given students’ prior attainment.
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For providers with small numbers of A-level entries, the
percentage adding more value than expected was low. Only 1%
of very small school sixth forms, where fewer than 50 students
were entered for A level added more value than expected.
Post-16:
the national picture
Consistency and variation
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The Annual Report 2009/10 indicates that marked variations in
the quality of teaching across courses and subjects are a
common characteristic of sixth forms that were judged
satisfactory
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Variations in achievement found in post-16 providers visited for
the 2008 survey were as great within providers as between
them. These internal variations were between subjects and also
between different types of provision.
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Where progress and attainment were good in post-16 providers
visited for the 2008 survey, the variations across subjects were
less marked
Changes to the school inspection
framework 2012
A new school inspection framework
New inspection framework: timeline
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Proposals for school inspections were set out in the White Paper
‘The importance of teaching’ in November 2010. These proposals
are now in the Education Bill introduced to Parliament in January
2011.
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Ofsted published detailed proposals in a consultation document
on 21 March. The consultation closed on 20 May. In addition to
the on-line survey, the consultation included:
 ‘face-to-face’ meetings with groups of headteachers,
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professional associations, parents and carers; learners and
other stakeholders
a small number of unreported consultative pilot inspections
to test initial proposals
A new school inspection framework
New inspection framework: timeline
Next steps include:
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completing a programme of pilot inspections in the summer term 2011;
evaluation of those pilot inspections
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publication of the outcomes of the consultation exercise and Ofsted’s
response in July
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ongoing work with the DfE to develop attainment and progress
measures
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publication of the evaluation schedule, inspection guidance and the
inspection framework planned for September 2011
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dissemination of information on the new framework during autumn 2011
implementation of the new framework in January 2012, provided the
Education Bill receives Royal Assent.
A new school inspection framework
Key changes: proposals tested in pilot inspections
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The consultation document set out proposals for four judgements
together with a judgement on overall effectiveness. The
proposals are being trialled in pilot inspections.
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There will be judgements on:
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achievement
the quality of teaching
leadership and management
behaviour and safety
overall effectiveness, taking account of the four main
judgements and how well the school promotes pupils’
spiritual, moral, social and cultural development.
A new school inspection framework
Key changes: proposals tested in pilot inspections
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No separate judgements on the sixth form or the Early Years
Foundation Stage.
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Greater focus on:
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the quality of teaching and its impact on learning
reading and literacy
behaviour and safety
narrowing gaps in performance and progress for different groups
the role of school leaders in bringing about improvement.
Use of value added (VA) measures rather than contextual value added
(CVA) as a measure of progress in previous years.
Ofsted will no longer provide an on-line self-evaluation form (SEF) and
associated guidance.
Teaching and learning post-16
Teaching and learning post-16
Features of effective planning and classroom practice include:
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skilled staff knowing their learners’ abilities, prior attainment and
planning interesting and relevant lessons with a range of activities which
engage students’ interest and motivate them
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identifying those learners in need of additional help early and providing
support so promptly minimising any barriers to learning
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well-structured questioning focusing on deepening learners’
understanding, with open questions suitably targeted at learners’ of
different abilities
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learners working in pairs and small groups based on ability
planned independent work, including research, tailored to meet the
needs of individual learners
Teaching and learning post-16
Features of effective planning and classroom practice include
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modifying and adapting lesson plans in the light of informal
assessment of students’ progress and understanding during the
lesson
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the use of different text books and other resources, including
reference to virtual learning environments, to meet students’
differing needs
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the use of learning support assistants, both in lessons and for
support outside the classroom
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high levels of support for individual students both within and
outside the classroom.
Teaching and learning post-16
Weaker teaching, training and assessment includes:
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insufficient focus on the impact of teaching on learning
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low expectations, insufficient challenge, particularly for the most
academically able
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lack of clear learning objectives
checking that tasks have been completed but not assessing
learners’ understanding
action plans not sufficiently specific to be helpful in supporting
learners to improve.
Teaching and learning post-16
Weaker teaching, training and assessment includes:
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learners’ progress not monitored closely enough
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teaching which is predominantly didactic, so that learners do not
acquire the independent learning skills that they need to make
good progress.
lessons which too often involve routine work such as gathering
information and note taking, rather than more challenging
activities
Target setting
Professional development
Target setting
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Highly effective target setting includes:
 targets with an element of challenge which helped students’
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motivation, but was not so challenging as to be demotivating
 centrally produced targets reviewed and adjusted regularly in
discussion with individual students in the light of their
progress, aptitude, ability and goals in a specific subjects
 setting short and longer term learning goals for individual
students.
Target grades for individual learners in each of their subjects
were a powerful incentive when related to the grades they
needed to access the higher education courses of their choice.
Professional development
Features of strong professional development include:
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professional development focused specifically on level 3 teaching
and learning, linked closely to institutional and subject
improvement plans and performance management arrangements
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teachers’ improved understanding of how to use performance
and assessment data in setting targets and monitoring the
performance of individuals and groups
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teachers’ improved understanding of syllabus and assessment
requirements, through moderating students’ work, attending
awarding body training and taking on responsibilities as
examiners and chief examiners
Professional development
Features of strong professional development included:
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induction schemes for new staff, including those new to post-16
teaching, as well as extensive support for newly qualified
teachers
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links with industry and employers, particularly where institutions
had a large number of vocational programmes.
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Shared and improved practice through:
 careful evaluation of internal observations of lessons leading
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to a direct and sustained impact on the quality of teaching
and learning
mentoring weaker teachers
peer observation
Professional development
Features of strong professional development included:
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Shared and improved practice through:
 joint planning
 coaching by expert teachers
 action research schemes to evaluate particular teaching and
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learning methods
networking with teachers in other institutions
working with colleagues for extended periods in ‘in-house’
conferences.