Theory & Practice –
the new Common Inspection Framework
and what it means to governors
UCU-LSIS-UNISON FE Staff
Governors’ Conference
3 December 2012
Lorna Fitzjohn, Divisional Manager
Learning and Skills
Session outline
 The main changes
 An increased focus on teaching, learning and
assessment
How colleges improve – the role of governance
 Annual report – key messages
What does the sector
look like?
This shows the
number of learning
and skills providers in
2011/12.
Sir Michael Wilshaw…
‘In June, Ofsted launched a revised framework for
inspection of the further education and skills sector.
This framework raises expectations and gives a very
strong focus on the importance of teaching, learning
and assessment. I want, however, to do more for
our children, young people and adult learners. I
believe that all providers must be at least good and
this must be viewed as the minimum expected
standard.’
Common Inspection Framework 2012
Overall effectiveness
Outcomes for learners
Quality of teaching,
learning and
assessment
Effectiveness of
leadership and
management
Common Inspection Framework for Further
Education and Skills 2012

The revised framework places greater importance on the role
of governors in supporting and holding the provider to
account.

Inspectors will expect to see evidence from the provider that
the process of performance management is robust, and that
salary progression and promotion are strongly related to
performance. Inspectors will discuss these arrangements with
the Principal or Chief Executive. We believe this approach will
support providers in improving the quality of teaching, learning
and assessment.
Common Inspection Framework for Further
Education and Skills 2012 –
effectiveness of leadership and management
The main focus in judging the effectiveness of leadership and
management is how successfully it has an impact on improving
outcomes and teaching, learning and assessment for all learners.
When grading leadership and management, inspectors evaluate the
extent to which leaders and managers at all levels including, where
relevant, governors:

improve teaching and learning through rigorous performance
management and appropriate professional development
Common Inspection Framework for Further
Education and Skills 2012 –
effectiveness of leadership and management
Where there is a governing or supervisory body, inspectors will
consider their effectiveness, including how well they:

know the provider and understand its strengths and weaknesses
through appropriate involvement in self-assessment

support and strengthen the provider’s leadership and contribute to
shaping its strategic direction

provide challenge and hold the senior leader and other senior
managers to account for improving the quality of learning and
the effectiveness of performance management systems

work efficiently, including through having a systematic approach to
meeting statutory duties and approving and monitoring
priorities that are focused on improving teaching, learning
and assessment.
How colleges improve

The importance and impact of outstanding leadership and
management cannot be underestimated. All the elements this report
identifies are inextricably linked to the actions and behaviour of leaders
and managers, and the example they set.

The determination and drive of senior leadership teams in making sure
their visions and values became the culture and ethos of their colleges
were evident in the colleges that were outstanding or improving
quickly.

The governors of good and outstanding colleges were well-informed,
received the right information and could challenge managers
vigorously on the college’s performance. Problems occurred when
governors did not know what questions to ask or when relationships
with senior leaders were too close.
How colleges improve – teaching,
learning and assessment
Colleges should ensure that evaluation of the effectiveness and
quality of teaching and learning is clear, accurate and robust and
enables swift and sustainable improvements.
Teaching, learning and assessment can be improved by:

evaluating and using the views and experiences of learners
and employers consistently in planning and delivering
teaching, assessment and the curriculum

being thorough and systematic in sharing and learning from
good practice
How colleges improve – The role
of governance

The influential role of governors in understanding their
responsibilities and thus establishing a clear learner-centred
ethos was strong in the outstanding colleges visited and
correspondingly weak in the other colleges.

In the best examples, governors worked well with senior
managers to develop a clear vision for the college. The
performance and standards of the college’s work were
monitored rigorously.
How colleges improve – The role
of governance
In the weaker colleges, governance was characterised by one or
more of the following features:

a superficial or inadequate understanding of the priorities and
problems facing the college

ineffective communications between governors and the
college’s leaders and managers

insufficient governor training about purpose, roles and
responsibilities

too strong a focus on finance or property to the exclusion of
key aspects such as monitoring outcomes, the quality of
teaching and learning, or curriculum strategy
How colleges improve –
recommendations relating to
governance
Colleges should:

train governors in governance so that they are informed about
and competent in their role in shaping their college’s mission
and can offer challenge as well as support

involve governors more systematically in monitoring
performance, agreeing clear indicators to measure success and
ensuring that they are informed of the actions taken to raise
standards
The Learning and Skills Improvement Service should:

continue to focus training and development on achieving
effective governance and outstanding teaching, learning and
assessment
 Published 27 November 2012
 Different format to previous
reports
 Data View: Inspection findings
can also be viewed at
www.dataview.ofsted.gov.uk
 Data View enables users to
compare the performance of
providers over time from
Ofsted inspections across
England by region
Are things getting better or worse?
Improvement has been too slow over the past three
years
Overall effectiveness of provision,
compared over time
Overall effectiveness judgement for
learning and skills providers
inspected in 2011/12
The state of learning and skills
provision in England
Too many learners are attending provision that is not
good enough
Key messages

Overall, the quality of provision in the learning and skills sector
is not improving. For general further education colleges, the
overall picture of inspection results has worsened over the past
year.



Teaching is still not good enough.
Apprenticeships are not meeting their full potential.
English and mathematics skills are of paramount importance,
but the system needs to do much more to ensure that young
people secure these by the age of 19.
Key messages

Weak accountability, leadership and governance are common
failings in poor provision.

One of the most significant reasons for colleges’ failure to
improve was lack of effective leadership. Eight of the 13
colleges judged to be inadequate this year had inadequate
governance.

It was clear that scrupulous monitoring of the quality of every
aspect of their provision – from their overall performance to
that of individual courses and individual learners – was pivotal
in providers moving from inadequate or satisfactory to good or
better.
Accountability, leadership and
governance

One of the most significant reasons for colleges’ failure to
improve was lack of effective leadership.

In weaker colleges, senior managers had failed to improve the
quality of lessons or ensure that all learners had the basic
literacy and numeracy skills needed to complete their main
programme of study.

Scrupulous monitoring of the quality of every aspect of their
provision – from their overall performance to that of individual
courses and individual learners – was pivotal in providers
moving to good or outstanding.

The two GFE colleges and eight adult skills providers that
improved to outstanding this year had very strong systems of
accountability.
HMCI improving quality
 ‘A good education for all’ - ‘all providers must be at least good
and this must be viewed as the minimum expected standard’
 ‘we know all providers wish to ensure good standards of
education and training for all’
 determination that Ofsted makes the best uses of its knowledge
and resources to support providers to achieving a good standard
quickly
 structural changes within Ofsted to underpin this revised
direction; regional
 consultative pilots
Potential improvement activity




direct HMI support and challenge to providers
Ofsted led seminars
HMI shadowing of providers (CPD)
support and challenge to the governing body
 signposting to Ofsted and other organisations on-line good practice
 joint teaching and learning observations involving senior managers
and HMI
 review of specific underperforming subject areas
 arranging a specialist subject area inspection visit by HMI
 ……sharply focused on ‘getting to good’
Is the system fit for purpose?
Questions