Equality and Inspection – an
Ofsted perspective of Impact
NATSPEC/LSIS June 2011
Objectives

Brief overview of expectations regarding equality
as indicated by the common inspection framework
for further education and skills

Messages from the inspections since 2009 –
introduction of new framework



Good practices
Areas for improvement
Lessons learned
PROTECT | 2
Defining equality and diversity
with human rights:
Context for inspection
Defining equality & diversity

Equality and diversity include social and educational inclusion and
take equality of opportunity further than equal access to participation.
Equality and diversity as a concept and in practice means:
 actively promoting positive relationships and respect for human




PROTECT | 4
rights
understanding and respecting differences
taking positive actions to tackle unlawful and unfair discrimination,
inequality and unfairness
adopting practices that make best use of the differing skills and
talents of individuals
focusing on improving outcomes that raise standards and
improve lives
Inspecting Equality - headlines
Currently:


There is a single graded judgement on equality and diversity.

Evidence is also be drawn from inspection of:

Evidence contributing to the grade is gathered when inspecting the
five key outcomes – enjoy and achieve, achieve economic and social
well-being, feel safe, be healthy, make a positive contribution.
- Teaching and learning
- Meeting needs and interests of learners
- Partnerships, and their impact for learners
- Care, guidance and support
- Leadership and management
The equality and diversity grade will contribute to and may limit the
grade for overall effectiveness.
PROTECT | 5
Inspecting Equality - headlines
The key question:

How effectively does the provider actively promote equality and
diversity, tackle discrimination and narrow the achievement gap?
The limiting effect is that equality and diversity will contribute to and may
limit the grade for overall effectiveness in the following ways:
Where equality and diversity is inadequate:
 It is most unlikely that overall effectiveness will be better than
satisfactory
 Overall effectiveness likely to be inadequate
Where equality and diversity is satisfactory:
 Most unlikely overall effectiveness will be better than good
 Inspectors must be explicit in reporting on the
performance and experience of different
groups, and the impact of processes on outcomes.
PROTECT | 6
Grading – a starting point
Satisfactory

PROTECT | 7
The provider is actively promoting equality and diversity and tackling
unfair discrimination. The profile of the provider’s staff and
governing/supervisory body reflects that of its learner population with
regard to race, gender and disability, or strong efforts to achieve this
have been made. The provider’s staff and governors or supervisory body
monitor the impact of equalities policies and action plans and set
relevant targets for improvement. The promotion of equality and
diversity is embedded in most aspects of the provider’s work,
especially recruitment of learners, teaching, learning and assessment,
content of lessons and range of programmes. The provider is improving
outcomes for learners by identifying and taking suitable steps to close
achievement gaps between different groups. The provider actively
encourages employers and external contractors to promote equality and
diversity in their operations for learners.
What inspectors are looking for (1)
In order to make their judgements, inspectors evaluate the extent to
which the provider:
 manages equality and diversity, particularly disability, gender and


PROTECT | 8
race, and actively promotes equality and diversity among staff,
learners, employers, parents and other partners of the provider
assesses the impact of its work in relation to equality and
diversity and has taken appropriate action in response to its
findings
makes sure training in equality and diversity is effective so that
leaders, managers, governors or supervisory bodies, staff and
learners understand their roles and responsibilities in relation to
equality and diversity
What inspectors are looking for (2)
 makes sure that all learners and staff are protected from
harassment, bullying and discrimination, including those based
with employers and at other external sites to the provider
 manages incidents and complaints specifically about disability,
gender and race equality
 sets challenging targets and uses data to monitor, analyse and
improve engagement and performance by different groups of
learners
 takes action to reduce any significant variation between different
groups of learners in order to maximise their potential.
PROTECT | 9
Headline Inspection Judgements
Inspecting Equality - Overview
Key inspection judgements for all FE providers
Sept 2009 to April 2011
Total: Providers by percentage - Figures are rounded and do not always add exactly to 100
1
2
3
4
Overall effectiveness
9
44
41
5
Capacity to improve
19
43
33
5
Outcomes for learners
10
41
44
4
Quality of provision
10
49
40
1
Leadership & management
15
44
35
6
Safeguarding
16
56
26
2
Equality and diversity
7
53
38
2
Teaching, training and assessment 3
51
44
2
PROTECT | 11
Inspecting Equality - Overview
Key inspection judgements for all FE providers 2010/11
Equality and diversity by provider type
1
2
3
4
Total
GFEC/TC
2
32
14
2
50
SFC
0
3
4
0
7
ISC
0
1
7
1
9
Dance/Drama
4
5
0
0
9
SPECIAL FE
0
3
0
0
3
All Colleges
6
41
28
3
78
PROTECT | 12
Findings from inspection
What makes a provider outstanding
for equality and diversity? (1)

Equality has a strategic prominence and is integral to self
assessment and planning.

The values of the provider are clearly articulated and
understood and acted on by staff in their daily work.

There is clear and decisive evaluation and monitoring of
performance and outcomes of the different ‘groups’ of learners
with appropriate action taken.

Well-planned tailoring of the curriculum meets individual
learner and local needs, with good referral mechanisms to
other providers where provider on own is unable to do this.

‘Voice’ of learners used to plan and improve – not ‘one-off’.
PROTECT | 14
What makes a provider outstanding
for equality and diversity? (2)

Bullying, intimidatory behaviour and prejudiced comments are
routinely challenged by all staff.

Strong community involvement and effective partnership working
enables individual needs of learners to be suitably catered for.

Employers are actively engaged in understanding and promoting the
benefits of equality and understanding diversity.

There is frequent and effective staff training resulting in good
understanding of what equality and diversity means at all levels.

Equality and diversity is successfully embedded in teaching, training
and learning, both in respect of content and planning to meet
individual needs (personalisation of learning).
PROTECT | 15
Equality & Diversity weaknesses
leading to a grade 4

No data collection or analysis of data to inform actions to close
the achievement gap

Not enough continuing professional development (CPD) for staff
on equality and diversity

Inadequate identification of and provision for additional learning
needs and additional support needs



Insufficient staff training to support additional learning needs
Equality & diversity not reinforced for learners after induction
No consideration to targeting of under-represented learners
PROTECT | 16
Areas for improvement

Improving planning and delivery in teaching and training, particularly
understanding cultural diversity, where it can be covered naturally or
logically as and when appropriate.

Ensuring that the structure and content of teaching and training takes
full account of the different stages of learners consistently and widely
across all areas.


Making targets/steps for improvement understandable to learners.

Limited information on extent or effectiveness of training for
governors (& their involvement) in relation to equality and diversity
Impact of successful role models, particularly relating to equality and
diversity.
PROTECT | 17
Survey work and equality
Equality themes are also inspected through the survey reports.
For example:
The special educational needs and disability review. A statement is
not enough (Sept 2010)
Twelve outstanding providers of work-based learning (July 2010)
Transition through detention and custody (May 2010)
Moving through the system – information, advice and guidance
(March 2010)
Equalities in action (March 2010)
Reducing the numbers of young people not in education, employment
or training: what works and why (March 2010)
Children on rights and responsibilities – A report of children’s views
by the Children’s Rights Director for England (March 2009)
Learning together How education providers promote social
responsibility and community cohesion (Feb 2010)
PROTECT | 18
Thank you