The revised Common Inspection Framework
for further education and skills
Charlie Henry HMI
Principal Officer
Special Educational Needs and Disability
Natspec Conference
May 2012
The current Common Inspection
Framework

Learning and Skills inspections are currently
based on the Common Inspection Framework
for further education and skills 2009.

We have received positive feedback on the
current framework from learners,
stakeholders, providers, employers and
inspectors.

In light of this positive feedback, we are
reviewing and improving the framework,
rather than radically changing it.
Background to the proposals
In proposing revisions to the framework we took
into account changing government policy
including:
 the 2011 Education Bill and the Schools
White Paper: ‘The Importance of Teaching’
 exemption of outstanding providers
 greater FE reforms and freedoms
 empowerment of learners, employers and
parents
 localism: meeting local community needs

employability skills and progression onto
sustainable employment

the Comprehensive Spending Review
Aims of the revised framework
We plan to streamline and simplify the Common
Inspection Framework by focusing on:

the aspects of a provider’s work that have most
impact on learners



fewer judgements and grades
teaching, learning and assessment
the impact of leadership on the learner experience
The current Common Inspection
Framework
Overall Effectiveness:
the proposed framework
Outcomes for
Learners
Teaching,
Learning and
Assessment
Overall
Effectiveness
Leadership and
Management
Responses to the original consultation

The consultation which closed on 24th November showed
strong support for streamlining the framework and for the
proposed new judgements.


750 responses were received from learners

All proposals were positively received
328 other responses were received which included key
stakeholder groups
Feedback from providers following
consultative pilot inspections

“The central emphasis on teaching and learning worked
very well.”

“The approach to judging outcomes for learners both
academically and about personal, social and employability
skills was sound and relevant.”

“Judgements were well-defined, interesting and
informative, providing a clear picture of judgements in
relation to outcomes, teaching, learning and assessment
and leadership and management.”

“The removal of the limiting grades is a positive move,
whilst at the same time ensuring that safeguarding and
equality and diversity remain a constant theme is
reassuring.”
We propose to continue to:

focus on the things that have most impact on improving
outcomes for learners – teaching, learning and
assessment


take account of providers’ self assessment

listen to the views of learners, employers, staff and, where
appropriate, parents

make clear recommendations for the provider’s
improvement

continue to focus inspections on the weaker providers
involve a senior member of staff in the inspection
process
We propose to continue to:


undertake an annual risk assessment of all providers

take account of the management of safeguarding
arrangements to ensure all learners are safe

have a strong focus on equality and diversity, which will
be embedded throughout the framework

consider capacity to improve, but within the context of
leadership and management
inspect providers previously judged as good within six
years
What will be different in the revised
framework?
We propose to raise expectations by placing a stronger
emphasis on:



fewer key judgements and grades.

increased observation of teaching, learning, skills
development and assessment

success, rates of progress and progression of different
groups of learners
the importance of teaching, learning and assessment
the extent to which the provision meets local and
national needs
Outcomes for learners
We propose to evaluate the extent to which:

all learners achieve and make progress relative to their
starting points and learning goals

achievement gaps are narrowing between different groups
of learners


learners develop personal, social, and employability skills
learners progress to higher level qualifications and into jobs
that meet local and national needs
Teaching, learning and assessment (1)
We propose evaluate the extent to which:

learners benefit from staff’s high expectations,
engagement, care, support and motivation from staff

staff use their skills and expertise to plan and deliver
teaching, learning, assessment and support to meet each
learner’s needs

staff initially assess starting points and monitor learners’
progress, set challenging tasks, build on and extend
learning for all learners

learners understand how to improve as a result of frequent,
detailed and accurate feedback from staff following
assessment of their learning
Teaching, learning and assessment (2)
We propose evaluate the extent to which:

teaching and learning develop English and mathematics,
including functional skills, to support the achievement of
learning goals and career aims

appropriate and timely information, advice and guidance
support learning effectively

equality and diversity are promoted through teaching and
learning
Sector subject areas
We propose to:

award a grade for teaching and learning overall, which will
be supported by a grade for each subject area




continue to inspect a sample of subject areas,
use subject specialist inspectors
increase their focus on teaching and learning
write a section in the report on each of the subject areas
sampled
Leadership and management (1)
We propose to evaluate the extent to which leaders
and managers, including, where relevant, governors:

demonstrate an ambitious vision, have high expectations
for what all learners can achieve and set and meet high
standards for quality and performance.

improve teaching and learning through rigorous
performance management and appropriate professional
development

successfully plan, establish and manage learning
programmes and the curriculum to meet the needs and
interests of learners, employers and the local and national
community.
Leadership and management (2)
We propose to evaluate the extent to which leaders
and managers, including, where relevant, governors:

evaluate the quality of the provision through robust self
assessment, taking account of user views, and use findings
to promote and develop capacity for sustainable
improvement

actively promote equality and diversity, tackle bullying and
discrimination and narrow the achievement gap

ensure the safeguarding of all learners.
Consultation- ‘A good education for all’

‘outstanding providers’ must have ‘outstanding’ teaching
and learning



‘requires improvement’ replaces ‘satisfactory’


No notice inspection
early re-inspection for those who ‘require improvement’
limit the opportunity to be graded as ‘ requires
improvement’ to two consecutive occasions
anonymised summary of the outcomes from performance
management of teachers, trainers and assessors
Revised framework: a broad timeline


Original consultation 1 September to 24 November 2011


‘Live’ pilot inspections between January and March 2012

Further consultative pilot inspections during March and
April 2012

Publish revised inspection framework and inspection
handbook in May 2012

Commence inspections under the new framework from
September 2012.
Consultative pilot inspections September 2011 to January
2012
Further consultation: ‘A good education for all’ published
February 2012.
Questions