EIF 2019: inspecting the substance of education - FES

Education inspection framework 2019:
inspecting the substance of education.
Further education and skills
Consultation on the education inspection framework 2019 Slide 1

Today’s session
▪Purpose and background to the consultation
▪The proposed framework
▪Proposals and questions
▪How to respond to the consultation
▪Further information

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The new framework is based on a
solid evidence base relating to
educational effectiveness and valid
inspection practice.
We continue to be clear about our
expectations and fight misconceptions.
We have removed any measures that
do not genuinely assess quality of
education and training. We will
prioritise weaker provision and
observe more outstanding practice.
The new framework will be one of the main
ways in which we implement Ofsted’s strategy

The case for change
▪ Currently, the accountability system can divert providers from
the real substance of education.
▪ What students learn is too often coming second to the
achievement of good provider performance data.
▪ This data focus leads to unnecessary workload for staff.
▪ Teaching to the test and narrowing
have the greatest negative effect on the
most disadvantaged and the
least-able students.

Let’s talk
quality of
education
Okay
The proposed framework:
▪puts the curriculum at the heart of the new framework,
bringing the focus of inspection back to the substance of
education
▪does not include separate judgements on ‘teaching, learning
and assessment’ and ‘outcomes’.
Instead, these are considered as
part of a broader view on
the quality of education
students receive.

How will the proposed framework help?
It reduces the focus on data and places more focus on
the substance of education. We hope this will help reduce
unnecessary workload for teachers, trainers and assessors.
Help!

The proposed judgement areas

Quality of education Personal development
Leadership and
management
Behaviour and attitudes
Overall effectiveness
EIF 2019 – proposed inspection judgements

Consultation on the Education inspection framework 2019 10
‘…an evolution,
not a revolution’
Amanda Spielman on the 2019
inspection framework (Wellington
Festival of Education, 2018)

Quality of education
Personal development
Leadership and
management
Teaching, learning and
assessment
Personal development,
behaviour and welfare
Leadership and
management
Outcomes
Overall effectiveness Overall effectiveness
Judgement areas: evolution, not revolution

What is staying the same?
▪ Inspectors will continue to make an overall effectiveness
judgement.
▪ Four-point grading scale (outstanding; good; requires
improvement; inadequate).
▪ Inspection of good providers (currently called ‘shorts’) will
continue to start from the assumption that the provider
remains good.
▪ The exemption from regular inspection for good and
outstanding providers where applicable will continue.

A continued sharp focus on safeguarding
Our inspection of safeguarding will continue to be built around three core
areas.
▪ Identify: how do leaders and other staff identify learners who may
need early help or who are at risk of abuse?
▪ Help: what timely action do staff take to ensure that learners get the
right support when they need it, including preventative work, and
how well do they work with other agencies?
▪ Manage: how do responsible bodies and staff manage their
statutory responsibilities and, in particular, how do they manage safe
recruitment and respond to allegations about staff and other adults?
Inspectors will continue to judge whether safeguarding is effective or
ineffective.

The quality of education

The importance of the curriculum
‘... programmes must do more than give young people a
qualification and develop personal and social skills: valuable
as these are.
They ought to have a clear line of
sight to jobs or meaningful further study. As we
have seen in other elements of our curriculum
research, there is a risk of putting overall
achievement rates ahead of both student and
educational needs and their employment
prospects.’
Association of Colleges’ Annual Conference, Nov 2017

▪‘The curriculum is a framework for setting out
the aims of a programme of education, or
training, including the knowledge, skills and
understanding to be gained at each stage
(intent)
▪for translating that framework over time into a
structure and narrative, within an
institutional context (implementation), and
▪for evaluating what knowledge and skills
learners have gained against expectations
(impact/achievement)’.
Qualityofeducation
The curriculum is at the heart of the proposed
new framework: Ofsted’s working definition…

Has the content of the curriculum been
learned long term?
‘Learning is defined as an alteration in long-term memory.
If nothing has altered in long-term memory nothing has
been learned.’
Sweller, J., Ayres, P., and Kalyuga, S. (2011). Cognitive load theory (Vol. 1). Springer Science &
Business Media.
Mathematics
Hospitality and
catering
Business
administration
Digital marketing Spanish

Knowledge does not sit as isolated ‘information’
in learners’ minds.
18
Slide 18Consultation on the education inspection framework 2019

Skills and knowledge: a false binary
Skills Knowledge
Progress Progress
20

21
A skill is the capacity to perform,
drawing on what is known
Knowledge and skills are intimately connected

A new ‘quality of education’ judgement
Quality of education
Intent
▪ Curriculum design, coverage and
appropriateness
Implementation
▪ Curriculum delivery
▪ Teaching (pedagogy)
▪ Assessment (formative and summative)
Impact
▪ Attainment (qualifications and
assessments)
▪ Progress
▪ Knowledge and skill development
▪ Destinations

Common questions
Will I be expected to have
everything in place by
September 2019?
No. There will be a
transitional period. We will
review the position after a
year.
Is there an ‘Ofsted
curriculum’?
No. We support
curriculum flexibility.
Education providers taking
radically different
approaches to the
curriculum will be judged
fairly.
Should I get advice from a
consultant about the new
inspection framework?
No! There is nothing
mysterious here. The
quality of education is
about education providers
thinking about the
curriculum carefully for
themselves.

Consultation question
Question 1:
To what extent do you agree or disagree with the
proposal to introduce a ‘quality of
education’ judgement?

‘Behaviour and attitudes’ and
‘personal development’

‘Behaviour and attitudes’ and ‘personal
development’
Personal development,
behaviour and welfare

Judging behaviour and attitudes
▪ Attitudes to learning
▪ Behaviour
▪ Employability
▪ Attendance and punctuality
▪ Respect

Judging personal development
▪ Enrichment
▪ Fundamental British values
▪ Careers guidance
▪ Healthy living
▪ Citizenship
▪ Equality and diversity
▪ Preparation for next stage

Question 2:
To what extent do you agree or disagree with the
proposed separation of inspection
judgements about learners’ personal
development and learners’ behaviour
and attitudes?

Leadership and management

Judgements: leadership and management
Leadership
and
management
▪ Vision and ethos
▪ Staff development
▪ Staff workload and wellbeing
▪ Student experience
▪ Governance/oversight
▪ Safeguarding

Proposal to reduce the provision types
graded

Proposal: provision types
Proposed types of
provision
Current types of provision
Education programmes
for young people
16−19 study programmes, including:
◼ academic, technical and vocational study
programmes
◼ study programmes for those with education,
health and care plans, aged 16 to 24 (and those
with high needs)
◼ 16−19 traineeships
◼ full-time provision for 14−16 year olds.
Apprenticeships Apprenticeships at levels 2 to 5, whether
frameworks and standards, levy or non-levy funded.
Adult learning
programmes
Adult learning programmes.
19−24 traineeships.

Question 3
To what extent do you agree or disagree that
the proposal to reduce the types of
provision we grade and specifically report
on, will make our inspection reports more
coherent and inclusive?

Proposed changes to short
inspections

Proposal: changes to short inspections
▪ We intend to continue with short inspections for most good
providers.
▪ We propose introducing an approach that focuses on:
▪ the quality of education and training
▪ safeguarding
▪ effective management
▪ the capacity of leaders, managers and governors to drive
continued improvement and manage change well.
▪ This should be the same for all providers.

Proposal: changes to short inspections
▪We are proposing to increase the time the lead
inspector, or, in the case of larger providers, the lead
inspector and other members of the inspection team,
spends on site.
▪We propose that the lead inspector, or, in larger providers,
two or more inspectors, arrive at the provider on the
day following notification and complete the
planning for the inspection on site with the provider.

Question 4
To what extent do you
agree or disagree with the
proposed model
for short inspections?

Proposal to change the re-
inspection window for providers
judged requires improvement

Proposal: changes for providers judged to
require improvement
We are proposing to extend the timescale of the re-inspection
window for providers judged to require improvement
from
‘within 12 to 24 months’
to
‘within 12 to 30 months’

Question 5
To what extent do you agree or disagree that
the timescale within which providers are
judged to require improvement receive their
next full inspection should be extended from
’12 to 24 months’ to ‘12 to 30’ months?

Inspection of colleges at campus
level

Inspection of colleges at campus level
▪ We are committed to making inspection reports as useful and
informative as possible.
▪ We will, whenever we can, make specific reference to the
quality of education at individual campuses when inspecting
providers with multiple sites.
▪ We are unable to introduce campus-level grades at this time as
disaggregated data, which will make it possible to determine
what provision is delivered by which campus, will not be
available from September 2019.
▪ We will keep campus-level inspection under review.

Responding to the consultation

We want your views: how to respond to
the consultation
▪The consultation is now open and runs until 5 April 2019.
▪You can respond to the full consultation by:
- completing the online questionnaire
- by completing the form and returning it by email or post –
all details are in the consultation document.
▪www.gov.uk/government/consultations/education-inspection-
framework-2019-inspecting-the-substance-of-education

Consultation materials for providers
Material published alongside the consultation:
▪ the draft education inspection framework 2019
▪ the draft further education and skills handbook
▪ a commentary setting out the research that has informed the
development of the criteria in the framework
▪ the draft equalities, diversity and inclusion statement.

Further detail is available
▪Curriculum roadshow – slides and videos live on website
now: www.slideshare.net/Ofstednews/curriculum-workshop-
126193516
▪Videos about key topics (e.g. knowledge, skills, curriculum,
data) – live now:
www.youtube.com/watch?v=xZhhPLsO8mY&list=PLLq-
zBnUkspPXjODb3PJ4gCqNc2LvfhSh
▪Research commentary – setting out the evidence upon
which the judgement criteria are based:
www.gov.uk/government/publications/education-inspection-
framework-overview-of-research

Thank you!

Ofsted on the web and on social media
www.gov.uk/ofsted
https://reports.ofsted.gov.uk
www.linkedin.com/company/ofsted
www.youtube.com/ofstednews
www.slideshare.net/ofstednews
www.twitter.com/ofstednews

EIF 2019: inspecting the substance of education - FES

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EIF 2019: inspecting the substance of education - FES