Ofsted EIF Consultation March 2019 Alex Miles Managing

Ofsted – EIF & Consultation - March 2019 Alex Miles Managing Director WYLP

From CIF to EIF • The common inspection framework (CIF) is being replaced in Sept 19 with the Education Inspection Framework (EIF) • This framework will encompass all education, training & skills provision with differing handbooks for schools, early years, FES • FES improvements to framework based on school inspection good practice • A formal consultation was launched on 15 th January for the sector to respond to the proposed changes • Ofsted say the new EIF will be a force for improvement!

From CIF to EIF • The EIF will be the most evidenced led inspection framework to date • Inspectors will only review impact of the evidence provided to determine educational effectiveness • A shift in emphasis has been placed on impact of evidence provided and less on data • The inspection format will remain – » Four graded areas + overall effectiveness » Short inspections for grade 2 (but with different format) » 48 hour notice

From CIF to EIF • Inspectors will focus more on accountability of providers to sustain real impactful education • Less reliance on achievements of qualifications & more focus on delivery arrangements • Data / outcomes will still be a performance measure but will be merged into quality of education and not stand alone • Achievement of qualifications are less meaningful than real live impact evidence

EIF – Key differences • The EIF will use the work ‘curriculum’ in a new way that encompasses 3 elements – » Intent » Implementation » Impact • Intent = why are you offering the provision type, based on what evidence of need & is it linked to LEP / national priorities – what is the impact • Implementation = How are you planning & delivering the teaching & learning to meet the needs of learners, employers, standards • Impact = How do you evaluate the knowledge & skills of learners to prove impact, achievement, performance and expectation of learner and employer – this will include destinations, progressions, achievement of quals & next stages. This will also include how you are adding value to learners lives

EIF – Key differences

EIF – Key differences • The quality of education grade has the most weighting (limiting grade) • The current PDBW is being split into 2 areas – • Behaviours & Attitudes will evaluate time keeping, preparation for next steps, attitudes to learning & work • Personal Development will review how the provider is enabling the learner to achieve their aspirations, well being and providing good IAG

EIF – Key differences • L&M will have a sharper focus on Governance & oversight and how the leaders, managers and boards are enhancing & communicating expectations • L&M will review how governors & boards support the development of learners and improve the learning experience • Safeguarding will remain in L&M and will be similar to existing remit including Prevent. Safeguarding will evaluate providers ability to Identify, Help & Manage safeguarding

EIF – Key differences • The types of provision to be graded is being reduced to 3, these include – » Young people » Adult provision » Apprenticeships • Traineeships will fall into either Young people or adult provision depending on age • Inspectors will evaluate providers educational effectiveness in achieving & sustaining a good / outstanding learning experience & will cover – » Top level leadership of teaching & learning » Range of assessment & learning methods » Meeting range of learners needs

EIF – themes for providers to consider • Progress = knowing more & remembering more, so how are providers ensuring this happens, is measured and can be evidenced. • Learners will be expected to record what they are learning and how they have implemented this into their job – they will be questioned on this during inspection • Inspectors will want to see that learners are gaining knowledge, sustaining knowledge and successfully implementing the knowledge

EIF – themes for providers to consider • Inspectors will want to see Progress over Time – in meeting educational and employment goals • They will judge how providers are setting goals (short, medium & long term) and how these milestone goals are meeting the overall apprenticeship goal • Inspectors will ask why / how the provider has sequenced the curriculum and how they plan each component and goal – this includes challenge for those at higher level or achieving merit / distinction level standards • Inspectors will want to see how long term learning & knowledge is linked to progress and how providers evidence how they plan provision to ensure learners can gain, sustain and implement knowledge & skills

EIF – themes for providers to consider • Ofsted are encouraging providers to use principles of increasing long term memory to plan & deliver (sequence learning). Some principles include – » What content needs to be deeply embedded – what do they need to know to ensure long term achievement & competence » Understand what learners pay attention to, how they best retain & learn information – how do you ensure learning meets learners styles & needs » Avoid overloading – how do you ensure tutors are not giving too much information & knowledge or tasks that overload the learner resulting in them being unable to process the information » Providing spaced repetition – How you do ensure learners have sufficient practice of the S, K, B in order to master it – how do you sequence this to ensure apprentices can improve their speed, increase their confidence & strengthen their understanding.

Ofsted inspections – looking forward • Inspectors will review the resources & activities the provider is using to ensure differentiation and appropriateness and they will review against – » » Language used Reasons for using that resource / activity What impact it will have How is it differentiated for different needs / levels

Ofsted inspections – looking forward • Monitoring visits will remain in place for new providers • Inspectors review AEB / loans provision as part of Apprenticeships monitoring • Monitoring visit criteria will be updated but will remain a pre-full inspection visit to ensure progress is being seen • Monitoring visits will not be graded, but will remain significant, reasonable or insufficient progress. • Ofsted state “reasonable progress” means the provision requires improvement so when self -assessing and grading providers must evidence the further actions and impact taken if they grade themselves a Good. • Ofsted will expect to see action plans / development plans following monitoring visits that form part of the full inspection

Ofsted inspections – looking forward • The key focus of the EIF will be for providers to evidence the sequencing of curriculum to ensure progress and impact • Top buzz words you will see (& need to understand & evidence) in the EIF – » » » » Curriculum Goals, Sequencing & building blocks Progress over time Starting point assessments Accountability Governance Long term memory

Ofsted – Question? • Do you feel that curriculum intent, implementation and impact, and the need to plan and sequence learning, develop students long-term memory, provide sufficient challenge, use assessment in a meaningful way and to ensure learning is connected and builds on prior knowledge and skills, are the right areas for Ofsted to focus on in the new Education Inspection Framework?

Ofsted – The Consultation Group Activity

Ofsted – The Consultation • The consultation is live until 5 th April 2019 • It seeks your views on the proposals for changes to the education inspection framework from September 2019. • Your feedback will help Ofsted refine and improve the proposed approach. • Ofsted will consider all responses carefully before finalising and publishing the framework in summer 2019. • The consultation response link - https: //www. gov. uk/government/consultations/education-inspectionframework-2019 -inspecting-the-substance-of-education

Ofsted – The Consultation Proposal 1: introduction of 'quality of education' judgement We propose the introduction of a new ‘quality of education’ judgement built around our working definition of the curriculum. It will focus on a provider’s educational intent, implementation and impact. To what extent do you agree or disagree with the proposal to introduce a ‘quality of education’ judgement? • Strongly agree • Agree • Neither agree nor disagree • Disagree • Strongly disagree • Don't know

Ofsted – The Consultation Proposal 2 : separation of judgements We propose to judge ‘personal development’ separately from ‘behaviour and attitudes’ to enhance the inspection focus on each and enable clearer reporting on both. To what extent do you agree or disagree with the proposed separation of inspection judgements about learners’ personal development and learners’ behaviour and attitudes? • Strongly agree • Agree • Neither agree nor disagree • Disagree • Strongly disagree • Don't know

Ofsted – The Consultation Proposal 9: Reduction of provision types We propose to reduce the types of provision that we grade and specifically report on. 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? • Strongly agree • Agree • Neither agree nor disagree • Disagree • Strongly disagree • Don't know

Ofsted – The Consultation Proposal 10: Refining Short Inspections We are proposing to refine our short inspection model for further education and skills providers. The proposed areas are: • Is the quality of education/training good? • Has the provider addressed the areas for improvement/next steps identified in the last inspection report well? • Are the provider’s safeguarding arrangements effective? • Are careers education and guidance of a good quality? • Has the provider managed and implemented changes to provision effectively since the last inspection? In order to ensure that short inspections are planned effectively with providers, and to ensure coverage, we are proposing to increase the time the lead inspector, or in the case of larger providers, the lead inspector and another member of the inspection team, spend on site. We propose that the lead inspector, or in larger providers, 2 inspectors, arrive at the provider on the day following notification and complete the planning for the inspection on site with the provider To what extent do you agree or disagree with the proposed model for short inspections? • Strongly agree • Agree • Neither agree nor disagree • Disagree • Strongly disagree • Don't know

Ofsted – The Consultation Proposal 11: Extension of timescales We are proposing to extend the timescale within which we should inspect providers judged to require improvement from ‘normally 12 to 24 months’ after the last inspection to ‘normally 12 to 30 months’ after the last inspection. To what extent do you agree or disagree that the timescale within which providers that are judged to require improvement receive their next full inspection should be extended from ‘ 12 to 24 months’ to ‘ 12 to 30’ months’? • Strongly agree • Agree • Neither agree nor disagree • Disagree • Strongly disagree • Don't know

Ofsted How WYLP can help…. . • Ofsted refresh training for staff • Governance & L&M support • Mock-inspections using new EIF or existing CIF • Health checks against EIF • Ofsted Monitoring & full inspection health checks

Alex Miles Managing Director WYLP alex. miles@wylp. org. uk 01274 665454

LCR LEARN ONLINE PROSPECTUS

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National Careers Service New Course Directory

Why change the Course Directory? National Careers Service is rebuild the Course Directory in response to what providers said were significant problems with the existing system

Course Directory Collects information on live Learning Provision for use in National Career Service tools and other applications across Government Information is surfaced on; • Find a Course (used by Career Advisors and Citizens) • Career Profiles on Explore Careers • Find a Training Provider (Apprenticeships) • National Retraining Scheme • LCR Explore • Other commercial offerings

Timeline to move to the new application • We are building and testing the new course directory during March and April will be rolling it out to every one from late May • You will receive communication in advance of being moved to the new system with instructions on what you need to do • Your data will be migrated from the existing Course Directory. • We will be sending you information on how to get ready for the migration. • Online training material will be available to help you get familiar with the new application

We need your help • We would like to work with a number of you to see what you think of the new Course Directory • Especially if you have plans to update or add new courses in the next month • We will migrate your data and train you on the new system and then schedule a call with you each week during March and April to get your feedback • If you can help then please come and see us in the breaks or after the forum