Standards in Business Education 200405 Vincent Ashworth HMI David Martin ALI

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Standards inBusiness Education 2004-05
Vincent Ashworth HMIDavid Martin ALI
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(No Transcript)
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College Inspection Evidence

• Data used from current academic year (September
  2004 - May 2005)
• 69 grades so far awarded in business, 23 in SFCs,
  44 in GFE/Tertiary, 2 in HEI
• Curriculum grade profile ()
• 1 2 3
  4 5
• 2002 8 49 37
  6 -
• 2003 6 39 50
  5 -
• 2004 10 34 47
  8 1
• 2005 7 45 42 6
  -

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College Inspection Evidence

• Curriculum grade profile ()
• 1 2 3
  4 5
• SFCs 2002 15 55 30
  - -
• 2003 22 39 39 - -
• 2004 25 60 15 - -
• 2005 9 70 17
  4 -
• GFE/TCs 2002 4 47 40
  9 -
• 2003 2 39 53
  6 -
• 2004 6 27 56
  10 1
• 2005 7 35
  53 5 -

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College Inspection Evidence

• Work-based learning in Business (2004/05 to
  date)
• Graded in 12 inspections 3 x Grade 2
• 7 x Grade 3
• 2 x Grade 4
• Other contributory grades (2004/05 to date)
• Used on one occasion each for business, business
  administration, ICT and leisure tourism. Two
  were higher than overall curriculum grade, two
  were lower.

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Comparative Curriculum Grades 04-05

• Grade 1 2 3 4 5
• English, languages and communication 21 58 21 0 0
  
• Science and mathematics 25 40 32 3 0
  Humanities 23 51 23 3 0
• Visual and performing arts and media
  24 36 33 6 1
• Health, social care and public services
  8 48 44 0 0 Hospitality, sport, leisure and
  travel 9 45 41 5 0 Business studies
  7 45 42 6 0
• Hairdressing and beauty therapy 6 40 51 3 0
• Foundation programmes 8 36 48 8 0
• ICT 7 36 49 7 0
• Land based 0 30 70 0 0
• Engineering 3 35 55 6 0
• Construction 3 34 44 19 0
• Overall 13 41 41 5 0
• Overall 2003/2004 10 39 40 10
  0.5
• Overall 2002/2003 6 40 45 9 0
• Overall 2001/2002 8 42 39 10 0

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Attendance and Class Size (1)

• Year Average Average
  attendance group size
• 2001/02
• Business studies 77 10.8
• Overall 78 10.6
• 2002/03
• Business studies 77 10.6
• Overall 78 10.2
• 2003/04
• Business studies 80 11.2
• Overall 79 10.8
• 2004/05 (to date)
• Business studies 80 11.9
• Overall 81 11.6

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Attendance and Class Size (2)

• Business Studies
• Year Average Average
  attendance
  group size
• 2001/02
• GFE/tertiary 75 10.2
• Sixth form colleges 84 13.5
• 2002/03
• GFE/tertiary 75.5 10.1
• Sixth form colleges 86 13.7
• 2003/04
• GFE/tertiary 78 10.6
• Sixth form colleges 86 13.8
• 2004/05 (to date)
• GFE/tertiary 77 11.2
• Sixth form colleges 86 13.6

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Business Studies

• Year Male students Female students
• 2001/02
• GFE/tertiary 36 64
• Sixth form colleges 55 45
• All colleges 41 59
• 2002/03
• GFE/tertiary 36 64
• Sixth form colleges 56 44
• All colleges 40 60
• 2003/04
• GFE/tertiary 38 62
• Sixth form colleges 60 40
• All colleges 43 57
• 2004/05 (to date)
• GFE/tertiary 38 62
• Sixth form colleges 58 42
• All colleges 45 55

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Achievements and Standards (1)

• S most students are confident, motivated and
  enthusiastic
• S students develop good additional skills in
  communication and presentation
• S many students demonstrate effective research
  skills, produce thorough analyses and
  evaluations and show good problem solving skills
• S students make productive use of ILT
• S assignment work is generally well presented
• W low attendance is an ongoing issue
• W unsatisfactory punctuality disrupts learning
• W too many deficiencies in grammar and spelling

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Quality of Education Training (1)

• Teaching Grades ()
• 2004/2005 is based on 1271 lessons
• 1-3 4 5-7
• 2004/05 (to date) 67 28 5
• 2003/04 65 29 6
• 2002/03 64 30 6
• 2001/02 63 29 7
• 2004/05 (to date)
• 16 18 68 27 5
• adult students 66 29 5

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Quality of Education Training (2)

• Learning Grades (2004/2005 based on 1271
  lessons)
• 1-3 4 5-7
• 2004/05 (to date) 66 29
  5
• 2003/04 65 29 6
• 2002/03 62 32 6
• 2001/02 61 32 7
• Attainment Grades (2004/2005 based on 1271
  lessons)
• 1-3 4 5-7
• 2004/05 (to date) 59 36
  5
• 2003/04 57 37 6
• 2002/03 52 40
  8
• 2001/02 54 38 8

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Quality of Education Training (3)

• Proportion of good or better teaching grades by
  course level (2004/2005 based on1271 lessons)
• Level 1 Level 2
  Level 3 Level 4
• 2004/05 (to date) 75 61
  69 66
• 2003/04 65 61 67 66
• 2002/03 71 62 63 72
• 2001/02 64 62 63 63
• Proportion of unsatisfactory teaching grades by
  course level
• Level 1 Level 2 Level 3
  Level 4
• 2004/05 (to date) 3 7 4
  6
• 2003/04 10 9 5 2
• 2002/03 6 7 6
  4
• 2001/02 9 8 7
  11

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Quality of Education and Training (1)

• Good teaching usually has many of these
  characteristics
• S thorough and detailed planning of learning
• S imaginative / stimulating / inspiring/
  knowledgeable teaching, which engages and
  maintains students interest
• S well-structured use of learning resources
• S good links to business practice and students
  own experience
• S wide range and variety of learning activities
• S activities well-matched to individual
  students needs and suitably challenging
• S teachers have high expectations of their
  students
• S regular checking of understanding

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Quality of Education and Training (2)

• Main weaknesses cited in reports to date
• W dull / uninspiring teaching (e.g. too much
  teacher exposition, copying down
  notes, lack of variety)
• W insufficient use of ILT in teaching and
  learning
• W insufficient planning to meet range of
  abilities
• W insufficient use of current business
  practice or employer links in teaching
• W learning activities constrained by
  accommodation

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Resources

• S improved access to computers in classrooms
• S significant improvements in ILT developments
• S innovative practice in use of college
  intranet to support learning
• S good support for newly-appointed teachers
• S good wall displays of students work and
  topical issues that promote learning
• W many teachers have little or no industrial
  updating
• W classrooms too small

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Assessment Monitoring of Progress

• S careful attention to those students at risk of
  underachieving
• S target setting used effectively to monitor
  progress and drive up standards
• S progress reviews effective in building
  students confidence
• S detailed and focussed feedback helps students
  to improve their performance
• S students have a good understanding of
  examination board marking criteria
• W internal verification policies applied
  inconsistently
• W ineffective use of action plans to promote
  learning
• W written feedback often too brief or too
  generalised
• W results from diagnostic tests not used to
  inform teaching

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Needs and Interests of Learners

• S wide range of provision offering good
  progression
• S vocational assignments set in the context of
  local businesses
• S good use of visiting speakers, visits locally,
  nationally and overseas
• S courses taught at various times and in
  community locations
• W underdeveloped links with industry
• W insufficient development of Key Skills
• W insufficient opportunities for work experience
• W students experience in part-time employment
  not acknowledged in lessons

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Guidance and Support

• S comprehensive initial advice and guidance
• S rigorous initial assessment and diagnostic
  testing
• S good tutorial arrangements
• S good arrangements for specialist learning
  support
• S teachers readily available to help students
  outside lessons
• S very good subject support
• W underdeveloped arrangements to support
  part-time students
• W inadequate liaison between subject teachers and
  additional support staff
• W insufficient use of ILP to inform teaching and
  learning

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Leadership and Management

• S full involvement of staff in self assessment
  process
• S lesson observations are thorough
• S effective performance management systems
• S regular reviews of progress towards targets
• W action plans do not always set clear and
  quantifiable targets
• W insufficient opportunities to share good
  practice across course teams
• W equal opportunities not supported by an overall
  plan
• W insufficient use of management information to
  support judgements

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Features of outstanding business provision

• excellent retention and pass rates
• very good teaching
• excellent standards of students' work
• very good teaching materials to support learning
  
• rigorous assessment and feedback
• highly effective monitoring of students'
  progress
• outstanding support for students
• outstanding leadership and management.

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Features of unsatisfactory business provision

• low retention and pass rates on many courses
• insufficient variety of teaching and learning
  strategies
• uninspiring teaching in many lessons
• unsatisfactory IT resources for effective
  teaching
• insufficient assessment and review of students'
  progress
• insufficient enrichment experiences for full-time
  students
• inadequate tutorial support
• unsatisfactory curriculum management

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2004-05 Standards inBusiness
EducationVincent Ashworth HMIDavid Martin ALI