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Introducing the Revised Common Inspection Framework 2012


Title: ORIGINAL SLIDES - New framework for learning and skills - 6 March 2012 Author: lhorton Last modified by: Charlie Henry Created Date: 6/4/2008 3:28:32 PM – PowerPoint PPT presentation

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Title: Introducing the Revised Common Inspection Framework 2012

Introducing the Revised Common Inspection
Framework 2012
Charlie Henry HMI Principal Officer
Disability and special educational needs Natspec
Conference October 2012

Consultation- A good education for all

Consultation- A good education for all
  • outstanding providers must have outstanding
    teaching and learning
  • requires improvement replaces satisfactory
  • early inspection for those who are satisfactory
  • limit the opportunity to be graded as requires
    improvement to two consecutive occasions
  • summary of performance management outcomes
  • no notice inspection

The Common Inspection Framework 2012
Independent specialist colleges previous
inspection record
Judgement Next inspection
Outstanding and Good Within 6 years of the last inspection
Satisfactory pre- Sept 2012 Within 2 years of September 2012
Requires improvement Within 12-18 months
Inadequate Re-inspection monitoring visit within 6-8 months of the last inspection, and a full re-inspection within 12-15 months of the last full inspection
Types of inspection
  • Inspection to inspect the providers
    government-funded provision against all aspects
    of the Common Inspection Framework 2012.
  • Survey report visits To explore a specific
    aspect of a providers work as part of a
    programme of surveys based on topics linked to
    national priorities. Such visits may be added to
    a routine inspection.
  • Re-inspection
  • Risk assessment annually
  • Monitoring visits to be used by exception only
  • Interim assessment no longer carried out

We will 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
  • involve a senior member of staff in the
    inspection process
  • listen to the views of learners, employers, staff
    and, where appropriate, parents
  • make clear recommendations for the providers
  • continue to focus inspections on the weaker

What is different in the revised framework ?
  • We will
  • only grade providers as outstanding if they have
    outstanding teaching and learning
  • replace satisfactory with requires improvement
  • inspect early those who are satisfactory
  • limit the opportunity to be graded as requires
    improvement to two consecutive occasions
  • focus more on performance management and
  • give two days notice of inspection
  • use information provided through Learner view

We will continue to
  • undertake an annual risk assessment of all
  • 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.

Aims of the revised framework
  • The revised Common Inspection Framework
    streamlines and simplifies the existing CIF by
    focusing on
  • the aspects of a providers work that have most
    impact on learners
  • reducing the number of judgements and grades
  • the impact of leadership on the learner

Common Inspection Framework 2012
The common grading scale for all inspection
  • A common grading scale is used in making
    judgements for organisational inspections
  • Grade 1 outstanding
  • Grade 2 good
  • Grade 3 requires improvement
  • Grade 4 inadequate

What is different in the revised framework ?
  • the emphasis on teaching, learning and assessment
  • no limiting grades for equality and diversity and
  • the extent to which the provision meets local and
    national needs
  • increased observation of teaching, learning,
    skills development and assessment
  • success, rates of progress and progression of
    different groups of learners
  • destinations - into employment and higher level

What is different in the revised framework ?
  • We will
  • only grade providers as outstanding if they have
    outstanding teaching and learning
  • replace satisfactory with requires improvement
  • inspect early those who are satisfactory
  • limit the opportunity to be graded as requires
    improvement to two consecutive occasions
  • focus more on performance management and
  • give two days notice of inspection
  • use information provided through Learner view

Overall Effectiveness
  • Inspectors will finally judge the quality of
    education and/or training provided - taking
    account of
  • the three key aspect judgements
  • the extent to which the education and/or training
    meets the needs of the range of learners at the
    provider and, in particular, the needs of
    learners with learning difficulties and/or
  • Note In judging overall effectiveness,
    inspectors will take account of the full range of
    evidence and will then decide whether the
    providers overall effectiveness is outstanding,
    is good, requires improvement or is inadequate.

Myth - Will the two key grades for Outcomes for
learners and Teaching, learning and
assessment become the new limiting grades?
Surely it will be impossible to be judged
  • We are confident providers will be found to be
    outstanding. Providers will only be judged
    outstanding for overall effectiveness if the
    quality of teaching, learning and assessment is
    judged to be outstanding. We would expect that
    this high quality teaching, learning and
    assessment would result in high success rates and
    very good and sustained progress for learners.
  • However if outcomes for learners is not judged
    to be outstanding this will not necessarily
    limit the overall effectiveness grade.

Outcomes for learners
Outcomes for learners
  • To judge outcomes for learners we will give
  • attention to how well
  • 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 courses leading to
    higher-level qualifications and into jobs that
    meet local and national needs

Myth - I have heard that Outcomes for learners
judgement is based purely on success rates data
and a comparison with national averages. Is this
  •  This is not true.
  • None of the judgements are based on data alone.
    Although inspectors will look at success rate
    data they will also look at retention, progress,
    and whether learners go on to do further learning
    or in to sustainable employment. Inspectors will
    also talk to learners about whether they enjoy
    their course and whether it is meeting their

Teaching, learning and assessment
Teaching, learning and assessment
In judging teaching, learning and assessment,
inspectors will evaluate the extent to which
  • learners benefit from high expectations,
    engagement, care, support and motivation from
  • staff use their skills and expertise to plan and
    deliver teaching, learning and support to meet
    each learners needs
  • staff initially assess learners starting points
    and monitor their progress, set challenging
    tasks, and build on and extend learning for all
  • 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
In judging teaching, learning and assessment,
inspectors will evaluate the extent to which
  • teaching and learning develop English,
    mathematics and functional skills, and support
    the achievement of learning goals and career aims
  • appropriate and timely information, advice and
    guidance supports learning effectively
  • equality and diversity are promoted through
    teaching and learning.

How we will inspect teaching, learning and
  • Inspectors will capture evidence from a variety
    of learning activities, for example through
  • direct observation
  • evaluation of learning materials and their use by
  • the use of technology to deliver and assess
  • examining what learners can do and make as a
    result of their learning.
  • accompanying an assessor to a number of employers
    to observe learners skills development on the
    job. They may assess how the learner is
    progressing compared with their starting point.

Myth - I think we are due an inspection shortly.
Do I need to have a lesson plan for the
  • No.
  • You should do what your provision normally
    expects you to do when planning lessons. One of
    the greatest advantages of short notice
    inspections is that there will be no special
    preparation for inspection. Whatever you do
    normally in your college will prevail 

Myth - Inspectors only judge the quality of
teaching and learning through at least a series
of 30 minute plus observations?
  • Inspectors make judgements on the quality of
    teaching, learning and assessment by collecting
    evidence in a number of different ways, including
    visits to workplaces, lessons, training and
    assessment sessions to evaluate the impact of the
    teaching on how well people learn
  • When inspectors observe teachers and trainers the
    judgement contributes to the inspection teams
    evaluation of the quality of teaching overall
  • Inspectors judge the quality of teaching and the
    learning taking place and not the quality of the
  • Observations contribute to the judgment on
    teaching, learning and assessment. Taking into
    account how well learners are assessed, and how
    this helps them to improve

Myth - I have heard that providers need to have
a certain proportion of learning sessions
observed during the inspection as outstanding
before the provider can be judged outstanding.
Is this correct?
  • This is incorrect. Ofsted has not established a
    required proportion of lessons or training
    sessions that need to be judged outstanding.
    Inspectors do not observe all sessions during the
    inspection and when they do visit they may only
    stay for part of the session.
  • Clearly, it would be unusual for an outstanding
    provider to not have any outstanding lessons or
    training session observations during an
    inspection but it is worth stressing that a wide
    range of evidence drawn from across the college
    is used in conjunction with lesson observations
    to determine whether the college is outstanding
    or not.

Leadership and Management
Leadership and management
  • We will 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 attain high standards of quality and
  • improve teaching and learning through rigorous
    performance management and appropriate
    professional development
  • evaluate the quality of the provision through
    robust self-assessment, taking account of users
    views, and use the findings to promote and
    develop capacity for sustainable improvement

Leadership and management
  • We will evaluate the extent to which leaders and
    managers, including, where relevant, governors
  • successfully plan, establish and manage the
    curriculum and learning programmes to meet the
    needs and interests of learners, employers and
    the local and national community
  • actively promote equality and diversity, tackle
    bullying and discrimination, and narrow the
    achievement gap
  • safeguard all learners

Myth - Will my provision be downgraded if I do
not have an up to date self-assessment report? 
  • There is no contractual requirement for further
    education and skills providers to complete a
    self-assessment report. However, there is an
    expectation from both Ofsted and the funding
    bodies that providers will rigorously assess
    their own performance.
  • When we notify a provider of their inspection the
    lead inspector will ask for their most recent
    self-assessment report, in whatever format the
    provider has chosen to use. Inspectors will want
    to analyse the impact of the self-assessment
    processes as part of their evaluation of
    leadership and management. Inspectors will be
    critical of providers that do not establish
    accurate and robust self-assessment processes
    and/or do not regularly share this information
    with the governing body, where appropriate.

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Learner view
  • Learners views remain an essential component
  • Strong support during consultation particularly
    the NUS and other learner, employer and parent
  • From Sept 2012, inspectors will use Ofsteds new
    web tool Learner View to collect the
    information they need.
  • Questionnaires will be open all year round.
  • Providers will be requested to inform their
    learners of the opportunity to complete the
    questionnaire by the end of the second day of
  • During this inspection period there will be a
    free text box to enter comments.

How will we use the results?
  • results will feed into the annual risk
    assessment, alongside other evidence, to help to
    decide which providers to inspect and when
  • inspectors will view and analyse the latest
    results during the inspection
  • comments will inform inspection trails
  • by sharing their views, learners, employers,
    parents and carers will be helping their provider
    to improve

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Questionnaires for parents/carers and employers
  • not visible to the general public users can
    only access the questionnaires using a link they
    will receive from their provider
  • no free text questions
  • open all year round including at the point of
  • results not published, but will be discussed with
    providers during inspections
  • results available to inspectors

Inspection report format
  • The front page of the inspection report will
    include a new short section called Summary of
    key findings.
  • The inspection report will
  • explain in straightforward language what the
    provider is doing well and what it needs to
  • make recommendations
  • The report will be published on Ofsteds website
    approximately 25 working days after the
    inspection has finished.

Inspection report format
Preparing for an inspection
Before inspection
  • provider receives a telephone call, by 1030, two
    days before the inspectors arrive on site,
    followed by an e-mail with an attached
    notification letter
  • lead inspector telephones the provider by 1200
    noon to confirm arrangements and start the
    inspection process
  • during this telephone call the lead inspector and
    provider will agree a time for the planning
    meeting to go ahead.
  • the lead inspector will confirm the range of
    documents that will be required for the

The nominee
  • role remains the same, but increased preparedness
    will be essential in readiness for a shorter
    notification period
  • training for nominees is offered at specially
    focused preparation for inspection events,
    details of which can be found at
  • http//

Preparing for shorter notice
  • Means notification of inspection two working days
    prior to inspection
  • consider training more than one nominee
  • have a pack available of key data and information
  • have an update of the latest self assessment
  • upload the self assessment
  • the range of provision and venues
  • the number and type of learners
  • subcontractors