Changes and Developments for 2007-

08
Issues
• What are the changes in the new round of
inspection from September 2007?
• How is inspection linked to other
developments in quality improvement?
• How can technology support practitioners
and providers in meeting current inspection
requirements?

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 “Lighter Touch”
 New handbook for inspection for WBL and ACL
 Reduced duration of inspections for most
providers
 Smaller inspection teams
 “Risk Assessment”
 Resources for inspection directed towards
“underperforming providers”
 Reduction in the number of lesson and session
observations

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Common Inspection Framework
Framework for Excellence
Improvement Strategy

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5 Key Questions
• Learner Achievement
• Teaching, training and learning
• Needs and interests of learners
• Guidance and support
• Leadership and management
2 Key Judgements
• Effectiveness of the organisation
• Capacity to improve
 Children Act 2004 (where applicable)
• 5 Outcomes

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Achieving excellence
Embedding self-improvement
Sharing good practice
Developing effective partnerships
Simplifying, rationalising and
increasing coherence

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Responsiveness to learners
Responsiveness to employers
Quality of outcomes
Quality of provision
Financial health
Financial control
Use of resources
“Contestability”

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Relationships with employers
Key Skills targets
“The Skills Pledge”
Skills for Life

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 Effectiveness
and capacity
to improve
Learner work and Self-
achievement Assessment

Internal
Importance systems
Of Data and
processes

Coherence
Focus on quality
and
improvement
Collaboration
“Demand-led”
provision

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9
2007
The basic purpose of lesson
observation is to test the
provider’s view of the quality
of teaching as determined by
its self-assessment
process.
What does this mean for teaching
and learning observations?
 They will be tested on a sampling basis
in order to determine the validity of the
system and the judgements made
 The internal moderation systems for the
observations will be subject to increased
scrutiny
 Attention to policy initiatives relevant in
particular contexts will be reviewed e.g.
E-Strategy, Every Child Matters, Care
Matters – as well as Health and Safety

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What might inspectors look for?

 Planning
 Delivery Fit f
Learning
o r co

ntex
 Assessment t?
 Sensitivityto learner needs
 Use of technology
 Use of learning materials
 Use of data for learning

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Planning

 Use of data from previous learning

 Profile of learning group needs
 Review/evaluation of preceding sessions
 Aims – Objectives – Outcomes
 Provision of learning materials
Provision of technology


o n t ext ?
 Differentiation
F i t fo r c
 Contingencies??
 Range and scope of activities
 Learning plans/portfolios

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Delivery

 Pace
 Timing of interventions
 Engagement with learners
 Subject knowledge
 Range of methods used
 Use of resources – adaptation
 Variety of activity
Fit for con
 Impact on learners text?
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Learning and Assessment

 How is learning recognised/assessed?

 Recording progress
 Recording achievement
 Learner views – self-assessment
 Criteria for recognising learning
 Learner records/teacher records
 Use of data for learning in the lesson
 Review of progress achievement
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 Source – Ofsted – “
Handbook for Inspecting Colleges” May 2007
– paragraphs 216 & 217 p70
 Definition of E-Learning
• E-learning is learning facilitated and supported
through the use of ICT. It may involve the use of
computers, interactive whiteboards, digital
cameras, the internet, the college intranet, virtual
learning environments and electronic
communication tools such as email, discussion
boards, chat facilities and video conferencing. E-
learning should form part of the
overall teaching and learning
strategy for courses. p70

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 There should be appropriate
references to e-learning in
schemes of work, lesson plans,
assignments, course reviews
and staff development plans.
 An overall strategy for e-learning
should be supported by senior
managers.

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 Effective e-learning should:
• improve learners’ understanding of topics
or activities that are part of their
academic or vocational programme
• improve their skills and their knowledge
of the technology being used
• help to maintain their interest in their
programme.

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 In
particular, inspectors will evaluate
whether:
• staff and learners have the relevant IT skills to
make good use of e-learning facilities
• there are adequate resources for e-learning
• the quality and effectiveness of e-learning is
well monitored
• there are appropriate opportunities for learners
to use e-learning facilities outside scheduled
lessons.

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 Open-learning/drop-in facilities
 Home access to college network
 Wireless facilities for learners with their own
equipment
 Web-access to search and ordering facilities
 Acceptance and growing use of electronic
documents to review and submit work for
assessment
 Use of inclusive technology to support the
range of learner needs

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 Ability to use readily available office software to
produce documents, store and find files,
produce presentations, etc.
 Search the Internet, Intranet and learning
platform for appropriate resources
 Access and use specialist software to meet the
demands of courses
 Communicate effectively using a range of
means e.g. e-mail, discussion forums, etc.
 Access own work and college facilities outside
the scheduled classroom sessions – ideally 24/7

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 Access to computers and other necessary
hardware e.g. cameras, sound recorders
 Access to the appropriate technology for
individual needs
 Access to generally available software to create
and manage a wide range of files
 Learners have e-mail accounts and access to
resources
 Databases of paper-based and 3D resources
 Databases of electronic resources
 Access to a learning platform
 Staff resources are stored and available via
electronic means

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 Use made by learners of digital/electronic
resources
 Location and storage of learner work
 Improvement in results?
 Improved communication between staff and
learners?
 Increased range of learners following different
modes of learning
 Teaching observation
 Self-assessment activities

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http://learningandskills.becta.org.uk/disp
http://www.ofsted.gov.uk/portal/site/Inter
http://learningandskills.becta.org.uk/disp

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