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ofsted for work based learning
Transcript of ofsted for work based learning
work based learning
Inspectors will make three key aspect judgements:
• outcomes for learners
• quality of teaching, learning and assessment
• effectiveness of leadership and management.
Outcomes for learners
In judging outcomes for learners, inspectors must evaluate the extent to which:
•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.
Learners and groups of learners are achieving very well and are making better than expected progress given their starting points. Some are making exceptional progress on their learning programmes and at work.
They learn exceptionally well and, as a result, acquire knowledge quickly and develop a thorough understanding of a wide range of different aspects of their learning programmes. Learners’ attendance and punctuality are consistently good.
They apply skills and background knowledge to great effect, including: personal, social, English, mathematics and functional skills, and practical vocational skills that will prepare them exceptionally well for the next stage in their education, training or employment.
The success rates of most groups of learners are likely to be at least in line with similar groups of learners nationally, with the majority well above the norm. In exceptional circumstances, where success rates of any group of learners are below those of all learners nationally, the gap is closing rapidly, as shown by a wide range of success indicators.
The large majority of learners progress to higher-level qualifications and/or into jobs that meet local and national needs
Quality of teaching, learning and assessment
learners benefit from high expectations, engagement, care, support and motivation from staff
staff use their skills and expertise to plan and deliver teaching, learning and support to meet each learner’s needs
staff initially assess learners’ starting points and monitor their progress, set challenging tasks, and build on and extend learning for all learners
learners understand how to improve as a result of frequent, detailed and accurate feedback from staff following assessment of their learning
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 support learning effectively
equality and diversity are promoted through teaching and learning.
To make this judgement, inspectors will consider the extent to which:
learners attain their learning goals, including qualifications, and achieve challenging targets
learners’ work meets or exceeds the requirements of the qualifications, learning goals or employment
learners enjoy learning and make progress relative to their prior attainment and potential
learners make progress in learning sessions and/or in the work place, and improve the quality of their work
learners attend, participate in, arrive on time and develop the right attitudes to learning.
All learners achieve and make progress relative to their starting points and learning goals
Achievement gaps are narrowing between different groups of learners
any significant variations in the achievement of different groups of learners
learners’ progress during their programme compared with their starting points, with particular attention to progress by different groups of learners.
Learners develop personal, social and employability skills
the development of English, mathematics and functional skills required to complete learners’ programmes and progress
the achievement of additional qualifications and/or experience gained in the workplace
broader skills relevant to learners’ progression and career aims, such as communication, teamwork, leadership, taking responsibility, reflective thinking, problem solving, independent enquiry and employability
Learners progress to courses leading to higher-level qualifications and into jobs that meet local and national needs
how well learners progress to further learning and employment or gain promotion
how well learners develop an understanding of careers and progression opportunities, and their ability to benefit from training and development opportunities
learners’ acquisition of qualifications and the skills and knowledge that will enable them to progress to their chosen career, employment and/or further education and training
learners’ progression routes, and the extent to which these meet local and national priorities
the extent to which learners with severe and complex learning difficulties gain skills and progress to become more independent in their everyday life.
Learners benefit from high expectations, engagement, care, support and motivation from staff
how well teaching and learning methods – including training, coaching and mentoring – inspire and challenge all learners and enable them to extend their knowledge, skills and understanding
the extent to which teaching, training and coaching encourage and develop independent learning
whether high but realistic expectations are used to motivate learners
how well learners are cared for and supported to achieve their learning goals
whether procedures to monitor learners’ participation, progress and attendance lead to prompt action to address identified problems.
Staff use their skills and expertise to plan and deliver teaching, learning and support to meet each learner’s needs
how learning is planned to meet individual learners’ needs and makes best use of staff knowledge and skills
how effectively and creatively staff use resources, including accommodation, equipment and technology, and specialist advice and guidance, to promote and support learning
the relevant qualifications, training and experience of teachers, trainers, assessors, coaches and support staff
the attention that is paid to the quality and safety of learning resources, particularly in specialist areas and practical settings
how effectively learning is monitored during sessions, including where learners are receiving additional learning support
the promotion and development of independent learning skills, for example, through the use of a range of technologies, including a virtual learning environment
Staff initially assess learners’ starting points and monitor their progress, set challenging tasks, and build on and extend learning for all learners
learners’ additional support needs are identified quickly and accurately early in their programme through effective initial assessment, leading to appropriate planning and support throughout the duration of their programmes
staff work with learners to develop individual learning plans that are informed regularly by ongoing assessment
learners are set challenging short- and longer-term learning goals that are reviewed and updated regularly
staff assess learners’ performance and progress, and monitor assessment practices to ensure they are timely, regular, fair, informative and reliable
planned assessment/assignment activities build on previous knowledge and extend learning for all learners.
Learners understand how to improve as a result of frequent, detailed and accurate feedback from staff following assessment of their learning
the extent to which learners understand their progress towards their learning goals and what they need to do to improve
how well learning objectives are understood by learners and progress is recorded in feedback to learners
the feedback on learners’ work, such as the accuracy and consistency of marking, and the correction of spelling, grammatical errors and inaccuracies
learners’ understanding of what they have to do to improve their skills and knowledge, which is checked and reflected in subsequent tasks and activities.
Teaching and learning develop English, mathematics and functional skills, and support the achievement of learning goals and career aims
teaching and learning support learners to develop the English, mathematics and functional skills they need to achieve their main learning goals and career aims
learners’ progress in English, mathematics, language and functional skills is monitored and reviewed, and their work is marked carefully
learners appreciate the importance of improving their English, mathematics and functional skills as appropriate, in the context of their learning goals and life ambitions.
Appropriate and timely information, advice and guidance supports learning effectively
timely information, advice and guidance provided to learners on their next steps in training, education and employment
the provider’s pre-course information and advice and that provided through links with other relevant organisations
guidance and induction to introduce learners to the structure and demands of their programme, and their rights and responsibilities as a learner
planning to provide coherent progression routes for learners.
Equality and diversity are promoted through teaching and learning
teaching, learning and assessment promote equality, support diversity and tackle discrimination, victimisation, harassment, stereotyping or bullying
staff use materials and teaching methods that foster good relations and are sensitive to and promote equality of opportunity
staff are aware of and plan for individual needs in teaching or training sessions.
Much teaching, learning and assessment for all age groups and learning programmes is outstanding and rarely less than consistently good. As a result, the very large majority of learners consistently make very good and sustained progress in learning sessions that may take place in a variety of locations, such as the classroom, workplace or wider community.
All staff are highly adept at working with and developing skills and knowledge in learners from different backgrounds. Staff have consistently high expectations of all learners and demonstrate this in a range of learning environments.
Drawing on excellent subject knowledge and/or industry experience, teachers, trainers, assessors and coaches plan astutely and set challenging tasks based on systematic, accurate assessment of learners’ prior skills, knowledge and understanding. They use well-judged and often imaginative teaching strategies that, together with sharply focused and timely support and intervention, match individual needs accurately. Consequently, the development of learners’ skills and understanding is exceptional. Staff generate high levels of enthusiasm for participation in, and commitment to, learning.
Teaching and learning develop high levels of resilience, confidence and independence in learners when they tackle challenging behaviour
- Start middle and end of course
- Role of the supporting tutor
- Directed Questioning
Attend, Participate, Arrive on time
- Challenge behaviour
- During the session
- Based on their prior knowledge
- Based on their goals
Self Evaluation fully filled in
- See example
Embedding funky skills
Using IA in funky skills to determine differentiation and support needs
- Towards career aims
- Group working
- Work ethics
Career guidance - NCS
Job outcomes / destinations
- Personal marketing plan PMP
Inspire and Challenge
Encourage and Develop independent learning - Assessment is individual
Set our expectations
Planning for differentiation
- Funky Skills
Creativity in the class
- 'FOL' whiteboards
Use the initial assessment
- Skills scan (TNA)
- Funky skills
ILP - SMART targets
Standardisation of Assessment
Do learners understand?
- 'FOL' boards
- Progress in the class
Spelling and grammar
Monitor and review funky skills
- pick up on mistakes
Do they need to improve funky skills?
refer to funky skills?
Advice and guidance
Promote E&D in every session
- write it on your LP
- "when using eye contact how do you do this for a person in a wheelchair?"
- language used
- Reiterate and refer to
Be aware of and plan for individual needs
What are our main action points?
Use initial assessment
Plan for differentiation
Make sure all learners are making progress
Inspire and challenge
Equality and diversity
Review goals and achievements
Plan for outcomes
Doesn't check progress of learners
Non participation in the class not addressed
Not creative or imaginative
Does not challenge or inspire learners
No monitoring of learning
Does not challenge behaviour
Does not use directed questioning