AELP Webinar Inspection of Standards A review of the current state - PowerPoint PPT Presentation

AELP Webinar Inspection of Standards A review of the current state of play in the inspection of apprenticeships Chair: Paul Warner, Director of Research and Development AELP Facilitator: Chris Jones, Specialist Adviser for Apprenticeships, Ofsted 2 May 2018 10.30am – 11.30am

Apprenticeship standards: one year on Chris Jones HMI, Specialist Adviser for Apprenticeships AELP Webinar - 2018

What we will cover today  Inspection issues and outcomes.  Update on the process of inspection.  Future policy. Coverage Slide 5

Provision judgements for all providers 1 September 2017 – 31 January 2018 (published by 31 January 2018) % good or outstanding 16 to 19 study programmes (40) 73 Adult learning programmes (49) 61 Apprenticeships (48) 60 Traineeships (4) 75 Provision for learners with high needs (23) 78 Full-time provision for 14 to 16-year-olds (2) 50 1. Where numbers are small percentages should be treated with caution 2. Provision judgements are only awarded at relevant full inspections Provisional judgements Slide 6

Full inspections Key issues  Off-the job training (more about not happening or poor quality rather than %)  The development of new skills, knowledge and behaviours.  Focus on impact of teaching, learning and assessment over time rather than (graded) lesson/training observations.  Balancing what historic data shows against current learners’ progress.  Evaluating apprentices’ current progress: what evidence can you provide – at all levels of study?  Implementation of the ‘Prevent’ duty: what do apprentices know and understand? Issues emerging from inspection Slide 7

Ofsted call: preparedness & key information  As far as possible providers should aim to present ‘business as usual’.  All data and documentary requirements for inspection are listed in paragraphs 49 to 69 and 88 to 91 of the inspection handbook.  Any material changes since the SAR was written should be reflected in an executive summary.  Know your data.  Evidence the progress of learners from their starting points.  Focus on impact of leaders, managers and governors. Preparation for inspection Slide 6

Gaps in data  Insufficient analysis of progress from starting points.  Over-reliance on the data telling the story.  No explanation of decline.  “Our APS are the best in the area .”  Focusing on the wrong things. Data Slide 7

Apprenticeship lines of enquiry  Starting points.  Is it a real apprenticeship?  Impact of learning on performance at work.  As a result of their training:  Do apprentices know more than they did before?  Can they do things better than they did before?  Have they learned something new?  Do they now have a realistic career plan?  Do they get paid more? Have they got more responsibility? Have they got a sustained contract? Apprenticeships Slide 8

Inspection of apprenticeships: an update  Levy-funded apprenticeship provision will be inspected in the same way as ESFA-funded provision.  Apprenticeship standards are inspected in the same way as frameworks; we are keeping under review the most effective way to inspect standards-based apprenticeships.  New apprenticeship providers will normally have a full inspection within three years; in the meantime, we are conducting monitoring visits to a sample of new providers.  Strong focus on ensuring that all apprentices are acquiring new occupational skills and knowledge, and benefitting from off-the-job training. Update on inspection of apprenticeships Slide 11

Inspector skill level - conduct  Always best to deal with such issues during the inspection:  Raise concerns with the lead inspector (para 112).  Follow up with regional SHMI.  Ask the lead inspector/QA visitor to ‘evidence’ your concerns.  We have a code of conduct for inspectors and providers (paras 17 and 18 in the Common Inspection Framework). Conduct Slide 10

Apprenticeships: standards  Staff training apprentices to standards need to:  Understand the requirements of the standard.  Be fully cognisant of the requirements of the assessment plan.  Ensure that apprentices develop and exemplify the required behaviours.  Be subject experts.  Have high levels of technical expertise.  Be able to distinguish between levels of performance.  Give and record detailed feedback to show progress over time. Standards Slide 11

Apprenticeships: off-the-job  We are not auditors of the 20%.  However, inspectors will consider how well: apprenticeships are planned and fully meet the principles and requirements of an apprenticeship. “I am far more concerned with the impact on quality. If it transpires that the provider is, for example, doing 19 per-cent as opposed to 20 per-cent, but inspectors are finding high-quality provision, then clearly we are going to reflect that in our judgements ”. (Paul Joyce HMI, Deputy Director FES, April 2017) Off-the-job Slide 12

Apprenticeships: off-the-job – new skills  This is absolutely about doing a full and proper skills analysis as the apprentice starts their apprenticeship.  Be really clear, and record, what the apprentice can do and what they know already.  Develop a structured learning and training plan with milestones and way markers to the EPA.  Then measure progress from there. Off-the-job Slide 13

Apprenticeships: Levy – employer negotiation  The main focus should be the standard and the requirements of an apprenticeship – laid down in the funding rules.  The employer needs to be aware of the parameters for a ‘quality apprenticeship’: IfA, ESFA, DfE and Ofsted.  The employer may want additional learning that reflects ‘their business’ more fully than the standard.  The employer needs to recognise that an apprenticeship is a job with training – if they can’t provide the training, or the time – then it’s not an apprenticeship. Working with employers Slide 14

Apprenticeships: Levy – employer view  All judgements about the quality of apprenticeships are based on the criteria set out in paragraphs 188 and 189 of the inspection handbook.  Differing views needs to substantiated by evidence of impact on the quality of work that apprentices do.  An apprentice is an employee: employers interview employees who are going to work for them …  Inspectors make judgements based on evidence: employers need to show us the impact of apprenticeships – ROI, new methods, improved retention …  We have too few inspectors from ILPs and are seeking applications. We will consider seconding sector experts to inspection team to advise. Working with employers Slide 15

Safeguarding, British values and well-being  If systems are having a positive impact on the culture of learning and well-being, providers need to be able to show that.  The Prevent duty and the requirement to demonstrate British values are absolutes. Every student, learner, trainee or apprentice needs to have a ‘general’ understanding of the impact on their lives. There will then be specialist additions. S, BV and W Slide 16

English and mathematics  If apprentices need higher level qualifications so they can progress to higher levels then a provider may want to give opportunity to take those qualifications. It will depend on the entry requirements for the next stage.  Apprenticeships need to comply with the requirements and principles of an apprenticeship.  Effective testing happens when learners are ready.  Apprentices should demonstrate the level of English and mathematics that their occupation requires. English and mathematics Slide 17

Recruitment for standards  Timely achievement remains an important parameter: employers need to be aware of that just as much as the training provider.  If a provider, after initial assessment, determines that a candidate is not at the appropriate level for the apprenticeship, then they need to say so. Recruitment Slide 18

Monitoring visits: first outcomes tutor shortages Apprentices do not develop new skills very slow progress Update on monitoring visits Slide 21

Monitoring visits: first outcomes strengthened the management team Clear milestones are set off-the-job training … recorded accurately Update on monitoring visits Slide 22

Subcontracting: policy update Increased focus on subcontracting  Extra resource on some inspections, with an inspector focused on the management and quality of subcontracted provision.  Subcontractors may be identified by name (for good or bad) in inspection reports.  Pilot monitoring visits to a sample of main providers, focusing solely on one or more subcontractors – similar progress judgements to those for monitoring visits to new apprenticeship providers. Subcontracting Slide 23

Subcontracting: anonymised data for PIAF Cohort AR Cohort AR Cohort AR 14-15 15-16 16-17 Boxed Training 6 50% 8 38% 24 17% Clear Training UK 595 86% 598 75% 509 47% Input Services 150 96% 184 90% 332 93% Tidy Progress 157 58% 106 34% 309 19% Roadside Training 166 73% 108 71% 112 74% Anything Everywhere 10 0% 55 14% 88 0% Outcomes data Slide 24