Implementing the study programmes an Ofsted perspective Jai Sharda HMI
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1 Implementing the study programmes an Ofsted perspective Jai Sharda HMI 19 March 2015
2 The study programmes The underpinning principle of the study programme requires that: all providers of education and training should develop well-designed individual study programmes that offer learners progression to a higher level of study than their prior attainment to meet clear educational and career aspirations.
3 The main aims of study programmes Study programmes should enable learners to: progress to, and achieve, a higher-level qualification than the level of their prior attainment achieve A-levels or at least one substantial vocational qualification of significant size at level 2 or 3; or to complete an extended period of work experience, a traineeship or an internship continue the study of English and mathematics where they have not achieved a GCSE at grades A*-C complete non-qualification activities such as tutorials, work experience or other work-related learning tailored to meet their progression needs relative to the qualification they are studying.
4 The survey on study programmes
5 Transforming 16 to 19 education and training Survey findings: inspectors found little evidence of the transformational step change intended with the introduction of the 16 to 19 study programmes too many of the providers in this survey were not yet offering programmes that met the key requirements too much provision, particularly for those learners who need to gain a level 2 qualification in English and mathematics, was not good enough too much careers guidance about the full range of options available to young people through the 16 to 19 study programmes was weak.
6 Good practice Effective provision meant that learners: were aware of their careers options after the study programmes and could make informed choices about their future understood how the study programme will help them achieve their career plans were on challenging programmes and could move on when they are ready overcame prior barriers to developing skills in English and mathematics and make substantial progress to achieving a grade C or above at GCSE enhanced their employability, including those on academic programmes.
7 Recommendations for providers FE and skills providers and schools/academies should: ensure that learners receive complete and impartial information, advice and guidance identify the senior leader who is accountable for the full implementation of the 16 to 19 study programmes carry out a full review of their 16 to 19 provision and make any necessary changes to ensure that it meets the full requirements and principles of the 16 to 19 study programmes ensure that senior leaders are held to account by those responsible for governance for fully meeting the requirements of the 16 to 19 study programmes
8 Recommendation for Ofsted Ofsted should: through inspection, ensure that all providers of 16 to 19 education and training are acting on these recommendations work with other agencies and provider organisations to identify and disseminate good practice in the implementation of 16 to 19 study programmes and provide further case studies to show how study programmes can be used to meet individual learners needs at all levels.
9 Inspecting the Study Programmes
10 Outcomes for learners Typical inspection activity: review of the extent to which learners have made significant progress towards their career aim review of success, achievement, retention, value-added and learner destination data review of performance data for English and mathematics qualifications including GCSE and high grade performance review of learners prior attainment data observation, discussion and review of the standard of learners work and the development of their personal, social and employability skills.
11 Teaching, learning and assessment Typical inspection activity: review the effectiveness of initial assessment and advice and guidance, including careers advice and guidance review the effectiveness, quality and relevance of work experience and the contribution it makes review the effectiveness of teaching, learning and assessment to develop learners English and mathematical skills review the effectiveness of progress monitoring and support arrangements.
12 Leadership and management Typical inspection activity: review the effectiveness of curriculum planning review the strategy/approach to, and the management of, the implementation of study programme requirements: careers guidance English and mathematics work experience non-qualification activity review the effectiveness of monitoring and evaluation activity including governance.
13 Thank you Questions?
14 Emerging good practice 1 Employers and community partners are closely involved in the development of the college s curriculum, which responds very well to the needs identified locally, regionally and nationally. The bold strategy for improving learners English and mathematics is ensuring more learners improve their skills in these subjects. Participation by students in the very wide range of enrichment and extension activities that the college provides helps them to develop excellent personal, social and employability skills.
15 Emerging good practice 2 The college provides learners with a host of highquality enrichment activities that build up their confidence and encourage them to be aspirational in their ambitions. Lecturers provide learners with challenging work that prepares them extremely well for their next steps. High quality work-experience placements contribute significantly to learners study programmes, and learners are prepared exceptionally well for the world of work.
This inspection of the school was carried out under section 5 of the Education Act 2005.
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