P16 Inspecting schools and academies

Inspecting 16-19 provision: School and academy sixth forms

David Selby HMI 3 December 2014

The context

Key changes to post-16 education How much do you know about (scale 0-3): the raising of the participation age? changes to 16-19 funding arrangements? changes to AS and A-level qualifications? changes to post-16 vocational qualifications? changes to DfE post-16 performance measures (from 2016)? changes to the sixth form PANDA? the requirements of the 16 to 19 study programmes? traineeships and supported internships? the findings of the Ofsted report Transforming 16 to 19 education and training (September 2014)? the post-16 English and mathematics requirements? closing the achievement gap at age 19? how sixth forms will be inspected from September 2014?

Measuring performance The increased emphasis on retention and progress (not just attainment) as the key measures is intended to encourage schools and colleges to focus on achieving the best outcomes for all students, irrespective of their starting points.

This has implications for the nature of the sixth form and entry requirements.

Key findings for schools “The introduction of the study programmes has led to disappointingly little change to level 3 programmes, particularly in schools and academies, other than in taking account of the requirement for English and mathematics (for the minority of learners that need further study).

Many of the school and academy leaders interviewed were unaware of the requirements of the study programmes and implications for sixth form provision; implementation in these contexts has been too slow.�

A key message for schools Inspections will ensure that the recommendations in the Ofsted report Transforming 16 to 19 education and training are acted upon.

The inspection handbook relating to the sixth form was written with this in mind.

Inspecting school and academy sixth forms

Ofsted: sixth form grade Inspections from September 2014 will:

bring inspections of 16-19 provision in school and academy sixth forms more in line with inspections of other 16-19 provision

take account of the implications of the Ofsted report: Transforming 16 to 19 education and training

take account of changes to 16-19 accountability and performance measures

focus on how well the achievement gap at age 19 is being closed include the English and mathematics requirement consider the effectiveness of the sixth form when deciding the overall effectiveness grade for the school/academy.

The evaluation schedule: sixth form 

The four current areas (in the s5 inspection framework) will be covered.

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Only one set of grade descriptors for the sixth form – hence only one grade.

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But, the evaluation of the sixth form will be considered in making each of the four graded judgements.

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Clear guidance on how the judgement of the sixth form should be considered in reaching the OE judgment for the school/academy.

The evaluation schedule/grade descriptions includes some aspects that schools/academies may not have expected – there are some possible surprises.

Achievement The analysis of achievement will:

be in line with changes to performance measures - a greater focus on retention and progress/value added

include groups – including the most able, disadvantaged students and ‘closing the achievement gap’

include those needing further study in English and/or mathematics be undertaken  at a subject level  for teaching groups  for those students attending any ‘external’ provision – including work placements  include the development of students’ personal and employability skills and preparation for the next stage in their education, training or employment.

The use of data The main sources of data for inspectors will be the sixth form PANDA, the L3VA report and DfE performance tables.

However, inspectors will take account of the school’s own data and of a school’s use of other data such as that in Alps, ALIS or FFT reports.

Behaviour and safety In the sixth form, inspectors will evaluate : students’ attitudes, attendance and punctuality to lessons and other activities how well students make use of independent study time, prepare for lessons, respond to feedback how well schools develop students’ understanding of the potential risks to their health and well-being and how to manage them how well students are prepared for life in modern Britain.

The quality of teaching In judging the quality of teaching, inspectors will evaluate the extent to which: teaching, including non-qualification activity and the quality of oneto-one and small group tutorial support, leads to all groups of students developing knowledge, understanding and skills, and enables them to make good progress over time the most effective use is made of the teacher’s knowledge and expertise students’ personal, social and employability skills are developed and how well this prepares them for their next steps in education or at work, including the contribution of ‘non-qualification’ activity and/or work experience and appreciation of how to approach life in modern Britain positively all students’ skills in English and mathematics are developed further.

Characteristics of good learning - what it could look like in the classroom  Students attend well and are punctual to lessons and other activities.  Students’ ‘good’ behaviour is not confused with passive compliancy.  Students are well-prepared – they make best use of independent study time and respond to high-quality feedback on previous work.  Students make rapid progress - in the lesson and over time - as a result of teachers’ use of their excellent subject knowledge and expertise to inspire and stimulate students to achieve well – with a clear focus on the progress of individual students.  Students are given high-quality feedback (against challenging targets) on their work.  Students are able to make the best possible use of the time available and the teacher's expertise in the lesson. Unless absolutely necessary, independent work is done in independent study time.  Students working in groups is used well for specific activities to support the learning of all students.  All students’ skills in English and mathematics are developed well.  Students’ personal, social and employability skills are developed well.  Students’ skills in independent learning are developed well so that they can make best use of study time.

Leadership and management Inspectors will evaluate these features of the leadership and management of the sixth form: the curriculum and the arrangements to provide well-planned and wellmanaged individual study programmes, including the contribution of partnerships with other providers and employers, matched to students’ needs and aspirations – preparing them for their next steps – education, training, employment the extent to which students are supported to choose the most appropriate courses, taking into account retention and success rates the quality of careers guidance – pre-16 as well as for post-18/19 the leadership of teaching in the sixth form high-quality teaching in English and mathematics so that students that still need to achieve at least grade C in English and/or mathematics do so.

Inspection activities There will be:

a greater focus on the analysis of data on students’ progress and value added, ‘closing the gap’, retention rates, destinations, attendance and punctuality.

It is likely that:

inspectors will spend more time talking to students there will be more lesson observations – including joint observations more scrutiny of students’ work will be undertaken.

Key messages for schools Schools and academies should:

make best use of partnerships to provide the individual study programmes to meet students’ needs

review the effectiveness and frequency of the monitoring of students’ progress

undertake close and frequent monitoring of retention – informing the LA of any students who leave (meeting the statutory responsibility)

ensure that accurate and up-to-date destinations information is collected and recorded

provide complete and impartial careers guidance/information about

the full range of study programmes available post-16 - ensuring that all students make well-informed choices and are clear about where they lead

have clear lines of accountability – within SLT and the GB.

Inspection grades

What is the picture so far this year?

Total 6 form grade - OE grade 2 1 0 -1 -2

National 62

1 9 49 3 0

North West 7

0 4 3 0 0

Conclusions The introduction of the numerical grade for sixth forms is more than turning words into numbers.

The evaluation schedule for judging the quality of sixth forms has changed significantly to take full account of all the recent and current changes to 16-19 education and training.