Ofsted Feedback

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Ofsted Feedback Quality DisseminationWelcome
June 10
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Strategic Context

• Workforce Requirements Skills Now!
• Quality, Innovation, Productivity and Prevention
• Learning leadership a High Performing LD
  function Competency Framework
• Educational Governance
• MPET Review

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Our first Ofsted

• Context
• Scrutiny - Public funding (JIF)
• Ensure minimum performance
• Value for money
• Promote quality improvement
• Scale and complexity
• Type of provision across the academy

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Our thanks

• To All
• Inspected Sites
• Central Manchester University Hospitals NHS
  Foundation Trust
• University Hospitals of South Manchester NHS
  Foundation Trust
• Cheshire HR Services
• North Cumbria University Hospital NHS Trust
• Cumbria Partnership NHS Foundation Trust
• Liverpool PCT
• Mersey Care NHS Trust
• St Helens Knowsley Teaching Hospitals NHS Trust
• Liverpool Womens NHS Foundation Trust
• Calderstones NHS Trust

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Verbal feedback

• This inspection felt less like an inspection and
  more a professional discussion
• Now not just driving but flying
• Engaging opportunity for many

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Grades
3 Satisfactory
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Ofsted Highlights

• Learners
• Good development of skills and confidences
• Teaching and learning satisfactory with some good
  resources
• Some lack regular access to assessors
• Missed opportunities for ED and health and
  safety
• Planning for progression needs to be further
  developed.
• Success rates Overall strong and above national
  but timely rates are Low

• Leadership
• SAFH provide strong vision, motivation and
  promote high standards
• Recent quality actions having an impact
• Strong partnership working
• Good safeguarding and satisfactory equality and
  diversity
• Board level strategic direction and planning
  needs to be articulated
• Systematic planning and monitoring needed

• Quality of Provision
• Good range of provision
• Satisfactory assessment
• Arrangements for IAG satisfactory
• Learner plans lack detail
• Need to enhance tracking
• Need to focus more on target setting
• Varied approach to SFL

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effectiveness

• SAfH has recently implemented a good range of
  actions to improve the speed at which learners
  achieve their qualifications. Learners enjoy
  learning and gain good work-related skills.
• SAfH works well with employers to develop and
  expand provision that meets the needs of local
  communities. The organisation has established
  strong partnerships to engage learners from
  under-represented groups and deprived
  communities. Good use is made of the specialist
  knowledge of SAfH to support staff training
  across the regions.

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Outcomes for learners

• Learners enjoy learning and take pride in their
  work. They develop a good range of workplace and
  social skills and benefit from their training
  programmes. They make good progress in the
  development of caring skills and understanding
  the needs of those they are caring for.
• The standard of learners work is generally
  satisfactory, and in some cases good, and this
  equips learners well for further study or
  employmentMany learners have progressed on to
  other courses that further enhance their value in
  the workplace and their own sense of worth.

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Quality of Provision

• Teaching and learning are satisfactory. Assessors
  share their extensive, relevant industrial
  experience in vocational areas with learners and
  use it well in planning activities related to
  employment practices. They are skilled
  motivators, encouraging learners to participate
  fully both in direct training workshops and
  workplace activities.
• The quality and frequency of assessment is
  varied. Not all learners have regular access to
  assessment and a few learners have long gaps
  between assessments The majority of learners
  receive useful verbal feedback from assessors on
  their work however a few assessors do not
  sufficiently record details of observed
  assessments.
• Planning of learning does not include all aspects
  of the learner experience. Learners access a wide
  range of training from their hospital training
  which is not included in learning plans. Many
  individual learning plans lack detail and target
  setting does not clearly identify what the
  learner needs to do to make progress.

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Learner and Employer feedback to OFSTED

• Employer Views
• Having a very good relationship with the Academy
• Very responsive and flexible approach
• SAfHs good understanding of the employers needs
• SAfHs commitment to breaking down barriers and
  supporting the local community to participate,
  use and benefit from the knowledge of the wide
  range of practitioners

• Learner Views
• The good level of help and support provided by
  the assessors
• Courses that fit in well with working days
• The rapid response made to requests for help
• Being given the opportunity to move onto bigger
  and better things
• Being able to achieve a qualification
• Being respected

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Ofsted recommendations

• Continue to improve and sustain learners overall
  and timely success rates
• Further strengthen data management and monitoring
  and analysis
• Further strengthen quality assurance
  approach/systems
• Develop robust assessment practices, system and
  protocols
• Promote and reinforce safeguarding, and equality
  and diversity, during assessments and reviews.
• Use of individual learning plans and use of
  targets
• Focus on progression pathways and IAG
• Share best practice
• Long term strategic plan for academy

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Key Performance Indicators 2010/11

• There will be an increase in the number of Bands
  1-4 staff achieving a minimum level 2 or higher
  qualification.
• There will be an increase in the number of Bands
  1-4 staff accessing funded educational activity.
• There will be an increase of staff meeting the
  required national levels for literacy and
  numeracy.
• At least 80 of staff undertaking funded
  educational activities under the IIH/JIF and
  apprenticeship investment will complete their
  programme of study within the expected time frame
  
• 100 of Accredited Centres will utilise and
  populate the Educational Monitoring Tool.

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Key Performance Indicators 2010/11

• 100 of Accredited Centres will support and
  provide the required level and detail of learner
  information, centre and organisational
  documentation required to ensure compliance with
  quality assurance mechanisms and any requirements
  for internal/external inspections.
• 100 of Accredited Centres will produce on an
  annual basis a statement of activity,
  opportunities for development and quality
  improvement action plans.
• All Accredited centres shall ensure that access
  to the opportunities provided through IIH/JIF is
  promoted in a manner sensitive to target groups
  needs.
• All Accredited centres will participate in
  networks and forums to support the sharing,
  dissemination and adoption of best practice in
  delivery of work-based learning provision.

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Sense checking!

• Group 2 3
• Subject Specific Plan
• Read the specific subject specific section of the
  ofsted report
• With reference to the recommendations made
  identify and record 2 key actions that could be
  taken to improve position

• Group1
• Quality Improvement Plan
• Review plan
• Is it understandable?
• Anything missing?
• Are the actions for trusts clear/ appropriate

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Developments Invest in Health
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Skills for life (Literacy and Numeracy)
Formats NLMS, CD Stand alone
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Learning Resources
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Learning Resources
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Seminar Peer Teaching Observation

• Undertaking Peer Teaching Observation Reviews
• Facilitator Dilys Taylor
• Half Day session 20th July 10 1pm Liverpool

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Our common challenge

• Openness to challenge and innovation
• Focus, rigour, sharing and consistency
• Improvement orientated - best we can be
• Maximising opportunities for engagement and
  progression
• Share and Adopt