PROGRESS REVIEWS

PROGRESS REVIEWS Norman Mason

Strengths and Weaknesses • Progress reviews • Common inspection strengths • Effective progress reviews and target-setting • Good progress review and monitoring arrangements • Thorough reviews of learners' progress • Common inspection areas for improvement • Inadequate progress reviews • Weak target-setting for learners • Slow progress by some learners

Strength and Weaknesses • Particularly effective practice identified in inspections includes: • Training staff who will conduct reviews so that their purpose is fully understood, not assuming that 'anyone' can conduct them well. • Some providers have a 'review champion' or lead member of staff who others can check with, or ask for further guidance. This person keeps up-to-date, maintaining external links, attending training events and may be involved in observing reviews. • Ensuring that all those involved in reviews (even if they do not carry them out) have received an induction and know the purpose and value of such reviews. • Having effective links between progress reviews and individual learning plans. Whatever the inspection context, learners need a plan setting out their long-term learning goals, so that checks on progress towards completing their plan can be made.

Planning and Implementation • Booking progress reviews in advance to ensure that all parties who should be involved can be involved (using texts, emails or postcards to remind learners and employers of review meetings closer to the time). • Ensuring that the most appropriate people attend the reviews. In work-based training the employer representative best involved in reviews is the one who can facilitate on-the-job training and assessment opportunities (this may be the main employer or a member of staff designated as the main trainer for a learner. • Holding reviews more frequently for learners who require learning or additional support. • Arranging additional reviews if learners fall behind or require more guidance towards the end of a training programme. Some providers use this to 'fast-track' some learners with an urgent need to complete their training early (for example pregnancy, or leaving an area). • Having a reporting structure in place so that those leading the progress review know the full performance of the learner at the provider from practical, Functional Skills skills, additional support and theoretical or background knowledge classes in work-based learning, as well as attendance and punctuality of the learner. This enables a well-informed review to take place.

Planning and Implementation • Using progress review meetings to check the progress that a learner has made against their individual learning plan and to plan in detail the training that they are to receive between the current and next progress review meetings. This should cover all aspects of the programme, including, where appropriate, on- and off-the-job training, or any additional support. • Checking whether any extra additional support is required above that being given, including support for assessment in the workplace. • Holding progress review meetings regularly and sufficiently frequently to maintain momentum (not just to meet contractual requirements). • Using the meetings to monitor progress, identifying causes if it is slow, and increasing the frequency of meetings in response. • Recording progress and targets clearly for the period until the next review meeting. In some providers learners record their required actions in a log book that they can 'check' or cross-through as they complete them. Breaking larger targets down into a series of short understandable required actions has helped improve learner progress in many providers.

Planning and Implementation • Sharing written copies of review outcomes with learners (and employers in work-based learning) and referring to them between reviews. • Some colleges post reviews of learner progress on intranet websites that parents/guardians can access (including punctuality, attendance and test scores). • Using the meeting to reinforce key messages on health and safety and equality of opportunity, particularly in the workplace. Many work-based providers make good use of questions and scenarios to further develop learner understanding. • Giving learners and employers contact details that can be used easily between reviews to answer any queries that may arise.

Planning and Implementation • Ensuring that progress review meetings are included as part of quality improvement procedures and activities and included in the Quality Improvement Plan (QIP). Copies of paperwork are checked for their impact on learners, such as clearness of targets, use of individual learning plans and progress towards completing them. Observation is used to check the effectiveness of reviews, identify good practice or to suggest improvements. Annual programme reviews look at progress reviews and adjust paperwork and working practices as necessary.

TDN AuditsWhat has been seen so far • Progress Reviews with limited information about : • What targets were set (no SMART targets) • Write ups were poor with no reference to tasks set by units • No next review dates and limited information of what needs to be presented by the learner at the next review. • Health/Safety, Welfare, Equality/Diversity and Safeguarding not embedded in to the programme. • No cross referencing between progress reviews and ILP’s • Learner progression and review tracking systems used ineffectively or not at all • No internal auditing of progress reviews and the Tutor/Assessors producing them • No minutes of Tutor/Assessor meetings • No Action Plans based on internal audits or Tutor/Assessor meetings • Slow response to “Learners at Risk” • Assessor mentality

ANY QUESTIONS

Inspection – 2 Day Notice Sharon Nash

Revised Framework Now fewer key judgements • No longer limiting grades for Equality and Diversity and Safeguarding - Looking for embedding of E & D and Management of Safeguarding • Grater emphasis on Teaching, Learning and Assessment – How it is planned, supported and monitored. • Report on and continue to judge overall effectiveness

Inspectors will look at • The extent to which the provision meets the local and national needs • Increased observations of teaching, learning skills development and assessment • Success rates of progress and progression of different groups of learners • Destinations – into employment, higher level qualification

Format of Inspection Inspection will last between 3-5 days on site • Number of inspectors will vary according to size and nature of provision • Designated ‘Outcome for Learners’ Inspector – MIS • Subject Inspectors – TLA • Start and end times will be discussed at planning meeting

Capturing Evidence Maximum amount of first hand evidence from learners and activities they engage in (in as many forms as possible) • Observations of assessment and progress reviews • Discussions with groups of learners • May shadow an assessor for the day • Scrutinise the quality of learners work • Interview Learners and Employers • Scrutinise learning and assessment materials and the use of Technology • Development of English, maths, personal, social and employability skills • OFSTED Learner View – On-line questionnaire

Selection Inspectors will select learners, employers and learning activities they wish to see. This will be dependant on: • Number of sites • Number of Sub-contractors • Geographical spread • Mode of delivery and attendance • Demographics of learner group • Value of providers contracts

Pre-Inspection Evidence • Most current SAR and QIP • Performance data • Feedback from Learners/Employers • Reports from previous inspection • Reports from and monitoring visits carried out by OFSTED • Any additional information the provider wishes to bring to the attention of the Inspection Team

Pre Inspection Data TDN will require data and information from all Sub-contractors in order to help focus planned inspection activities on Teaching Learning and Assessment

Time Table of Activity Weekly/Monthly whereabouts of Assessors/Tutors relating to TDN Learners This information will be required in advance and will become part of our audit process

Data required now • Lesson observations • Grades/Outcomes/Time Tables • Staff Qualifications • Teaching/Assessor/H & S/Safeguarding • Planning Documentation • Schemes of Work • Session Plans • Sample of Learner Review documents

Feedback from Inspection Reports Outcome for Learners • Insufficient level of challenge and inspirational teaching • Learners make slow progress especially with regards to functional skills, numeracy and literacy due to lack of support • Initial planning of programmes does not reflect prior experience and learning • Initial assessment and diagnostics not linked to ILP and literacy and numeracy skills development • No clear progression routes • Reviews not effective in setting clear meaningful targets • Employer not involved in target setting of learners progress • Lack of support to make timely completion

Feedback from Inspection Reports Teaching Learning and Assessment • Assessment of practice not effective to support timely progress • Too few staff skilled in sufficiently promoting Equality and Diversity • Lack of clear planning and preparation by trainers to ensure individual needs of learners are met • Lack of challenging teaching • Insufficient wider range of resources used to enhance learning • Lack of development of independent learning especially on advanced levels • Lack of innovative delivery • ICT not available to enable independent learning or record progress • Insufficient embedding of H & S and E & D within teaching sessions and programmes – Not yet moved beyond demands of units and programmes • Insufficient relevant and interactive learning to engage and enthuse

Feedback from Inspection Reports Effectiveness of Leadership and Management • Insufficient management and use of Data to identify key areas of improvement • Poor monitoring of learners progress and targets • Data and results of Observation of Teaching and Learning and Assessment not used to inform SAR and QIP • Poor sharing of good practice of TLA to further develop quality of learning experience • Lack of CPD arising from the Observation of Teaching and Learning • Performance management and professional development for tutors are not improving the quality of TLA • Lack of implementation of systematic collation and analysis of Learner and/Employer feedback on quality of provision • Poor management of quality of resources • Lack of well-developed detailed analysis of performance of different groups • Leaders and managers do not ensure all sub-contractors provide sufficiently good experience for learners • Little evidence of robust SAR using views of staff, learners and employers

Inspection Reports Look at the inspection reports and as a group decide on 5 improvements required under each heading • Outcomes for Learners • Teaching, Learning and Assessment • Effectiveness of Leadership and Management

How Prepared are you? • Is your SAR and QIP Current? • Is your MIS up to date? • Do internal audits take place, how often and of what? • Is Learner/Employer Voice in place? • Are observations of learning planned and do the findings support staff development? • Have you a plan in place to address any overdue learners? • Do you know what activities your assessors/tutor have planned? • Is there clear planning in place for all programmes/sessions? • Are your Employers, Learners and staff members aware of what may be asked of them by inspectors? • Do learners have work/portfolios available to show inspectors? • Is H & S and Safeguarding on your agenda for meetings and Learner Reviews?

How Prepared are you? • Think of the best ways in which you can promote the Teaching, Learning and Assessment you provide • Always be Inspection Ready

Any Questions? Safe journey Home

PROGRESS REVIEWS