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Outstanding PCET ITE

Outstanding PCET ITE. One Provider’s Perspective. Self Evaluation Keep the SED brief – 10 pages max Only present headline data – not complicated data inspectors have to navigate through.

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Outstanding PCET ITE

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  1. Outstanding PCET ITE One Provider’s Perspective

  2. Self Evaluation • Keep the SED brief – 10 pages max • Only present headline data – not complicated data inspectors have to navigate through. • If you want to cross reference, do so to key documents inspectors are likely to see in the course of the inspection.

  3. You may want to keep a cross reference file of questions to evidence separately • Be clear and explicit about what the data is measuring eg what do ‘completion rates’ mean? Including deferrals, interruptees? Are they success rates (% of those who started who gain the award in a timely way?)

  4. In your commentary, follow the key questions • OUTCOMES • How well do trainees teach? • Although attainment data (historical) partly answer the question, inspectors are interested in current trainees and NQTs. Explain how you know and indicate significant points:

  5. ‘Trainees’ progress on the PGCE is good and a significant number of trainees improve by at least one grade over the period of their training’ • Employment data • This is relatively straightforward for pre-service trainees. For in-service trainees/NQTs, the challenge is to measure enhancement in employment as a result of training. Some providers ask employers in relation to key aspects of teaching and learning. We .mailed 1500 ex trainees. We had a good return ‘Win a mini iPad’

  6. QUALITY OF TRAINING • Highlight any USPs eg CCCU teaches 25% of each group at each centre alongside centre staff • Be clear about how QA mechanisms work; inspectors are interested in not so much that you have them but what impact they have on the quality of training • What subject specialist input is there? • How well are trainees supported in embedding English and Maths in their teaching?

  7. How effectively are placements QAd and will inspectors agree about the impact of this at inspection? • How effective is mentor training? • How is mentor input QAd? • How familiar are trainees with this year’s themes? • (13-14) • Implications of RPA • Changes to qualifications • 16-19 Study Programmes

  8. Aspects of training related to ‘Unseen children: access and achievement 20 years on’ chapter 6, ‘Getting the best leaders and teachers to where they are needed most.’ (as relevant for ITE in FE and skills) • How accurate is your assessment of trainees? How is it QAd? • In the new inspection structure, an emphasis on how you monitor NQTs

  9. LEADERSHIP AND MANAGEMENT • Is collaborative working truly partnership working – is it 2 way, for example? • How do you ensure recruitment and selection are rigorous? • Monitoring and evaluation – is this joined up – are centre and university processes synergistic • What do trainees know about the new ETF standards? (Ofsted have committed to using these) How are they related to their experience of the programme?

  10. How is improvement monitored and how does this relate to other aspects of monitoring and evaluation? • 2. Preparation • Have an action plan showing: Key Questions – Evidence, Issues, Immediate actions, Medium term actions, Lead, RAG • Ofsted Action timeline from Thursday – Monday and Monday - Thursday of inspection week – Tasks, Who, Deadline, Completed • Bring in external team for Mocksted • Carry out mini-inspections of own centres

  11. 3. Organisation • We sent the phase lead an electronic pack on the Thursday (hard copies of this in the base room for Monday) which comprised: • a. SED plus basic supporting documentation for the SED including attainment, completion and equalities data and improvement plans and EE reports • Partners, programmes, venues and trainee • numbers, link tutor details, module leads, centre staff, role definitions, staff-student liaison details

  12. c. NQT and alumni information d. Placement details e. Programme information – handbooks (NB vital to enable inspectors to understand programme structure), recruitment and selection information – interview guidance, sample material from centres, mentor handbooks f. Details of support interventions – tracking of coaching interventions, completed coaching intervention pro-formas g. Details of department and partnership conferences and research and development projects

  13. Try to manage the selection of trainees. With the new short lead time, phase leads seem more happy for providers to select the sample. We prepared a long list of 10 trainees/NQTs per centre. Make it representative - so, if you are claiming 9 out of 10 trainees/NQTs are G or O, select 9 G or O trainees/NQTs • Make sure pen portraits don’t merely describe trainee backgrounds but also the story of their journey so far in the programme and even predictions of attainment

  14. We offered Saturday workshops to selected trainees to support them. Where attendance was difficult, we rang them. • Make sure you monitor and are available to advise centres on the organisation of inspectors’ timetables. A major source of frustration for inspectors is where ineffective organisation has limited the evidence they are able to gather.

  15. 4. Inspection • Provider phase lead will either attend meeting or hear feedback given Mon Tue. Use this access to triangulate with the centres that night or early the next day. • This way, feedback can help centres address negative issues with further evidence of success

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