Ofsted inspection - a guide for educators

Introduction

During an Ofsted inspection the inspectors will gather evidence to arrive at judgements using the evaluation criteria set out in the further education and skills inspection handbook.

Inspectors will make judgements on the following four areas:

the quality of education
behaviour and attitudes
personal development
leadership and management

Inspectors want to see provision as it would normally take place, so they only give 48 hours’ notice of an inspection. This means that providers should always be prepared for an inspection.

The Deep Dive methodology

The Deep Dive approach means that an inspector will take a detailed look at one or more programmes. To gain an 'Outstanding' or 'Good' outcome requires both good programme design and a holistic approach to facilitating learning, both on and off the job, and beyond the core subject matter. Learning in the classroom provides only a part of the picture, and Ofsted will look for evidence of the whole team contributing to a holistic approach.

What to expect

During an inspection, activities will typically include:

learning visits, including lessons, practicals and review meetings, with a focus on the quality of education and the impact of the learning
meetings and discussions with teachers, trainers and other staff (in particular subject specialists and subject leaders) to understand the intent and implementation of the curriculum
meetings and discussions with skills stakeholders and their staff
interviews and discussions with learners (these may happen in formal planned meetings or in more informal settings)
scrutinising learners’ work
evaluating learning materials, including resources for online and/or remote learning, and learners’ use of them
analysing provider and learner records, showing planning for, and monitoring of, learners’ individual progress and destinations from their starting points when they began their apprenticeship
assessing learners’ progress
examining what learners know, understand, and can do and make as a result of their learning

Meeting Ofsted

The Programme Director (or equivalent) will be invited to a curriculum intent meeting to discuss the programme design and structure of the programme. Inspectors will be interested to know how the curriculum has been co-created with employers to ensure that it meets their needs, and that there is planning and co-ordination of the on and off the job learning. They will ask about the ongoing development and enhancement of the curriculum including the involvement of stakeholders in providing, for example, case studies, live briefs and feedback about the impact of the curriculum.

Meetings with educators will discuss the sequencing of the curriculum, approaches to pedagogy and assessment to facilitate the transfer of practical experience to theory and vice versa. Inspectors will ask how educators check learning and monitor progress from individual start points, and how they tailor learning to meet individual needs. For example, how activities may be adapted to support the most able apprentices, as well as those who are struggling or may have additional learning needs. Educators will be expected to have and understand attendance, progression and completion data. They will be asked about how the personal development curriculum is embedded within the programme. Inspectors will triangulate this with discussions with apprentices. Inspectors will ask staff about their workload and wellbeing, as well as opportunities for CPD.

Ofsted inspection checklist

This resource is intended to provide a checklist of actions educators can undertake to prepare for an inspection.

Make sure that you always have the following to hand

Teaching resources required for your sessions
Apprentices' Training Plans
Records of both on and off-the-job activities to hand, including attendance
Attendance, progression and completion data
Initial assessments or starting point tests, to show what the apprentices could do when they arrived on the programme
Individual apprentice needs assessment information such as referrals to internal teams and/or external agencies
Staff CPD records, including teaching qualifications and recognition, attendance at teaching and learning related workshops, subject-related development and all mandatory training.
Evidence that apprentices and their employers understand the progress being made. If there have been issues, have them clearly identified in your records and be prepared to discuss them with an inspector.
Evidence of impact and citizenship activities, for example information about apprentices' engagement with extra-curricular activities, clubs and societies or volunteering.

In your session

Ensure a prompt start and demonstrate high expectations around attendance, punctuality and a readiness to learn.
Signpost and ask the apprentices to bring their experience from their jobs into the classroom to extend their skills and knowledge
Signpost and feedback to apprentices any content where the British Values content may be relevant, eg if an inspector observes a session where a meeting is taking place, learners should be able to outline this is ‘democracy’ in practice.
Signpost and feedback often to apprentices where they are developing new skills and knowledge during the session.
Ask apprentices to talk confidently about what they have learned and the progress they are making.
Signpost health and safety requirements and considerations during sessions. Consider asking the apprentices to lead on this to show an inspector the students know this information thoroughly.