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Key skills: what might inspectors be looking for?
In an overview of the revised inspection processes we have outlined
the different categories of inspection that will be introduced in colleges.
The scope and intensity of inspection will vary according to whether the
college is classed as ‘good or better’, ‘satisfactory’
or ‘unsatisfactory.’ This will have some impact on how closely
key skills will be explored by inspectors.
In addition, information about key skills contained
in:
- the SAR
- the college performance data
- data about the college held by the LSC, and
- feedback from HMI annual assessment visits
will all contribute to provide a focus for inspection teams. It will,
as a result, help to guide inspectors to look at particular aspects of
key skills provision within individual centres.
The ‘Handbook
for Inspecting Colleges’ June 2005 clearly states in paragraph
186 that: 'The inspection of key skills will normally be included in the
inspection of individual areas of learning. Judgements about key skills
will also be summarised in the main section on the overall quality of
provision.’
When inspected, key skills will therefore be looked at within the 15
subject sector categories (previously known as areas of learning) and
through the five key questions found within the Common Inspection Framework.
If you click on each of the questions listed below you can see the type
of key skills evidence that inspectors may look for in order to come to
a judgement about the overall quality of key skills provision within a
centre. Each question contains a useful checklist that you may want to
print off and use with staff or with curriculum teams so that they can
devise a way forward.
- How well do learners achieve?
- How effective are teaching, training and learning?
- How well do programmes and activities meet the
needs and interests of learners?
- How well are learners guided and supported?
- How effective are leadership and management in raising
achievement and supporting all learners?
How well do learners achieve?
In answering this question inspectors will rely heavily on key skills
data. Paragraph 153 of the ‘Handbook
for Inspecting Colleges’ June 2005 emphasises that inspectors will
consider: the opportunities provided for learners to study and gain accreditation;
levels of attendance; and completion and achievement rates. In addition,
inspectors will scrutinise learners’ work to ensure that it meets
the level required by the key skills standards.
Inspectors will also be looking at the way that colleges meet the five
outcomes identified in ‘Every
Child Matters’ . The extent to which learners ‘achieve
and enjoy’ has a strong link to this question and could be applied
to a judgement relating to key skills.
Table 1: How well do learners achieve?
| Possible sources of evidence to evaluate key skills provision |
Yes |
No |
Working towards |
Action required |
| Attendance figures |
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|
| Entries and pass rates |
|
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| Progression |
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| Learners reaching appropriate levels in key skills |
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| Examples
of key skills work that confirming learners' attainment in key skills |
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| Year on year improvement in relation to individual learner achievement and achievement across the centre as a whole |
|
|
|
|
How effective
are teaching, training and learning?
For information relating to this question key skills managers and coordinators
would find it useful to read paragraphs 188 – 189 of the ‘Handbook
for Inspecting Colleges’ June 2005. Inspectors will be looking
for a coherent key skills policy that is consistently applied across the
centre. There is an expectation that key skills teaching will be closely
linked to learners’ main programmes so that they can see the relevance
and purpose of what they are being asked to do. Inspectors may explore
your initial and diagnostic procedures to evaluate how effectively the
outcomes of these processes are fed into target setting and individual
learning plans.
Table 2: How effective are teaching, training and learning?
| Possible sources of evidence to evaluate key skills provision |
Yes |
No |
Working towards |
Action required |
| Differentiated units/schemes of work that include key skills |
|
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|
|
| Examples of ILPs which contain clear key skills targets that have been reviewed |
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| Tutorial/learner support arrangements that track progress made with key skills |
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| Formative feedback on key skills work |
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| Access to appropriate resources |
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| Views of learners |
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| Lesson observation and/or evidence of monitoring the quality of key skills provision |
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| Records and reports that refer to the progress of individuals in relation to their key skills development |
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| Key
skills assessment information for learners/parents/staff found,
for example, in course literature, staff handbooks, assignment briefs,
handouts |
|
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| Internal verification documentation |
|
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|
How well do programmes and
activities meet the needs and interests of learners?
Inspectors will be making judgements about how well prior attainment,
aspirations and potential are matched with the programmes learners embark
on. In key skills terms this will include looking at how well the key
skills qualifications and the levels offered to learners match the needs
of individuals and the courses they are taking.
Inspectors will also be looking at the way that colleges meet the five
outcomes identified in ‘Every
Child Matters’. The extent to which learners ‘achieve
and enjoy’ could be applied in particular to this question.
Table 3: How well do the programmes and activities meet the needs
and interests of learners?
| Possible sources of evidence to evaluate
key skills provision |
Yes |
No |
Working towards |
Action required |
| Schemes of work with key skills integrated
|
|
|
|
|
| Range of programmes and content of
curriculum that ensures there is equal opportunity for all learners
to develop their key skills |
|
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| Timetabling arrangements (Are they
enabling rather than restrictive?) |
|
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| Use of extra-curricular activities
to enhance skills development |
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| Course documentation |
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| Analysis of data on attendance, retention,
completion and progression for different groups of learners |
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| Analysis of data on the destination
of learners |
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|
How well are learners guided
and supported?
Inspectors will be judging how well the key skills needs of individuals
are diagnosed and supported. They may explore the quality of the advice
the learner receives in relation to key skills as well as the effectiveness
of target setting, review and action planning.
Table 4: How well are learners guided and supported?
| Possible sources of evidence to evaluate
key skills provision |
Yes |
No |
Working towards |
Action required |
| Publicity materials that clearly explain
the key skills qualifications and how they will be delivered within
the centre |
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| Induction arrangements |
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| Screening processes, initial and diagnostic
tests and arrangements to follow up and implement the outcomes of
these procedures |
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| Tutorial information/content
of tutorial programmes to include supporting and reviewing key skills
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| Use of the wider
key skills within programmes - PSHE, for example |
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| Guidance given to tutors on key skills
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| Arrangements for additional support
for learners, including such options as workshops, supervised study
periods and one to one sessions |
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How effective are leadership and management
in raising achievement and supporting all learners?
Under this question inspectors will be looking to see that there is a
clear key skills policy that applies to all programmes and to all learners.
They will assess whether the strategy for implementing the policy ensures
a coordinated approach that is understood and supported by senior managers.
A cycle for monitoring the effectiveness of key skills provision should
be in place and should feed into the overall quality assurance procedures
of the centre. The outcomes of this process should in turn inform the
self-assessment report (SAR) for colleges and the self-evaluation form
(SEF) for schools.
Table 5: How effective are leadership and management in raising
achievement and guiding learners?
| Possible sources of evidence to evaluate
key skills provision |
Yes |
No |
Working towards |
Action required |
| An explicit and active key skills policy
|
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| Strategic
and operational plans that clearly target the development of key
skills provision in the centre |
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| Organisation
and management structures that support the delivery of key skills
- opportunities for staff to share good practice, for example |
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| Analysis of performance against targets
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Resource allocation; costing in relation
to income; and the ability to provide best value including:
- qualifications and experience of staff delivering key skills
- staff training/development plans
- arrangements for performance management and staff review that
include key skills
- equipment and resources
- access to and utilisation of learning resources including
ICT
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Back to key skills: what might
inspectors be looking for?
Summary of this section