20200410_220749_edited_edited.jpg

Quality and Quality Assurance is fundamental part of what we do in education. We develop systems, process and checks to ensure compliance with Ofsted, EFSA, Awarding Bodies and our own internal quality systems. 

In the current Further Education and Skills (FES) landscape, with the challenges and opportunities created by the COVID-19 crisis, it is even more important that Quality and Quailty Assurance is at  the core of everything that we do. 

 

The updating of the Ofsted framework from the Common Inspection Framework (CIF) to the Education Inspection Framework (EIF), provides organisations with an opportunity to update and modernise their quality system and to devlop new innovative ways of working, which supports improving the Quality of Education and future proofs your organisation.

 

Pike Education and Training are solutions focussed and  provide a clear dedicated vision and  and ethos of supporting sustainable improvement. We will work with your quality team and staff to deliver a service which covers a broad range of quality assurance and continious improvement services.

 

Supporting our clients, is based upon meeting your individual needs and results in the creation and design of innovative systems and technology, which will enhance your exisiting systems, will enhance your capacity and performance. 

... in the sector, by the sector and for the sector.

Self-Assessment Reports (SAR's)

&

Quality Improvement Planning (QIP's)

In an ideal world self-assessment reports should be produced on an annual basis, generally at the same time each year, and be the result of quality improvement activities over the previous year. Ofsted expect you to send them your SAR by the following January for the academic year in question, based on the Education Inspection Framework, with self-assessed grading for:

:

  • Quality of Education (Intent/Implementation/Impact),

  • Leadership & Management

  • Behaviours & Attitudes

  • Personal Development

There is also an expectation for some providers to report on:

  • 16 - 18 Study Programmes

  • Adult Programmes

  • Learners with special educational needs (SEND) and/or disabilities or high needs

 

Most colleges and providers are in a final draft form by the end of November, which often goes through a validation process (internal or external, before being signed off by the Governing Body.

There should be an associated quality improvement plan (also referred to as action/development plans) that arises from the report and focuses on maintaining strengths and addressing weaknesses or 'Areas for Development'.Quality improvement plans (QIPs):

 

Should directly address the main weaknesses, improve satisfactory aspects, maintain strengths,consolidate and spread good practice to other areas (strengths)

 

They should have targeted timescales, measurable success criteria and people responsible (by job title in case of staffing changesand to ensure actions are picked up)

 

Regular reviews of the QIP at intervals between self-assessment reports to assess progress (quarterly intervals work particularly well). They should be updated as things change

 

Although there is no recommended format, some of the best reports are similar in format to inspection reports,with bullet point strengths and weaknesses supported/expanded by a small amount of text.

 

See: A new approach to Self-Assessment and Quality Improvement in the Projects Section

Services

At Pike Education and Training Services, we exists to solve the critical issues facing our clients. 

 

We can provide a broad range of services and solutions to help organisations facilitate change, achieve their vision and optimize performance and productivity.

Due to the COVID-19 crisis, your organisation maybe behind in their normal quality cycle, we can provide the support to get you up to speed.

These services include:

  • Hands on support to help you write and devlop your SAR and QIP, which will be expertly formatted, aligned to the Ofsted EIF and clearly identifies your strengths and weaknesses. Including a comprehensive QIP linked to you target improvement areas

  • If you are in a later stage of the process, we can provide a 'Critical friend' and review process, which can include the reformatting of your documents, to the best practise model that has been commended by Ofsted.

  • Self-Assessment moderation and validation,  we can provide advice and guidance and provide representation on your validation panel or carry out an independent review in place of your usual validation process.

For Further details, get in touch today !

Self-Assessment Reports (SARs)

&

Quality Improvement Planning (QIPs)

In an ideal world self-assessment reports should be produced on an annual basis, generally at the same time each year, and be the result of quality improvement activities over the previous year. Ofsted expect you to send them your SAR by the following January for the academic year in question, based on the Education Inspection Framework (EIF), with self-assessed grading and commentary for:

  • Quality of Education (Intent/Implementation/Impact)

  • Leadership & Management

  • Behaviours & Attitudes

  • Personal Development

There is also an expectation for some providers to report on:

  • 16 - 18 Study Programmes

  • Adult Programmes

  • Learners with special educational needs (SEND) and/or disabilities or high needs

  • Apprenticeships

 

Most colleges and providers are in a final draft form by the end of November, which often goes through a validation process (internal or external, before being signed off by the Governing Body.

There should be an associated quality improvement plan (also referred to as action/development plans) that arises from the report and focuses on maintaining strengths and addressing weaknesses or 'Areas for Development'.Quality improvement plans (QIPs):

 

Should directly address the main weaknesses, improve satisfactory aspects, maintain strengths,consolidate and spread good practice to other areas (strengths)

 

They should have targeted timescales, measurable success criteria and people responsible (by job title in case of staffing changesand to ensure actions are picked up)

 

Regular reviews of the QIP at intervals between self-assessment reports to assess progress (quarterly intervals work particularly well). They should be updated as things change

 

Although there is no recommended format, some of the best reports are similar in format to inspection reports,with bullet point strengths and weaknesses supported / expanded by a small amount of text.

 

See: A new approach to Self-Assessment and Quality Improvement in the Projects Section

Services

At Pike Education and Training Services, we exists to solve the critical issues facing our clients. 

 

We can provide a broad range of services and solutions to help organisations facilitate change, achieve their vision, optimize performance and productivity.

Due to the COVID-19 crisis, your organisation maybe behind in their normal quality cycle, we can provide the support to get you up to speed.

These services include:

Hands on support to help you write and devlop your SAR and QIP, which will be expertly formatted, aligned to the Ofsted EIF and clearly identifies your strengths and weaknesses. Including a comprehensive QIP linked to you target improvement areas

If you are in a later stage of the process, we can provide a 'Critical friend' and review process, which can include the reformatting of your documents, to the best practise model that has been commended by Ofsted.

Self-Assessment moderation and validation,  we can provide advice and guidance and provide representation on your validation panel or carry out an independent review in place of your usual validation process.

For Further details, get in touch today!

Quality reviews of curriculum provision

A new important element of the Ofsted framework which changed from the Common Inspection Framework (CIF) to the new Education Inspection Framework (EIF) is a  change to the criteria, which contribute towards the overall judgements that are made.

 

 

 

 

 

 

 

 

 

 

 

The most significant change is the the evolution of the Quality of Education (QoE) criteria. This is broken down into three individual components, called the three I's. During inspections only QoE is graded, rather than the individual components.            

                            

                                  

 

 

 

 

 

 

            

 

 

 

Intent - Underpins the changes and is one of the fundamental principles of the EIF. Intent is assessed at an organisational / department / course level. Essentially it asks: Why are you offering your current provision? 

 

This element is often linked to Leadership and Management.

Implementation - Focusses on how the curriculum is taught at subject, classroom or workshop level. Taking into account teacher subject knowledge, learner understanding, planning, sequencing, asssessment, feedback and challenge of learners in the classroom or online.

Impact -  Is a judgement made on  what learners have learned, and the skills they have gained and can apply. This can be measured via progress, value added performance, retention, achievement rates and the desitination of learners. 

Inspectors do not grade intent, implementation and impact separately. Instead, they reach a single graded judgement for the quality of education and training, drawing on all the evidence they have gathered and using their professional judgement.

Ofsted-3-is_edited.jpg
ofsted%202_edited.jpg

Services

At Pike Education and Training Services we can support you with curriculum reviews in a number of different ways. This can include individual components or part of a package to prepare your organisation for inspection.

The services that we offer are:

Curriculum Intent Planning

We can produce for you a curriculum intent document, which is recognised as best practice in the sector, demonstrating your curriculum intent at all levels in your organisation..

​We base these reports on using evidence from  local market intelligence, information from local employers, identified local & national skills gaps, information from your local enterprise partnerships (eg Local industrial skills stratergies) and input from your staff. We can also provide training and support to  your middle managers in helping them to develop their own curriculum intent plans.

For Further details, get in touch today!

Lesson Observations, Learning Walks

and 

Deep Dives

Lesson observations in the Further Education and Skills (FES) sector have been evolving over the past few years. One of the major shifts has been the transition from graded to ungraded lesson observations. Organisation have grown their performance managment capabilities and have used them as tools to support and manager teaching performance.

The evolution has also incorperated peer observations, self observations and more recently, with the shift to remote learning, on-line lesson observations.

However, Ofsted no longer use lesson observations in making their judgements. FES has fallen behind and need to find new ways of working that support teachers and middle managers.

Learning Walks are tools that the sector uses to measure, assess or to quality check an element of teaching & learning and/or compliance. They are often 'themed' and are carried out after training to measure the impact of training. Learning walks are a means to gather evidence to update QIPs. 

 

Ofsted still use learning walks during inspections, they use them to gather evidence to aid their 'triangulation' approach to justifying judgements.

 

Deep Dives - These were introduced in the new EIF and are a distinct move away from subject specific lesson observations, which have been seen as a 'silo' based approach. Deep dives are based on six key elements:

1) Discussion with senior leaders

2) Discussion with curriculum leaders

3) Discussion with learners

4) Discussionwith teachers

5) Scrutiny of learners’ work

6) Lesson visits to a connected sample of lessons.

  • Inspectors will select the ‘deep dive’ curriculum review areas they will focus on during visit and inform providers during the initial notification. 

  • Inspectors follow the journey of different groups of learners throughout a typical day.

  • Inspectors are no longer passive observors in lessons they visit, they talk to students (sometimes with teacher present or they maybe asked to leave) &, teaching staff, scruitinise learners work and use it as an opportunity to gather evidence for triangulation.

  • Deep dives are also often joint exercises, with middle managers (now affectionately termed mini-nominee's) for the curriculum areas accompanying and co-observing with inspectors.

  • The evidence gathered during deep dives are used to triangulate all the EIF criteria (eg Behaviour & attitudes / Personal Development).

Services

At Pike Education and Training Services we can provide you with a number of differnt solutions, we can design bespoke support based on your needs.  This can include individual components or part of a package to prepare your organisation for inspection.

The services that we offer are:

Lesson Observations

We can help you develop a bespoke lesson observation system, these are based on best practice, fully intergrates the EIF and we can design a bespoke system to meet your needs as an organisation. We have developed a new innovative approach to on-line lesson observations. We can help your organisation grow its capacity to carry out peer or self assessments and have developed a CPD programme, which supports your observeers.

Learning Walks

We have revisited the concept of 'learning walks' and have repackaged them into 'learning visits', this new approach supports staff and can help create an open door policy, it  embeds the EIF, as well as providing rich evidence to update your QIP and your coninious improvement journey.

Curriculum Deep DIves 

We have developed a programme to support senior leaders, curriculum leads, staff and students to prepare for the deep dive experience. We can:

  • Provide an independent deep dive visit service, to support your team in preparation for an inspection, to provide evidence for your QIP or as part of the quality assurance process. The visits can be taliored for individual curriculum areas or full visits over a 2 or 3 day period. We work alongside your curriculum  leaders and provide them with experience and insighht into the deep dive methodology. We provide detailted feedback for all the EIF criteria.

 

  •  Provide CPD and training workshop for all your staff. In these sessions we cover the fundemental elements of the EIF, key priorities for teams and the inspection methodologies practiced by inspectors. This can be personlised to meet your needs as an organisation.            

 

(See CPD section for further details)

For Further details, get in touch today!

... in the sector, by the sector and for the sector.