Quality of education and training workshop: FES

Quality of education and training
workshop: further education and skills
Towards the education inspection framework 2019 Slide 1

Introduction
 The education inspection framework (EIF) 2019
 The research informing the new framework
 The findings from Ofsted’s curriculum review
Towards the education inspection framework 2019
...and what
does this all
mean for FES?
Slide 2

A new framework: the EIF
Slide 3

The EIF will be one of the main ways in
which we implement Ofsted’s strategy
Slide 4

The case for change
Accountability is important, but the system as currently
constructed can divert education providers from the real
substance of education.
An industry has arisen around data: what students and
apprentices learn is too often coming second to the delivery
of performance measures.
This data focus also leads to unnecessary workload for
teachers and trainers, diverting them from the reason they
chose to enter the profession.

The case for change
It is therefore time for Ofsted to stop making separate
judgements about learners’ outcomes. Any conversation
about learners’ outcomes should be part of a larger
conversation about the quality of education they receive.
Let’s talk
quality of
education
Okay
Slide 6

Ofsted’s working definition:
The curriculum is:
a framework for setting out the aims of a
programme of education, including the knowledge and
understanding to be gained at each stage (intent);
for translating that framework over time into a
structure and narrative, within an institutional
context (implementation)
for evaluating what knowledge and skills learners
have gained against expectations (impact).

The importance of the curriculum
‘…programmes must do more than give learners a
qualification and develop personal and social skills, valuable
as these are.
They ought to have a clear line of sight to jobs or meaningful
further study. As we have seen in other elements
of our curriculum research, there is a risk of
putting overall achievement rates ahead of both
student and educational needs and their
employment prospects.’
Association of colleges annual conference, November 2017
Slide 8

More focus on education; less focus on
data
‘In the new framework, we’re thinking about
how we can take the inspection conversation
even further on education itself and less on
data.’
HMCI, Education Policy Institute conference, July 2018
Slide 9

An evolution, not a revolution

Quality of education Personal development
Leadership and
management
Behaviour and attitudes
Judgement areas: our working hypothesis
Slide 11

Slide 12

Quality of
education
Personal development
Leadership and
management
Behaviour and
attitudes
Intent
 Curriculum design, coverage
and appropriateness
Implementation
 Curriculum delivery
 Teaching (pedagogy)
 Assessment (formative and
summative)
Impact
 Attainment (qualifications and
assessments)
 Progress
 Knowledge and skill
development
 Destinations
 Enrichment
 FBV
 Careers guidance
 Health and well-being
 Citizenship
 Equality and diversity
 Preparation for next steps
 Vision and ethos
 Staff development
 Staff workload and well-being
 Student experience
 Governance/oversight
 Safeguarding
 Attitudes to learning
 Behaviour
 Employability
 Attendance and punctuality
 Respect
Slide 13

Keeping our focus on safeguarding

In summary:
Criteria will be based on the evidence relating to educational
effectiveness
A single, overall judgement
Continue to emphasise safeguarding appropriately
Have common key judgements in different remits
Reduce focus on data
Retain the current four-point grading scale
Wherever possible, reduce the workload of teachers, leaders
and inspectors

What next?
Share the developing thinking with partners across the FES
sector and invite their thoughts and views
Consult on the substance and detail of the new framework
over Spring term 2019
Publish the final framework in Summer 2019 and implement
from 1 September 2019
Research is ongoing on the curriculum and a wide range of
other topics

What does the research tell us?

Research into educational effectiveness
What factors have the greatest impact on learners’
attainment?
Strongest sources of evidence are from research into the
school sector. However, pedagogies for vocational training
show parallels.
Evidence points towards certain curriculum and teaching
factors having greatest impact on learners. It also shows
the importance of top-level leadership of teaching, learning
and assessment.

What did the curriculum survey find?

What does the research tell us?

What curricular thinking has Ofsted’s
research team been looking at?

Ofsted’s curriculum research
Skills (cognitive AND practical) and knowledge
Progress
Curricular goals and sequencing
Long-term memory
Challenge
Assessment
Schema

Skills and knowledge: a false binary
Skills Knowledge
Progress Progress
23

Skills Knowledge
Progress Progress
Knowledge
Skill
(capacity to
perform)
Progress
24

Powerful knowledge and skills:
apprenticeship standard – carpentry and joinery
level 2
Core knowledge: Understand how
to form specific joints required for
site carpentry work, such as
mitres, butt and halving joints.
Core skill: Install door and window
frames, door and hatch linings,
floor joist coverings, straight
partitions and straight staircases.

Powerful knowledge and skills:
apprenticeship standard – personal trainer
level 3
Knowledge of: human movement,
such as biomechanics; anatomy
and physiology, such as the
cardiorespiratory, musculoskeletal,
nervous and endocrine systems.
Skills: ability to apply appropriate
techniques to facilitate clients’
desired physiological goals.

Progress means knowing more
and remembering more

What does it mean to ‘get better’ at
bricklaying, mathematics, customer service or
psychology?
What do we mean when we talk about
progress?
Slide 28



Curricular goals and sequencing
Long-term memory
Challenge
Assessment
Schema

To get better at marathon
running you might:
1. Develop a plan.
2. Stick to the plan.
3. Start with some shorter runs and
build up distance to longer runs.
4. Build in some speed work.
5. Build in some strength training.
6. Develop appropriate nutrition and
hydration.
7. Monitor improvements in each of
these activities.
Slide 30

What is needed for a marathon?
Composite performance.
(The actual marathon)
Component =
knowledge of
diet for race
(knowledge).
Component =
awareness of
technique/
running style
(knowledge).
Component =
awareness of
muscle
strengthening
(knowledge).
Component =
awareness of
appropriate
clothing/footwear
(knowledge).
Component =
knowledge of
diet over time
(knowledge) .
Component =
awareness of
muscle
strengthening
(knowledge).
Component =
awareness of nutrition
needed (knowledge).
Component =
mental strength
required/running
strategies, for example,
Fartlek.
Component =
stretching techniques
(skill).
Component =
practice in types of
running
(speed/endurance).

Concepts that matter when debating the
curriculum
The curriculum must be considered for its intent,
implementation and impact.
The outcomes achieved through the curriculum may not
resemble the individual activities or
component parts.
Progress and challenge must be considered
in relation to curricular goals and valid evidence.
The purpose of assessment must be clearly
defined and the means of assessment designed to
achieve this purpose.
32

The importance of (curricular) sequencing
Are providers thinking explicitly about what should be
learned to ‘get better’ at hairdressing, catering, functional
mathematics or English – or any other learning programme?
Are providers thinking about what additional content
should be taught to provide challenge to those learners who
can aim for higher outcomes?
Any data is only useful if it measures the most useful
knowledge learned as the learner progresses through their
subject course.




Long-term memory
Challenge
Assessment
Schema

‘The purpose of instruction is to increase the store of knowledge
in long-term memory. If nothing has changed in long-term
memory, nothing has been learned’
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. Springer Science & Business Media.
Why is it important that learners
remember what they learn?

Principle 1: Deciding what content needs to be deeply
embedded in long-term memory
Principle 2: Considering what learners pay attention to
Principle 3: Avoiding overloading working memory
Principle 4: Providing spaced repetition for ‘overlearning’
Four key principles about memory
36

Why is it important that learners
remember what they learn?

Principle 2: Considering what learners pay attention to
38

English lesson ‘to read and order
instructions’
4. Turn on the tap
1. Find a cup
3. Pour a small amount of squash into the cup
2. Open the squash bottle
5. Fill the cup with cold water
Towards the education inspection framework 2019 39

‘Whatever you think about, that’s what you
remember. Memory is the residue of thought.’

Principle 2: Considering what pupils pay attention to
41

Hacking into your working memory
Chunking
Slide 42

Why the checking of what has been learnt
is important
VS
too easy
Activities should not be pitched too low for learners’ capability
but conversely, should not overload learners’ working memory.
43

Principle 2: Considering what pupils pay attention to
Principle 4: Providing spaced repetition for
‘overlearning’
44

The struggle of trying to retrieve is
what makes memory stronger

Consider which of these study patterns researchers found
was most likely to result in long-term learning?
1. study, study, study, study – recall
2. study, study, study, recall – recall
3. study, study, recall, recall – recall
4. study, recall, recall, recall – recall
The word ‘recall’ here means any kind of recall
exercise, not just formal or national testing.
What the research says…
46

Accuracy is not a sufficient criterion for security of learning
or ‘fluency’
ACCURACY + FREQUENCY (speed) = ‘FLUENCY’
Increased fluency in component knowledge improves:
- retention
- endurance (persistence)
- application and performance in composite tasks.
Accuracy vs frequency of learning
47

‘Learning matters’: Ofsted’s curriculum
research




Challenge
Assessment
Schema

Challenge should be judged in terms of curricular goals, not
the general categories of ‘activity’ or ‘activities’ used in the
lesson.
The appropriateness of learning activity depends on how it
contributes towards achieving curricular goals.
Activities are not appropriate just because of their generic
nature.
Progress may not be seen in each activity.
What do we mean by challenge?
Slide 49

research





Assessment
Schema

Assessment as learning
Assessment
for learning
Assessment
of learning
Assessment can serve different purposes

Assessment: Going
beyond the data
Towards the education inspection framework 2019 52

“Learning the
training”
“Meeting the
standards”
“Achieving the
assessment
criteria”“What the data
shows”
Sometimes the purpose of assessment is lost in
discussions of progress

What is an assessment?
1. Tools used by
people to
generate
information
*Inferences are a combination of
both assessment information and
teacher/trainer judgement
2. A process for
making
inferences*

research






Schema

Knowledge does not sit as isolated ‘information’
in learners’/apprentices’ minds.
56

Knowledge does not sit as isolated ‘information’
in learners’/apprentices’ minds.
57

What happens when learners don’t learn
the knowledge they need?
Knowledge deficits accumulate when layered on top of
one another in a curriculum sequence.
This accumulation of dysfluency (gaps) limits and may even
prevent acquisition of complex skills that depend on them.
This problem is called ‘cumulative dysfluency’.
Fisher, W. W., Piazza, C. C., & Roane, H. S. (Eds). (2011). Handbook of applied behavior analysis.
Guilford Press.
58

Key points
Progress means knowing more and remembering more.
Knowledge is generative (or ‘sticky’), i.e. the more you know
the easier it is to learn.
Knowledge is connected in webs.
Knowledge is when humans make connections
between the new and what has already been learned.
59

Intent
For example:
Is the curriculum sufficiently broad and
ambitious for all learners?
Is it relevant to local/regional priorities?
Is it planned and sequenced to give
learners the skills and knowledge they
need to progress?
Do learners receive their full curriculum
entitlement?
Design
Coverage
Appropriateness

Plenary
Progress is knowing more and remembering more.
A curriculum builds comprehension of new material on prior
knowledge: sequencing matters.
The curriculum and knowledge is at the heart of education
and training – and needs to be led.
Progress and challenge must be considered in relation to
curricular goals and valid evidence.
Data is a starting point. Data used by leaders to monitor
progress needs to be collected from valid and reliable
assessments.

Ofsted on the web and on social media
www.gov.uk/ofsted
https://reports.ofsted.gov.uk
www.linkedin.com/company/ofsted
www.youtube.com/ofstednews
www.slideshare.net/ofstednews
www.twitter.com/ofstednews

Quality of education and training workshop: FES

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