Education Inspection Framework Guide - Careers And Enterprise
Education InspectionFramework Guidefor Careers Leaders, SchoolLeaders and the EnterpriseAdviser Network
ContentsIntroduction1Context of Guide2Ofsted Inspection Framework– Judgement Areas3Preparing for inspection6Prompt questions for Link Governors,Careers Leaders and SLT:8Are you doing the right thing for allyour learners?11
Education Inspection Framework GuidanceIntroductionFrom September 2019 Ofsted began to use the newEducation Inspection Framework to conduct all inspectionsof secondary, PRU, special school, further educationcolleges and sixth form provision. All provision is inspectedunder one inspection framework. It is recommended thatthis guide is used in the context of your provision. This guideis written with school provision in mind, however, at thisearly stage of the new framework implementation, collegesmay also find the checklists and prompt questions useful.A college specific version of this guidance will be publishedduring 2020. The guide will be reviewed in line withpublished revisions of the inspection framework.This guide has been written for school leaders and careersleaders to support preparation for the Education InspectionFramework (2019). It may also provide Enterprise Advisersand school governors with key questions to supportstrategic careers planning.careersandenterprise.co.uk1
Education Inspection Framework GuidanceContext of GuideWithin this guide we encourage Careers Leaders, SLT and governors; supportedby the Enterprise Adviser Network, to consider careers provision as a fundamentalpriority in ensuring that “pupils are ready for the next stage of education, employmentor training”. Within the new framework Ofsted will interrogate the overall quality ofprovision throughout the institution and to support this, deeper guidance for schoolsand colleges can be found in the inspection handbooks. We also recommend thatschools follow the guidance within the Careers Strategy (2017) and Careers guidanceand access for education and training providers: Statutory guidance for governingbodies, school leaders and school staff and appoint a Careers Leader with full SLTsupport to work towards the Gatsby Benchmarks.The guide will enable leaders to consider how making progress towards meetingall eight Gatsby Benchmarks adds capacity to schools’ ability to “prepare pupilsfor future success in their next steps” as detailed in the Education InspectionFramework. This does imply a broader definition of careers and encompasses everylearner identifying, developing and articulating their skills interests and talents.It also involves enabling students to develop the knowledge, understanding andskills needed to “be successful in life”. We also welcome the explicit guidance withinPersonal Development that:“Secondary schools prepare pupils for future success in education, employmentor training. The use of Gatsby Benchmarks to develop and improve their careersprovision and enable a range of education and training providers to speak to pupilsin Years 8 to 13. All learners receive unbiased information about potential next stepsand high-quality careers guidance. The school provides good quality, meaningfulopportunities for pupils to encounter the world of work” as detailed in the SchoolsInspection Handbook.“The provider prepares learners for future success in education, employment ortraining; by providing unbiased information to all about potential next steps; highquality, up to date and locally relevant careers guidance; and opportunities forencounters with the world of work” within the FES handbook.For detailed guidance, leaders should access:School Inspection HandbookFurther Education and Skills Handbookcareersandenterprise.co.uk2
Education Inspection Framework Guidancecareersandenterprise.co.ukOfsted Inspection Framework –Judgement AreasUnder the new framework,inspection teams will consider fourkey judgement areas of provisionand make an overall judgement onthe overall quality of provision.The four key judgement areas are: Quality of Education Behaviour and Attitudes Personal Development Leadership and ManagementWithin the context of the four aspects, Ofstedprovides grade descriptors for a four-tier gradingsystem with the following grade descriptors foroverall effectiveness:3
Education Inspection Framework Guidance1Outstandingcareersandenterprise.co.uk The quality of education is outstanding. All other key judgements are likely to be outstanding. In exceptionalcircumstances, one of the key judgements may be good, as long as there isconvincing evidence that the school is improving this area sustainably andsecurely towards outstanding. Typically, this will mean meeting each andevery one of the good criteria but falling short on the outstanding for thatkey judgement. Safeguarding is effective.2Good The quality of education is at least good. All other key judgements are likely to be good or outstanding. Inexceptional circumstances, one ofthe key judgement areas may require improvement,as long as there is convincing evidence that the school is improving thisarea sustainably and securely towards good. Safeguarding is effective.3Requiresimprovement Other than in exceptional circumstances, it is likely that, when the school isjudged as requires improvement in any of the key judgements, the school’soverall effectiveness will also be requires improvement. Safeguarding is effective. If there are any weaknesses in safeguarding, theyare easily rectified and there are no serious failings that leave learnerseither being harmed or at risk of harm.4Inadequate The judgement on the overall effectiveness will be inadequate when anyone of the key judgements is inadequate and/or safeguarding is ineffective.4
Education Inspection Framework GuidanceThe main focus of the inspection framework is tointerrogate the overall quality of education, by lookingdeeply at the curriculum. In particular it will focuson the sequencing and structure of the curriculum.Inspection teams will be focussing the whole inspectionthrough the lens of the curriculum, but ensuring it goesbeyond simply the academic and vocational.The context of the school will be understood in thepre-inspection phone call. An opportunity exists hereto encourage understanding of the school’s context inrelation to careers. This will likely be discussed underpersonal development and here lies an opportunityfor the school to demonstrate its strengths andweaknesses.The new inspection framework places the focus of theinspection through the curriculum lens. Subject andother selected deep dives will deliver evidence and linesof enquiry linked to all aspects of the framework. Leadinspectors will determine further areas for deep dive orquery through the evidence that they draw around thequality of the provision seen and experienced throughdiscussions with leaders at all levels, teaching staff,pupils and stakeholders.There are links throughout the framework and theaccompanying inspection handbook to the value ofembedding the Gatsby Benchmarks throughout theschool’s curriculum. Careers education is now reflectedin the statutory guidance, with a clear commitmentto the Gatsby Benchmarks as the criteria for goodprovision (School inspection handbook).careersandenterprise.co.uk5
Education Inspection Framework Guidancecareersandenterprise.co.ukPreparing for inspectionAhead of an Ofsted Inspection, inspectors will look at“relevant publicly available information”, such as theschool’s website. Ensure you are already complyingwith the statutory requirements set out in the statutoryguidance for schools document, Careers Strategy(2017) and Careers guidance and access for educationand training providers: Statutory guidance for governingbodies, school leaders and school staff and are workingtowards embedding the Gatsby Benchmarks. You willthen be able to demonstrate that your school has madesome progress. It is vital at this point to consider: Quality of offer/rationale of strategy and plans; How you roll-out your offer in a way that supportsyour cohorts and their specific nuances; The beneficial impact to your learners.Careers guidance will not be explicitly scheduled asdeep dives, these are subject based. These may beplanned and discussed with school leaders in advance,following self-evaluation review and the pre-inspectionconversation. Greater interrogation of careers guidancemay emerge as a result of phase 1 deep dive focus,or they may not happen at all, if evidence has beencollated through other conversations and experiences.Consider these framing questions:1. Is what’s on offer high quality?2. How do you know?This is an excellent opportunity to set out your “careersstall” - your website is your front window for yourquality careers and guidance programme. Alongsidestatutory information, you can include:Testimonies from students, parents andcarers, stakeholders and partners;Showcase the range of opportunitiesyou offer;Describe the experience of careers guidancethat your young people experience;Offer information about how your schoolachieves the Gatsby Benchmarks;Provide case studies of impact;Show links to local LMI and need. Following statutory guidance, every schoolmust publish a policy statement setting outtheir provider access and ensure it is followed. Every school must publish details of theircareers programme for young people andtheir parents. Every college should publish the careersprogramme on the college’s website in a waythat enables learners, parents, college staffand employers to access and understand it.6
Education Inspection Framework GuidanceIt is recommended that the publicly availableinformation is as strong and in depth as possible;ensure that it is fit for purpose for your audience,predominantly, learners, parents and partnerstakeholders. However, it is critical to ensure thatcurriculum leaders, senior leaders and teaching staffall have a hand in developing this information. Itis important that the messages are truly reflectiveof curriculum intent, implementation and candemonstrate impact for young people.Inspectors are keen to understand what ‘ leadersintend learners to learn. What are the end pointsthey wish them to reach, what are the key conceptsthat they need to understand, and in what order willthey learn them?’. These questions are applicable toa provider’s careers programme. Careers leaders areencouraged to consider intended learning outcomeswithin a progressive careers programme withinGatsby Benchmark 1.As part of ‘Gathering and reporting evidence’,inspectors will ‘evaluate the evidence of theimpact of the curriculum, including on the mostdisadvantaged learners’.In ‘sources of evidence specific to curriculumimpact’, inspectors will consider ‘nationally publishedinformation about the destinations to which itslearners progress when they leave the school’.There is a range of prompt questions which you canuse to stimulate discussion. Whether your role isCareers Leader, Enterprise Coordinator, EnterpriseAdviser, these questions serve as a strong startingpoint for enquiry, debate and strategy forming.careersandenterprise.co.ukThe key question being:Is your careers plan predicated on what is rightfor your learners?From the perspective of the inspection framework:Do learners receive unbiased careersadvice?Do they have experience of work?Do they have encounters with employers?The prompt questions on the following page are toenable quality discussion and develop wider strategicplanning of your careers programme. They are notprescriptive in the context of what to expect in aninspection.7
Education Inspection Framework Guidancecareersandenterprise.co.uk8Prompt questions for Link Governors,Careers Leaders and SLT:All these questions are supplemented bythe essential question – How do you know? Do learners receive the appropriate guidance theyneed before choosing their options? For example,what might the impact be of choosing double insteadof triple science if students want to go on to nursing,medicine? What is happening in schools/colleges toavoid this happening? How do you know that the information learners arereceiving is unbiased about their potential next steps? What about those learners who do not want to go touniversity? What is the benefit of access to employers? How do you ensure the encounters that studentshave with the world of work are of high quality? Do learners receive unbiased information regardingpost-16 opportunities? Do you gather information of destinations oflearners? Are students exposed to a wide range of progressionroutes? If so, what do you do with the data? How can we ensure that students know the range ofoptions available and understand them? Advice & guidance – is it ambitious enough? Have learners experienced a meaningful range ofencounters with the world of work to help themconsider their next steps? Consider students with arange of needs, SEND, disadvantaged, high achievingpupils. Cultural capital – what is the starting point forstudents and how are schools bridging the gapneeded to ensure that all students have the sameaspirations and can get there? Are expectationssufficiently high for all? Do learners know about the range of provision onoffer for post-16 including apprenticeship, FE andacademic routes? What do you want your provision to look like in 5years’ time? What does high-quality, up to date and local careersinformation look like? What improvements do you make as a result of theinformation collected on destinations? How do you know that in a large college or providerwith a range of academic or vocational providers thatALL learners are getting high quality careers provisionto inform their next steps? What is the experience of students studying A levelscompared to vocational/technical routes? Do students on vocational programmes know aboutthe range and breadth of their options? If your learners (post-16) receive multipleunconditional offers, what do you do to make surethey then don’t under achieve? How does guidancesecure the principle that under-achievement will leadto disadvantage in future careers? If your post-16 learners leave to pursueapprenticeships, part way through theirqualifications, is this part of your deliberateprogression strategy? i.e. accessing opportunitiesat a time that is right for them Do leaders provide the support for staff to makeit possible?
Education Inspection Framework GuidanceKey messages emphasised throughout theframework and handbook are: the curriculum must show evidence ofprogress towards intended end points interms of knowledge and skills development; the development of knowledge and skillsshould be progressive and should supportlearners in preparing for “opportunities,responsibilities and experiences of later life”; the curriculum must be broad and balancedwith equal opportunity for all learners; schools must demonstrate how they bridgethe gaps of cultural capital amongst theircohorts, in particular amongst disadvantagedlearners or those with SEND; i.e. how do youbridge the gap of social disadvantage andcultural capital.careersandenterprise.co.uk.at each stageof education,the providerprepareslearners forfuture successin their nextsteps.9
Education Inspection Framework GuidanceThere are recurrent references within the handbookand the framework to the expectation that schoolsand colleges prepare students for future learning andemployment. This reflects a broader definition ofcareers education and can be supported by embracingthe guidance and recommendations within the CareersStrategy 2017 and through the appointment of aCareers Leader working at a strategic level to embedcareers within school priorities and to drive forwardprogress towards meeting the Gatsby Benchmarks.The following sections of this guidance aim to posea range of specific questions, with some potentialevidence that may be valid. When considering thisguidance it is important to remember, inspectors willnot ask for further evidence if they have seen it alreadycareersandenterprise.co.uk10demonstrated. They are interested in triangulatingleadership, the voice of young people and their viewsand furthermore what the inspection team see, hearand experience. The following sections are broadideas for preparation and quality strategic careers plandevelopment as opposed to what you may expect to beexplicitly asked during inspection.From the perspective of evidence, inspectors will belooking for what’s embedded and what leaders knowabout their provision from the perspective of strengths,weaknesses and requirement for improvement withaction planning.It is advisable to steer away from trying to tick boxesand focus squarely on quality of offer.
Education Inspection Framework Guidancecareersandenterprise.co.ukAre you doing the right thing forall your learners?1Quality of educationThe ‘Quality of Education’ judgement refers to thecurriculum being “coherently planned and sequencedtowards cumulatively sufficient knowledge and skillsfor future learning and employment.” This is reinforcedas inspectors are asked to look at impact (learners areready for the next stage of education, employment ortraining). Schools are being given time to adjust theirfocus to the curriculum and it is quite likely that theschool you work in will possibly be engaged in quitenew thinking around the quality of their curriculumoffer towards set ‘end points’.This is a chance to raise the broader issues about howwell the curriculum prepares students for the worldbeyond the school gates and supports the work of theCareers Leader in embedding progress towards theGatsby Benchmarks as a whole school responsibility.Despite its implicit emphasis on knowledge andtraditional subjects, the framework clearly statesthat inspectors must ‘judge fairly schools that takeradically different approaches to curriculum’.Useful questions: Has the careers leader accessed fundedtraining to develop a high-quality progressivecareers programme and a supporting strategiccareers plan? How does the intent of the curriculum reflectthe careers plan and vice versa? Does whole staff CPD help all staff tounderstand their role in making sure thatstudents are being prepared for ‘futurelearning and employment’? How do curriculum leaders use the careersplan to inform their curriculum? Is the curriculum coherent and sequencedtowards growing knowledge and skills inreadiness for next stages of education,training or the workplace? How does the careers plan strategicallyinform the curriculum intent for all learners,especially the most disadvantaged or thosewith SEND? How do you use destination and post-16activity data to inform your curriculum? How does the school identify and supportstudents who are at risk of NEET or at risk ofdisengagement/exclusion? How does the school’s curriculum support/reflect local labour market needs?11
Education Inspection Framework GuidanceEvidence suggestions: The impacts of professional development andtraining on the experiences of young people; Evidence of careers embedded in schemes oflearning. Schemes of learning demonstratepreparing learners for their end point; Stakeholder voice alongside details of theimpact of the career programme and relatedstrategic career plan; inspectors will speakto employers if they feel it is appropriate todo so; Learners being able to discuss how theirbroad curriculum offer can develop theirreadiness for life beyond school; Learner ambition demonstrated throughobservations and discussions; Progression case studies, subject based,where possible; Middle leaders can show evidence of careersembedded within their subject areas andprogressive schemes of learning; Middle leaders can articulate how theirschemes of learning marry up to the careersplan in intent and implementation, with longterm planning in mind.careersandenterprise.co.uk12
Education Inspection Framework Guidance2careersandenterprise.co.ukBehaviour and attitudesUseful questions:Within the Ofste
Within this guide we encourage Careers Leaders, SLT and governors; supported by the Enterprise Adviser Network, to consider careers provision as a fundamental priority in ensuring that “pupils are ready for the next stage of education, employment or training”. Within the new framework Ofsted will interrogate the overall quality of provision throughout the institution and to support this .
The Careers Education Quality Framework is a 'guide for those who guide'. It provides teachers, careers specialists, school leaders and school communities with a practical tool for self-assessing Careers Education and developing action plans for improvement. The Careers Education Quality Framework (the Framework) is not intended as a means
Careers & Enterprise Company: Guide for new Careers Leaders in schools. Essential information, helpful resources and practical tools to help newly appointed Careers Leaders get started in the role. National Careers Service. The National Careers Service provides information, advice and guidance to help people make decisions on learning, training and work opportunities. The service .
The concept of careers and career-related learning in the primary school phase typically provokes a cautious reaction. Terms such as 'careers learning', 'careers education' or 'careers lessons' are often conflated with careers guidance which is often understood to be focused on careers choice. Many parents and teachers have concerns
HEE Clinical Academic Careers Framework _ 4 Clinical Academic Careers Framework 12. Diagram 1 below depicts the framework which pulls together in one place the approach to clinical academic careers across all professions. The NIHR Integrated Academic Training (IAT) programme for medics and dentists is the responsibility of the DH, whilst HEE is
careers that relate to the environmental goal defined on their worksheet. Students can search for related careers by keyword, subject area, or cluster. (If they need help identifying careers that fit their assigned goal, they can find the example careers in the program and look in the Related Careers section for inspiration.)
information or ask the careers advisor a careers related question or enquiry. The careers advisor will arrange to attend visits to employers, Further and higher Education institutions, training providers and related Careers Conferences and workshops to support LMI knowledge and keep up-to
The Parents’ Guide to Careers for National Careers Week 2021 The Parents’ Guide to Careers for National Careers Week 2021 Page 22 www.theparentsguideto.co.uk Where to find the right apprenticeship There’s a wide range of ways to seek out apprenticeships and we recommend using a selection of options rather than relying on one. Government website Most apprenticeships are posted on the .
Second Grade – English/Language Arts Kentucky Core Academic Standards with Targets Student Friendly Targets Pacing Guide . Page 2 of 40 Revised 2/28/2012 College and Career Readiness Anchor Standards for Reading The K-5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to ten broad College and Career Readiness .
