About planning and preparing for inspection
We value the nominee as an essential member of the inspection team. Along with the lead inspector, the nominee plays a key role in ensuring that the inspection runs efficiently and effectively. The nominee represents their own organisation throughout the inspection process, from early planning stages through to post-inspection activity. They take an active part in planning the inspection, contributing to team meetings, communicating the provider's concerns, and ensuring the team has access to all the relevant evidence.
We believe that inspection is something that we do with providers rather than to them and that it should be a collaborative, transparent process. Consequently, the lead inspector works closely with the provider's nominee, involving them in planning and keeping them fully informed.
In order to avoid mixed messages as far as is possible, almost all communication before the inspection is through the lead inspector representing Ofsted and the nominee representing the provider. The lead inspector and the nominee work together to organise the inspection and liaise closely throughout the inspection, such as for resolving any difficulties.
They will also be the first contacts for their respective teams during inspection.
There are many benefits to having a nominee on the inspection team. It gives your organisation a voice in inspection planning and in team meetings. For example, your nominee can advise on whether the inspection team is seeing representative evidence and can draw attention to examples of good practice or suggest further interviews. As key communication about the inspection is conducted through the nominee, this improves the consistency of messages between the inspectorate and the provider and keeps you informed of all developments as they happen.
After being present at all team meetings and seeing how inspectors came to their judgements and grades, the nominee is usually well placed to lead further improvements following inspection. In this way, the role of the nominee cements the links between self assessment, action-planning, independent inspection and continuous improvement. Nominees often become quality improvement experts within their organisation.
Project management skills
The nominee needs to be a good organiser. It is their responsibility to manage the inspection process on behalf of their organisation, making sure that all the necessary arrangements have been made before the inspectors arrive. During inspection, they co-ordinate the activity of inspectors, staff and learners. They need to plan contingency arrangements as learners are bound to go sick, be on holiday or leave their portfolio on the bus!
The nominee is the sole representative of the organisation on the inspection team and at team meetings. They need to be able to listen well, grasp the key messages, and convey these accurately to their own staff. They may have to contain good news until it is official or find ways of delivering difficult messages to staff, managers and directors.
Influencing and negotiating skills
A nominee needs to be diplomatic and persuasive with inspectors and their colleagues. They should be able to put forward a well-argued case, along with the evidence to back it up. They need to make pragmatic judgements about when to challenge inspectors’ findings and when to accept judgements on the basis of the evidence they can provide.
Articulate, confident and assertive
The nominee must be able to express themselves clearly, concisely and with confidence. He or she needs the confidence to be the sole representative of your organisation at meetings with a team of inspectors, without being intimidated by this. They will need to question inspectors in an assertive, though not aggressive, way if they disagree with their findings. The nominee has to articulate complex ideas and arguments both to inspectors and their own colleagues.
Open and honest
The nominee must have complete integrity. They are entrusted with the workings of the inspection team and of their own organisation. It makes life easier for everyone if the nominee is open and honest about the organisation’s strengths and weaknesses.
Most nominees are passionate about what they do. They believe absolutely in the value of learning and are able to empathise with the learner’s experience. However, the nominee must be able to put their feelings to one side, listen to what inspectors are telling them and consider it objectively. They need to be tenacious in finding the evidence that supports their case if they feel inspectors are gaining the wrong impression of the organisation.
Able to cope with stress and support colleagues
Inspection can be a stressful time, particularly for the nominee. While the inspection team is with you, activity will be intense and may involve long hours. The nominee needs the flexibility and stamina to cope with these demands, remaining calm and focused. They may also need to manage the anxieties their colleagues experience. Inspectors recognise the tensions that can arise during inspection and will always try to keep these to a minimum.
Allocate sufficient time
The role of the nominee is, inevitably, a demanding one. Although we aim tominimise disruption, nominees need to allocate time to inspection before, during and after inspection visits. Managers can support the nominee by ensuring they are allocated sufficient time away from the demands of their normal duties at key stages in the inspection process. During the main inspection visit, the nominee is likely to spend all their time, and possibly long hours, working with the inspection team. They will want to concentrate on getting the message right.
Allocate staff to be available
Once the main inspection team arrives, there can be many requests for further information or for clarification of evidence. There are also likely be many issues that the nominee will want to follow up with the lead inspector, other inspectors or their own staff outside of team meetings. It is helpful if the nominee has good support from other staff in finding information when it is needed, and in sorting out basic day-to-day matters as they arise. Particularly in larger inspections, the nominee will need support from others to make telephone calls, change appointments, find evidence, and do other such tasks.
Understanding from colleagues and managers
The nominee has a difficult role to play. Sometimes they can feel caught between the demands of the inspection team and those of the organisation. It is important that others fully understand the pressure that the nominee is under from the moment they are appointed. The nominee needs moral support and should not feel as if they are carrying the inspection alone. Senior staff should ensure the nominee has their full backing and support.
Authority to take action
The nominee needs the authority to take whatever action is needed to ensure the smooth running of the inspection, such as being able to arrange for inspectors to see the evidence they may require at short notice. They will have to take action very quickly during inspection and need to feel confident about doing so.
Access to senior managers
The nominee should be able to discuss the inspectors’ emerging findings and the concerns or comments of staff with other senior managers, debating the important issues and keeping less important ones in perspective. In particular, it may help for the nominee to talk to senior colleagues following the daily feedback sessions rather than taking matters home and dwelling on them overnight.
Return the acknowledgement form
The nominee or another member of your organisation must return the acknowledgement form that accompanies your letter of notification. If you think the lead inspector may have difficulty contacting the right person for your organisation, please provide Ofsted with details of who they should contact and how.
Inform us about dates
In general, it is very difficult to change dates for inspection once these have been set, and especially once planning is at an advanced stage. However, if there are inspection dates within the inspection quarter that would cause particular difficulties for you, please let us know. You need to do this immediately, as any delay reduces the chance of us being able to alter the inspection date. We do our best to avoid these dates where we can, but this is not always possible.
Learner numbers forms
Some funding bodies now send us details about providers’ learner numbers; other providers must send in their learner numbers themselves. The data section includes information about the data you need to send in now as well as more detailed guidance for your type(s) of provision. All the necessary forms are provided in that section.
Preparing for Inspection events
You are strongly recommended to attend a Preparing for Inspection event before your inspection. These events are held within a few weeks of your notification. At these, you find out about what the inspection will be like and how to prepare for it. You will hear from a nominee who has recently been through inspection, and have a chance to ask questions.
Self-assessment report and action plan
Your self-assessment report plays an important part in the planning for your inspection. Methods of sending in the self-assessment report vary depending on the funding body. Please check that the current versions of your report and action plan have been submitted, in line with your funding body’s requirements, and that your self-assessment report is clearly dated. If you wish to provide updates to your self-assessment report and action plan, confirm with your lead inspector the best time and methods for doing this for your inspection. All changes to the self-assessment report must be clearly highlighted and dated, so inspectors know when they were made.
Contact by the lead inspector
The lead inspector will contact you by telephone once they are informed that they will be leading your inspection. They will ask to speak to the nominee. Once in contact with the nominee, they will exchange contact details. The phone call may go into a great deal of detail and take some time. If this is not a good time for the call, you and the lead inspector can arrange a mutually convenient time and postpone it until then.
Information about exact dates
The lead inspector will tell you the exact dates for your inspection. At this stage, it is very unlikely that inspection dates can be changed, so you need to let us know at notification if any dates will cause problems: don’t wait for the phone call from the lead inspector.
Requests for information
The lead inspector will ask you for detailed information about the numbers and locations of learners on all programmes, including those in any provision you subcontract in or out. They will be keen to understand:
- the size and nature of your provision, including areas that are not in scope for inspection
- the numbers at each level for each programme and contributory area of learning
- the geographical spread of learners, work placements and other sites they attend
- travelling time required to visit learners
- any specific needs of learners and staff, such as British Sign Language interpreters
- other information that helps them understand your provision.
Inspection over time
The lead inspector will ask you what there is to observe during inspection and also in the eight weeks leading up to your inspection, if this cannot be seen during the main visit. If there are key aspects of your provision that cannot be covered during the main inspection visit, then inspection over time may be appropriate.
Right Touch inspection
The lead will discuss with you whether Right Touch inspection applies. They will discuss which aspects of your provision will be inspected and what will not.
The scope of the inspection
The inspector will aim to agree during the initial phone call which areas will be in scope for inspection. Please let the inspector know of everything you provide including subcontracted provision and private work. If further information is needed to determine the scope, this may be discussed in further calls and confirmed during the planning meeting.
The lead inspector will also check whether you have sent in your self-assessment report and whether this is still up to date. If not, they will advise on how to send in updates.
Let the lead inspector know of anything you feel is essential to understanding your inspection and which may affect inspection planning. If in doubt, ask. The lead will also want to know information such as:
- parking arrangements for the planning meeting
- details of the contract managers at your funding body so that they can invite them to the planning meeting
- health and safety considerations relevant to the planning meeting
- reasonable local hotels so that these can be booked early for the inspection team.
You should tell the lead inspector about anything else that might affect the scope of the inspection or the selection of the inspection team. This might include other important sources of funding, subcontracting arrangements, evening or weekend provision, or potential problems with transport or access to premises.
Let the lead inspector know if specialist communicators and interpreters are needed, such as for British Sign Language, as these usually need to be booked early. Ofsted will cover the cost of these. You will need to discuss who will book these and how arrangements for payment will be made. The lead inspector can also arrange for a specialist to advise the team about aspects of the area of learning, if this is necessary.
Prepare your own questions
Read the relevant toolkit sections and see whether everything makes sense to you and, if not, jot down a list of questions. The lead inspector will be happy to answer your queries during this phone call, as well as after the call if other questions arise.
Re-read your self-assessment report
Familiarise yourself with your self-assessment report and find out where you are in your self-assessment cycle. It is useful to have a copy of the report to hand for the phone call.
The following forms will help you collect the information you need ready for the lead inspector’s phone call:
- checklist of information for the first telephone contact with the lead inspector
- opportunities for observation of learning and other inspection activity.
Make sure you have detailed information to hand about learners in provision that you subcontract to other providers or subcontract from other providers.
Consider inspection over time
Inspection over time is the exception rather than the norm, and must add significantly to the evidence base for it to be worthwhile. You and the lead inspector will discuss whether this aspect of inspection would make a substantial contribution to the outcome of the inspection. If something can be observed during the main inspection visit, then this will not be observed in an interim visit.
Consider whether there are key aspects of your provision that inspectors might not be able to see during a single four- or five-day inspection. For example, check whether there is teaching, training, assessment, support or induction that takes place only on Thursday afternoons, Fridays, weekends, or outside of the inspection dates. Appendix 2 will help you put together the information needed to decide whether this applies to your inspection.n I prepare for the initial phone call?
Reduced intensity inspection
Your lead inspector will let you know whether the pre-inspection analysis suggests that a reduced intensity inspection applies in your case. The final decision on what will be inspected lies with Ofsted. Before the lead inspector contacts you, consider whether a reduced intensity inspection is likely to apply to you. If your grades were good or outstanding at the previous inspection, then you may have a reduced intensity inspection. In order to confirm whether a reduced intensity inspection applies, the lead inspector will need to know whether:
- you provide exactly the same programmes and contributory areas as at the previous inspection
- the numbers of learners on these are the same
- there are any major changes to the way these programmes are run.
If reduced intensity inspection applies, then the team will look at only some areas of learning and contributory areas and the inspection team may be much smaller.
Inspectors want to see a representative sample. If you are allocated a reduced intensity inspection, give some thought to which areas of learning you would most like inspectors to see and discuss this with the lead inspector.
Consider areas of learning that:
- are new or have expanded or contracted significantly since the last inspection
- have improved considerably as a result of your own quality improvement activities
- have changed significantly since the last inspection
Look at the data section and forms and consider whether there are any initial questions about the forms that the lead inspector could assist you with.
Use the time between the initial phone call and the planning meeting to find out as much as you can about your programmes, learners, staff, partners and subcontractors. Talk to your staff and make sure you know what they are most keen for inspectors to see, who they feel inspectors should interview, and what there is for inspectors to observe. Check with staff for any difficulties they anticipate, such as learners or employers on holiday, learners that are due to leave, or aspects of the provision that it will not be possible to observe during the main inspection visit.
Draw our attention to work that you think is particularly interesting or problematic. For example:
- identify learners for the sample
- identify people you would like us to interview
- identify sites you would particularly like us to visit
- identify what you would like us to observe
- if you will be having a reduced intensity inspection, identify the areas you most want us to observe
- draw attention to significant improvements.
The lead inspector will aim to include some of your suggestions in what is inspected. Although we reserve the right to inspect any aspect of your government-funded provision, with your help we can develop an inspection plan that matches not only your provision but also your priorities. This will make best use of inspectors’ time and maximise the value of the report in your post-inspection action-planning.
Inspection over time
Draw the lead inspector’s attention to opportunities for inspection over time. you make the most of the planning meeting?
Check for conflicts of interest
At the planning meeting, or shortly afterwards, your lead inspector will give you professional profiles for all inspection team members. This will enable you to check for any conflicts of interest, such as where a provisional member of the team may previously have worked for you or has been a recent external examiner.
If you identify any conflicts of interest, then you should discuss this with your lead inspector as soon as possible.
Show the lead inspector around
Take advantage of the planning meeting to show the lead inspector around your premises. Point out those aspects of which you are particularly proud. Give them a feel for the organisation and raise issues that you think would be useful to include in their briefing to the inspection team.
Show the lead inspector the base room
Let the lead inspector see the room or rooms you propose for the base room. Point out any features of the room such as power points and lighting, and let them know if there are any restrictions on using the room during the week.
Make informal introductions
If there is time and you consider it appropriate, introduce the lead inspector to key staff and to learners as you show them around. This informal meeting can help to break the ice for those who may be anxious about inspection and inspectors.
Basis of inspection
The lead inspector will confirm that the inspection is based on the Common Inspection Framework and that the focus for inspection is the individual learner. As well as assessing the quality of provision, inspectors also seek to validate the provider’s self-assessment process and report, and to determine the provider’s capacity to make further improvements.
Timing and scope of the inspection
Your lead inspector will confirm the inspection dates and the dates of any agreed interim visits, and will explain the outcomes of the pre-inspection analysis. They will already have formed a view as to which areas of learning are to be inspected and will discuss these with you in order to hear your views and agree the scope of the inspection. Lead inspectors will also use the pre-inspection analysis in order to identify potential themes and issues to be investigated during the inspection. They may discuss some of these at the planning meeting. Your lead inspector will ask you if there are matters of particular interest or concern to your organisation, with a view to including some of these in the inspection if suitable.
The role of the nominee and the inspection team
The lead inspector will go over the role of the nominee, confirm the importance of the nominee to the inspection team and assure themselves of the nominee’s availability during inspection visits. They will also clarify the roles of the different inspectors on the team.
Outline of the inspection
The lead will provide an outline of the inspection, showing the dates, the start and end times for each day, and the times of meetings. The plan may also indicate times when the team is required in the base room or when it would be especially useful to hold certain meetings.What will we find out about our inspection?
The lead inspector may have started to develop the schedule, especially if you have agreed the sample before the meeting. They will ask you to prepare the individual timetables for each inspector for an agreed date following the planning meeting. Interviews with learners and staff usually last about 20 to 30 minutes, but can be longer and may need to include breaks if they use a communicator or interpreter. Interviews with key managers may take longer than this.
The evidence base
The lead inspector will discuss with you the evidence required for the inspection, including the sample of learners, and will ask you for suggestions for relevant evidence. For example, there may be off-site resources that your learners use a great deal, or a support agency that provides additional support to a significant proportion of your learners, or electronic resources used by learners. Let the lead inspector know about these.
The data tables and/or measures for success, if applicable, will form an important part of the evidence base. Let the lead inspector know if you have any queries or concerns about these. The examples of evidence list identifies the kinds of evidence that inspectors are likely to ask for. This is not an exhaustive list, so do provide additional evidence if you think inspectors need to see it.
Selecting a representative sample
We aim to make the sample as representative of your provision and learner profile as we can. The lead inspector needs details of each learner’s level, year, gender, ethnicity, and any disability, as well as information about where they are located, names of sites, employers or work-placement providers. The lead inspector may ask for these details early on, in order to make a provisional sample to discuss at the planning meeting. Where learners are on shorter programmes, the lead inspector may propose different arrangements.
Samples for subcontracts
Discuss with the lead inspector any provision you subcontract in or out, and they will let you know which details to provide for learners and for other people they may wish to interview.
Samples for interview
It is unlikely that inspectors will be able to interview everyone. They will aim to interview all key managers, and a selection of other staff, employers, partners, subcontractors and other people you consider relevant. The nominee should have a good overview of everyone who may be relevant to interview, including support workers, senior managers, and those with overall responsibility for areas such as equality of opportunity, quality improvement, support for literacy, numeracy and language, health and safety, and, if applicable, child protection.
Details of what there is to observe and visit
Where there are many lessons or sessions taking place, inspectors will require timetables for all sessions in their area of learning. They select lessons when they arrive, and do not give advance notice of what they inspect. If there are few formal sessions, these are likely to be observed. Visits to workplaces usually need to be arranged in advance. The lead inspector needs details of all training, placements, induction events, assessments, monitoring visits, progress visits, support sessions and anything else provided for learners during the period of inspection.
Other information to help select the right sample
Providers are encouraged to provide brief background information that helps to provide a sensible, manageable and representative sample. You will know your provision and the geographical area better than the lead inspector. Consider whether the proposed sample gives a true picture of your provision. Let the lead inspector know if distances are unreasonable or, alternatively, if there are opportunities to interview several learners at one location.
The lead inspector will be interested to know if there are learners, staff, or aspects of your provision that you would like inspected. Tell us about learners you have supported or support agencies you have used. Conversely, inform us if a particular person is likely to be unavailable during the inspection.
You should not overprepare the paperwork for interim visits. The focus of these visits is very specific to the activities taking place on that particular day and inspectors normally wish to see paperwork relating only to those activities or learners. It is unlikely that inspectors will look at any material that they can view on the final visit. However, if you are a multisite provider and inspectors will not be returning to that particular venue, then all relevant paperwork should be available for them to see.
Interim inspection visits are likely to raise issues and requests for additional evidence for future visits. A key role for the nominee is to pass on feedback from the visits to the colleagues who need it and make sure they know what they have to do in preparation for the next visit.
Brief staff, partners, employers and subcontractors about the inspection
Make sure that staff, partners and others know which people in your organisation they can talk to about the inspection and how to express their concerns and get support. It is helpful if staff understand that inspectors ultimately want the same results as they do – good provision for learners. Ensure that partners and employers understand that it is your organisation that is being inspected, not their organisations, but we are interested in their views and will want to see the different contexts in which learners work and learn.
Reassure staff that inspectors will treat them professionally and aim to make them less anxious. We may not meet all staff in person, but all staff may contribute to the inspection in some way. For example, they could be observed carrying out their work, and inspectors may request additional interviews with people not on the inspection schedule.
Let those who are going to be interviewed know when and where they will be interviewed, and what the inspection is for. We do not ask trick questions or seek to compromise staff with off-the-record questions. Ensure they are aware that the interviews can be cancelled for various reasons. Provide a briefing for those not scheduled to be interviewed or visited, in case inspectors request additional interviews during the inspection.
Inspectors will understand that interviewees may be nervous and will generally try to put them at their ease, especially learners. Inspectors will not report back what named individuals say and will treat information confidentially. If the interviewee doesn’t understand a question, they should say so and the inspector will rephrase it. The nominee should let inspectors know if an individual has particular support needs for the interview.
Those being observed teaching and training
Reassure staff that inspectors are not there to inspect them as individuals: it is the organisation as a whole that is being inspected. If inspectors observe a member of staff teaching, or in any other aspect of their work, they provide brief, confidential feedback soon afterwards to that individual as a courtesy, and to help them to consider personal improvements. However, inspectors do not divulge any grades or report back about individual staff. Inspectors usually sit where they can see learners and teachers. They may speak to learners or staff, if this does not disrupt the session in any way, but otherwise they do not participate in sessions and, as far as is possible, teachers should act as if they were not there.
For all taught sessions during inspection week, teachers and trainers should place a completed register or attendance list, as well as session plans and schemes of work where inspectors can see them easily. Where relevant, learners should bring their portfolios with them and inspectors may look at some of these.
Inspectors will be interested in talking to learners and hearing what they have to say. They will treat what learners say confidentially, but will include a summary of learners’ views in the report. Make sure that learners are aware that inspectors are visiting the organisation and that the focus is on how well you are supporting them to achieve. Explain that inspectors may want to talk to them, see their portfolios and observe their work. Reassure learners that inspectors don’t ask trick questions, and will rephrase questions if a learner says they don’t understand.
Some organisations give everyone a role in preparation for inspection so that they feel involved; others use support teams, a steering group, or a combination of methods.
Key staff are likely to know their own areas of work, the staff they manage, their data, and the issues that affect their departments and learners better than the nominee. Information they provide could affect the shape of the inspection. They are best placed to identify who needs to be interviewed, what there is to see, and the relevant paperwork. They can help to organise and label documents and files, brief their own learners and contacts and offer to cover aspects of inspection preparation.
Make good use of the outline of the inspection that the lead inspector will give you at the planning meeting. If you ask, the lead inspector may send this to you electronically. Some lead inspectors have particular preferences about the way timetables look and will provide templates.
It is most important that you do not plan other activities into time the lead inspector has set aside for meetings. If this is likely to cause difficulties, then talk to the lead inspector, who will discuss the best course of action to take.
Remember not to schedule any inspection activity after the last team meeting before the grading meeting unless this has been agreed in advance with the lead inspector. If, when drawing up the timetables, you realise there are substantial aspects of the provision that fall outside of the inspection visit, let the lead inspector know about this immediately. It may be possible to arrange an interim visit.
The nominee draws up individual timetables for inspectors using the information from the lead inspector. These should include, where feasible:
- chances to observe lessons, assessments, progress reviews, work placements and support
- relevant interviews for each inspector
- time to look at documents
- time to draw together their ideas for meetings and discuss aspects with the nominee
- time for travel and breaks for lunch.
Most interviews last between 20 and 30 minutes, depending on the interviewee. Interviews with staff who have responsibility for many aspects of the provision may take longer. If a briefer interview is all that is possible, let the lead inspector know. Allow more time if you know the interviewee uses an interpreter, has communication difficulties or would need additional time for a particular reason. Make sure the interviewee’s needs are explained to the inspector involved.
Learners, staff or others may be interviewed in groups. Let the lead inspector know if there are opportunities to see several learners or several staff or partners. You will know best if a particular combination of partners or subcontractors would be useful to help inspectors understand an aspect of your provision.
In general, providers collate, file and label their documentary evidence in the base room so that it is easy for inspectors to use. It helps if files contain a list of their contents. Discuss with the lead inspector any evidence that may be difficult to move to the base room. Some types of evidence, such as posters, learning resources and confidential files, are best viewed in their usual context. Inspectors generally prefer learners to bring their current work with them so that they can talk about it with the learner. The lead may ask for a certain number of learner files and portfolios for each area of learning to be placed in the base room.
During the inspection, the team works very quickly through paper-based and, if relevant, electronic evidence. Sometimes they have only minutes between interviews or visits in which to find the material they need, read it and make notes. Anything which helps inspectors to find evidence quickly and easily is welcomed. It is useful if information is organised according to each area of learning and separate aspects of leadership and management. However, do not rearrange all your files for the benefit of inspectors, if they can look through them easily in their current location. Details of what is available and where to look may suffice.
|1||What are your main sources of funding/your main contracts? For example, local LSC for WBL, E2E, ACL, European Social Fund (ESF)?|
|2||What other funded activity takes place? For example, ESF, Single Regeneration Budget etc.|
|3||What subcontracting arrangements are you involved in? Do you subcontract any of your activities, or do you act as a subcontractor to another provider?|
|4||How many learners do you have in each area of learning and contributory area of learning?|
|5||What programmes are they on, and what qualifications (if any) are they working towards? For example, apprenticeships in hairdressing and advanced apprenticeships in early years, New Deal for Young People, CLAIT, ECDL.|
|6||How many learners do you think you will have at the time of inspection?|
|7||Where are they based?|
|8||Are there several learners working for the same company who could be seen in a single visit?|
|9||What learning activities will be taking place during the course of the inspection, and where and when will they happen? (Opportunities for observation of learning and other inspection activity)|
|10||What other learning activities will be taking place in the eight weeks before the inspection which it might be helpful for inspectors to see? (Use link above)|
Are there any other activities planned which could be observed, for example:
• assessment or internal verification
• new learner activities, for example induction or initial assessment
• staff or management meetings (use link above)
|12||Are there any quality assurance activities taking place such as observation of staff?|
|13||How many sites do you have, and where are they?|
|14||Who are your employers or work-placement providers? Do you work with any large or national employers?|
|15||Are there any dates when you wouldn’t be available for the planning meeting?|
|16||Who are your local LSC or Jobcentre Plus contacts, and how can we reach them?|
|17||Have you been to a Preparing for Inspection event?|
|18||What is the date of your most recent self-assessment report? Will you want to provide an update?|
|19||Do you have spare parking spaces for visitors?|
|20||Can you recommend convenient local hotels?|
|21||Are there any health and safety or equal opportunities issues we should know about?|
|22||Do any learners or other people we may wish to interview use British Sign Language or require interpreters?|
|23||Will you be able to provide a base room for inspectors to work in?|
Provider: To be completed and returned to your lead inspector. Please include events which are within eight weeks before your inspection dates, if they are different from those taking place during your inspection weeks.
|Course/Activity||No. or name of learners||Date||Time||
Planning Meeting Agenda
(Name of provider)
Date and time of meeting:
2. Identity and role of nominee.
3. The basis for the inspection.
4. Scope of the inspection (areas of learning, contributory areas of learning, funding routes etc.).
5. Proposed inspection team (if known).
6. Opportunities for observing key learning processes (including those for inspection over time if they will add value).
7. Sample selection (learners, employers, provider staff).
8. Agreement of an outline inspection schedule (including inspection over time if it adds value to the inspection process, daily team meetings, grading meetings, etc).
9. Document and evidence requirements.
10. Data validation, process for gathering data on learner retention and achievement.
11. Base room, car parking and domestic arrangements.
12. Health and safety of inspectors.
13. Feedback arrangements.
16. Arrangements for dealing with complaints.
This section lists evidence that inspectors may require for inspection. We do not expect all providers to produce all of this evidence.
Inspection is something we aim to do with you, not to you. Our aim is not to pick faults or catch you out with trick questions, but to make accurate judgements about your organisation. We can only do this if you help us gather the evidence we need. You may not always agree with our judgements, but we will always explain to you the reasons for them and give you opportunities to present further evidence if you think we are wrong.
- Talk with your lead inspector about what evidence you can produce and what they will find useful.
- Focus on the evidence that is relevant to your organisation.
- Consider other important sources of evidence that are not listed here. Remember that inspectors will not have time to read every document about your organisation. We want to see material that shows us how you are managing your provision to improve learners’ experiences with you.
- Remember that all the information you give us should be accurate and up to date.
- Your organisation’s three-year development plan.
- Your organisation’s adult learning plan (if appropriate).
- Your self-assessment report, including any important updates.
- Organisational charts.
- Information about the number of staff and their status (full time, part time or paid by the hour).
- Details of staff qualifications.
- Where appropriate, information about any fees and the percentage of learners or enrolments made by people entitled to concessionary fees.
- Important policy documents.
- Maps showing how to find your sites.
- An up-to-date version of Ofsted’s learner numbers spreadsheet, giving an analysis of learners and/or enrolments by gender, ethnicity and additional learning and social needs.
- An up-to-date version of Ofsted’s learner progression and achievement (LPA) spreadsheet.
- Or other information previously provided if you are an adult and community learning provider.
- Any available data on learners’ destinations.
- Data on performance and an analysis of trends.
- An analysis of learners’ qualifications on entry.
- An analysis of the number of hours learners are participating in learning each week for each area of learning.
- Information about participation by under-represented groups.
- Information about the percentage of advertised programmes that are cancelled (if appropriate).
- Data about learners’ attendance and staff absences.
- Data on assessment, support and achievement related to the development of learners’ literacy, numeracy, language and information and communications technology (ICT) skills.
(For more detail see Data section)
Information for area of learning inspectors:
- the number of learners on each course and where and when learning takes place for each area of learning inspected
- the number, range, length and location of courses offered – do they take place at your main site, at work placements or at community venues?
- an analysis of learners or enrolments on each course by gender, ethnicity, age, disability and entitlement to concessionary fees, if appropriate
- information about how many weeks of the year the provision is offered
- information about when provision is offered – is it offered during the week or at weekends or both, and is it offered in the daytime, late in the afternoon or in the evening?
- information about whether it is possible to progress to higher levels within the area of learning
- the number of staff, the managers they report to, and whether they are full or part time – if you have part-time staff, how many hours does each of them work each week?
- information about who is responsible for managing the budget, managing the area of learning and assuring quality
- up-to-date data on achievement, progression and learner progress
- data on assessment, support and achievement related to the development of learners’ literacy, numeracy, language and ICT skills
- course timetables and class or group lists
- individual learning plans
- schemes of work and lesson plans
- induction materials
- learners’ work
- learners’ portfolios
- assessment plans and records of assessment
- records of learners’ progress and progress reviews
- minutes of meetings for the areas of learning
- paperwork for course reviews
- evidence related to the leadership and management of the area of learning, such as how equal opportunities matters are addressed through the curriculum and teaching materials, and how data is used to monitor learners’ experiences and achievements
- Inspectors will want to meet learners, trainers, tutors, teachers, employers and managers. They will also want to observe teaching and learning.
Information for inspectors of leadership and management:
- staff and learner handbooks
- minutes of staff and team meetings
- policy documents
- reports to managers, directors or trustees
- staff development plans and reports
- records of staff appraisals or performance reviews
- marketing and publicity documents
- inspectors will want to meet with a representative sample of staff, middle managers, senior managers, elected members (if appropriate), learners and partners.
Information for inspectors of equality of opportunity:
- policy documents and procedures
- minutes of staff meetings
- reports to managers, directors or trustees
- publicity material
- induction programme and materials
- data analysis including:
- participation rates among different groups
- participation, retention and achievement of different groups of learners across the provision as a whole and in each area of learning
- inspectors will want to meet with the person responsible for equal opportunities and a representative sample of staff, middle managers and learners.
Information for inspectors of quality assurance:
- policy documents and procedures
- complaints and compliments file
- reports to managers, directors or trustees
- results of surveys of students and staff
- minutes of staff meetings
- internal and external verification documents
- records of observations of teaching and learning
- inspectors will want to meet with the person responsible for quality assurance, the person responsible for self assessment and middle managers.