The Developing Skills for Prosperity Report and More

The ‘Developing Skills for Prosperity’ Report, and More: Ofsted on Apprenticeships, Autumn 2015 Some Key Points, Implications and Discussion Points for Providers KATO network meeting: Thurs. 5 th Nov. 2015 at Upchurch River Valley Golf Club, Sittingbourne Mike Cooper © Mike Cooper, 2015 1

This session Summaries and discussion points, covering: Ofsted’s October 2015 report Developing Skills for Prosperity: “How well do apprenticeships meet the needs of young people, their employers and the economy? ” video case-studies resources, accompanying the report some of HMCI’s own pronouncements accompanying the report’s publication (speeches and interviews) apprenticeship-related facets of the first few reports from Ofsted this year, under the new CIF (and report format) and, a brief activity to help prioritise your action-points © Mike Cooper, 2015 2

Ofsted’s report on apprenticeships (i) Mainly critiques the entire system, rather than providers However, there’s much for providers to ponder, especially in preparing for future inspections, under the new CIF Targets variable quality across age-ranges and sectors: generally, stronger provision in MV/engineering and construction for 16 -24 s, and weaker provision in care, retail, customer service and admin for 25+s Key characteristics of successful provision include: n n n clear understanding of the apprenticeship in advance, by learners employers taking learners on WE, before starting the programme increasing challenge, sequenced between on-/off-the job training regular tri-partite reviews, with individualised APs for apprentices well-assessed E&M skills – with contextualised learning planned © Mike Cooper, 2015 3

Ofsted’s report on apprenticeships (ii) n n n at-work tasks allow integrated application of off-the-job learning pathways for progression to higher levels of learning, role and pay tracking progression after completion, for improved provision joint employer/provider assessment of value-added to the business and, moving beyond just competence to new knowledge, offering transferable skills and improved E&M – valued by the company Key characteristics of weaker provision include: n n n too little training/not enough new knowledge and skills: i. e. , ‘V-A’? on-the-job experience also unchallenging, and thus of low potential adjustments for disabled and SEN apprentices not well-considered little or no teaching of E&M skills – and/or ineffectively so study/assignments assumed only done on the learner’s own time assessment unconnected to recent training/largely workplace-only © Mike Cooper, 2015 4

Ofsted’s report on apprenticeships (iii) n very limited skills and knowledge – ‘just enough’ for the standard n little or no workplace guidance, and/or practice, opportunities n poor ‘big outcomes’ (e. g. , no employment change, and/or further training for the learner, and poor longer-term V-A for the business) n apprenticeships used for: short- /fixed-term/contract staff; skills assessed only to meet quals needs; low-level training; or induction n insufficient contact with LEPs for LMI to meet local skills needs Key recommendations for providers include: n offer courses, including Traineeships, which allow in-year transfer n enable apprentices to develop increasingly complex skills, for progression and long-term employment prospects n ensure teaching expertise and resources that allow development of E&M skills needed for both the apprenticeship, and a future career n promote apprenticeships for disabled/SEN learners (well-supported) © Mike Cooper, 2015 5

Ofsted’s report: discussion point Either: Which single key strength, and/or weakness, of apprenticeship provision in these lists seemed the most recognisable in your own organisation? Or: What struck you as the single most useful and practically-achievable recommendation made in the report, for your organisation to act upon? © Mike Cooper, 2015 6

Two video case studies from the report 4 short videos on-line: a short report summary; interviews with learners/employers on mutual benefits; and 2 good practice case-studies on key factors of provision Exeter College (a GFEC: Grade 1 in 2014), on integrated planning of apprenticeship packages with employers – e. g. , interview preparation; ‘stretch and challenge’; confidencebuilding; balancing flexible support with learner independence, etc. PETA (a GTA: Grade 2 in 2014), on tailoring apprenticeships to local skills needs – e. g. , defining the apprentice’s role clearly from the start; governance links; mentoring by employers; frequent learning review meetings; clear pathways for progression; range of frameworks, etc. © Mike Cooper, 2015 7

Video case-studies: discussion point Either: Which key factor mentioned about the Exeter and/or PETA good-practice case-study videos struck you as being the most useful for your organisation to consider? Or: If Ofsted were to base a case-study video on your own organisation, what would be the best example of good practice that you could offer to them, for sharing with other providers? © Mike Cooper, 2015 8

Sir Michael Wilshaw on the report, etc. Interviews and speeches at time of publication stressed: n n n relative weakness of 25+ apprenticeship provision; the need to prioritise funding, etc. , towards provision for 16 -24 s; use of apprenticeships simply to subsidise low-wage jobs; use of apprenticeships just to accredit pre-existing/’minor’ skills; apprenticeships are high-skills, high-level qualifications; IAG deficiencies – generally for VET, and especially in schools current barriers for SMEs re: consider ing/hosting apprenticeships use of LMI and employer links, to meet local skills needs/priorities use of destinations data, to tailor current and future provision need for support infrastructures for apprenticeships and providers need to find staff who can teach specialisms well – but also E&M onus on all to pass on learner info, especially re: disabilities/SEN © Mike Cooper, 2015 9

Wilshaw’s words: discussion point Either: Which one of the points raised by the Chief Inspector in the speeches/interviews summary emerged most forcibly and significantly for you – alongside the summary of the contents of the full written report itself? Or: Given Sir Michael Wilshaw’s position and influence, what do you think the real impact of these particular personal stress-points might be – for inspectors, the government, and/or providers? © Mike Cooper, 2015 10

First ‘ 15 -’ 16 Ofsted reports: key points Next Retail Ltd. (FMV, after Grade 4 in summer 2015): n poor IAG for apprentices: now adopting new processes/roles for recruitment and placement, based on learner feedback n new internet forum for staff and learners to share ideas, raise concerns and answer Qs – especially regarding inconsistencies n poor support for ‘drop-outs’: new ‘health-checks’ by assessors on learners’ situation and progress, especially those deemed ‘at-risk’ n poor IA of/support for E&M needs: now in-house, with more intensive support and off-the-job time, and staff CPD for E&M Hackney Community College: (OE ‘Good’/2; Apprs ‘RI’/3) n slow progress on completing apprenticeships (re: reviews/APs) n not all progress reviews for apprentices cover safeguarding n inconsistent planning of tasks to develop apprentices’ E&M skills © Mike Cooper, 2015 11

The first reports: discussion point Either: What one action indicated in Next Ltd’s FMV report might it be useful for you to consider doing (or, to consider reviewing) in your organisation? Or: Given that the first 2 points from Hackney’s report section on Apprenticeships provision (n. b: ‘RI’/Grade 4!) are not specifically highlighted in the full Ofsted Apprenticeships report, how will you balance what’s in the Report against other sources of improvement ‘IAG’ for your context? © Mike Cooper, 2015 12

Activity: action points – and prioritising Use the hand-out sheet provided to: quickly note between 4 and 8 action points arising for you, and/or your organisation, from this session and then, to: plot a point in the ‘window’ for each action (using just their respective numbers from your list) – by rating its potential importance or impact against its relative ease and achievability within your current context © Mike Cooper, 2015 13

Hot-links for these materials (i) Full October 2015 Ofsted report on apprenticeships: https: //www. gov. uk/government/publications/apprentices hips-developing-skills-for-future-prosperity Accompanying videos for the report, including the Exeter College and PETA case-studies: https: //www. youtube. com/playlist? list=PLLqz. Bn. Uksp. Pv. DNq 3 B 9 mta. Ew. Foqf. J-KRn Sir Michael Wilshaw’s interview with ‘FE Week’: http: //feweek. co. uk/2015/10/22/fe-providers-focused-ondubious-qualifications-of-little-economic-relevance-areamong-guilty-parties-for-apprenticeships-failings-wilshawtells-cbi-conference © Mike Cooper, 2015 14

Hot-links for these materials (ii) Sir Michael Wilshaw’s speech to the CBI conference: http: //www. fenews. co. uk/fe-news/apprenticeship-havesuffered-under-drive-to-boost-numbers-warns-ofsted FMV Report for Next Retail Ltd. : http: //reports. ofsted. gov. uk/inspection-reports/findinspection-report/provider/ELS/59180 Full (new-format, new-CIF) inspection report for Hackney Community College: http: //reports. ofsted. gov. uk/inspection-reports/findinspection-report/provider/ELS/130407 © Mike Cooper, 2015 15

Thank you… … and good luck! Mike Cooper © Mike Cooper, 2015 16