Provider Analysis LSC Networking Event

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					Making Sense of Self Assessment!

               Provider Analysis
       SAR?                        CIF?



        ALI?                       QIP?




               Jackie Amankwah


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            PROVIDER ANALYSIS

    Provider analysis is a general and applicable
    method of analytical thinking. By identifying
    the factors that are relevant to your
    organisation and prioritising the facts, this
    enables you to understand your focus and
    effectively assess your training provision.

   How to apply this process to your organisation?

   Why is this relevant to your SAR/QIP?



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    CASE ANALYSIS                      PROVIDER ANALYSIS
   Who is the client?                    Who is the beneficiary?
   Who is the opponent?                  Who is the inspectorate?
   What is the law?                      What are the guidelines?
   What does the client need to          What does the provider need
    prove?                                 to prove?
   What evidence do you have?            What evidence do you have?
   What are the strengths and            What are the strengths and
    weaknesses?                            weaknesses?
   What are the remedies?                What are the remedies?




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PROVIDER ANALYSIS EXPLAINED
Who is our Beneficiary?

   ESF Training Providers

Who is the Inspectorate?

   The new Ofsted (which includes the inspectorate
    formerly known as the Adult Learning
    Inspectorate (ALI))

   During an inspection a Provider’s own assessment
    of it’s quality, as detailed in its SAR/QIP, will be
    compared and validated with the evidence
    presented to it

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          What are the guidelines?

Common Inspection Framework (CIF)

                 Summary



          Overall Effectiveness
     Achievement & Standards
         The Quality of Provision
     Leadership & Management


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               What do we need to prove?

Satisfy CIF:

Q1:   How well do learners achieve?

Q2:   How effective are teaching, training & learning?

Q3:   How well do programmes & activities meet the needs &
      interests of learners?

Q4:   How well are learners guided & supported?

Q5:   How effective are leadership & management in raising
      achievement & supporting all learners?



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                   Evidence Examples
Q1: How well do learners achieve?
   Individual Learning Plans (ILP)
   Individual Learning Records (ILR)
   Recruitment paperwork i.e. application forms,
    induction forms etc.
   Certificates




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              Evidence Examples cont.
Q2: How effective are teaching, training and
 learning?
   Lesson observations
   Trainers/tutor records kept
   Lesson plans




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               Evidence Examples cont.
Q3: How well do programmes & activities meet the
 needs & interests of learners?
   Lists of staff qualifications
   Enrolment records
   Staff development records




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               Evidence Examples cont.
Q4: How well are learners guided & supported?
   Initial assessment records
   Review forms
   Any Information, Advice & Guidance given, this
    could be in the format of a running report sheet




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               Evidence Examples cont.
Q5: How effective are leadership & management in
 raising achievement & supporting all learners?
   Self Assessment Report and Development plan
   Quality Assurance policies & procedures
   Complaints procedures
   Equal Opportunities & Ethnicity & Diversity
    policies
   Sustainability measures in place


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               GRADING

          Grade 1: Outstanding
          Grade 2: Good
          Grade 3: Satisfactory
          Grade 4: Inadequate

 A common grading scale will be used in making
   judgements for organisational inspection.
Be realistic when it comes to grading and identify
      that there is room for improvement.


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                 Activity 1


Task: What are the strengths and weaknesses?




               GOOD PRACTICE




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 GOOD PRACTICE
                           Strengths   Weaknesses   Outcome   Evidence   Grade

1    How well do
     learners achieve?
2    How effective are
     teaching, training
     and learning?
3.   How well do
     programmes and
     activities meet the
     needs and
     interests of
     learners?
4.   How well are
     learners guided
     and supported?
5.   How effective are
     leadership and
     management in
     raising achievement
     and supporting all
     learners?




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What are the remedies?

   QUALITY IMPROVEMENT TOOLBOX
    PROJECT:

       Effective Self-Assessment process
       Quality Improvement Plan (with SMART
        objectives)




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     THANK YOU!

     Jackie Amankwah
jackieamankwah@enfield.ac.uk
      020 8372 7619
       07951 186790
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