# data[].attributes.headline
ETF (2019) It doesn't have to be this way

# data[].attributes.subject
ETF (2019) It doesn't have to be this way

# data[].attributes.attachment_link.title
Sexual harassment in the Further Education sector: it doesn't have to be this way

# data[].attributes.attachment_link.description
In 2019, the NUS released a report outlining students' experiences and perceptions of sexual harassment, violence and domestic abuse in the Further Education sector. This is such an important and sensitive subject that needs to be kept in view.

# data[].attributes.body
Imkaan is a UK-based, Black feminist organisation. It is the only national second-tier women’s organisation dedicated to addressing violence against Black and minoritised women and girls.

# data[].attributes.attachment_link.description
EVAW, Imkaan and WRC are hosting a London Mayoral Hustings as an opportunity to discuss candidates' policies on tackling VAWG in London.

# data[].attributes.headline
Imkaan (2020) Reclaiming Voice’ - report on sexual violence against minoritised women in the UK.

# data[].attributes.subject
Imkaan (2020) Reclaiming Voice’ - report on sexual violence against minoritised women in the UK.

# data[].attributes.headline
Make your statements in support of the campaign

# data[].attributes.subject
Make your statements in support of the campaign

# data[].attributes.headline
NUS (2019) Sexual Violence in Further Education: A study of students’ experiences and perceptions of sexual harassment, violence, and domestic abuse in further education. 

# data[].attributes.subject
NUS (2019) Sexual Violence in Further Education: A study of students’ experiences and perceptions of sexual harassment, violence, and domestic abuse in further education. 

# data[].attributes.body
Research report by the NUS

# data[].attributes.attachment_link.readable_text
Thursday 20-06-2019 - 01:00

Today the Women's Campaign launch a new groundbreaking report on Sexual Violence in Further Education, which finds that sexual harassment is rife in the lives of further education students, at their colleges, on social media and public space.

Back in January we encouraged FE students and current FE graduates to complete a survey about their experiences of sexual harassment and violence and we received over 500 responses. The survey grouped unwanted sexualised behaviour and experiences into four sections: sexual harassment; domestic abuse; sexual assault; and rape. We also hosted 3 focus groups to explore the attitudes of FE students towards sexual harassment, violence and violence prevention.
Today we launch the report which is NUS' first targeted piece of research into sexual harassment and violence specifically within further education.
These are some of the key findings:

Overall, 75 per cent of respondents to our survey had had an unwanted sexual experience at least once.

Three in ten students (28 per cent) had been pressured to establish an unwanted sexual or romantic relationship.

One in seven respondents (14 per cent) had experienced attempted rape/unwanted sexual intercourse.

Bisexual students significantly more likely than other sexual orientations to say their embarrassment was their reason for not reporting an incident to anyone.

Disabled students were significantly more likely than non-disabled respondents to have experienced several forms of sexual misconduct at least once.

Sarah Lasoye, NUS Women's Officer, said:
"This is NUS' first targeted piece of research into sexual harassment and violence specifically within further education. It allows us to see how these issues present within the further education context; investigating what type of abuse students have faced, and what impact these behaviours had on them. The findings show we need urgent responses to tackle sexual harassment and violence in further education institutions. This culture has been normalised to such an extent that unhealthy sexual behaviour has become harder to identify. While students may understand the concept of consent they struggle to put it into practice, with women fearing revenge and anger from men, and LGBT+ and disabled students at the sharpest end of sexual violence. The sooner we can open up our understanding of feminism and educate young people on sexual harassment and assault, along with healthy and transformative gender relations - the sooner we will be able to eradicate the toxic behaviours and attitudes that replicate and concretise themselves in the minds of young people."
Read the full report and press release.
NUS Women's Campaign is pleased to announce a funding pot to support students' unions and student groups/societies to campaign and run initiatives to tackle sexual harassment and violence in further education.

Please apply before the deadline Thursday 27 Jone at noon.

This is NUS' first targeted piece of research into sexual harassment and violence specifically within further education

📺Watch Sarah Lasoye, NUS Women's Officer, launching the report pic.twitter.com/19IIiMSzI9
- NUS Women's Campaign (@nuswomcam) June 20, 2019

📢 NUS groundbreaking report on Sexual Violence in Further Education

"...investigating what type of abuse students have faced and what impact these behaviours had on them" Sarah Lasoye, NUS Women's Officer

Read our press release for key findings https://t.co/0iovgGlq7q pic.twitter.com/RMEmPR9Pjr
- NUS UK (@nusuk) June 20, 2019

🎥 NUS Women's Officer @sarahfovea highlighting some of the key findings of Sexual Violence in Further Education pic.twitter.com/sjLkAPBr7y
- NUS Women's Campaign (@nuswomcam) June 20, 2019

These are some of the key findings of the report Sexual Violence in Further Education:

Overall Experiences of Sexual Violence 👇🏿 pic.twitter.com/x0HecDn49X
- NUS Women's Campaign (@nuswomcam) June 20, 2019

# data[].attributes.attachment_link.title
Report on Sexual Violence in Further Education @ NUS Connect

# data[].attributes.attachment_link.description
Thursday 20-06-2019 - 01:00 Back in January we encouraged FE students and current FE graduates to complete a survey about their experiences of sexual harassment and violence and we received over 500 responses. The survey grouped unwanted sexualised behaviour and experiences into four sections: sexual harassment; domestic abuse; sexual assault; and rape.

# data[].attributes.attachment_link.readable_text
"Too many troubling memories to recount, almost all involving UCS boys. I will share a select few episodes to give an idea of the "lowlights" of my younger teen years (13-15), growing up in North London. I have chosen some of the vivid disturbing memories to share, which I still battle with intrusive and upsetting flashbacks from. I cannot currently bring myself to describe the worst two "episodes", but here are some of the more palatable ones..."

Episode 1: Aged 14. Invited to house party. Given alcohol and possibly cannabis in a chocolate brownie. Felt very sleepy and went upstairs for a nap in the room where everyone gad left their coats over a bed and armchair. Awoke confused about where I was and what was going on: two male "friends" who were a year above at UCS were fingering me and touching my exposed breasts, having partially undressed me while I was sleeping. Boy 1 was my first "boyfriend" (who I loved and felt very deeply betrayed by) and boy 2 was his best friend from school (a clinically obese boy who I was repulsed by the idea of ever kissing). I remember waking up hearing them laughing. I opened my eyes to the face of boy 2 smiling, looking pleased with himself. I was mortified and so embarrassed and also became acutely aware there I was half dressed in public, feeling very self-conscious. I immediately did my clothes back up. Another friend, boy 3, was now in the room and angry with them saying "what the f*#k were you doing to her?". Boy 3 (also from UCS) stood up for me and then got me home safely. He and another male UCS friend (boy 4) subsequently confronted the two boys who they knew had assaulted me, telling them that they should call me and tell me what they had done to me when I was sleeping and apologise. At the time I said I didn't remember anything and "don't worry I'm ok" because I was just so embarrassed I wanted it not to have happened. After I put the phone down I wept and wept, particularly over the betrayal of my boyfriend and the disgust of the thought of his friend doing things to me. I'm told that boy 2 subsequently bragged at school about "getting with me" and that he'd really "scored" that night. When another friend, boy 5, heard this bragging and asked with surprise if we were now going out, boy 2 laughed and said "nah, that girl sleeps deep, man" - a comment that stuck in the memory of a boy 5, who told me about the conversation.

Episode 2: UCS "friend", his brother, and his father all tried to sexually assault me: I was at a big celebration party with many adults (parents) and their children/teenagers. I needed the toilet and felt sick, but the downstairs loo was occupied. The "friend" said there was a bathroom upstairs and they would show me where it was/help me up the stairs. It was a large carpeted bathroom. My "friend" and his brother followed me in and locked the door. They both held me down on the floor, taking turns to force their tongues into my mouth and trying to touch my private places. I protested and tried to make them stop. Thankfully they did eventually let me go and I was able to get out of the bathroom. Later that same evening their father also had a go at assaulting me; I was now fairly inebriated. I was dancing with a group of friends in the kitchen and my "friend"s father came over and danced with us all. The others all peeled off so I was just left alone with the old man. He was very drunk and "friendly". I wish I had had the sense to run a mile. He then beckoned to "come with me" outside to the garden (where a number of people were mingling and smoking) saying "didn't I know there was a secret pathway at the end of the garden" and that he would show me. I followed him through some bushes where there was a trellis arch. He then grabbed me and pulled me tightly to himself with one arm tightly around my back and forcefully pushed his tongue into my mouth and down my throat. I gagged as he put his other hand under my clothes, trying to touch my breasts and then down my knickers. I was crying and sobbing "no". I managed to fight him off and ran back down the path to the house crying and wailing about what had happened. I made such a scene that I recon everyone at that party knew what had happened. No one did anything about it or said to me that what he did was wrong. He was an old man! Instead I was told I was a slut and I must have been asking for it and flirting with him by dancing too close. The rumours about me spread like wildfire: "Nothing was beneath me", I was so "easy" that "not even xx's dad was too low". Conversely, his dad was congratulated by his son, saying he had "done well" to "get with me" (an attractive younger girl, "above his usual standard"), and he joked that I was like their family's own "Lolita". I was so deeply ashamed of "my behaviour" and believed it was all my fault and that I must be some sort of liability for this to keep happening. I was bullied at school and labelled a slut. Girls at a school (all girls school) who had been my friends would not sit next to me in class for fear of being know as my friend. It was very isolating and deeply humiliating.

Episode 3: A UCS boy, who knew about his friends having touched me up when I was sleeping found his own opportunity to assault me by himself: A group of us were all hanging out at a UCS boy's house one evening when his parents were out. I was 14, was very low following the death of my closest confidant, and I had not eaten any food for over 4 days as I was struggling with an eating disorder. I had a drink of alcohol and some weed, and promptly fell asleep on the couch in the kitchen. I awoke from deep sleep to feel and see to my horror that this "friend" was going down on me. He had pulled down my trousers and pants while I was sleeping and was performing oral sex on me. I was so horrified and embarrassed and kicked him off me as I tried to pull up my pants and trousers. He smirked and said "What?! Don't you want it?! Didn't it feel nice?! What's the big deal - you're always doing things like this". I said "what's wrong with you, you are disgusting! I was asleep and I'm on my period. What is wrong with you?". My words did not seem to mean anything. He just seemed to think I was fair game. I felt so ashamed and violated and dirty. I questioned myself and couldn't understand how I could have given the impression that that could ever be something that I would want. I thought there must be something wrong wrong with me and that the rumours were true - I must just be a slut. But I had never consensually gone this far ever, even with my boyfriend, and remember being called "frigid" by my boyfriend for not wanting to go further than kissing. I stopped being friends with the UCS boys when I turned 15. For a very long time after the assaults stopped happening I was still convinced it must have all been my fault. I figured, if I hadn't joined in with drinking alcohol and smoking weed, none of this would have happened. It only happened when I was drunk or stoned and fell asleep, so I held myself responsible. I now see that the perpetrators gaslighted me and blamed me for their actions, labelling me a slut and spreading rumours based on the truth of what they hadu done to me, but describing it as consensual. I was so self-loathing and ashamed that I actually believed it was my fault and that I had brought it on myself.

- UCS

# data[].attributes.attachment_link.description
"Too many troubling memories to recount, almost all involving UCS boys. I will share a select few episodes to give an idea of the "lowlights" of my younger teen years (13-15), growing up in North London. I have chosen some of the vivid disturbing memories to share, which I still battle with intrusive and upsetting flashbacks from.

# data[].attributes.headline
Ofsted Further education and skills handbook for September 2021

# data[].attributes.subject
Ofsted Further education and skills handbook for September 2021

# data[].attributes.body
28 June 2021

# data[].attributes.attachment_link.readable_text
This guidance applies from 1 September 2021.

Introduction

1. This handbook describes the main activities that inspectors carry out when they inspect further education and skills providers in England under part 8 of the Education and Inspections Act 2006. It sets out the evaluation criteria that inspectors use to make their judgements and on which they report.

2. The handbook has 2 parts:

3. This handbook is a guide for inspectors on how to carry out inspections of further education and skills providers. It is also available to providers and other organisations to inform them about inspection processes and procedures. It balances the need for consistent inspections with the need to respond to each provider's individual circumstances. This handbook applies to inspections from 1 September 2019 under the education inspection framework (EIF). Inspectors will apply their professional judgement when they use this handbook.

Types of providers subject to inspection covered by this handbook

4. The providers we inspect under the Education and Inspections Act 2006 and using this handbook are:

further education colleges

sixth-form colleges

independent specialist colleges

local authority providers

employer providers

16 to 19 academies/free schools

5. The term 'further education and skills provider' covers all of these types of provider and all of the types of provision set out in detail at paragraph 99 (education programmes for young people, adult learning, apprenticeship provision at all levels, and provision for high needs learners). Apprenticeship training at all levels is understood to be part of skills training.

6. 'Learner' is a collective term used throughout this handbook to refer to any person aged 16 or over (or, where relevant, 14 or 15 years old) whether they are a student, an apprentice or similar, who is in education or training of the kind set out in paragraph 99.

7. 'Teacher' is a collective term used throughout this handbook to refer to teachers, trainers, lecturers, mentors, assessors and staff in similar roles.

Privacy notice

8. During an inspection, inspectors will collect information about staff and learners by talking to them, by looking at documents, records and survey responses and other recorded information and by observing everyday life at the provider. Inspectors may also meet with employers where appropriate. Ofsted uses this information to prepare its report and for the purposes set out in its privacy policy. We will not record names, but some of the information may make it possible to identify an individual.

9. Individuals and organisations have legal requirements to provide information to Ofsted as part of inspections. Ofsted has legal powers under section 132 of the Education and Inspections Act 2006 that relate to inspecting providers of further education and skills for learners aged 16 and over. Inspectors can 'inspect, take copies of, or take away any documents relating to the education or training' of students from the provider's premises. These powers also enable our inspectors to inspect computers and other devices that may hold this information.

Inspection and the COVID-19 pandemic

10. This section sets out our approach as inspections resume. It covers how we will reflect the COVID-19 context when making judgements. It also covers the transitional period. We will keep our handbooks and methodology under review as circumstances change and we continue to emerge from the pandemic. This section should be read alongside the other parts of the inspection handbook.

Preparation and planning

11. During the planning call with the inspection nominee, the lead inspector will seek to understand the specific impact of COVID-19 on the provider and learners and how leaders and managers responded to the situation.

12. This discussion will also explore how the provider implemented the curriculum and what, if any, elements of remote education remain in place at the time of inspection.

13. In this conversation, the lead inspector and nominee will agree safety protocols that the inspection team will follow to ensure that the inspection is completed in a COVID-19 secure way as necessary (see 'Actions for FE colleges and providers during the coronavirus outbreak').

Curriculum

14. Inspectors recognise that providers may have been unable to implement the curriculum in the usual way during the COVID-19 pandemic. They will seek to understand how leaders and managers have adapted and prioritised the curriculum.

15. This will include exploring how the provider implemented the curriculum remotely. Inspectors will also look at how managers and staff have been identifying learning gaps and any new starting points of learners and how managers and staff have been responding to that in their curriculum planning.

Personal development

16. When forming judgements about personal development, inspectors will seek to understand what took place before the pandemic, what the provider has in place currently and what its future plans are. Inspectors recognise that many elements of personal development that were in place before the pandemic may have been disrupted. Therefore, they will focus on understanding the steps that leaders have taken to offer or to restore a wide range of personal development opportunities.

Remote education

17. Inspectors recognise that there are some limited circumstances in which learners may need to learn remotely. Ofsted does not have a preferred model for remote education. The quality of remote education between March and August 2020 will not impact on our judgement of the provider's education.

18. Where remote education remains in place, inspectors may observe remote teaching and training and review materials. We will only expect to see the provider's typical approach to remote education and do not expect providers to arrange anything solely for inspection.

19. To understand the implementation of the curriculum, inspectors may discuss remote education with teachers, trainers and learners. They may also review completed work and teaching materials.

20. Given the above, when we refer to the intent, implementation and impact of the curriculum and quality of education within this handbook, we are including remote education. We consider that education delivered remotely or online should be integrated into the programme of education/training, and be designed to support the wider implementation of the provider's curriculum.

External data

21. Inspectors will consider available external data, as set out in paragraphs 153 to 155. However, they will be mindful of the age and relevance of this data when making judgements.

Leadership

22. Inspectors will seek to understand how leaders have adapted their development plans as a result of the COVID-19 pandemic, including the rationale for any new or modified improvement priorities.

Safeguarding

23. Inspectors will consider how leaders and managers adapted approaches to safeguarding during the pandemic to make sure that:

Inspectors will discuss how safeguarding arrangements have changed over time due to the pandemic, and how leaders and managers have made sure that they remain effective.

Remote elements of the inspection

24. As with our practice before the pandemic, we will continue to carry out some elements of the inspection or monitoring visit using video or telephone calls, where that is the most effective means of gathering information. We may use these calls to involve staff, learners, employers, those responsible for governance, subcontractors and others.

Part 1. How further education and skills providers will be inspected

How providers are selected for inspection

25. To decide when we should next inspect a provider, we use the 'frequency of inspection' guidance set out below. We also use risk assessment to ensure that our approach to inspection is proportionate, so that we can focus our efforts where we can have the greatest impact.

26. We use a broad range of information to assess risk and performance when selecting providers for inspection. This process applies in particular to good or outstanding providers. The indicators include:

27. We can use relevant information received at any point during the year to select providers. We will review this information regularly.

Frequency of inspection

28. Inspection intervals have been extended where necessary due to the suspension of routine inspections during the COVID-19 pandemic from March 2020. The time extensions are detailed in footnotes. Further changes to inspection timescales will take effect from April 2022 onwards following the government's spending review. These are detailed throughout this section.

Providers judged outstanding

29. Providers judged outstanding for overall effectiveness at their most recent inspection are now all subject to routine inspection.

30. Those judged to be outstanding at their previous inspection before September 2015 will normally receive a full inspection. We will prioritise these inspections and they will continue to take place during 2022, regardless of the following changes to inspection arrangements.

31. The following types of provider will receive a full inspection between September 2022 and September 2025 in any case if currently graded outstanding (or any other grade):

32. Any outstanding provider delivering apprenticeship training (and not covered in paragraph 31) will receive a full inspection by September 2025, unless it has already had a full inspection since April 2021.

33. For any providers that are not covered in paragraphs 31 and 32, the following will apply. Those judged to be outstanding at their previous inspection before September 2015 will normally receive a full inspection by September 2025, which we will prioritise, unless they have already had a full inspection since April 2021. Those providers judged outstanding from September 2015 onwards at their previous inspection will normally receive a short inspection by September 2025, unless they have already had a full inspection since April 2021. For more information, see the section on short inspections (paragraphs 181 to 212).

34. Any outstanding provider in the following categories will receive an inspection as set out in paragraphs 30, 32 and 33:

This inspection will be within 6 years of the report publication date of their previous inspection or by September 2025, whichever is the sooner. Subsequent inspections of an outstanding provider would normally take place within six years of the publication of the inspection report of a provider being judged to be outstanding overall.

35. A provider judged as outstanding may also be inspected as part of our survey or research work, or through a monitoring visit.

Providers judged good

36. Providers judged good for overall effectiveness at their most recent inspection will normally be inspected within 5 years of the publication of their previous inspection report (extended to 7 years where the suspension of routine inspections during the COVID-19 pandemic had an impact on inspection activity) and certainly by September 2025.

37. Inspections of good providers will continue to take place during 2022, regardless of the following changes to inspection arrangements.

38. The following types of provider will receive a full inspection between September 2022 and September 2025 in any case if currently graded good (or any other grade):

39. Any good provider delivering apprenticeship training (and not covered in paragraph 38) will receive a full inspection by September 2025 (unless it has already had a full inspection since April 2021).[footnote 10]

40. For any providers that are not covered in paragraphs 38 and 39, the following will apply. They will normally receive a short inspection. However, they may receive a full inspection if information suggests that this is the most appropriate way forward. This includes, for example, if there are concerns about safeguarding, if the provider's performance has declined or if its provision has changed substantially. For more information, see the section on short inspections (paragraphs 181 to 212) and paragraphs 25 to 27 on selecting providers. A good provider may also be inspected as part of our survey or research work, or through a monitoring visit.

Providers judged to require improvement

41. Providers judged to require improvement at their most recent inspection will normally receive a full inspection within 12 to 30 months of the publication of their previous inspection report.[footnote 11] These providers will normally be subject to a monitoring visit before the full inspection, normally 7 to 13 months after the publication of their previous inspection report (see paragraph 77).[footnote 12]

Providers judged inadequate

42. Providers judged inadequate will receive re-inspection monitoring visits, as outlined in paragraphs 78 to 80. These providers will then receive a full inspection (known as a 're-inspection') within 15 months of publication of their previous full inspection report, provided they continue to be funded.[footnote 13] The major exceptions to this are providers that no longer receive their main funding or that have been removed from the Register of Apprenticeship Training Providers (RoATP) and deliver only apprenticeship provision. From that point, neither a re-inspection monitoring visit nor a full re-inspection will normally take place. If a provider has apprenticeship provision graded inadequate and has also been removed from the RoATP but still has other substantial funding, that apprenticeship provision will not normally be covered as part of the re-inspection monitoring visit and subsequent re-inspection.

New providers

43. We will normally carry out a monitoring visit to any provider that becomes newly, directly and publicly funded to deliver education and/or training.[footnote 14] This funding may be received from the Education and Skills Funding Agency ( ESFA), from a mayoral or combined authority ( MCA) or the Greater London Authority ( GLA) in the case of adult education, or through the apprenticeship levy.[footnote 15] The monitoring visit will normally take place within 24 months of the provider starting to deliver directly funded provision.[footnote 16] New providers starting to deliver provision from April 2021 onwards will normally receive their new provider monitoring visit within 18 months of starting to deliver. For more details about monitoring visits, see paragraphs 67 to 76.

44. New providers will normally receive their first full inspection within 24 months of the publication of their monitoring visit report.[footnote 17] From April 2022 onwards, new providers will normally receive their first full inspection within 18 months of the publication of their monitoring visit report. That will apply to providers whose monitoring visit reports were published from 1 April 2022 onwards. When a provider receives one or more insufficient progress judgements at their monitoring visit, it will normally receive a full inspection within 6 to 12 months of the publication of the monitoring visit report. We may carry out a full inspection of these providers without carrying out a monitoring visit, where appropriate.[footnote 18]

45. If a provider has made insufficient progress in safeguarding, it will normally receive one further monitoring visit to review only its safeguarding arrangements within 4 months of the publication date of its previous monitoring visit report.[footnote 19]

Providers with level 6/7 apprenticeship provision

46. Since 1 April 2021, Ofsted has been responsible for inspecting apprenticeship training (as defined in paragraph 99) at levels 6 and 7 (both degree and non-degree) as well as at levels 2 to 5.

47. How this affects providers in different categories is set out below.[footnote 20]

Providers with level 6/7 apprenticeship provision that have already received a full inspection

48. This relates to existing providers that have already received a full Ofsted inspection (whether under the EIF or previous inspection frameworks) and that deliver level 6/7 apprenticeship training. When they next receive a full or short inspection or monitoring visit, we will inspect their level 6/7 apprenticeship provision alongside any level 2 to 5 apprenticeship provision and any other provision they deliver subject to Ofsted inspection (as set out in paragraph 99). The timing of their inspection will depend on their overall effectiveness grade, as usual and as set out above.[footnote 21]

Providers with level 6/7 apprenticeship provision and no other provision subject to Ofsted education inspection

49. Providers that only deliver apprenticeship provision at levels 6 and 7 and have been delivering no other provision subject to Ofsted inspection (see paragraph 99) will be regarded as a new provider from April 2021. Currently, they will receive their first new provider monitoring visit within 24 months of 1 April 2021, when our extended remit came into effect.[footnote 22] From April 2022, this will change; new providers of level 6 and 7 only provision will normally receive their first new provider monitoring visit within 18 months of 1 April 2021.

50. These providers will then receive a full inspection within 24 months of the monitoring visit report being published. From April 2022, a new provider of this kind will normally receive its first full inspection within 18 months of the publication of its monitoring visit report. That will apply to providers whose monitoring visit reports were published from 1 April 2022 onwards. When a provider receives one or more insufficient progress judgements at its monitoring visit, it will normally receive a full inspection within 6 to 12 months of the publication of the monitoring visit report. Paragraph 45 will also apply where a provider has made insufficient progress in safeguarding.

New providers with level 6/7 apprenticeship provision that have not yet received their monitoring visit or full inspection

51. New providers that deliver apprenticeship provision at levels 6 and 7 as well as at levels 2 to 5 and have not previously received a monitoring visit or a full inspection will normally receive a monitoring visit within 36 months of the date they started to deliver apprenticeship provision (on account of COVID-19). New providers starting to deliver any apprenticeship provision (or other relevant funded provision) for the first time from April 2021 onwards will normally receive their new provider monitoring visit within 18 months of starting to deliver (see paragraph 43). The monitoring visit will take account of apprenticeship provision at all levels.[footnote 23]

52. These providers will then receive a full inspection within 24 months of the monitoring visit report being published. From April 2022, a new provider of this kind will normally receive its full inspection within 18 months of the publication of its monitoring visit report. That will apply to providers whose monitoring visit reports were published from 1 April 2022. When a provider receives one or more 'insufficient progress' judgements, the full inspection will usually be within 6 to 12 months. Paragraph 45 will also apply where a provider has made insufficient progress in safeguarding.

New providers with level 6/7 apprenticeship provision that have received a new provider monitoring visit but not a full inspection

53. New providers that have received their first new provider monitoring visit but have not yet received their full inspection will normally receive this within 40 months of the date of publication of their new provider monitoring visit.

Newly merged colleges

54. A newly merged college will normally receive a full inspection within 3 years of the merger.[footnote 24] This will normally be a full inspection. For inspection purposes, regardless of the type of merger, we view all merged colleges as new colleges.[footnote 25] A newly merged college will not carry forward any inspection grades from predecessor colleges. It will have no inspection grade until the first full inspection.

55. Any newly merged college may receive a monitoring visit at any reasonable time. A newly merged college will normally receive a monitoring visit before the first full inspection if the overall effectiveness grade of one or more of the predecessor colleges was requires improvement or inadequate.[footnote 26] These monitoring visits will focus on relevant themes about the progress of the merged college, including from the most recent report(s) of the predecessor college(s). Monitoring visits will normally arrive at progress judgements against these themes as set out in paragraph 69. The monitoring visit report will normally be published. Concerns about risks arising from this or other sources may lead to an earlier full inspection.[footnote 27]

Sixth-form colleges that convert to become 16 to 19 academies

56. Sixth-form colleges that convert to become 16 to 19 academies will be treated according to their most recent inspection outcome. Those that are outstanding will receive either a full or short inspection by September 2025 (see paragraphs 30, 32 and 33). Those that were good will normally receive a short inspection within 7 years of the publication of their previous inspection report and certainly by September 2025 (but may receive a full inspection within that timeframe if risks are identified, see paragraphs 36, 38 and 39). Those judged as requires improvement will normally be inspected within 12 to 30 months of the publication of the previous report. They will normally receive a monitoring visit within 7 to 13 months of the publication of the previous report (as set out in paragraphs 41 and 77). Those judged inadequate will normally be inspected within 15 months of the publication of the report of the previous inspection of the converted college.[footnote 28] They will normally receive re-inspection monitoring visits as set out in paragraphs 42 and 78 to 80.

57. A 16 to 19 academy/free school that is re-brokered (transferred to a new sponsor) for performance reasons will be treated as a new provider from the point of re-brokerage for the purposes of inspection.

Types of inspection

Full inspection

58. Providers that are graded as requires improvement or inadequate will undergo a full inspection as outlined in paragraphs 41. Inspectors grade the overall effectiveness, the types of provision and the other key judgements areas in accordance with the criteria and grade descriptors set out in part 2 of this handbook.[footnote 29]

59. Providers judged as outstanding will have a full inspection if they fall into the categories set out in paragraphs 30 to 32.

60. Providers judged as good will have a full inspection if they fall into the categories set out in paragraphs 38 and 39. They may also have a full inspection if they fall into the category of provider as set out in paragraph 40 if, for example, there are concerns about safeguarding, their performance has declined or the provision in scope for inspection has changed substantially.

61. New providers will receive a full inspection once they have had a new provider monitoring visit as set out in paragraphs 43 to 45 and 49 to 53.

62. Ofsted reserves the right to carry out a full inspection of any provider at any reasonable time.

Short inspections

63. Providers judged good at their previous inspection will normally receive a full inspection if they fall into categories set out in paragraphs 38 and 39. They will normally receive a short inspection but may receive a full inspection if they fall into categories set out in paragraph 40.

64. Providers judged outstanding whose previous inspection took place before September 2015 will normally receive a short inspection next providing that they do not fall into the categories set out in paragraphs 31 and 32.

65. A short inspection will determine primarily whether the quality of education/training that learners receive is good (in the case of a good provider) or outstanding (in the case of an outstanding provider). For information about short inspections, see paragraphs 181 to 212 of this handbook.

Survey and research visits

66. We may visit any provider, including those judged good or outstanding, as part of our surveys and research work, based on our national priorities. We may carry out visits at any reasonable time.

Monitoring visits

67. A monitoring visit is an interim type of inspection that explores one or more specific themes. The purpose of a monitoring visit is to assess progress against these themes to encourage improvement, assess risk and measure progress. We may carry out a monitoring visit of any provider at any reasonable time. For example, if we have significant cause for concern, such as about safeguarding or a breakdown in leadership and management, we may carry out a monitoring visit focused on that specific issue.

68. Providers will normally receive 2 working days' notice of a monitoring visit, although they may be unannounced where that is considered appropriate. They will normally last up to 2 days on site. They will normally result in a published monitoring visit report. Concerns arising from monitoring visits may lead to an earlier full inspection or to a further monitoring visit as appropriate.

69. We will normally use one of the following progress judgements on monitoring visits:

reasonable progress: the provider's actions are already having a beneficial impact on learners, and improvements are sustainable and are based on the provider's thorough quality assurance procedures

significant progress: progress has been rapid and is already having considerable beneficial impact on learners

70. Monitoring visits follow a similar process to that set out in part 1 of this handbook, except where otherwise noted. Inspectors will make progress judgements based on the themes explored on that visit. They will use part 2 of this handbook as the broader context for monitoring visits.

Monitoring visits to providers that are newly directly publicly funded

71. We will normally carry out a monitoring visit to any provider that becomes newly directly and publicly funded, as set out in paragraph 43. This visit will normally be carried out within 24 months of starting to deliver the directly funded provision. New providers starting to deliver provision from April 2021 onwards will normally receive their new provider monitoring visit within 18 months of starting to deliver. These monitoring visits will follow themes. In each case, inspectors will review:

72. The precise wording of the themes for the most commonly recurring types of new provider are as follows.

Type of new provider

Leadership and management theme

Quality of education and/or training theme

Safeguarding theme

Providers newly directly funded to deliver apprenticeship training provision from or after April 2017 and new providers of level 6 or 7 apprenticeship provision[footnote 31]

How much progress have leaders made in ensuring that the provider is meeting all the requirements of successful apprenticeship provision?

What progress have leaders and managers made in ensuring that apprentices benefit from high-quality training that leads to positive outcomes for apprentices?

How much progress have leaders and managers made in ensuring that effective safeguarding arrangements are in place?

Providers newly directly funded to deliver adult learning provision from or after August 2017[footnote 32]

How much progress have leaders and managers made in designing and delivering relevant adult learning provision that has a clearly defined purpose?

How much progress have leaders and managers made to ensure that learners benefit from high-quality adult education that prepares them well for their intended job role, career aim and/or personal goals?

How much progress have leaders and managers made in ensuring that effective safeguarding arrangements are in place?

New independent specialist colleges newly ESFA funded from August 2018 onwards

How much progress have leaders and managers made in designing and delivering relevant learning programmes that are clearly defined and tailored to suit the individual needs of learners?

How much progress have leaders and managers made in ensuring that learners benefit from high-quality learning programmes that develop their independence, communication and skills, and help them to achieve their personal and/or work-related goals?

How much progress have leaders and managers made in ensuring that effective safeguarding arrangements are in place?

New 16 to 19 academies directly funded from August 2019 onwards and new providers that deliver only 16 to 18 provision

How much progress have leaders and managers made in designing and delivering relevant education programmes that have a clearly defined purpose?

How much progress have leaders and managers made to ensure that learners benefit from high-quality education programmes for young people that prepare them well for their intended job role, career aim and/or personal goals?

How much progress have leaders and managers made in ensuring that effective safeguarding arrangements are in place?

73. We will adapt these themes to apply to other types of new providers as necessary to ensure best fit. They will still follow the format and approach set out above.

74. For these new providers, inspectors make progress judgements by taking into account that the provider is newly directly funded and by considering the impact of actions taken to develop the necessary knowledge, skills and behaviours of learners.

75. If the provider has other types of provision, each type of provision will be covered by a separate theme and progress judgement.[footnote 33]

76. If a provider is judged to have made insufficient progress in the safeguarding theme, it will normally receive one further monitoring visit to review only its safeguarding arrangements within 4 months of the previous monitoring visit.

Monitoring visits to providers judged to require improvement

77. We will normally carry out a monitoring visit to a provider that has been judged to require improvement. The visit will normally take place between 7 and 13 months from the publication of its inspection report in which it was judged to require improvement.[footnote 34] Inspectors will make progress judgements on the main areas for improvement identified in that report. The monitoring visit will result in a published report.[footnote 35] Through the monitoring visit, inspectors will challenge the provider to improve so that it can become good by the next full inspection.[footnote 36] The report will set out what progress the provider has made since the previous inspection.

Re-inspection monitoring visits to providers judged to be inadequate

78. We normally carry out re-inspection monitoring visits to providers found to be inadequate overall after the publication of their inspection report, except when their main funding has been terminated and/or they have been removed from the RoATP and they deliver only apprenticeship provision.[footnote 37]

79. Re-inspection monitoring visit themes will be based on the main areas for improvement identified in the inspection report. Inspectors will make a progress judgement against each theme as set out in paragraph 69. The re-inspection monitoring visit report will be published. Through the monitoring visit, inspectors will challenge the provider to improve. The report will set out what progress the provider has made since the previous inspection.

80. The first re-inspection monitoring visit will normally take place within 6 months of the date of publication of the previous inspection report, if the provider continues to be funded. A second re-inspection monitoring visit will normally take place within 10 months of the date of publication of the previous inspection report, if the provider continues to be funded.[footnote 38]

Interim visits and progress monitoring visits

81. We suspended routine inspection activity between 17 March 2020 and 15 March 2021. During that time, we carried out the following forms of interim inspection activity.

Interim visits

82. Between September and December 2020, we carried out interim visits to a range of providers. We published the reports. These included no specific judgements or recommendations.

Progress monitoring visits

83. From 25 January 2021 to 19 March 2021, we carried out progress monitoring visits (PMVs) to:

providers that were judged to require improvement and that had not yet received a monitoring visit since their previous full inspection

providers that were judged inadequate and that had not yet received a monitoring visit since their previous full inspection or that were due their second re-inspection monitoring visit (if they continued to be publicly funded)

new providers (as per paragraphs 43 and 44) that were due a full inspection and that had received a new provider monitoring visit 2 years ago or more (subject to a provider's individual circumstances)

other providers as necessary

84. These PMVs were a type of monitoring visit so we published their reports and these included a single progress judgement against the following overall theme:

What progress are leaders and those responsible for governance making to ensure that staff teach a curriculum and provide support to meet learners' needs, including the provision of remote/online learning?

85. We carried out PMVs under the national lockdown in force at that time. Therefore, we did them remotely. This limited our ability to provide the same level of assurance that on-site activity would provide.

86. Following the PMV, a provider that requires improvement would receive a requires improvement monitoring visit ( RIMV), following normal arrangements. However, these providers may have chosen to forgo their RIMV and go straight to a full re-inspection as their next inspection activity.

87. Following the PMV, an inadequate provider would normally receive a re-inspection monitoring visit ( RMV), following normal arrangements. However, these providers may have chosen to forgo their RMV (or both RMVs if they are due 2 visits) and go straight to the full re-inspection as their next inspection activity.

88. Following a PMV, all other providers will receive whatever inspection they would expect under normal arrangements. We will take into account the outcome of a provider's PMV when reviewing the timing of its next full inspection.

Pilots

89. From time to time, we may pilot different approaches to inspection. We will provide details for this on a case-by-case basis.

Scope of inspection

90. We will normally inspect providers that have one or more of the following that they are directly responsible for:

91. Subcontracted provision that is part of the directly funded provider's responsibility is also within the scope of inspection. As part of the inspection, inspectors may look at any provision carried out on behalf of the provider by subcontractors or partners. Typically, visits to, or communications with, subcontractors are likely to include inspecting the direct contract holder's arrangements to quality assure and improve the provision.

92. Inspections will not include provision that the provider operates under subcontracted arrangements on behalf of other providers.

93. Ofsted reserves the right to inspect and grade any subcontractor and its provision as a separate entity against the EIF and this handbook.

94. Any provision that is part of a pilot scheme is normally outside the scope for inspection. Provision funded by the European Social Fund is normally outside the scope of inspection.

Inspecting residential provision in colleges

95. We inspect residential accommodation in colleges taking into account the national minimum standards for the accommodation of students aged under 18. The standards apply to 'institutions within the further education sector', as defined by section 91 of the Further and Higher Education Act 1992, which have residential accommodation for 16- and 17-year-olds. These inspections are separate from the inspection of the education and training provision of the college described in this handbook.

96. Our social care inspectors carry out these inspections. The approach is set out in the 'Social care common inspection framework (SCCIF): residential provision of further education colleges'. If a college is registered as a care home, the Care Quality Commission inspects the accommodation.

Inspection of religious education and collective worship in relation to Catholic sixth-form colleges

97. In the case of these colleges, the relevant Catholic diocese will inspect their denominational religious education, Catholic ethos and the content of collective worship. Our inspectors will not comment on the content of religious worship or on denominational religious education. Inspectors may visit lessons and assemblies in order to help them evaluate how these contribute to students' personal development and behaviour and attitudes.

What inspections will cover

98. On a full inspection, inspectors will make an overall effectiveness judgement and key judgements on:

99. They will also make judgements on each major type of provision offered, as set out in the table below.

Type of provision

Description of provision

Education programmes for young people

Provision funded through the ESFA 16 to 18 classroom-based funding stream for study programmes and traineeships for those aged 16 to 18 and for ESFA-funded full-time provision for 14- to 16-year-olds enrolled in colleges. This may include provision funded through the 16 to 19 tuition fund. T level technical education programmes are not currently treated as within inspection scope.

Adult learning programmes

Provision funded through the adult education budget and/or advanced learning loans, including employability training for learners aged 19 and over referred for training by Jobcentre Plus. This includes community learning provision and traineeships for those aged 19 and over. This may include adult education provision funded by GLA and/or MCAs. This currently does not include skills bootcamps. It does not cover the diploma for education and training.

Apprenticeships (at all levels)

Apprenticeship training at all levels: that is levels 2 to 7 funded by the ESFA and/or through the apprenticeship levy in whatever type of provider they are delivered.[footnote 41] This includes, from 1 April 2021, apprenticeships at levels 6 and 7 (whether degree or non-degree).

The whole of a provider's apprenticeship provision is inspected, graded and reported on collectively, irrespective of the level(s) of provision delivered. The inspection of the level 5 learning and skills teacher apprenticeship standard and level 6 teacher apprenticeship fall under the initial teacher education inspection framework and handbook. and not the education inspection framework and so not on inspections covered by this handbook.

Provision for learners with high needs

Provision for learners for which providers receive high-needs funding in addition to 16 to 18 ESFA funding for study programmes and/or 16 to 18 apprenticeships. Learners up to the age of 24 may be eligible for this funding.

100. Inspectors will take account of all types of provision within the scope of the inspection. They will grade and report on the types of provision. If the number of learners in a particular type of provision is very low and/or the provision is very new and inspectors cannot gather sufficient evidence to arrive at a graded judgement, it will not be graded.[footnote 42]

101. The quality of provision for learners with high needs and with special educational needs and/or disabilities ( SEND), a much broader group than those attracting high-needs funding, will always be considered during the inspection of any type of provision.

102. Sector subject areas will not be graded or reported on separately. However, inspectors may use their subject expertise to contribute to the evidence base for types of provision judgements, key judgements and progress judgements.[footnote 43]

103. The lead inspector will normally confirm to the provider which types of provision will be graded separately.

Before the inspection

104. The lead inspector's planning will focus primarily on how inspectors will gather evidence of learners' experiences, to evaluate the different types of provision offered by the provider against the 4 key judgements of the EIF.

105. Inspectors' evidence-gathering will be primarily made up of focused curriculum reviews or 'deep dives', including lesson/session/lecture/workshop visits, scrutinising learners' work/training and assessment, and discussions with learners and teachers/ trainers. Inspectors may carry out some inspection activities jointly with members of the provider's staff.

106. Inspectors may plan visits to learners at work at their employer's or at subcontractor's premises and carry out inspection activities. These visits give inspectors the opportunity to hold discussions with learners and employers, to discuss learning programmes and to look at learners' work. Inspectors may carry out interviews/discussions with learners, employers and staff via telephone, video calls or webinars.

The role of the nominee in inspection

107. Each provider is invited to nominate a senior member of staff to act as the provider's main link with the inspection team. The nominee should:

108. The nominee's responsibilities include:

providing information for the lead inspector to support inspection planning

liaising with the lead inspector and ensuring that documents and other information are available, and that staff can attend meetings

briefing the provider's staff about arrangements

informing learners, employers, parents, carers and staff that they can give their views through the relevant online questionnaires (see 'Seeking the views of learners, parents and carers, employers and staff' below)[footnote 45]

attending team meetings, in particular the final grading/ judgement team meeting

coordinating feedback arrangements in particular at the end of the inspection

Notification of inspection

109. Notification of all types of further education and skills inspections and monitoring visits normally takes place up to 2 working days before the inspection unless the inspection is unannounced. Ofsted reserves the right to carry out unannounced inspections or monitoring visits.

110. We will normally notify the provider in the morning of the notification day and will email the notification letter. The lead inspector will then contact the provider, normally by phone, as soon as possible and by the following morning at the latest. The lead inspector should make sure that:

Planning for the inspection

111. As soon as the provider has been notified of the inspection, staff should draw together the information in paragraph 114. These should be working documents and not prepared specifically for the inspection. Inspectors should keep the review of documentation to a minimum. Providers are not expected to prepare anything extra for inspectors.

112. Inspectors should be aware that the provider will need to accommodate the inspection while still managing day-to-day operations.

113. A provider may request a deferral of its monitoring visit or inspection. We will decide whether this should be granted in accordance with our deferral policy. The lead inspector will liaise with the provider to ensure that, wherever possible, the inspection or monitoring visit can go ahead.

114. To ensure that the lead inspector has a clear understanding of the scope and range of provision and information needed to plan the logistics of the inspection, the nominee will send the following information, as applicable, as soon as possible:

115. To ensure that the provider understands the inspection process, the lead inspector will hold a telephone planning meeting with the nominee/most senior member of staff.[footnote 47]

116. The lead inspector will use the telephone planning meeting to arrange how information is made available to inspectors. The provider should inform all subcontractors' staff, current learners, employers and other users about the inspection. It should emphasise that inspectors may visit any sessions involving learners either on the provider's premises or at other locations, including learners' workplaces or online.

117. During the planning call with the inspection nominee, the lead inspector will seek to understand the specific impact of COVID-19 on the provider and learners and how leaders and managers responded to the situation.

118. This discussion will also explore how the provider implemented the curriculum remotely and what, if any, elements of remote education remain in place at the time of inspection.

119. In this conversation, the nominee and lead inspector will agree safety protocols that the inspection team will follow to ensure that the inspection is completed in a COVID-19 secure way.

120. The lead inspector will discuss with the provider the inspectors' schedule and the activities that inspectors will carry out face to face and those they plan to carry out remotely, such as through telephone or video calls.

121. The lead inspector will draw up a pre-inspection team briefing for the inspection team and the nominee. The purpose of this briefing is to focus inspection activity and identify areas for exploration, in particular the areas of the curriculum that will be reviewed through 'deep dives' (focused curriculum reviews).

122. Inspectors will select the 'deep dive' curriculum review areas they will focus on (and associated inspection activities, such as which learners and employers are being visited). They will take into account a range of factors, including:

123. The team briefing letter will provide details about the start of the on-site inspection, including the location and timing of the initial meeting and any other relevant arrangements for the first day, including the planned curriculum reviews.

Seeking the views of learners, parents and carers, employers and staff

124. Learners' views are important to inspection. It is important that all learners can express their views to inspectors. This also applies to employers and any other key stakeholders. Inspectors will consider the views of learners, parents and carers, provider staff and employers as important evidence.

125. Ofsted's online questionnaires for learners and employers (called Learner View and Employer View) are available to gather the views of learners and employers at the point of inspection. There are also online questionnaires for parents and carers of learners and for provider staff available at the point of inspection. After notifying the provider of the inspection, we ask the nominee to tell all staff, learners, employers and (where appropriate) parents and carers of learners that the inspection is taking place. The nominee should ask them to give their views to the inspection team by using these online questionnaires.[footnote 48]

126. Surveys of the views of learners, employers, parents/carers and staff carried out by the provider, funding bodies or other organisations provide evidence for the inspection and may indicate themes to explore further. They do not replace talking with learners, employers and staff during the inspection or views collected through our online questionnaires.

127. Inspectors will speak to a range of learners and employers, often as part of the 'deep dive' focused curriculum reviews. This may happen face to face or remotely, for instance through a webinar or online meeting. We may use other surveys to capture views.

128. Inspectors will take account of views expressed to them by learners, employers, parents, governors, staff and the nominee. Staff and learners must be able to speak to inspectors in private to ensure that the presence of the nominee or senior staff does not influence their responses. Meetings during the inspection may include those with samples of learners selected by inspectors and open-invitation meetings. As part of the inspection of safeguarding arrangements, inspectors will meet with learners. This will normally involve meeting with specific groups of learners in particular single-sex groups, where the provider is a college with children and young people.[footnote 49]

129. The lead inspector will take account of any external views on the provider's performance, for example through briefings from commissioning and funding bodies or other relevant regulators or inspectorates.

During the inspection

Days allocated to inspection and inspection team members

130. Inspections and monitoring visits will be led by either one of Her Majesty's Inspectors (HMI) or an Ofsted Inspector (OI) assisted by other HMIs and/or OIs.[footnote 50]

131. A full inspection normally lasts between 2 and 5 days on site. The number of inspectors involved will vary according to the size and complexity of the provider. Some inspectors may only be needed for part of the inspection. How the lead inspector will deploy the team depends on the number of learners and sites, the type(s) of provision and range of learning programmes.

132. Short inspections (see paragraphs 181 to 212) normally last no longer than 2 days on site. The number of inspectors involved will vary according to the size and complexity of the provider. Some inspectors may only be needed for part of the inspection.

133. Monitoring visits usually last between 1 and 2 days, depending on the scope of the visit and size of the provider. They will usually involve one or two inspectors (but may sometimes involve more).

Gathering and recording evidence

134. Inspections will normally begin with in-depth discussions with provider leaders and managers about the provider's curriculum to establish the intent of the curriculum. Inspectors will ask about what leaders intend learners to learn; what are the end points and next steps they wish them to reach through this; what are the key concepts that they need to understand; and in what order they will learn them.

135. Although meetings with leaders are important, inspectors' first priority during inspections is to collect first-hand evidence.

136. Inspectors will primarily do this through a range of inspection activities, grouped into focused curriculum reviews, known as 'deep dives'. These will provide evidence of the effective implementation of the curriculum and its intent - but they will also gather evidence which may be relevant to the other key judgement areas and progress judgements. These activities will be focused on curriculum areas selected by the lead inspector (see paragraph 122).

137. These inspection activities include:

138. Evidence drawn from these different activities and focused on specific curriculum areas should provide valid, reliable and sufficient evidence of the quality of education and training when connected, combined and brought together.

139. Evidence from these curriculum-related activities will also inform the other key judgements: behaviour and attitudes; personal development; and leadership and management.

140. Inspectors will also carry out other inspection activities to gather evidence for the key judgements. These may include:

141. These will include reviewing records about safeguarding, including those relating to sexual harassment and violence and online sexual abuse.

142. During the inspection, inspectors will collect, analyse and record evidence and their judgements on paper or electronic evidence forms. It is essential that the evidence accurately reflects discussions. Inspectors should identify clearly information that was provided in confidence. The evidence forms, together with any briefings, plans or instructions prepared by the lead inspector, and responses from learners and employers (in hard copy, online or other formats) contribute to the evidence base. The lead inspector is responsible for assuring the quality of evidence.

143. Ofsted has no preferred teaching style. Inspectors judge the quality of education by the ways in which learners acquire knowledge, develop skills and exhibit appropriate behaviours for work and success in life or study. Teaching staff should plan their lessons/sessions as usual.

144. Inspectors may visit employers, to observe learners' on-the-job skills development and speak to employers and their staff.

145. Inspectors will not normally indicate which sessions they plan to observe. The team reserves the right to visit any learner or employer and may cancel or add visits to ensure that enough evidence is collected. Inspectors will not normally give feedback to individual members of staff following these sessions.

Observations of teaching and training

146. An important element of the inspection approach will be to visit lessons, workshops or sessions where teaching, training, learning and assessment are happening. This may include visits to online lessons. Inspectors may often invite appropriate staff from the provider to take part in joint observations of these learning sessions.

147. Observation is primarily useful for gathering evidence about curriculum implementation and how teaching and training sessions contribute to the quality of education and training. Inspectors can use observations to gather evidence about how well staff implement the curriculum by looking at teaching of one or more subjects, and by triangulating observations with evidence collected through discussions with staff, learners, and, where relevant, employers, and through work scrutiny.

148. Inspectors will connect observation activity to other evidence for triangulation and as part of the deep dives. Observation is not about evaluating individual teachers or trainers. Inspectors will not grade the teaching or training they observe. Instead, inspectors will view teaching and training across a sample of the provision to provide part of the evidence base to inform inspection judgements, in particular the quality of education and training.

149. Observation is also useful for gathering evidence that contributes to other key judgements, including behaviour and attitudes. Observation enables inspectors to see direct evidence about how behaviour is managed and how behaviours and attitudes are developed in individual learning sessions. This evidence will complement the other evidence that inspectors gather about behaviour and attitudes during inspection.

Work scrutiny

150. Inspectors may scrutinise learners' work across the provider and aggregate insights to provide part of the evidence for an overall view of quality of education, primarily around the impact of the education provided. Inspectors will not evaluate individual pieces of work. Inspectors will connect work scrutiny to lesson observation and, where possible, conversations with learners, staff and, where appropriate, with employers.

151. Inspectors may invite appropriate staff from the provider to take part in joint scrutiny of learners' work.

152. Work scrutiny is useful primarily for gathering evidence about the curriculum impact of the quality of education. Inspectors can use work scrutiny to evaluate learners' progress and progression through their course of study. Work scrutiny will show whether learners know more and can do more, and whether the knowledge and skills they have learned are well sequenced and have developed incrementally. Inspectors will synthesise what they find in order to contribute to their overall assessment of the quality of education across the provider.

The use of data

153. Inspection uses a range of data that is available. Both before and during the inspection, inspectors will analyse the performance of the provider using the most recent validated data. They will take into account the age and relevance of the data. Analysis may be at overall provider level and/or for individual subjects or types of provision. Although data alone will not lead directly to judgements, the primary data that measures success for each type of provision will provide important evidence for judging the impact of the quality of education.

154. Inspectors will evaluate learners' progress in relation to their starting points, based on their rate of learning, acquisition of knowledge, skills and behaviours and whether they have achieved their individual, challenging targets. They will also take account of data about the destinations learners go to when they leave the provider.

155. Inspectors will not look at internal progress and attainment data on GCSE and A-level courses where fixed-time terminal examinations comprise the entire assessment of the course. Similarly, inspectors will not normally look at predicted in-year achievement and attainment data more generally (teacher assessed grades from 2020 and 2021 will not normally be used to assess impact). That does not mean providers cannot use this data if they consider it appropriate. Inspectors will, however, put more focus on the curriculum and less on providers' generation, analysis and interpretation of performance data. Inspectors will be interested in the conclusions drawn and actions taken from any internal assessment information but they will not examine or verify that information first hand.

The self-assessment report

156. Inspectors will use self-assessment reports, or equivalent documents, to assess risk, monitor standards and plan for inspection.

157. If these documents are not available in advance, the provider should share the latest report/plan(s) with the lead inspector following notification of the inspection.

158. Inspectors will, in any case, use other readily available information about the provider.

159. Ofsted does not require self-assessment to be provided in a specific format. Any assessment that is provided should be part of the provider's processes and not generated solely for inspection purposes.[footnote 51]

Meetings during inspection

160. Inspectors are likely to have a number of different meetings with provider staff for different purposes. They will try to minimise disruption to the provider's regular business and to the inspection team's focus on assessing the quality of education and training. Therefore, meetings will be kept brief and purposeful.

161. Inspections will normally begin with in-depth discussion with senior leaders and managers about the provider's curriculum to establish the intent of the curriculum. This initial meeting will also provide useful insights into leadership and management and other areas. There may be other meetings with senior leaders, including the nominee as necessary, as the inspection progresses.

162. Inspectors carrying out deep dives focusing on specific areas of the curriculum will normally meet with key curriculum staff. This is to understand its intent and implementation before carrying out their inspection activities to review that area of the curriculum. Other types of meeting have been referred to above in paragraphs 134 and 137.

163. The inspection team itself will hold meetings. They may include the whole team or 2 or more inspectors. They may be held remotely, by telephone or video call, or face to face. These meetings may include:

an initial team meeting to:

brief the inspection team on the schedule for the inspection

clarify any queries about team members' roles

receive a brief update from the provider, including, if appropriate, an initial briefing from the provider's managers with relevant responsibilities for key areas to be covered of the inspection[footnote 52]

a meeting for the nominee to hear the emerging judgements and identify any opportunities to provide additional evidence

a grading/progress judgement meeting to reach judgements about the provider

164. The nominee may attend some inspection team meetings, although they may not contribute to decisions about inspection judgements. By taking part in discussions about evidence collected during the inspection, the nominee can help to ensure that all appropriate evidence is taken into account. Any concerns about evidence should be raised with the lead inspector. The nominee will report to the provider's staff on the progress of the inspection.

165. Inspectors may hold additional meetings with the provider's staff.

166. The lead inspector will hold a feedback meeting for the provider and invitees to hear the key messages at the end of the inspection. Members of ESFA staff may attend to hear the feedback.[footnote 53]

Reaching final judgements

167. Inspectors will discuss emerging findings with the nominee and, where appropriate, with senior staff.

168. The lead inspector will ensure that the inspection team agrees the judgements for full inspections using the descriptors in part 2 of this handbook.[footnote 54] The overall judgements will reflect all of the evidence considered by the inspection team. The evidence base must support the judgements convincingly.

Providing feedback

169. Before leaving, the lead inspector should ensure that the provider is clear:

that the points provided in the feedback, subject to any change, will be generally reflected in the report, although the text of the report may differ slightly from the oral feedback

about the main findings and areas for improvement

that inspection findings may be shared with the Further Education Commissioner, ESFA, DfE, Ofqual, Office for Students ( OfS) or other relevant regulator/inspectorate before the publication of the report

about the procedures that will lead to the publication of the report

about the complaints procedure

that, if the overall effectiveness or the leadership and management of a sixth-form college, further education college or designated institution are judged inadequate, this has implications for the college in relation to appointing newly qualified staff in future years

After the inspection

Arrangements for publishing the report

170. The lead inspector is responsible for writing the inspection report and submitting the evidence to Ofsted shortly after the inspection ends. The text of the report should reflect the evidence. The findings in the report should be consistent with the feedback given to the provider at the end of the inspection.

171. Inspection reports will be quality assured before we send a draft copy to the provider. The provider will receive the draft report within 18 working days after the end of the inspection. The draft report is restricted and confidential to the relevant personnel (as determined by the provider), including those responsible for governance, and should not be shared externally or published. The inspection process is not complete until the provider receives the final version of the report. We may share the draft findings and/or provisional judgements of the inspection/monitoring visit with the Further Education Commissioner, ESFA, MCAs or the GLA, DfE, Ofqual, OfS or other relevant regulator/inspectorate as necessary (that might entail sharing the draft report in whole or in part).

172. The provider will have 5 working days to comment on the draft report, inspection process and findings. We will consider all comments. We will respond to them when we share the final report with the provider within 30 working days after the inspection.

173. If the provider wishes to make a formal complaint, it has 5 working days after we have shared the final report with it in which to do so. If a complaint is not submitted, we will normally publish the report on our reports website 3 working days later. If a complaint has been submitted, the publication of the report may be delayed.

The inspection evidence base

174. The evidence base for the inspection must be retained for the time specified in our guidance.[footnote 56] This is normally 6 years from the publication of the report. We may decide that retaining it for longer is warranted for research purposes.

Incomplete inspections

175. We will apply our policy on incomplete inspections where appropriate.

Quality assurance and complaints

Quality assurance of inspection

176. All inspectors are responsible for the quality of their work. The lead inspector must ensure that inspections are carried out in accordance with the principles of inspection and the code of conduct (set out in the EIF).

177. We monitor the quality of inspections through a range of formal processes. Senior HMI or HMI may visit some providers or monitor remotely to quality assure inspections. We may also evaluate the quality of an inspection evidence base. The lead inspector will be responsible for feeding back to the team inspectors about the quality of their work and their conduct.

178. All providers are invited to take part in a voluntary post-inspection survey in order to contribute to inspection development. The link to this survey is included with the final inspection report to the provider.

Handling concerns and complaints

179. The great majority of Ofsted's work is carried out smoothly and without incident. If concerns do arise during an inspection visit, they should be raised with the lead inspector as soon as possible in order to resolve issues before the inspection is completed. The lead inspector should seek advice where necessary. Inspectors should note any concerns raised, and actions taken, in the inspection evidence.

180. If it is not possible to resolve concerns during the inspection, or through submitting comments in response to the draft report, the provider may wish to lodge a formal complaint. The lead inspector should ensure that the provider is informed of the procedures for making a formal complaint and that information about how to complain is available on GOV.UK.

Short inspections

181. Many of the providers graded good for overall effectiveness at their previous inspection and that fall within the categories set out in paragraph 39 will receive a short inspection (see paragraph 36). Providers graded outstanding for overall effectiveness at their previous inspection that took place on or after 1 September 2015 and that do not fall in the categories set out in paragraphs 31 and 32 will usually receive an initial short inspection by September 2025 (see paragraph 31 to 34).

182. A short inspection will determine primarily whether the quality of education/training that learners receive is good (for good providers) or outstanding (for outstanding providers). Inspectors will consider the provider's quality of education and/or training and the effectiveness of leadership and management. They will assess whether safeguarding arrangements are effective and if learners benefit from good-quality careers advice and guidance. Short inspections may also cover any areas particular to a provider that the lead inspector judges necessary.

183. In order to confirm whether the provider remains good/outstanding (as applicable), inspectors will use the criteria set out in part 2 of this handbook. They will not be expected to carry out a full inspection within a reduced timeframe but to arrive at sufficient evidence to demonstrate that the provider remains good/outstanding (as applicable) overall.

184. A short inspection report will not give graded judgements for provision types. It will not change the provider's overall effectiveness grade.

185. Ofsted reserves the right to carry out a full inspection to any provider at any reasonable time.

186. As with all other inspections under the EIF, the model of short inspections is designed to encourage constructive, challenging professional conversation between inspectors, leaders, managers and governors.

The purpose of a short inspection

187. The main purpose of short inspections is to evaluate sufficiently whether the provider remains good (if currently a good provider) or, outstanding (if currently an outstanding provider) and in particular:

whether the provider's quality of education/training remains good or outstanding

whether safeguarding arrangements are effective

whether leaders, managers and governors have the capacity to make continued improvement and manage change well

188. A short inspection will also take into account: any other aspect that the lead inspector considers particularly relevant given the findings of the previous inspection report; issues identified at the planning stage; and the particular nature of the provider.

189. Inspectors will focus primarily on the quality of education during a short inspection. They will not expect to cover the criteria within the quality of education judgement in part 2 of this handbook to the same extent as on a full inspection. They will focus on a number of key curriculum areas using deep-dive focused curriculum reviews to provide sufficient evidence that the provider remains good. This will follow the same approach as set out in the sections above: 'gathering and recording evidence', 'observations of teaching and training', 'work scrutiny' and 'use of data'.

190. A short inspection will be carried out by one or more inspectors over 1 or 2 days, depending on the size and type of provider.[footnote 58]

Outcomes of a short inspection

191. A short inspection has 3 possible outcomes.

Outcome 1 - the provider continues to be good/outstanding (as applicable). In these cases, it will receive a short inspection report following the report publication process.

Outcome 2 - a currently good provider continues to be at least good and there is sufficient evidence of improvement to suggest that it may be judged outstanding. In these cases, the short inspection will be extended to a full inspection.

Outcome 3 - the inspection team has insufficient evidence to satisfy itself that the provider remains good/outstanding (as applicable), or there are concerns arising from evidence gathered that the provider may not remain good/outstanding (as applicable). In these cases, the short inspection will be extended to a full inspection. This will usually be completed within 15 working days of the short inspection (see paragraph 187 below).

192. Inspectors will always report on whether safeguarding is effective. If safeguarding is not effective, inspectors will extend the short inspection to a full inspection.

Providers that remain good/outstanding (as applicable) (outcome 1)

193. If inspectors judge that a provider remains good/outstanding (as applicable) (outcome 1), they will confirm this judgement in the final feedback at the end of the short inspection.

Extending short inspections to full inspections (outcomes 2 and 3)

194. The short inspection will be extended to a full inspection if:

195. In the cases of outcomes 2 or 3, the lead inspector will inform the provider by the end of the short inspection of the decision to extend the inspection to a full inspection.

196. For outcomes 2 and 3, the short inspection will be extended to a full inspection as soon as possible. This will usually be completed within 15 working days of the short inspection. More inspectors may join the lead inspector on site. This may include HMI and/or OIs. The inspection team will gather and evaluate evidence to make a full set of graded judgements against the EIF. The lead inspector from the short inspection will usually continue the full inspection.

197. A decision to extend the inspection does not predetermine the outcome of the full inspection. At the end of the full inspection, the provider may receive any grade on the 4-point grading scale.

198. The lead inspector of the full inspection will contact the nominee and tell them when the full inspection will start. The lead inspector will share the team composition and deployment. The inspector may request further evidence and information for planning before the on-site stage of the inspection begins.

199. Between the end of the short inspection and the beginning of the full inspection following extension, evidence from the short inspection will be shared with the new team. The lead inspector and that team will build on the evidence to complete the full inspection, avoiding repetition or duplication.

200. The full inspection may move straight to evidence gathering, without an initial team meeting.

201. A short inspection report will not be produced when the short inspection extends to a full inspection. Instead, the provider will receive a full inspection report.

Inspectors' planning and preparation

202. The lead inspector will share with the inspection team:

Notification and introduction

203. We will normally notify the provider up to 2 working days before the inspection, unless the inspection is unannounced. Ofsted reserves the right to carry out unannounced inspections or visits. We will notify the provider in the morning of the notification day and will email the notification letter. The lead inspector will then contact the provider as soon as possible.

204. Leaders, managers and governors are not required to prepare documents or other materials for inspection. Inspectors will review documents and other materials that leaders, staff and governors use for normal day-to-day business. Any assessment should be part of the provider's usual evaluation work and not generated solely for inspection purposes. Inspectors will use what the provider has.

205. During the initial telephone call to a provider selected for short inspection, the lead inspector will:

206. Inspectors may also request further information during the initial telephone call, by subsequent email or at the first opportunity on site. This information may include:

information about learners, their types of provision, courses/programmes, subject areas and locations

timetables for lessons/sessions/workshops or other learning activities

a list of provider staff and/or a diagram of the organisational structure and key staff contact information

the current self-assessment report or equivalent and any evaluation of the impact of actions taken to date

recent data on learners' outcomes, performance, progress and destinations (but note paragraph 153 above about internal progress and attainment data on GCSE and A-level courses where fixed-time terminal examinations comprise the entire assessment of the course)

lists of employers and subcontractors and their locations

207. Requests for a deferral will be handled in accordance with Ofsted's deferral policy.

Feedback at the end of a short inspection

208. The lead inspector will give oral feedback at the end of the short inspection. The lead inspector is responsible for managing this meeting and agreeing attendance with the nominee.

209. The lead inspector will state one of the following:

210. The lead inspector will also make clear whether the provider's safeguarding arrangements are judged to be effective and provide feedback on other relevant areas covered in the short inspection (as outlined in paragraph 187).

Reporting on the short inspection

211. If the quality of provision remains good/outstanding (as applicable), the provider will receive a short inspection report setting out the inspection findings. These will include statements that the provider remains good/outstanding, a judgement on whether safeguarding arrangements are effective, and a summary of what the provider does well and what it can do better. If the short inspection is extended to become a full inspection, the provider will receive a full inspection report as outlined above and not a short inspection report.

Quality assurance and publication of the short inspection report

212. The short inspection report will be published on our website. Quality assurance and publication processes are the same as those for full inspection reports ( see paragraphs 170 to 180).

Part 2. The evaluation schedule: how further education and skills providers will be judged

Background to the evaluation schedule

213. Inspectors must use the evaluation schedule alongside the guidance set out in part 1 of this handbook and the EIF.

214. The evaluation schedule is not exhaustive. It does not replace the professional judgement of inspectors. Inspectors must interpret grade descriptors in relation to the type(s) of provision inspected and context of the provider.

215. In line with the EIF, inspectors will make judgements on the following areas:

216. We have created the criteria for each of these judgements using inspection experience, areas of consensus in academic research and our own research. You can find a full note of how the judgement criteria relate to the available research in our commentary (see 'Education inspection framework: overview of research').

217. Inspectors use the following 4-point scale to make all judgements, including, where applicable, on the effectiveness of the different types of provision offered:

The evaluation schedule and grade descriptors

Overall effectiveness

218. Inspectors must use all their evidence to evaluate what it is like to be a learner at the provider. In making their judgements about a provider's overall effectiveness, inspectors will consider whether the quality of provision is good or whether it exceeds good and is therefore outstanding. If it is not good, inspectors will consider whether it requires improvement or is inadequate. A provider will be inadequate under a particular judgement if one or more of the inadequate criteria apply, unless the inadequate criteria apply solely due to the impact of COVID-19.

219. In judging the overall effectiveness, inspectors will take account of:

220. Inspectors will first judge the overall effectiveness of each type of provision inspected. To do this, they will apply the grading criteria set out in the EIF. The section 'Evaluating types of provision' in this handbook sets out how inspectors will evaluate the overall effectiveness of each type of provision. The inspection report will include a numerical grade for each type of provision inspected. Inspectors will then grade the 4 key judgements. Where there are differences in grades given for a type of provision, inspectors will consider the following when awarding the grade for overall effectiveness:

221. Inspectors will always make a written judgement about the effectiveness of the arrangements for safeguarding learners.

222. Before making the final judgement on overall effectiveness, inspectors must evaluate the extent to which the education and training provided meets the needs of all learners. This includes learners with SEND and those who have high needs.

Grade descriptors for overall effectiveness

223. To judge whether a provider is good, requires improvement or is inadequate, inspectors will use a 'best fit' approach, relying on the professional judgement of the inspection team.

Requires improvement (3)

Inadequate (4)

The judgement on the overall effectiveness is likely to be inadequate when any one of the key judgements is inadequate and/or safeguarding is ineffective.

Evaluating types of provision

224. The following section outlines what inspectors will look for to demonstrate how the grade descriptors for each key judgement apply to each type of provision.

Education programmes for young people

225. To achieve comparability with the way in which we inspect and judge 16 to 19 provision in schools and academies under the EIF, the considerations below align with those in the school inspection handbook.

226. Inspectors will review provision for learners aged 14 to 16 enrolled full time at a college and provision for learners on traineeships aged 16 to 19 as part of this judgement.

Inspectors will consider how well leaders and teachers promote high expectations for achievement and progress through the systems they use to monitor and develop the quality of provision for learners, including the most disadvantaged, those with SEND and those with high needs.

Inspectors will review how well high-quality impartial careers guidance enables learners to make progress and move on to a higher level of qualification, employment, further training or independent living when they are ready to do so.

Inspectors will use observations of teaching and training activities, and discussions with learners, teachers, support staff and, where relevant, employers, to consider how well learners develop personal, social and independent learning skills.

Inspectors will judge how well learners achieve high levels of punctuality and attendance and how well learners' conduct and attitudes, including in non-qualification or enrichment activities and/or work experience, prepare them for employment or to progress to higher levels of study and/or independence.

Inspectors will also consider whether arrangements for safeguarding learners are appropriate and effective.

Adult learning programmes

227. Adult learning comprises a rich variety of learning and training, such as programmes for those with SEND, vocational training, employability training and community learning.

Inspectors will judge, where appropriate, how well the curriculum, including the wider curriculum, for each strand of a provider's adult learning programme has a clearly defined purpose that is relevant to the education and training needs and interests of learners, and to local employment opportunities, and supports local and national priorities.

Inspectors will judge how effectively leaders, managers and governors focus public funding on people who are disadvantaged and least likely to participate in education and training, and work with other partners to widen participation and support learners' progression to further learning and/or employment relevant to their personal circumstances.

Inspectors will assess how well leaders and managers use community learning funding to develop learning programmes and projects that develop stronger communities, where appropriate.

Inspectors will judge how effectively staff work with learners, employers and other partners such as Jobcentre Plus, to ensure that teaching, learning and assessment enable learners to develop personal, social and employability skills that prepare them well for their intended job role, career aims and/or personal goals.

Where appropriate, inspectors will judge how well providers record and recognise learners' progress and achievements to inform teaching and support programmes to help learners reach their goals.

Inspectors will also consider whether arrangements for safeguarding young people and vulnerable learners are appropriate and effective.

Apprenticeships

228. Inspectors will consider how well leaders and managers ensure that the apprenticeship curriculum meets the principles and requirements of an apprenticeship.[footnote 60]

Evidence will include the extent to which the provider's staff engage with employers to:

complete the apprenticeship commitment statement

plan the initial assessment, training, assessments, review points and milestones throughout

agree any additional qualifications to be included

monitor and support apprentices, including those with SEND and those who have high needs, to progress quickly, gain new knowledge, skills and behaviours and achieve to their full potential.

Inspectors will judge how well trainers, assessors, coaches and mentors communicate up-to-date vocational and technical subject knowledge that reflects expected industry practice and meets employers' needs.

Inspectors will determine whether apprentices acquire that knowledge effectively so that they demonstrate the required skills and behaviours that enable them to complete their apprenticeships, contribute to their workplace and fulfil their career aims by progressing to their intended job roles or other sustained employment, promotion or, where appropriate, moving to a higher level of apprenticeship or qualification.

Inspectors will also consider whether arrangements for safeguarding young people and vulnerable learners are appropriate and effective.

Provision for learners with high needs

229. Part 3 of the Children and Families Act 2014 explains the current arrangements for young people with learning difficulties and/or disabilities. The Act aims to encourage education, health and social care services to work together. Local authorities must describe the provision available to young people in the area by publicising the 'local offer'. A young person has a learning difficulty or disability if he or she has:

230. Inspectors will consider the extent to which leaders, managers and governors use the funding for learners with high needs so that their individual learning programmes challenge learners to: develop their independence; improve their communication skills; make relevant personal choices and decisions; and prepare themselves for adult life.

The quality of education

231. Inspectors will take a rounded view of the quality of education that a provider delivers to its learners.[footnote 61] They will consider:

Intent

232. In evaluating the provider's educational intent, inspectors will primarily consider the curriculum leadership provided by senior and subject leaders.

233. The evaluation focuses on factors that contribute to learners receiving education and training that enables them to achieve highly. These factors are listed below.

Leaders and managers have selected and developed a curriculum that develops the knowledge, skills and behaviours that learners need in order to take advantage of the opportunities, responsibilities and experiences that prepare them for their next stage in education, training or employment. In this way, it can powerfully address social disadvantage.

It is clear what the curriculum is preparing learners for. It is also clear what learners will need to be able to know and do at the end of their learning or training programmes.

Leaders, managers and teachers have planned and sequenced the curriculum so that learners can build on previous teaching and learning and develop the new knowledge and skills they need.

The curriculum offers learners the knowledge and skills that reflect the needs of the local and regional context.

The curriculum intent takes into account the needs of learners, employers, and the local, regional and national economy, as necessary. Curriculum planning takes account of delays and gaps that arise as a result of the pandemic.

The curriculum ensures that all learners benefit from high academic, technical and vocational ambitions. This means that the curriculum should be ambitious for disadvantaged learners or those with SEND, including those who have high needs, and should meet those needs.

The curriculum

234. The curriculum sets out the aims of a programme of education and training. It also sets out the structure for those aims to be implemented, including the knowledge, skills and behaviours to be gained at each stage. It enables the evaluation of learners' knowledge and understanding against those expectations.

235. We will judge providers taking radically different approaches to the curriculum fairly. We recognise the importance of providers' autonomy to choose their own curriculum approaches. If leaders are able to show that they have thought carefully, that they have built a curriculum with appropriate coverage, content, structure and sequencing, and that it has been implemented effectively, then inspectors will assess a provider's curriculum favourably.

Sources of evidence specific to curriculum intent

236. Inspectors will draw evidence about leaders' intent for the curriculum principally from discussion with senior and subject leaders. Inspectors will explore:

237. Inspectors will also consider any documentary evidence that leaders wish to provide in the format that the provider normally uses. Inspectors will not request materials to be produced or provided in any specific format for inspection.

Implementation

238. In evaluating the implementation of the curriculum, inspectors will focus on how the curriculum is taught at subject, class, lecture or workshop level.[footnote 62]

239. We will focus on the following factors.

The use of assessment

240. When used effectively, assessment can help learners to embed and use knowledge fluently and to show that they are competent in applying their skills. The results of effective assessment assist teachers to produce clear and achievable next steps for learners. However, assessment is too often carried out in a way that creates unnecessary burdens for staff and learners. It is therefore important that leaders and teachers understand its limitations and avoid misuse and overuse.

241. Inspectors will evaluate how assessment supports the teaching of the curriculum, while not driving teachers towards excessive individualisation, differentiation or interventions that are almost impossible to deliver without lowering expectations of some learners and/or driving up teachers' workload. This will include considering how the provider responds to any learning gaps that have arisen as a result of the pandemic.

Sources of evidence specific to curriculum implementation

242. The following activities will provide inspectors with evidence about the provider's implementation of its intended curriculum:

discussions with subject specialists, subject leaders and teachers about:

the curriculum that learners follow

the intended end points towards which those learners are working

their view of how those learners are progressing through the curriculum

reviews of curriculum plans or other long-term planning (in whatever form teachers and/or subject leaders usually produce and use them)

visits to classes, lectures, workshops and other activities, including observations of teaching and training

scrutinising work produced by learners

interviews with learners

discussions with teachers about how often they are expected to record, upload and review data

discussions with subject specialists and leaders about the content and pedagogical content knowledge of teachers, and what is done to support teachers, including with remote teaching

discussions with staff, including specialist staff, who support learners in developing their knowledge, skills and behaviours

where relevant, discussions with subject leaders and teachers about how the curriculum has been delivered remotely and reviews of learners' work completed remotely

243. In order to triangulate evidence effectively, inspectors will ensure that they gather a variety of these types of evidence in relation to the same sample of learners. Inspectors will also ensure that the samples of learners they choose are sufficient to allow them to reach a valid and sufficiently reliable judgement on the quality of education offered by the provider overall.

Impact

244. When inspectors evaluate the impact of the education provided by the provider, they will focus on what learners have learned, and the skills they have gained and can apply.

245. Inspectors will focus on the following factors.

A well-constructed, well-taught curriculum will lead to learners learning more and so achieving good results. There need be no conflict between teaching a broad, rich curriculum and achieving success in examinations and tests or assessments.

Disadvantaged learners and learners with SEND acquire the knowledge and skills they need to succeed in life.

End-point assessments and examinations are useful indicators of learners' outcomes, but they only represent a sample of what learners have learned. Inspectors will balance this with their first-hand assessment of learners' work.

All learning builds towards an end point. Learners are being prepared for their next stage of education, training or employment at each stage of their learning. Inspectors will consider whether learners are ready for their next steps.

Inspectors will also consider whether learners are ready for the next stage and are going to appropriate, high-quality destinations.

Sources of evidence specific to curriculum impact

246. Inspectors will gather evidence of the impact of the education offered by the provider from the following sources:

nationally generated and validated performance information about learners' progress and attainment, where it is available in published national data

first-hand evidence of the progress learners are making, drawing together the evidence from the interviews, observations, work scrutiny and documentary review, described above (see 'sources of evidence specific to curriculum implementation')

any information provided by the provider about the destinations to which their learners progress when they leave the provider

telephone conversations or other similar discussions with a selection of learners about their destinations

discussions with learners, for instance about what they have remembered about the knowledge and skills they have acquired and how their learning enables them to connect ideas

247. Inspectors will evaluate learners' progress in relation to their starting points, based on their rate of learning, acquisition of knowledge, skills and behaviours and whether they have achieved their individual, challenging learning goals.

248. Inspectors will not look at internal progress and attainment data on GCSE and A-level courses where fixed-time terminal examinations comprise the entire assessment of the course. Similarly, inspectors will not normally look at predicted in-year achievement and attainment data more generally.

249. That does not mean providers cannot use this data if they consider it appropriate. However, inspectors will put more focus on the curriculum and less on providers' generation, analysis and interpretation of performance data. Inspectors will be interested in the conclusions drawn and actions taken from any internal assessment information, but they will not examine or verify that information first hand.

Balancing intent, implementation and impact to reach a quality of education judgement

250. Inspectors will not grade intent, implementation and impact separately. Instead, inspectors will reach a single graded judgement for the quality of education and training, drawing on all the evidence they have gathered and using their professional judgement.

Grade descriptors for quality of education

251. For the quality of education provided to be judged outstanding, it must meet the following criteria.

Outstanding (1)

In addition, the following apply.
Intent

The provider's curriculum intent is strong. Throughout the provider and its subcontractors, teachers have a firm and common understanding of the intended curriculum and what it means for their practice.
Implementation Impact
252. To judge whether the quality of education is good, requires improvement or is inadequate, inspectors will use a 'best fit' approach, relying on the professional judgement of the inspection team.

253. Note: Some sections of the criteria appear in [square brackets] below. This is to mark that they are transitional only, because we recognise that not all providers will have had the opportunity to complete the process of taking up or constructing their curriculum fully. We intend to review whether these transitional arrangements are still needed in time for September 2022.

Good (2)
Intent Implementation
Any remote education is well integrated into the programme of education/training, and is well designed to support the wider implementation of the provider's curriculum.
Impact

Learners develop detailed knowledge across the curriculum and, as a result, achieve well across all areas of their study. Learners make substantial and sustained progress from their identified and recorded starting points in each of their courses and, where applicable, across the curriculum. Where appropriate and available, impact is reflected in results from national examinations, which meet government expectations, or in the qualifications or apprenticeship standards obtained (see paragraphs 153 to 155).

Learners are ready for the next stage of education, employment or training. They have gained qualifications or have met the standards to go on to destinations that meet their interests and aspirations and the goal of their course of study. Learners with SEND/high needs have greater independence in making decisions about their lives.

Requires improvement (3)

The quality of education is not yet good.

Inadequate (4)

The quality of education is likely to be inadequate if any one of the following applies (unless they apply solely due to the impact of COVID-19):

Behaviour and attitudes

254. This judgement considers how leaders and staff create a safe, disciplined and positive environment within the provider and the impact this has on the behaviour and attitudes of learners.

255. The judgement focuses on the factors that research and inspection evidence indicate contribute most strongly to learners' positive behaviour and attitudes, thereby giving them the greatest possible opportunity to achieve positive outcomes. These factors are:

A calm and orderly environment in the provider, classroom, workshop and workplace, as this is essential for learners to be able to learn.

The setting of clear expectations for behaviour across all aspects of provider life, including at work.

A strong focus on attendance at and punctuality to learning and work settings to minimise disruption, and so that learners gain valuable employability skills.

Learner motivation and positive attitudes to learning are important predictors of attainment.

A positive and respectful provider culture in which staff know and care about learners.

Learners with particular needs

256. The provider may be working with learners with particular needs to improve their behaviour or their attendance. When this is the case, 'behaviour and conduct that reflect the provider's high expectations and their consistent, fair implementation' are likely to indicate improvement in the attendance, punctuality and conduct of these learners. In the case of some groups of learners, COVID-19 may have affected their transition to further education. This may demonstrate itself in attitudes to learning or work that are not yet in keeping with the provider's high expectations.

257. Some learners, or groups of learners, who have particular needs may have weak attendance or display challenging behaviour. When this is the case, inspectors will evaluate the impact of the provider's high expectations, the consistent, fair implementation of policies, the support given by the provider to the learners, and the impact on the marked and sustained improvement of the attendance and behaviour of these learners.

Sources of evidence specific to behaviour and attitudes

258. Inspectors will use evidence gathered during the inspection as well as evidence of trends in learners' behaviour and attitudes over time. Inspectors will use first-hand evidence from visits to learning sessions and training workshops, including visits to learners at work or on work placements. Inspectors will also gather evidence from interviews with learners, staff, employers and other partners, for which documents such as attendance registers may also be used.

259. Inspectors' judgements about learners' behaviour and attitudes are concerned with their attitudes to learning and, where appropriate, to work, and the development of the skills relevant to their learning programme. Inspectors' judgements also take account of learners' ability to demonstrate appropriate behaviour for the learning and work environments. Inspectors will consider the main purpose of the type of provision when they prioritise the impact that each of the criteria has on learners' behaviour and attitudes.

260. The learner and staff surveys used in inspection contain questions about safeguarding, how respondents feel about the provider and how well supported and respected they feel in the provider.

261. Inspectors will carry out other evidence-gathering activities that include, but are not limited to:

Grade descriptors for behaviour and attitudes

262. For the behaviour and attitudes of a provider to be judged outstanding, it must meet the following criteria:

Outstanding (1)

In addition, the following apply.

263. To judge whether behaviour and attitudes are good, requires improvement or are inadequate, inspectors will use a 'best fit' approach, relying on the professional judgement of the inspection team.

Requires improvement (3)

Inadequate (4)

Behaviour and attitudes are likely to be inadequate if any one of the following applies.

Learners' lack of engagement, motivation or enthusiasm inhibits their progress and development.

A significant minority of learners show a lack of respect and self-discipline. Learners ignore or rebut requests to moderate their conduct and are not ready to move on to their next stage or the world of work.

Learners' attendance is consistently low and shows little sign of sustained improvement.

Incidents of bullying, harassment or prejudiced and discriminatory behaviour, both direct and indirect, are frequent.

Learners have little confidence in the provider's ability to tackle bullying, harassment or discrimination successfully.

Learners are not safe, or do not feel safe, at the provider or at work or subcontractor settings.

Personal development

264. The curriculum should support learners to develop their knowledge and skills beyond the purely academic, technical or vocational. This judgement evaluates the provider's intent to provide for the personal development of learners, and the quality of the way in which it does this.

265. As the provider is working with learners, those learners are also being influenced by other factors in their home environment, their community and elsewhere. Providers can teach and train learners how to build their confidence and resilience, for example, but they cannot determine how well young people and adult learners draw on this. Similarly, providers cannot make their learners active, engaged citizens, but they can help them understand how to engage with society and provide them with plentiful opportunities to do so. Providers can take effective action to prepare learners for many aspects of life, but the impact of this work may not be seen until many years later. In this judgement, therefore, inspectors will seek to evaluate the quality and intent of what a provider offers and will look to see what learners know but will not attempt to measure the impact of the provider's work on the lives of individual learners. Where the usual opportunities have been disrupted by the pandemic, the provider has found alternative approaches to providing a rich range of personal development opportunities.

266. The judgement focuses on the most significant dimensions of the personal development of learners that our education system has agreed, either by consensus or statute, are the most significant:

267. These aspects of personal development will be considered in an age-appropriate way within the context of the provider and its learners.

Sources of evidence specific to personal development

268. To inform this judgement, inspectors will use evidence gathered during the inspection and evidence of trends in learners' personal development over time. Inspectors will use first-hand evidence from visits to learning sessions and training workshops, including visits to learners at work or on work placements. Inspectors will gather evidence from interviews with learners, staff, employers and other partners. Evidence will also include information provided through learner, employer and parent questionnaires. Inspectors will use a range of evidence to evaluate personal development, including:

Grade descriptors for personal development

269. For personal development to be judged outstanding, it must meet the following criteria.

Outstanding (1)

In addition, the following apply.

270. To judge whether personal development is good, requires improvement or is inadequate, inspectors will use a 'best fit' approach, relying on the professional judgement of the inspection team.

Requires improvement (3)

Personal development is not yet good.

Inadequate (4)

Personal development is likely to be inadequate if any one of the following applies.

A significant minority of learners do not understand how and why to live healthy, positive lives.

Leaders and those responsible for governance, through their words, actions or influence, directly and/or indirectly, undermine or fail to promote equality of opportunity.

Leaders and those responsible for governance do not protect learners from radicalisation and extremist views when learners are vulnerable to these. Policy and practice are poor, which means that learners are at risk.

Leadership and management

271. Inspectors will look at the work of principals, chief executives, senior leaders, deans, heads of apprenticeships, subject leaders and others with leadership and management roles when reaching this judgement.[footnote 65]

272. This judgement is about how leaders, managers and those responsible for governance ensure that the education and training delivered by the provider have a positive impact on all learners, including those with SEND and those who have high needs. It focuses on the areas in which inspection evidence and research show that leaders and managers can have the strongest impact on the quality of education and training provided. Important factors include:

Governance

273. Inspectors will seek evidence of the impact of those responsible for governance. They will determine whether they provide confident, strategic leadership and create strong accountability for, and oversight and assurance of, educational performance to ensure continuous and sustainable improvement.

274. Inspectors should consider whether those responsible for governance:

275. Inspectors will satisfy themselves that those responsible for governance understand their responsibilities and are ensuring that these are carried out appropriately within the provider. They are not expected to review a list of duties with inspectors.

College groups and governance arrangements

276. Many providers cooperate as groups, with an overall board and chief executive officer, or similar arrangement. These assume some or all of the responsibilities formerly shouldered by the individual college's/provider's governing body. In these providers, inspectors will seek evidence of the impact of the overall board and its staff as well as the college's/provider's local board, committee or governing body, to which there are relevant delegated responsibilities.

Safeguarding

277. All providers should have a culture of safeguarding. This means they should have effective arrangements to:

identify children and learners who may need early help, and who are at risk of harm or have been harmed. This can include, but is not limited to, neglect, abuse (including by their peers), grooming or exploitation

secure the help that children and learners need and, if required, refer concerns in a timely way to those who have the expertise to help

ensure safe recruitment and manage ongoing compliance and allegations about adults who may be a risk to children and vulnerable adults

278. Inspectors will always take into account how well providers help and protect young people and learners so that they are kept safe, including when learning remotely.[footnote 67] Inspectors evaluate the safeguarding culture that has been established by the provider. Although inspectors will not provide a separate numerical grade for this, they will always make a written judgement in the leadership and management section of the inspection report about whether the arrangements for safeguarding young people and learners are effective.

279. If safeguarding is ineffective, this is likely to lead to a judgement of inadequate leadership and management. The following are examples of what ineffective safeguarding might include:

280. However, there may be circumstances when it is appropriate to judge a provider as requires improvement, rather than inadequate, when there are minor weaknesses in safeguarding arrangements that are easy to put right. We will assess safeguarding arrangements in an age-appropriate way, taking account of the age and vulnerability of the learners involved.

281. 'Inspecting safeguarding in early years, education and skills settings' sets out the approach inspectors should take to inspecting safeguarding in providers covered by the EIF. This should be read alongside the framework and this handbook.

282. In addition, inspectors should be familiar with relevant, including statutory, guidance on safeguarding:

283. Inspectors will consider to how leaders and managers adapted approaches to safeguarding during the pandemic to make sure that:

Inspectors will discuss how safeguarding arrangements have changed over time due to the pandemic, and how leaders and managers have made sure that they remain effective.

Sexual harassment and violence and online sexual abuse between learners who are children or young people

284. As part of assessing safeguarding, inspectors will consider how colleges and providers[footnote 68] that have learners who are children[footnote 69] handle concerns about harmful sexual behaviour towards or between learners who are children and young people (including sexual harassment and violence and online sexual abuse). This includes considering whether the college or provider has followed the relevant DfE guidance about peer-on-peer abuse between children, and whether:[footnote 70]

the provider has appropriate provider-wide policies and procedures in place that make it clear that all harmful sexual behaviour is unacceptable and that assume that sexual harassment and online sexual abuse are happening in the provision, even when there are no specific reports

all staff are clear as to the provider's relevant policy and procedures, and this is supported by relevant training

all learners are supported to report concerns about sexual harassment and violence and online sexual abuse

concerns are taken seriously and dealt with swiftly and appropriately, and learners are confident that this is case

comprehensive records of concerns are kept

the provider has taken into account the findings and recommendations of Ofsted's review of sexual abuse in schools and colleges

285. Inspectors will also look at how providers work to prevent sexual harassment and violence and online sexual abuse between learners using a whole-provider approach that includes an effective behaviour policy, pastoral support and a carefully planned curriculum with respect to relationship and sex education. Inspectors will expect providers to be alert to factors that increase the vulnerability or potential vulnerability of learners, such as mental ill health, domestic abuse, children with additional needs, and learners from groups at greater risk of harm (including vulnerable adults). Inspectors will also seek to understand how any barriers that could prevent a learner from making a disclosure, for example communication needs, are identified and addressed.

286. As set out in 'Inspecting safeguarding in early years, education and skills settings' inspectors will expect, among other things, providers to:

understand how to handle reports of harmful sexual behaviour

between learners, both on and outside college or provider premises, in line with the DfE's guidance on sexual violence and sexual harassment, and train their staff accordingly

have good awareness of the signs that a child/young person who is a learner is being neglected or abused, as described in 'What to do if you're worried a child is being abused'

be confident about what to do if a learner reports that they have experienced sexual harassment, online sexual abuse or sexual violence involving another learner

ensure that learners are taught about safeguarding risks, including online risks

287. Inspectors will not investigate concerns of sexual harassment and violence and online sexual abuse themselves, but will ensure that allegations are reported to the appropriate authority as appropriate, where that has not already happened.

288. Where providers do not have effective policies and processes in place, it is likely that safeguarding will be considered ineffective. This is likely to impact on the leadership and management judgement. We will assess these arrangements in an age-appropriate way, taking account of the age and vulnerability of the learners involved. Inspectors may also, depending on the circumstances, take this evidence into account when considering the behaviour and attitude and personal development judgements (particularly in respect of learners feeling safe and pastoral support respectively).

Sources of evidence specific to leadership and management

289. Inspectors will gather a range of evidence from meetings with leaders, managers and governors and first-hand evidence of their work across the provider, including in subcontracted provision.

290. Inspectors will use documentary evidence that the provider supplies to evaluate the impact of the work of leaders, managers and governors, both currently and over time. They will use this in conjunction with first-hand evidence. This includes, but is not limited to:

Grade descriptors for leadership and management

291. For the leadership and management of a provider to be judged outstanding, it must meet the following criteria.

Outstanding (1)

In addition, the following apply.

292. To judge whether leadership and management are good, requires improvement or inadequate, inspectors will use a 'best fit' approach, relying on the professional judgement of the inspection team.

Requires improvement (3)

Inadequate (4)

Leadership and management are likely to be inadequate if any one of the following applies:

Print or save to PDF

To print this content you can:

You can also use these options and change the printer destination to save the content as a PDF.

Instructions may vary depending on which internet browser you use, such as Internet Explorer or Google Chrome, and the type of device you use, such as a phone or laptop. You can find your print and save options in your browser's menu.

# data[].attributes.attachment_link.description
This guidance applies from 1 September 2021. 1. This handbook describes the main activities that inspectors carry out when they inspect further education and skills providers in England under part 8 of the Education and Inspections Act 2006. It sets out the evaluation criteria that inspectors use to make their judgements and on which they report.

# data[].attributes.headline
Ofsted review of sexual abuse in schools and colleges 

# data[].attributes.subject
Ofsted review of sexual abuse in schools and colleges 

# data[].attributes.body
10 June 2021

# data[].attributes.attachment_link.title
Review of sexual abuse in schools and colleges

# data[].attributes.attachment_link.description
Ofsted was asked by the government to carry out a rapid review of sexual abuse in schools and colleges. This report summarises our findings and recommendations.

# data[].attributes.attachment_link.readable_text
Statement from the Women's Leadership Network, (1 July 2021)

In response to Everyone's Invited , the Ofsted Review of sexual abuse in schools and colleges , and updated inspection handbook ; we, the Women's Leadership Network (WLN), call on all further education (FE), skills, and lifelong learning to stand together to end sexual harassment and violence against all women and girls throughout the sector.

As the only organisation in post-16 FE, skills, and lifelong learning with a specific goal of increasing intersectional gender equality, we say #EnoughIsEnough. We amplify the voices of the 51,000-plus who bravely shared their testimonies. We demand a whole sector feminist-trauma-informed response to end sexual violence.

We do not dismiss or diminish the important work done through safeguarding and local initiatives. Still, we need to do more to end the toxic behaviours and attitudes that replicate rape culture. We must own our duty to eradicate sexual harassment and violence, deal with trauma experienced by students and staff, work with others to support and give voice to survivors, empower them to be part of the solution, and deal with perpetrators.

· Ofsted appears to be concerned only with 'Sexual harassment and violence and online sexual abuse between learners who are children or young people.'

· We had a chance to tackle sexual violence in 2019-when the was published. It found 'further education is in no way exempt from sexual harassment, sexual violence or unhealthy relationship behaviour.' We took too little action.

· Our sector prepares people as members of their communities and for their working lives (including in occupational sectors where rape culture is endemic). As such, we have a role to play in ending rape culture in education, employment, and our wider society by teaching students the standards of respect they should expect from others and demonstrate.

WLN commits to

WLN demands

5. We showsolidarity with and develop external partnerships, for example, with 'Everyone's Invited' and the Violence Against Women and Girls (#VAWG) sector.
5 July 2021
NUS (2019) Sexual Violence in Further Education: A study of students' experiences and perceptions of sexual harassment, violence, and domestic abuse in further education. London. NUS. https://www.nusconnect.org.uk/articles/report-on-sexual-violence-in-further-education Accessed 30 June 2021.

# data[].attributes.attachment_link.title
Women's Leadership Network - Leading change for intersectional gender equality for all women in all kinds of further education.

# data[].attributes.attachment_link.description
Statement from the Women's Leadership Network, (1 July 2021) In response to Everyone's Invited , the Ofsted Review of sexual abuse in schools and colleges , and updated inspection handbook ; we, the Women's Leadership Network (WLN), call on all further education (FE), skills, and lifelong learning to stand together to end sexual harassment and violence against all women and girls throughout the sector.

# data[].attributes.headline
Campaign banner for emails (header or signature) and documents 

# data[].attributes.subject
Campaign banner for emails (header or signature) and documents 

# data[].attributes.headline
WLN statement and demands on WLN website

# data[].attributes.subject
WLN statement and demands on WLN website