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Inspection uses the ‘Deep Dive’ methodology to evaluate the progress that learners are making

Deep Dives:

·       ‘Done with, not done to’, because curriculum leaders are invited to do some of the deep dive activities (visits to learning, work scrutiny) jointly with the inspector. Other activities, meetings with learners and teachers to explore impact and implementation, are carried out solely by the inspector

·       Is ‘a vertical slice not a thin spread’ - it comprises joint activity and tests ‘the systemic strengths and weaknesses of provision’, it evaluates ‘the sequence (‘sequencing’) of lessons (it doesn’t seek to evaluate learners’ progress within a single lesson).

·       Considers ‘progress’ as meaning that learners ‘know more and remember more’

·      What learners can do, make and what they know

·       How learners develop transferrable knowledge that may be applied more broadly, and deep learning –                    knowledge that goes into long-term memory

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How will you identify the ‘golden thread’ that connects the curriculum intent (purpose of the course), to implementation (how it is taught) to its impact (what learners can do, make and what they know)?

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What, if any, documentation would you like to see as part of a visit to learning?

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What questions will you ask learners to evaluate the impact of teaching?

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Update on the PIPs in my school

Following the recent SAR panels performance plans are needed to show how each area plan to monitor these.  In some areas justification and not resolutions re poor performance have been given.

What are we doing about?

Industry placements not achieving 305 hours per student.

What are we doing about attendance?  Any improvements? Strategies that work?

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Using a ‘Curriculum Lens’(1-10) form curric managers- anonymised

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re-engagement programme in January; attendance plans with teachers monitored by CTM

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How well do the academic teams know the learners with EHCPs in their areas? 

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How well do the academic teams know the learners with EHCPs in their areas? 

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Some courses such as HR assistant and BSE are over the target number. Some issues in plumbing which is causing employers to withdraw their apprentices from the college. 

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Some courses such as HR assistant and BSE are over the target number. Some issues in plumbing which is causing employers to withdraw their apprentices from the college. 

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Fewer withdrawals. Providing opportunities for adult learners unable to attend to dial into the lessons remotely/access work via Teams. Where this isn't possible, transferring to Jan start/full year courses.

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Retention and withdrawals for 2021/20 are fairly healthily within CA . Where there are have been withdrawals this has been due to unavoidable circumstances such as moving out of the area etc. 

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Retention and withdrawals for 2021/20 are fairly healthily within CA . Where there are have been withdrawals this has been due to unavoidable circumstances such as moving out of the area etc. 

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We are introducing some new courses from Jan - L1 HSC, L1 Intro to Access 19+, L2 Bus and IT 19+ also.
CTMs and teachers identifying at risk students and working with them to monitor more closely, offer more 1-2-1 support and guidance. Using ALS and Wellbeing referrals to support also. Close checking of gradebooks as students who are up to date with work are less likely to drop out. Also considering smaller quals for anyone on EHC Plan.

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No withdrawals in Supported Education so far. Have created a few personalised programs to meet individual need.

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No withdrawals in Supported Education so far. Have created a few personalised programs to meet individual need.

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On target at present but this is an ever changing picture. To date we have 96% retention, only 2 students withdrew after Census.