Ofsted Case Sampling and Learning Walks: Are You Ready for the New Inspection Approach?

Ofsted’s new inspection methodology brings important changes for further education and skills providers, particularly around how inspectors assess inclusion and individual learner experiences.

Ofsted case sampling and Ofsted learning walks are two activities that providers and inspection nominees need to understand, not just in theory, but in terms of what they mean when an inspection takes place.

In the second webinar in FIN’s three-part series; ‘Critical Inspection Stages – Aligning with Ofsted’s New Inspection Methodology, Case Sampling and Learning Walks’, Maria Navarro draws on her extensive Ofsted experience, including her involvement in the development and piloting of the new methodology, to explore what providers need to know.

And there are some important messages to take away.

Ofsted Case Sampling: How Well Do You Know the Learner’s Experience?

Case sampling provides inspectors with an opportunity to explore inclusion through the experiences of individual learners.

During Ofsted inspections, the evidence gathered through case sampling can help inspectors understand how effectively providers identify individual learner needs, implement support and monitor progress.

This moves the conversation beyond policies and strategies.  You may have a strong inclusion strategy, but what does inclusion actually feel like for the learner?

Can you demonstrate how their needs were identified? Does the support they receive make a difference? Do the people working with that learner understand their individual needs? And can leaders demonstrate that their strategy translates into what happens on the ground?

Perhaps most importantly:

How do you know?

During the webinar, Maria explored how inspectors may build that picture and some of the practical considerations providers and nominees need to think about before and during inspection.

And there are some that may surprise you.

Who would tell the story of your learner?

Here’s an interesting question to take back to your team.

If an inspector selected one of your learners tomorrow, who in your organisation would be best placed to explain that learner’s journey from beginning to end?

Would it be a senior leader?

A curriculum manager?

Their tutor?

A learning support colleague?

And would everyone’s understanding of that learner’s experience tell a consistent story?

It’s a deceptively simple question, but one that reveals a great deal about how well inclusion is understood across an organisation.

Progress or achievement? They’re not the same thing

Another fascinating point raised during the session is the distinction between progress and achievement.

Providers may naturally reach for qualifications, completed units and assessment outcomes when talking about progress.  But, that’s not necessarily the story inspectors are looking for.

If everyone has a different starting point, how confidently can you explain the distance an individual learner has travelled?

For learners receiving additional support in particular, being able to articulate that journey could be extremely important.

What happens when things don’t go to plan?

This is where the webinar becomes particularly interesting.

What happens if a learner doesn’t want to talk to an inspector?

What if important information hasn’t been recorded?

What if an employer doesn’t know about a learner’s particular circumstances?

What if you believe an inspector hasn’t yet seen enough to understand the full picture?

And what should the inspection nominee do about it?

These are exactly the practical scenarios Maria explored during the session, alongside some very useful advice about how providers can approach them.

Ofsted Learning Walks: What Would You Choose to Showcase?

Learning walks create a different opportunity.  Rather than thinking only about what inspectors might choose to explore, providers should also consider what they would most want inspectors to see.

Ofsted learning walks provide an opportunity to demonstrate how strategies translate into everyday teaching, learning and support, helping inspectors build a clearer picture of the learner experience.

So try this question at your next leadership meeting: ‘If Ofsted called tomorrow, what would we be really proud to show them?’

Would everyone immediately know the answer?

Your choice might relate to something you’ve transformed, an innovation you’re particularly proud of or an area where considerable work has taken place since your previous inspection.  Interestingly, it doesn’t necessarily have to be a finished success story.

Maria discussed what makes a strong choice, the questions inspectors are likely to have in mind and how providers can make the most of the opportunity.

Don’t wait for the inspection call

Perhaps one of the strongest messages from this session is that understanding the methodology shouldn’t be something left until Ofsted calls.

Nominees, leaders and governors can start asking questions now:

• Do we really understand how case sampling will work?
• Could we demonstrate the experience of individual learners?
• Do our strategies match what’s happening on the ground?
• Do we understand the difference between progress and achievement?
• What would we choose to showcase?
• And does everyone who may be involved understand their role?

If any of those questions make you pause, this webinar is likely to be particularly valuable.

Watch the full webinar on demand here.

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