Progress from starting point still haunts many
We make no apology for revisiting this topic, and as the following extract illustrates, some are a long way from finding a solution. Staff do not use information about what apprentices already know and can do to plan a sufficiently challenging curriculum. Coaches complete a check of apprentices’ existing knowledge, skills and behaviours at the start of the
apprenticeship to ensure their eligibility for the course, but not to plan learning. For example, apprentices who require support with teamwork and communication skills are not set tasks in college or the workplace to develop these swiftly.
Coaches do not consider sufficiently the knowledge, skills and behaviours that apprentices need to develop when carrying out reviews of progress. They do not revisit skills scans and work completed to inform progress or plan future learning. This means that coaches set targets that are too broad and do not identify precisely what apprentices need to develop in the workplace.
While Ofsted appears unclear on the new framework’s content, they have stated that inclusion will feature significantly. It may be challenging to demonstrate a focus on inclusion when the above applies?
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