All providers process management information; some are highly detailed, while others are less so. Management produces the results that inform data, but leadership is about how those data are used. It’s not often we see comments about data in inspection reports, but this one appeared recently: “In a few instances, leaders do not record or analyse the information they have available to them sufficiently well. For example, they do not track the destinations of apprentices well enough to assure themselves that apprentices move into sustained employment or into better paid roles with additional responsibilities”. What evidence could you show that this is something you do and analyse?
Leadership will be well aware of learner performance, including expectations for the proportion of higher grades as identified in this extract: “Leaders should ensure that all staff support apprentices to understand what they need to do to achieve a distinction grade in their final examinations”. A separate report stated something similar: “Leaders should continue to improve the support that they give apprentices ahead of the final assessment to increase the proportion of apprentices who achieve distinction grades”. Could this be an Ofsted theme to challenge more providers to aim higher for learner outcomes? Clearly,
we don’t know, but it is an aspect of performance every provider must consider.
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