What does effective governance mean?
With the imminent application of the new toolkit, we are seeing fewer published inspection reports, making it much more challenging to produce a statistical analysis. Until new inspections become more common, we will suspend our normal data charts. However, the small number of reports published shows learner achievement remains the most common area for improvement, followed by staff development and learner feedback. None of this bodes well for achieving a secure fit under the new toolkit. For example, achievement is one of the key inspection areas for all providers. The judgment is achievement, not pass rates, and while we may disagree on the metric used, it is, for the time being, the only one in use.
Feedback to learners still haunts many, and the new toolkit states under the expected standard: Teachers and trainers largely use assessment well to provide constructive feedback to learners and apprentices, and to refine their approach to teaching and training.
Staff CPD is expected, and leaders can demonstrate the impact. The toolkit under “needs attention” states: ‘Leaders have not ensured that staff receive the necessary training required to help them to identify and support the needs of learners and apprentices well’. Can you evidence the impact of CPD especially regarding learner progress?
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