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theory that underpins the practical learning is going to be delivered.


“That sequence of delivery may be very different to a


T Level where there might be need for far more theory input before the learner starts a practical activity.” Outcomes data will inevitably inform inspectors’ judgements of impact. But even here the EIF allows for judgements that are more nuanced and, potentially, fairer to FE and training. Joyce uses the example of students resitting English and maths at Level 2. He says that inspectors


will be more interested in whether the students have the KSBs to do what they need to do next than simply whether they improved their grades. “However,” he adds as a cautionary footnote, “inspectors will want to explore the reasons why they haven’t improved their grade. And it may form the basis of a recommendation made to the provider or, possibly, the difference between an outstanding grade and a good.”


The EIF will continue to place an expectation on leaders and managers to support professional development for staff for both subject/vocational knowledge and teaching. “Things like succession planning, CPD for T Levels and the new apprenticeships are really important, and I don’t think many institutions give that sufficient priority,” Joyce says. “The Education and Training Foundation [ETF] and


SET [Society for Education and Training] produce some really excellent CPD material and courses. But it is often the institutions that need support the most that are the most difficult to engage in those sorts of programmes.” Overall, Joyce, who has 14 years’ experience as a senior Ofsted inspector, believes the reforms will be welcomed by the FE and training sector by giving “providers the opportunity to showcase what they do in the round for learners, with less focus on data”. “When we do have to say an institution is inadequate or a course isn’t working as well as it ought to, that decision is never taken lightly,” he says. “But it is always securely based in evidence and I am certain that we are doing the right thing to improve things for the future of students. And if I’m honest, that’s why I do the job.”


inTUITION ISSUE 37 • AUTUMN 2019 11


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