Christopher Jones, HMI Specialist Adviser, Apprenticeships, spoke at this conference; here are his slides.

1. Monitoring provider standards and the
quality of apprenticeship delivery
The Apprenticeships Conference April 2019 Slide 1

2. Today’s session
 inspection
 ensuring effective development of knowledge, skills and
behaviours
 measuring achievement and progression
 what does outstanding ‘off-the-job’ training look like?
The Apprenticeships Conference April 2019 Slide 2

3. Evaluating curriculum quality
Intent, implementation and impact on a continuum
Curriculum offer
Curriculum content:
choices and
sequencing
Progress: knowing
and remembering
more… getting
jobs
Slide 3
Leaders’ intent for
whole provision
Subject/phase
intent
Subject/phase
implementation
Impact
The ‘three Is’ are a useful thinking framework. Piloting has shown that it is crucial to
understand how leaders’ curriculum intent is realised through implementation and impact
on learners.
The Apprenticeships Conference April 2019

4. Focused curriculum review – how does it look?
The Apprenticeships Conference April 2019 Slide 4
Provider strategic intent/leadership and management
Apprenticeships
Standard Standard
Education for young
people
Study
programmes
Traineeships

5.  the focused curriculum reviews form the basis of inspection activity
 lead inspectors select subjects/vocational areas for case study and agree
these with providers
 almost all evidence emerges from the FCR activity – including evidence about
personal development and behaviour and attendance, ‘Prevent’, British
values, safeguarding implementation and the extent to which learners feel
safe and know how to stay safe
 probably need to retain three or four L&M meetings – safeguarding,
governance, top-level outcomes, high-level strategy
 Lead inspector monitors incoming evidence and directs activity
 KiTs each morning rather than team meetings… nominee role reduced…
The Apprenticeships Conference April 2019 Slide 5
Impact of focused curriculum review on inspection

6. Inspection activity
Piloting has shown it is important to connect these activities. Many
inspectors will be doing these things at the same time – gathering
evidence about intent, implementation and impact.
The Apprenticeships Conference April 2019 Slide 6
A typical focused curriculum review (order can be varied)
 brief meeting: senior leaders’ understanding of intent, implementation and impact at
strategic level (probably all inspectors)
 brief meeting with curriculum/provision type leader: to explore ‘local’ curriculum intent
and planning
 visits to learning environment, usually with staff member/leader
 work scrutiny in that environment (alongside teacher/assessor and/or senior leaders)
 talking with apprentices about their learning, their understanding of their curriculum
 meeting with teachers observed (individually or as a group) to discuss content and
andragogical choices and sequencing
 brief meeting with curriculum/provision type lead to discuss outcomes/destinations

7. Knowledge, skills and behaviours
The Apprenticeships Conference April 2019 Slide 7

8. Curriculum and
knowledge, skills and
behaviours
The learner’s learning at the heart of the system
Framework
or standard
ProviderEmployer
AL
C
Slide 8
AL – apprentice/learner
C – curriculum

9. Inspection and
knowledge, skills and
behaviours
Inspecting the apprentices’ learning at the heart of the system
Inspector
ApprenticeTeacher
K
S
B
curriculum activity in
learning environment
Slide 9
K – knowledge
S – skills
B – behaviours

10. Measuring achievement and
progression
The Apprenticeships Conference April 2019 Slide 10

11. Measuring progress and achievement
Apprenticeships: Progress, progress, progress Slide 11
End-point
assessment
Gateway
assessment
Challenging
milestones
Plan the
curriculum
Initial
assessment

12. Outstanding off-the-job training?
The Apprenticeships Conference April 2019 Slide 12

13. EIF: outstanding quality of education
The Apprenticeships Conference April 2019 Slide 13
For the quality of education of a provider to be judged outstanding, the provider must meet all the criteria for a
good quality of education securely and consistently. In addition, the following criteria must apply:
Intent
 The provider’s curriculum intent is strong. Through the provider and its subcontractors, teachers have a firm and
common understanding of the intended curriculum and what it means for their practice.
Implementation
 The provider’s implementation of the curriculum is consistently strong across all parts of the provider, including its
subcontracted provision, and for learners with SEND, including those who have high needs. Teaching and training
are of a high quality and training activities contribute well to delivering the curriculum intent.
 The work that learners do over time embodies consistently demanding curriculum goals and matches the aims of
the curriculum in being coherently planned and sequenced towards cumulatively sufficient knowledge and skills for
future learning and employment.
Impact
 The impact of the taught curriculum is strong. Learners acquire and develop high-quality skills and produce work of
a consistently high standard.

14. Thank you!
The Apprenticeships Conference April 2019 Slide 14

15. Ofsted on the web and on social media
www.gov.uk/ofsted
https://reports.ofsted.gov.uk
www.linkedin.com/company/ofsted
www.youtube.com/ofstednews
www.slideshare.net/ofstednews
www.twitter.com/ofstednews
The Apprenticeships Conference April 2019 Slide 15