Safeguarding is ineffective. The provider’s arrangements for safeguarding learners do not meet statutory requirements or they give serious cause for concern; or insufficient action is taken to remedy weaknesses following a serious incident. Leaders, managers and governors are not protecting learners from radicalisation and extremist views when learners are vulnerable to these. Policy and practice are poor, which means learners are at risk. Quality of teaching, learning and assessment The CIF sets out the overarching criteria for judging the quality of teaching, learning and assessment. In making this judgement, inspectors will consider the extent to which: teaching and assessment methods and resources inspire and challenge all learners and meet their different needs, including the most able and the most disadvantaged, enabling them to enjoy learning and develop their knowledge, skills and understanding learners are supported to achieve their learning goals, both in and between learning sessions staff have qualifications, training, subject knowledge and experience relevant to their roles and use these to plan and deliver learning appropriate to learners of all abilities, reflect good industry practice and meet employers’ needs staff identify learners’ support and additional learning needs quickly and accurately through effective initial assessment, leading to the provision of high quality and effective support to help learners achieve as well as they can staff work with learners to ensure that teaching, learning and assessment are tailored to enable all learners to make good progress and prepare for their next steps staff assess learners’ progress and performance and ensure that assessments and reviews are timely, frequent, fair, informative and reliable learners receive clear and constructive feedback through assessment and progress reviews and/or during personal tutorials so that they know what they have to do to improve their skills, knowledge and understanding to achieve their full potential employers, parents and carers, as appropriate, are engaged in planning learners’ development; they are kept informed by the provider of each learner’s attendance, progress and improvement, where appropriate teaching, learning and assessment promote equality, raise awareness of diversity and tackle discrimination, victimisation, harassment, stereotyping, radicalisation and bullying
Safeguarding is ineffective. The provider’s arrangements for safeguarding learners do not meet statutory requirements or they give serious cause for concern; or insufficient action is taken to remedy weaknesses following a serious incident. Leaders, managers and governors are not protecting learners from radicalisation and extremist views when learners are vulnerable to these. Policy and practice are poor, which means learners are at risk. Quality of teaching, learning and assessment The CIF sets out the overarching criteria for judging the quality of teaching, learning and assessment. In making this judgement, inspectors will consider the extent to which: teaching and assessment methods and resources inspire and challenge all learners and meet their different needs, including the most able and the most disadvantaged, enabling them to enjoy learning and develop their knowledge, skills and understanding learners are supported to achieve their learning goals, both in and between learning sessions staff have qualifications, training, subject knowledge and experience relevant to their roles and use these to plan and deliver learning appropriate to learners of all abilities, reflect good industry practice and meet employers’ needs staff identify learners’ support and additional learning needs quickly and accurately through effective initial assessment, leading to the provision of high quality and effective support to help learners achieve as well as they can staff work with learners to ensure that teaching, learning and assessment are tailored to enable all learners to make good progress and prepare for their next steps staff assess learners’ progress and performance and ensure that assessments and reviews are timely, frequent, fair, informative and reliable learners receive clear and constructive feedback through assessment and progress reviews and/or during personal tutorials so that they know what they have to do to improve their skills, knowledge and understanding to achieve their full potential employers, parents and carers, as appropriate, are engaged in planning learners’ development; they are kept informed by the provider of each learner’s attendance, progress and improvement, where appropriate teaching, learning and assessment promote equality, raise awareness of diversity and tackle discrimination, victimisation, harassment, stereotyping, radicalisation and bullying
Further_education_and_skills_inspection_handbook_231118.docx