The proportion of learners progressing to further/higher education courses, employment or self-employment is low. Evaluating types of provision The following section provides grade descriptors for each type of provision that inspectors may grade and report on, as appropriate. Inspectors will judge the effectiveness of each provision type under consideration, taking into account the effectiveness of leadership and management the quality of teaching, learning and assessment the personal development, behaviour and welfare of learners outcomes for learners. 16 to19 study programmes In order to achieve comparability with the way in which 16 to 19 provision within schools and academies is inspected and judged under the common inspection framework, the grade descriptors below reflect those in the schools inspection handbook. Inspectors will consider how well: leaders promote high expectations and use rigorous systems to drive improvement, including through monitoring and developing the quality of 16 to 19 provision and improving the progress and achievement of learners and groups of learners study programmes for each learner are planned and managed so that they fully meet the principles of the DfE’s 16 to 19 study programmes by providing progression, stretch, mathematics and English for all learners without GCSE grades A* to C, as well as work experience and activities teaching and assessment support and challenge learners study programmes build on each learner’s prior attainment and enable them to make progress and move on to a higher level of qualification when they are ready to do so learners receive high quality impartial careers guidance to prepare them for their chosen next steps and to enable them to make well-informed decisions about their future plans learners develop personal, social, employability and independent learning skills, and achieve high levels of punctuality, attendance and conduct, including through the contribution of non-qualification or enrichment activities and/or work experience
The proportion of learners progressing to further/higher education courses, employment or self-employment is low. Evaluating types of provision The following section provides grade descriptors for each type of provision that inspectors may grade and report on, as appropriate. Inspectors will judge the effectiveness of each provision type under consideration, taking into account the effectiveness of leadership and management the quality of teaching, learning and assessment the personal development, behaviour and welfare of learners outcomes for learners. 16 to19 study programmes In order to achieve comparability with the way in which 16 to 19 provision within schools and academies is inspected and judged under the common inspection framework, the grade descriptors below reflect those in the schools inspection handbook. Inspectors will consider how well: leaders promote high expectations and use rigorous systems to drive improvement, including through monitoring and developing the quality of 16 to 19 provision and improving the progress and achievement of learners and groups of learners study programmes for each learner are planned and managed so that they fully meet the principles of the DfE’s 16 to 19 study programmes by providing progression, stretch, mathematics and English for all learners without GCSE grades A* to C, as well as work experience and activities teaching and assessment support and challenge learners study programmes build on each learner’s prior attainment and enable them to make progress and move on to a higher level of qualification when they are ready to do so learners receive high quality impartial careers guidance to prepare them for their chosen next steps and to enable them to make well-informed decisions about their future plans learners develop personal, social, employability and independent learning skills, and achieve high levels of punctuality, attendance and conduct, including through the contribution of non-qualification or enrichment activities and/or work experience
Further_education_and_skills_inspection_handbook_from_September_2015.docx