In this webinar, Kerry Boffey of the Fellowship of Inspection Nominees (FIN) focuses on Ofsted’s strengthened governance agenda and what it means for providers. Drawing on her recent work with training organisations, Kerry explores how governing bodies can demonstrate clear oversight of performance and effective management of risk under the revised framework. She explains what effective governance looks like in practice and how boards can ensure they have the information, visibility and confidence to provide meaningful challenge and drive improvement.
She is joined by Hayley Wilcox, Chief Operating Officer at Instep, who shares a provider perspective on preparing for the new expectations. Hayley reflects on the challenges providers are navigating and how Instep is using Aptem to support governance and continuous improvement as requirements continue to evolve. Paul Sutton, Implementation Consultant at Aptem, also outlines how Aptem can support providers with the data and insight needed in a changing inspection landscape.
What you’ll learn:
- What Ofsted’s strengthened focus on governance means in practice for providers and their boards
- How governing bodies can demonstrate effective oversight of performance and risk
- Practical approaches to improving visibility, scrutiny and accountability at governance level
- How Aptem can support governance and improvement through clear, accessible data and insight
You can access the slides here.
Q&A (answered by Kerry Boffey)
As a very small provider, what you expect governance to look like? We are a team of 3 with under 50 learners.
There is an expectation for governance and oversight that provides challenge and scrutiny. With responsibilities defined in the toolkit. Ofsted has not set out its preferred format. A small organisation such as yours would benefit from external scrutiny - however it could be scaled down to meet your needs. At FIN, we have governance packages to meet all sizes of providers.
Is the four-year inspection process still being upheld?
At the moment, that is what Ofsted have indicated; however, desk-based risk assessments or major changes, such as growth, can trigger inspections. The new framework has changed the timings for some, but Ofsted will never publish a formal schedule.
What role will proportionality play with regards to Secure Fit for large and complex providers? If the majority of programmes meet all the expected standard criteria, but a limited don't, will it still be judged as expected standard, or drop to NA?
At this point, inspectors are following the secure-fit model with rigour. I would need to understand in more depth the issues - this is something that would be covered through governance. Complex provision had more flexibility through the best-fit model. It may be critical to scrutinise your weaker provision to see the potential impact.
What happens if you do not have any students who need support?
In Ofsted's view, this could indicate inadequacies in your assessment of needs. How do you identify those who may need support? What support structure do you have in place should a need be identified? What support structure is in place for short term needs?
What are the current expectations around the use of AI in an education setting. Should we be prepping an AI policy?
Yes, a policy for AI would be beneficial.
What is the expectation by Ofsted for a University in terms of the oversight of Governors vs. Academic Board (senate) in relation to a detailed understanding of learners' barriers, support and impact?
This is an interesting question; at FIN we provide governance currently for two Universities. It depends on the breadth of your academic board. Does it understand apprenticeships? Would your current format meet the needs of the new framework?
Is there a definition around what a disadvantaged learner is?
The new framework includes a list of criteria for disadvantaged learners, however, it is not limited to this list.
Work pressures often lead to a break in learning (BIL) and employers are adamant work takes priority. What can we do to influence this?
Firstly, from an Ofsted standpoint, it's important that BILs are fully analysed regarding inclusion. There are initiatives you can take to work with employers, selection, monitoring and ensuring they support learners while on BIL.
How do you find out about Free School Meals? Some learners might not know unless their parent/carer told them. As an ITP we work nationally.
Free school meals are within the last six years. The data can be found on FESIT - it's listed as 'school disadvantaged' - not by name, just the volume. It's an indicator of disadvantage, and many providers are now including this as a question for ILR.
What number one piece of advice would you give to a new employer provider?
We work with a number of employer providers and they are all different. Good, strong governance and oversight is critical. There is a real challenge for employers, balancing the business needs with the requirements to meet Ofsted's expectations.
What steps can we get to practically train our board to understand their responsibilities under the framework?
FIN can deliver training, we can also carry out a review of your board to establish their effectiveness against the new framework expectations.
Do you have ideas on how to discreetly ask these questions to identify inclusion learners, please?
Professional curiosity, it’s a skill that staff can learn. It's all about asking searching questions and building on the answers, not following a script that asks questions only to ask another on the list without building a picture though professional curiosity.
Would Ofsted expect learners to be aware that they're on an inclusion log, i.e. for deprived postcodes, or is it enough that it's known at provider level and there is raised awareness/support of that learner?
Learners need to know the support available to them and how to access more support when needed. They don’t specifically need to know they are on an inclusion list. It's about making learners and apprentices feel fully supported in the most appropriate way.