• Quality Improvement

    Differentiation is a key element of good practice in supporting learners.  The information here will explain what this means in practice in more detail and provide additional links to external sources on differentiation 

    • Provider Monitoring and Review Process

    • Contract review meetings will be carried out with providers on an regular basis to monitor adherence to the Funding Agreement.  The monitoring visits are designed to:

      • provide feedback against performance
      • identify areas for development and/or improvement
      • inform staff development needs
      • identify good practice 
      • encourage collaboration with other providers
      • provide support and guidance as necessary
      Providers are encouraged to request additional visits or support at any time.

    • Support and Guidance

    • Support and guidance forms a key element of the contractual relationship between Hampshire Achieves and adult community learning providers.  It is recognised as an essential component  of the continuous quality improvement cycle and is fully integrated into the formal monitoring and review process. 

    • Education Inspection Framework

    • Ofsted's new education inspection framework applies to maintained schools and academies, non-association independent schools, further education and skills providers and early years settings.

      Tutors are requested to families themselves with the content of the framework.
    • Education Inspection Framework Education Inspection Framework

    • This handbook describes the main activities that inspectors carry out when they inspect further education and skills providers in England under part 8 of the Education and Inspections Act 2006.
    • Further Education and Skills Inspection Handbook Further Education and Skills Inspection Handbook

    • What is the purpose of Self-Assessment?

       Evidence of self-assessment is required by both the Education and Skills Funding Agency (ESFA) and Ofsted.  Self-assessment should lead to judgements about the quality of provision for each of the key areas outlined within the CIF. 

      Self-assessment is a continuous process and Centre Managers are required to produce a Self-Assessment Report (SAR) against each of the Subject Sector Areas.  They will need to identify strengths and weaknesses in the provision and to detail action that is planned to build upon strengths identified and to address areas in need of improvement and development.  This action will form the basis of their Quality Improvement Plan.  The Hampshire Futures’ SAR and Quality Improvement Plan (QIP) will be informed by this process.

       All staff in Centres should be aware of self-assessment and have opportunities to contribute to the process.

    • Observation of Teaching, Learning and Assessment
    • Observation of Teaching Learning and Assessment - information for tutors Observation of Teaching Learning and Assessment - information for tutors

    • Observation Outcome Descriptors

    • Hampshire Achieves no longer grades observations. The document below contains the descriptors used by Hampshire Achieves trained observation team to support their outcome judgement of observations.
    • HA Criteria to support and inform observation outcome HA Criteria to support and inform observation outcome

    • Quality Assurance Audits

    • Hampshire Achieves Quality Assurance Audits are designed to monitor and support Providers and their tutors to meet Hampshire County Councils commitment of a high quality delivery of learning across the County of Hampshire, and by doing so will ensure that all provision meets the quality standards of Ofsted as set out in the Education Inspection Framework (EIF).

      As part of our quality assurance mechanisms you may be asked to submit your course file for review by Hampshire Achieves quality team.

      Using your tutor file checklist you should ensure all documentation is fully completed.

    • Types of Quality audits that may be carried out are:

      Full quality audit: this type of audit will look at all the documentation expected to be seen within the tutor file and how well this has been completed it will consider the 3 (I’s) of the EIF Intent, Implement, and impact of the course,

      Audits may also include request for learners’ completed evidence of work to check the impact of the course on the learner’s learning experience and their progression.

      Themed quality audit: this type of audit will identify a particular area of delivery such as:

      • Looking at the compliance of RARPA throughout the course
      • Reviewing Schemes of work and session plans to check for SMART objectives, inclusion of activities that promote understanding of PREVENT, Safeguarding and British Values and also the development of maths and English and ICT.
      • Learner attendance and achievement through reviewing registers and  learners work against the Tutors record of progress document (QD16b)

      The quality audits are not limited and can be requested at any stage of the course.

      Once the audit has been completed your centre manager will receive feedback on the courses that have been sampled.