IfL welcomes centrality of teaching and learning
The Institute for Learning (IfL) has welcomed Ofsted’s comments, published in its annual report for further education and skills, about improvements in the quality of teaching, as well as higher expectations for learners, but has deep concerns about English and maths outcomes for learners and the poor state of education in prisons.
IfL's chief executive, Toni Fazaeli, said, “Ofsted’s central emphasis on excellent teaching, learning and assessment is working. With the number of observations having more than doubled to nearly 9,000, it is heartening to see that 69 per cent of sessions were judged to be good or outstanding, and rightly this reflects well on the teaching profession. The improvements also vindicate IfL’s view, which Ofsted accepted, that teaching and learning should be a limiting grade. We are reassured to have heard from Sir Michael Wilshaw today that Ofsted intends to retain this strong focus on teaching, learning and assessment beyond the current framework, not just for one inspection cycle.
“Ofsted’s central focus on teaching, learning and assessment encourages leaders too to make these their central priority, and to ensure that their college or provider’s organisational culture supports teachers to be the best they can be. However, other aspects of the report are less cheering. We share Ofsted's deep concerns about weak provision and poor outcomes for learners in English and maths, which echo the findings of the OECD’s 2013 survey of adult skills. High levels of literacy, numeracy and technology skills are crucial for the well-being of our economy and society, and we should draw an important lesson from top-performing countries: that having highly qualified teachers with good maths and first language skills, as well as according them high status, really matters.
“IfL agrees with Ofsted that the best teaching does not happen by accident, and we believe strongly that each and every learner, wherever they study, deserves to be taught by professional teachers and trainers who have qualifications and expertise in their subject or vocational area, and well as in teaching methods. This should be enshrined in law, not left to luck.
“And now for the most shocking part: confirmation by Ofsted of the shameful state of offender learning. The levels of disruption to learning and work-related activities, and poor attendance due to prison regimes, are completely unacceptable. IfL is a member of the Prisoner Learning Alliance (PLA), which works to highlight the importance of education as a route out of reoffending. We know that learning in prison works, and we know that there are pockets of excellent teaching and practice. Offender learning urgently needs to become a top priority for government investment and our collective support. We must ensure that prisoners are properly prepared for resettlement and employment – for them, their families, their communities and the economy. Smart investment in offender learning reduces very expensive reoffending.”
