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Frequently Asked Questions

Frequently asked questions in relation to the Quality and Effectiveness Framework (QEF) for post-16 learning.

What is the purpose of the Quality and Effectiveness Framework?

The framework will enable us to monitor learning providers’ performance in a structured way, ensuring that public funding is used effectively and that we can intervene if we have concerns.

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How will the QEF be different from provider performance review?

The new framework will place much more emphasis on providers themselves taking responsibility to work together to drive up quality and share good practice, through initiatives like benchmarking and peer review.  We will still be carrying out regular reviews of providers’ performance and monitoring their progress, but against a more streamlined set of performance indicators with the main focus being on learner outcomes and responsiveness.  Providers with a good track record of delivering high quality learning can expect to see ‘lighter touch’ assessments.  

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How are we working with Estyn to ensure that the framework doesn’t duplicate inspection arrangements?

The beginning of a new inspection cycle in 2010 gives us an excellent opportunity to work with Estyn to ensure that our respective frameworks complement one another and that we use our resources to the best effect.  We are already working together to ensure that we have a consistent set of performance indicators, and in early 2009 will hold a series of joint workshops to look at more detailed arrangements for communication and sharing information.  We will also be looking at how to bring our self-assessment guidance together so that providers have one clear framework against which to evaluate their own performance.

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How will the Welsh Assembly Government consult with learning providers and other stakeholders on the QEF?

A Sector Reference Group has been set up with membership drawn from our partner organisations, including provider representative bodies (see Annex B for details).  We are also inviting providers to help us develop specific aspects of the QEF through focus groups and other informal consultations.

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What is the relationship between the post-16 QEF and the School Effectiveness Framework?

The School Effectiveness Framework is based on the principles of tri-level reform,  which advocates integration of the work of national government, local bodies and individual learning settings towards the shared goal of raising standards. The post-16 QEF will also follow the tri-level reform concept, but with adjustments to reflect both the diverse nature of the sector and our statutory/contractual relationships with post-16 providers. The crucial difference is our statutory responsibility for assuring the quality of the learning it funds. This means that the QEF will incorporate arrangements for assessing providers’ performance and monitoring their progress, as well as supporting improvement.

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Will the new framework be entirely desk-based?

No.  The intention is to base the QEF, as far as possible, on a small number of measurable performance indicators.  These will be the basis of an initial desk-based review of each provider, resulting in a summary report which highlights good features and any areas of concern.  The Area Teams will use this to inform their interaction with providers in order to explore any underlying reasons for  poor performance; challenge all providers to improve; help to disseminate good practice; agree targets for improvement; and monitor providers’ progress towards them.  This will ensure that Area Teams’ in-depth knowledge of each provider is used to inform our judgements, rather than relying only on quantified measures.  There will be strategic dialogue between providers and Area Teams on at least an annual basis, linked to the self-assessment and planning cycles.

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How will the quality of provision be reflected in funding arrangements?

Our long-term aim is to only fund effective providers which delivery high quality learning, so the funding system will be geared towards rewarding the best providers and ceasing to fund those which are poor and which fail to improve.  We intend that information on learners’ outcomes and other quality indicators will continue to be the key criteria in any future tenders for learning provision.

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Will providers be given the chance to improve if shortcomings have been identified?

Yes.  As with the current quality framework, providers will be given time and support to improve.  However, we are working with Estyn to look at interim arrangements for reviewing underperforming providers, so it is likely that there will be a shorter timescale within which we will expect to see progress being made.  We will also expect providers performing at a ‘satisfactory’ level to put targets and strategies in place to improve to at least a ‘good’ standard.

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How are we and Estyn going to use Lifelong Learning Wales Record (LLWR) data?  What is being done to help providers understand the new outcome measures?

A new set of percentage measures, based on LLWR data, has been developed, with 2006/07 as the baseline year.  Further education and work-based learning providers have been issued with individualised data reports and we are currently working with providers to refine our methodology.  We recognise that some providers have had difficulties in reconciling the LLWR reports with their own management information systems, and we will be investigating this further so that we can develop more detailed guidance on how the measures are derived.  Our intention is to place much greater reliance on the LLWR data so it is imperative that we resolve any outstanding issues with the calculation of the measures.  
The data is being shared with Estyn to inform inspections being carried out from autumn 2008 onwards.  Inevitably, there will be a few months of adjustment to the new measures and inspectors are being flexible in looking at providers’ own management information where there have been problems with reconciliation.

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Will providers still be required to submit an self-assessment report and quality development plan?

There will still be a requirement for providers to carry out an annual self-assessment. We are currently exploring how this requirement may be revised to give greater recognition and delegation to providers which have well-established and effective quality systems.

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How are we taking forward the proposed strategy to recognise and reward excellence?  What about recognition for ‘good’ providers?

We intend to build rewarding excellence into the QEF, starting in 2010 when Estyn’s new inspection framework is introduced.  This will mean that all providers will have the same opportunity to achieve the required standards.  Meanwhile, we will be developing the arrangements in partnership with Estyn and we anticipate carrying out a pilot with a group of providers.  As we intend to ‘raise the bar’ by expecting all providers to reach at least a ‘good’ standard, the scheme will only be available to providers which demonstrate outstanding quality in their learning delivery, leadership and management.

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