I 'run' a non-accredited ESOL class based in a local community centre (the centre is actually focused on childcare provision and the classes are intended to support families and parents). The class is once per week (funding !) and we dont have formal qualifications at the end of 'term' (funding! -  but also because some people dont want to take exams). The format of the class has evolved towards the Reflect model with some local modifications,  based on the group's suggestions. We dont have ILP's or much of the adminstration, documentation or outcomes of formal accredited provision. I wont go on about what we do (in class) other than to say that we've had a really great group established since September, the classes are free,  participation is solid (the same people every week, rain or shine) and while I cannot speak for the whole group, I believe that we are doing great work and are co-constructing knowledge, debating arguing and learning English  very succesfully. 

However, tomorrow, we are being Ofsted inspected (I have just found out). This is because we are based in  the children's centre - which is the target of the inspection. I'm not automatically "against" Ofsted but I have very little experience of   inspection since I came 'back' to UK as I am a University based lecturer and researcher and mostly teach undergrads and some masters students. But I have been told the inspector wants to attend our class. My undertstanding of Ofsted is that the validation of it's observations originate in  a particular model of educational analysis that depends on a number of things:

1. Extensive analysis of supporting documentation (ILP's, learning outcomes and achievement measured through qualification etc)
2. Observation of teaching by experts (does this mean that ESOL inspections are conducted by ESOL qualified inspectors? If so, good !)
3. Inspection of schemes of work, lesson plans etc. 

As I said, we dont have ILP's or extensive documentation (funding and a little bit of anti-managerialism on my part, I will have to admit). We do have a scheme of work  and we do plan but whether I should give (or have any right to give!)  the Ofsted inspector a great big picture of a tree with post-its attached written in Arabic, Urdu, English and Polish is open to question. Most of the group do document the work in one way or another - pictures, folders, note books and diaries but these are  not kept by me  (other than my own records and notes) or any administration team (we dont have one - see funding! ). 

As I mentioned, I'm not against inspection and quality and evaluating educational processes (on the contrary what happens in informal/non-accredited ESOL and how and why it 'fits' into provision in  our city  is part of my research), but this impending inspection did lead me to wonder how informal adult learning could be inspected, specifically the type of group I 'run'. A few questions occurred to me,  such as what powers do Ofsted have? What will they be looking for? What benefits could we get from inspection? 

 Does anyone else have similar experience (of being Ofsted inspected in non-accredited provision outside of the mainstream) or have any comments or answers to the above questions? Also any advice on how to calm (my) nerves would be welcomed ! 

Martin Nickson 

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