Dear Martin,
I hope you get this in time to 'prepare for your observation' should this
happen. Ofsted's ESOL inspection should be carried out by an ESOL
specailist. Its main objective is to ascertain that learners are getting a
good or outstanding learning expereince and are progressing. From your mail
it appears that you have just come into the country and may or may not have
had the 'New inspection framework' training. If not, have a quick look a
the framework or ask your manager/colleague to go through it with you. This
will make it clear to you as to what criteria Ofsted use for 'grading'
observations and the provision.
For 'preparation', whilst it is not mandatory to have lesson plans under the
new framework but there needs to be evidence of planning, individual
learning and what progress learners have made since you have been teaching.
There is heightened emphasis on 'in-class assessment' i.e. what immediate
feedback do learnrers get and does the feedback help them to improve.
I am sure as a professional ESOL tutor, your learners do most of the
speaking in your class and they 'do' a range of tasks and activities which
enhance their learning. I have in the past written an article on 'What a
grade 1 ESOL lesson looks like' (title may not be exactly this but words to
this effect) which was published in Reflect journal. I can't promise but if
I have a copy of that buried somewhere in my computer, I will send you that.
I hope this is of some help but most of all, don't panic and do what you
always do which I'm sure must be brilliant. I'm sure your classes are
buzzing with meaningful learning and frequent checks on learning.
Neena Julka
ESOL Ofsted inspector
----- Original Message -----
From: "ESOL-RESEARCH automatic digest system" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Wednesday, February 05, 2014 12:00 AM
Subject: ESOL-RESEARCH Digest - 1 Feb 2014 to 4 Feb 2014 (#2014-31)
There are 9 messages totaling 9677 lines in this issue.
Topics of the day:
1. Link to book for the London ESOL Managers meeting
2. PhD studentships at Leeds and Cardiff
3. COmmunity ESOL Ofsted inspection (6)
4. Family Learning vacancy
***********************************
ESOL-Research is a forum for researchers and practitioners with an interest
in research into teaching and learning ESOL. ESOL-Research is managed by
James Simpson at the Centre for Language Education Research, School of
Education, University of Leeds.
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Date: Tue, 4 Feb 2014 02:25:22 +0000
From: Laila El-Metoui <[log in to unmask]>
Subject: Link to book for the London ESOL Managers meeting
Dear all,
Please use the link below to secure your space to our NATECLA London ESOL
Managers meeting
Thank you to the colleges who have come forward with offering to host it (
NATECLA London has no premises and is entirely run by volunteers working in
their own time) we will get back to you after our committee meeting on
Wednesday .
http://www.eventbrite.co.uk/e/natecla-london-managers-meeting-tickets-10491475285
Looking forward to welcoming you again :)
Laila El-Metoui
Follow me on twitter @lelmeducation
Free upcoming workshop
http://www.eventbrite.nl/e/celebrating-differences-exploration-of-equality-and-diversity-in-the-esol-classroom-laila-el-metoui-tickets-8106431555?aff=eorg
NATECLA London Chair
Education Consultant &Trainer
ESOL Specialist
uk.linkedin.com/in/lailaelmetoui/
Current research
http://esol.britishcouncil.org/exploring-lgbt-lives-and-issues-adult-esol
Nominated for being a positive role model for LGBT at the national equality
and diversity 2013
Sent from my iPhone
***********************************
ESOL-Research is a forum for researchers and practitioners with an interest
in research into teaching and learning ESOL. ESOL-Research is managed by
James Simpson at the Centre for Language Education Research, School of
Education, University of Leeds.
To join or leave ESOL-Research, visit
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------------------------------
Date: Tue, 4 Feb 2014 16:00:19 +0000
From: James Simpson <[log in to unmask]>
Subject: PhD studentships at Leeds and Cardiff
[cid:image008.png@01CF21C2.33C82340]
[cid:image009.jpg@01CF21C2.33C82340]
[cid:image010.jpg@01CF21C2.33C82340]
Doctoral Students
University of Leeds and Cardiff University
Translation and Translanguaging: Investigating Linguistic and Cultural
Transformations in Superdiverse Wards in Four UK Cities (AHRC)
We are seeking applications for two doctoral students to join a major
research project funded by AHRC as a Large Grant in the Translating Cultures
theme. The aim of the project is to understand how people communicate
across diverse languages and cultures. Linguistic practices will be
investigated in public, private, and digital settings, in four UK cities.
The two doctoral students will engage in separate projects at the
Universities of Cardiff and Leeds. They will be key members of research
teams at those Universities and integral to a larger, national and
international research team across the UK and Europe. The students will
have a background in sociolinguistics, language studies, applied
linguistics, linguistic anthropology and/or social sciences.
The doctoral research in Leeds is concerned with language in Community Arts.
The doctoral research in Cardiff is concerned with language and law and
focusses on Police Community Support Officers. The PhDs will be supervised
by Dr James Simpson and Dr Frances Rock, respectively.
The project is led by Professor Angela Creese at the MOSAIC Centre for
Research on Multilingualism, University of Birmingham, and is a
collaboration with University of Cardiff, University of Leeds, and Birkbeck,
University of London.
The PhDs are full-time, from 1st October 2014
The PhDs include fees and a stipend (at Research Council UK rates)
Closing date: 1st March 2014
Interviews will be held for both PhD places
Informal enquiries to: Dr James Simpson
[log in to unmask]<mailto:[log in to unmask]>
(Leeds - Language and Community Arts PhD) or Dr Frances Rock
[log in to unmask]<mailto:[log in to unmask]> (Cardiff - Language and Law
PhD)
Learn more about the project:
http://www.birmingham.ac.uk/research/activity/education/translation-and-translanguaging/index.aspx
Full details of the PhDs can be found in the attached PDFs and at:
http://ig29.i-grasp.com/fe/tpl_universityofleeds01.asp?newms=jj&id=108487&newlang=1
(Leeds)
http://courses.cardiff.ac.uk/funding/R1183.html (Cardiff)
Frances Rock and James Simpson
Dr James Simpson
Senior Lecturer (Language Education)
School of Education
University of Leeds
Leeds LS2 9JT
T: +44 (0)113 343 4687
E:
[log in to unmask]<mailto:[log in to unmask]>
W:
www.education.leeds.ac.uk/people/staff/academic/simpson<http://www.education.leeds.ac.uk/people/staff/academic/simpson>
***********************************
ESOL-Research is a forum for researchers and practitioners with an interest
in research into teaching and learning ESOL. ESOL-Research is managed by
James Simpson at the Centre for Language Education Research, School of
Education, University of Leeds.
To join or leave ESOL-Research, visit
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------------------------------
Date: Tue, 4 Feb 2014 16:50:54 +0000
From: Martin Nickson <[log in to unmask]>
Subject: COmmunity ESOL Ofsted inspection
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
***********************************
ESOL-Research is a forum for researchers and practitioners with an interest
in research into teaching and learning ESOL. ESOL-Research is managed by
James Simpson at the Centre for Language Education Research, School of
Education, University of Leeds.
To join or leave ESOL-Research, visit
http://www.jiscmail.ac.uk/lists/ESOL-RESEARCH.html
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------------------------------
Date: Tue, 4 Feb 2014 17:26:17 +0000
From: s p <[log in to unmask]>
Subject: Family Learning vacancy
Hi all,
apologies because it is not strictly ESOL, but in case you know anyone who
is looking for a Family Learning job, please see below:
https://recruitment.learningtrust.co.uk/theltli_webrecruitment/wrd/run/ETREC107GF.open?VACANCY_ID%3d9022082ULP%1BUSESSION=60CC61428DC111E387C9B46C82AD08DA&WVID=08113605jD&LANG=USA
Kind regards,
Silvia
***********************************
ESOL-Research is a forum for researchers and practitioners with an interest
in research into teaching and learning ESOL. ESOL-Research is managed by
James Simpson at the Centre for Language Education Research, School of
Education, University of Leeds.
To join or leave ESOL-Research, visit
http://www.jiscmail.ac.uk/lists/ESOL-RESEARCH.html
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------------------------------
Date: Tue, 4 Feb 2014 12:33:40 -0800
From: dominic mccabe <[log in to unmask]>
Subject: Re: COmmunity ESOL Ofsted inspection
Your starting is customer satisfaction, their sense and evidence of value
added during their time in the class and take your chance to educate the
inspectors about process syllabuses, negotiated education, Frierian
perspectives on the subject and object in education. I think you'll blow
their mind. How are you funded? Do the students pay. If you don't get govt
money and the learners don't pay you should be fine. If they pay and/or you
get govt funding then it could be more difficult because they have a very
marketised accountability model of education (simple input in simple input
out). They also have an institutionalised suspicion and tendency to
undermine teachers' professionalism but you can refer them to the British
Council inspection regime which is similar in its tick box disposition and
if you can tick the box of customer satisfaction evidenced via retention and
a range of evidence of progression then what can they say. Change something
that
works? At macro level they are able to do that (through supine I want my
OBE FE management) but in a small, locally founded set up, paradoxically, I
think you are in a stronger position than many FE based ESOL depts.
Good luck Dominic
On Tuesday, 4 February 2014, 16:51, Martin Nickson
<[log in to unmask]> wrote:
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
***********************************
ESOL-Research is a forum for researchers and practitioners with an interest
in research into teaching and learning ESOL. ESOL-Research is managed by
James Simpson at the Centre for Language Education Research, School of
Education, University of Leeds.
To join or leave ESOL-Research, visit
http://www.jiscmail.ac.uk/lists/ESOL-RESEARCH.html
A quick guide to using Jiscmail lists can be found at:
http://jiscmail.ac.uk/help/using/quickuser.htm
To contact the list owner, send an email to
[log in to unmask]
***********************************
ESOL-Research is a forum for researchers and practitioners with an interest
in research into teaching and learning ESOL. ESOL-Research is managed by
James Simpson at the Centre for Language Education Research, School of
Education, University of Leeds.
To join or leave ESOL-Research, visit
http://www.jiscmail.ac.uk/lists/ESOL-RESEARCH.html
A quick guide to using Jiscmail lists can be found at:
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To contact the list owner, send an email to
[log in to unmask]
------------------------------
Date: Tue, 4 Feb 2014 20:43:41 +0000
From: Chrissie DCosta <[log in to unmask]>
Subject: Re: COmmunity ESOL Ofsted inspection
Hi Martin
I don't have any experience of being inspected, but I have a few
suggestions that might calm your nerves. You could get the inspectors to
see what you said in the first paragraph of your email - the strengths of
your informal project: regular attendance, enthusiastic students,
developing curriculum, engaging content that is linked to the learner's
lives.......
The inspectors are likely to have a narrow focus on ILPs, learning
outcomes, etc, but you could get them to look beyond these things.
Highlight what you have achieved.
Good luck!
C
>
>
> --
A schoolmaster is a productive labourer when, in addition to belabouring
the heads of his students, he works like a horse to enrich the school
proprietor. That the latter has laid out his capital in a teaching factory
rather than a sausage factory, does not alter the relation. *Karl Marx
(1867) Capital - Volume 1, Chapter 16*
***********************************
ESOL-Research is a forum for researchers and practitioners with an interest
in research into teaching and learning ESOL. ESOL-Research is managed by
James Simpson at the Centre for Language Education Research, School of
Education, University of Leeds.
To join or leave ESOL-Research, visit
http://www.jiscmail.ac.uk/lists/ESOL-RESEARCH.html
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[log in to unmask]
------------------------------
Date: Tue, 4 Feb 2014 22:44:11 +0000
From: Martin Nickson <[log in to unmask]>
Subject: Re: COmmunity ESOL Ofsted inspection
Hi Dominic,
Thanks. In our classes, we managed to get the classes free for all learners,
so none of them pay anything. I think this adds power to your suggestion of
customer satisfaction - there is no obligation on any of us to attend so its
truly learner led.
Martin
***********************************
ESOL-Research is a forum for researchers and practitioners with an interest
in research into teaching and learning ESOL. ESOL-Research is managed by
James Simpson at the Centre for Language Education Research, School of
Education, University of Leeds.
To join or leave ESOL-Research, visit
http://www.jiscmail.ac.uk/lists/ESOL-RESEARCH.html
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------------------------------
Date: Tue, 4 Feb 2014 23:00:54 +0000
From: Martin Nickson <[log in to unmask]>
Subject: Re: COmmunity ESOL Ofsted inspection
Thanks all for your comments. I'd feedback on the experience if that's ok.
***********************************
ESOL-Research is a forum for researchers and practitioners with an interest
in research into teaching and learning ESOL. ESOL-Research is managed by
James Simpson at the Centre for Language Education Research, School of
Education, University of Leeds.
To join or leave ESOL-Research, visit
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------------------------------
Date: Tue, 4 Feb 2014 23:15:20 +0000
From: "M. Gough" <[log in to unmask]>
Subject: Re: COmmunity ESOL Ofsted inspection
Hi Martin
Do mention the Reflect model. You could refer to the website where there is
evidence to support the methodology and referring to Freire may be good
especially as its a EY inspection. Hopefully they have heard of him!
Best wishes
Mandy
***********************************
ESOL-Research is a forum for researchers and practitioners with an interest
in research into teaching and learning ESOL. ESOL-Research is managed by
James Simpson at the Centre for Language Education Research, School of
Education, University of Leeds.
To join or leave ESOL-Research, visit
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------------------------------
End of ESOL-RESEARCH Digest - 1 Feb 2014 to 4 Feb 2014 (#2014-31)
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