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the principle that where providers have demonstrated that they are offering a good service to learners, against agreed quality criteria, they should receive less attention from inspectors, for a period after a successful inspection.

the alignment of the second cycle of inspection with the planning cycle.

the “right touch” principle.

the continuing commitment to inspections being led by a permanent full-time ALI inspector.

the continued inclusion of full-time and associate inspectors with appropriate specialisms in inspection teams.

the move to monthly notification of inspection within three months.

the wish to reduce the need for multiple interventions by ALI inspecting sole remit work in a college in the three weeks prior to an Ofsted college inspection.

the continuing emphasis on accurate and self-critical self assessment and that self assessment be made public in the form of grades.

continued concentration on the quality of learning experience, as observed.

use of a single grading scale for all aspects of provision which will make life simpler for providers and easier to comprehend for the public.

the merging of grades 4 and 5, since the degree of inadequacy is not the real issue for learners; all provision should be at least adequate, if adult learners are to get a fair deal.

continued involvement of a provider nominee. This is a highly valued aspect of current arrangements, contributes significantly to capacity-building, and popular among providers.

the flexibility offered by the unit of inspection being wider than a single institution (eg consortia).

the continued use of the Common Inspection Framework with some small amendment.

the Chief Inspector’s wish to secure continuity while remaining flexible to reflect the diversity in the sector in terms of structure and current performance. It will be important to keep the same criteria for the inspection of those who have not yet had a first inspection in this cycle. Inspection reports, the Chief Inspector’s Annual Report and survey reports provide valuable information to providers so that quality can be improved for learners.

the quality of provision sometimes changes as teachers and managers change; it will be important to have mechanisms in place to ensure that those providers receiving a lighter touch inspection maintain and improve quality.

the publishing of self assessment grades may lead to a promotional exercise for some providers, which may not be in the interests of learners.

if the unit of inspection is too small, NIACE is concerned that a proper assessment of quality should include the wider picture. For example, learners’ best interests can lie in a proper assessment of progression routes and breadth of learning opportunities.

Although it would not be helpful to existing providers to have a wholesale change of the Common Inspection Framework there have been some causes for concern. It would be helpful if the issue of “reporting on value for money” could be considered more centrally, perhaps.