Weightings and Overall Performance Ratings (OPR)
Q: Who will be responsible for the collection of Framework information and analysis of data? A: This responsibility is shared between each provider and the LSC: in future, the FE Data Service will also be involved.
Q: How will providers be able to input Learner Achievement Tracker (LAT) scores to the Provider Self-assessment Modelling Tool,even though they are not available until later in the year?
A: Providers should be able to use the LAT scores from the previous year’s report in the self-assessment and performance modelling tool: evidence suggests that the difference between the years is not great.
Q: Will the LSC weight scores within the Framework?
A: The LSC will weight the three dimensions of the Framework equally.
Q: Will providers be able to appeal against grades/ratings?
A: Providers who disagree with their Framework scores can appeal under the normal LSC complaints procedure. Details of the complaints procedure are set out on the LSC website [DN: link to http://www.lsc.gov.uk/ComplaintsProcedure.htm]. For further details on the grounds for appeal please refer to the Framework for Excellence Provider Guide 2008/09 (September)..
Q: What are the benchmarks for the different grades in the Framework (‘Inadequate’, ‘Good’, ‘Satisfactory’ and ‘Outstanding’)?
A: The provisional assessment criteria for the different grades for each performance indicator are explained in the Framework for Excellence Provider Guide 2008/09 (September)..
Q: As policy increasingly separates 14-19 from adult learning and employability, why not report scores based on client type?
A: The Framework assesses the overall performance of a provider in line with public policy. Where providers specialise, for example some sixth-form colleges, appropriate exemption rules do apply. The Framework for Excellence Provider Guide 2008/09 (September).indicates how users will be able to access underlying information and data to carry out more detailed levels of reporting.
Q: Will the LSC take into account context variables for a provider (for example, particularly challenging learning and skills market, disadvantaged learners and innovative provision)?
A: Analysis indicates that the LSC has taken sufficient account of contextual factors: context variables are already taken into account through QSRs; through Ofsted’s current view of overall effectiveness; and through exemptions. The LSC will undertake further modelling to test whether there is a case to take them further into account when a full set of data is available in spring 2009.
Q: Are there any other standards in the Framework (for example, any accreditation systems)?
A: The Framework itself is not a standard or accreditation, but a performance-assessment tool. It already takes into account the TQS and, as it is developed further, it will be used to inform decisions regarding any additional standards that are awarded to a provider, such as Beacon status.
Q: Is there ever a situation where you do not have a statistically valid figure for any of the measures?
A: A situation may arise where a sample is not sufficient to be statistically representative. If data for any of the Learner Views, Learner Destinations and Employer Views surveys are not statistically valid, the LSC will not publish the corresponding indicator.
