Ofsted report identifies ways that T Levels can improve

Ofsted has published an interim report evaluating the quality of the new T-level courses, which finds that while providers are working hard to ensure that T-level courses meet their aim, some challenges have been identified.

The interim report was commissioned by the Department for Education and is the first stage in a two-year evaluation of T-level courses. It draws on evidence from visits to 24 providers.

Overall, Ofsted found that learners were appreciative of the quality of teaching on their T-level course. However, not all learners felt prepared for how much work they had to do. Effective industry placements gave learners broad, high-quality and appropriate experiences that helped them to make informed decisions about their future career path. However, many learners experienced delays in going on placements.

Work experience is a fundamental component of the transition programme that gives learners the opportunity to gain the skills needed to progress to a T-level course. In some cases, providers failed to help learners secure meaningful work experience relevant to their course, which resulted in learners sourcing their placements independently.

The review also found that many teachers did not receive comprehensive training and some found teaching the new curriculum challenging. Providers did not always have access to the resources they needed from awarding bodies in good time.

The recruitment and retention of staff with sufficient knowledge and experience were also a challenge, due to sector shortages and the effects of the pandemic. The more effective T-level curriculums involved frequent collaboration between education providers and employers.

Inspectors found that, although teaching on the transition programme was generally of a high standard, most learners appeared unlikely to progress on to a T-level course on completion.

Ofsted’s interim report recommends that all T-level and T Level Transition Programme providers provide initial advice to learners before they start a T-level course to help them decide which pathway to follow, and that they collaborate with employers to make sure the design and delivery of the curriculum is of a high quality.

It also recommends that providers make sure that the curriculum sequences the different components of a T level in a coherent way that develops learners’ knowledge and skills, and that delays to learners work placements are reduced.

The impact of work placements needs to be monitored and the Department for Education should work with universities to make sure they accept T levels for entry to relevant courses. In addition to this, awarding bodies should make sure that teachers and learners have the resources they need, in good time.

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