Initial assessment

Initial assessment is the set of procedures that are gone through to ascertain what previous experience, aptitudes and abilities a learner has. The process may include screening tests for literacy, numeracy and language (followed by fuller diagnostic testing if required) as well as learning styles, manual dexterity and skills testing. The results of initial assessment should inform individual learning plans so that training and support are delivered that will meet the needs of each learner.

How does the way you use initial assessment to support learners compare with that of the most effective provision seen on inspection?

The following strengths and areas for improvement have been taken from recent inspection reports across the Ofsted Learning and Skills remit.

Common inspection strengths

• Good use of initial assessment to plan learning
• Thorough initial assessment and identification of support
• Good initial assessment, guidance and support
• Thorough and well-managed initial assessment procedures

Common inspection areas for improvement

• Poor assessment of prior knowledge
• Inadequate identification and use of prior knowledge and experience
• Insufficiently comprehensive initial assessment
• Ineffective initial assessment

If you were given a similar area for improvement bullet at the end of your last inspection, self assessed this area as an area for improvement, or want to work to avoid such areas for improvement, then consider what inspectors judge to be key.

Particularly effective practice identified in inspections includes:

• Ensuring that all staff involved in carrying out initial assessment are trained to do so – this results in testing and other activities being carried out consistently well, as intended.
• Ensuring that training is also given to those who will need to interpret results, whether support or delivery staff, so that the results are used to benefit learners.
• Larger providers sometimes have specialist staff to carry out initial assessment to help ensure it is carried out consistently well.
• Researching the most appropriate time to carry out initial assessment to give learners the best chance to succeed. Some do it as part of the interview process, some as part of induction and some in the workplace.
• Initial assessment in the workplace includes checking the learning and assessment opportunities present so that gaps are identified and planned for from the offset of training, not by chance when an NVQ unit is being completed.
• Using initial assessment to identify the learner's starting point. A learning plan is then produced including which qualifications and units are most appropriate, and any additional support that a learner may need in order to make steady progress.
• Using screening and diagnostic tests as part of the initial assessment. Many tests are available commercially. Screening tests are simpler than diagnostic tests and aim to identify a particular support need, such as iteracy, numeracy or language, by identifying the learner's current level (for example entry level 1 in literacy). Diagnostic tests are generally more detailed and seek to identify the specific areas where a learner is weaker, so that additional support can be targeted (for example, spelling and punctuation).
• Ensuring initial assessment is about more than tests by making use of a wide range of information, including a learner's application form and initial interview. These provide information about the learner's qualifications, experience, career aims and interests. They may give an indication of their literacy, numeracy, language and key skills or point to areas that could be a barrier to making steady progress, or obtaining a placement or employment.
• Initial assessment sometimes identifies a learner's preferred learning style which can influence the methods of learning included in their learning plan (however, some providers use the test but do not then use the results to inform delivery methods). Some of the best use made of the results includes encouraging learners who have a high 'visual' rating to confront an area that they dislike that could benefit them, such as 'reading instructions'.
• Making initial assessment a positive experience for learners. They should be told what the initial assessment has found and how that information is to be used to support their learning. Some providers have encouraged their learners to retest for literacy and numeracy following support to demonstrate that they have improved their skills.
• Where possible, and with the agreement of the learner concerned, information from initial assessment should be shared between providers to minimise the repetition of the same or similar process.
• Using initial assessment to make sure that learners are placed on the right programmes with the appropriate support. Inadequate initial assessment contributes to learners struggling with their work, dropping out of the programme, or failing to gain as much as they could from it.
• Recording the findings from the initial assessment alongside/within the individual learning plan.
• Using quality improvement procedures such as audit to check that individual learning plans reflect initial assessment.

What could you do next to improve your provision?

• Read inspection reports to identify what the best providers are doing in your particular type of provision or area of learning (also check other types of provision as good practice is usually transferable between inspection contexts - adult and community learning, college, DWP, work-based, etc). As well as looking at providers with ‘outstanding’ aspects or monitoring visit reports with judgements of ‘significant progress’, look at providers who are similar to yourself in terms of remit, size and what they offer – Ofsted inspection reports
• Get a clearer and richer understanding of what you need to do to improve – Learner-centred self-assessment
• Use downloadable quality-improvement resources to develop your staff team and to focus on actions that will help to improve your provision – Actions for quality improvement
• Adopt or adapt the best bits of other providers’ work that inspection has identified as being particularly effective – Ofsted good practice database examples
• Measure just how effective your initial-assessment system is and if your quality-improvement initiatives are working – Data projects
• Develop a blueprint for initial assessment of your learners – Initial assessment and support
• Check whether your self-assessment report is fit for purpose – Self-assessment surgery projects
• Use the guidance developed by Ofsted to know what to expect in order to prepare for inspection, look at the Ofsted inspection handbook for your remit or the inspection toolkit – use the search box if necessary - inspection handbooks and toolkit
• Use the Excellence Gateway as a first ‘port of call’ when researching areas that you would like to improve. As well as the Ofsted-related area, simple word searches will bring you a variety of information about what others in the learning and skills sector are doing to improve their provision. This is particularly useful for any newer areas that you may wish to research.