It says that ‘T-Levels and the TLTP have been implemented with varying degrees of success. In the best providers [sic], they have been adopted after extensive engagement with employers and as part of a well-considered curriculum planning process.
‘Often though, providers have introduced T-Levels and the TLTP because they are expecting that other, similar courses, will not be eligible for public funding in the future, as proposed in the DfE’s consultation on qualification reform.’
It follows a report from the Education Committee in April that raised concerns about ‘scaling up' T-Levels before their full roll-out and ahead of evidence they are a good alternative to applied general qualifications (AGQs), such as BTECs.
Ofsted thematic review
The Department for Education (DfE) commissioned Ofsted to carry out the thematic review of T-Levels and TLTP – a one year programme that providers a route to T-Levels, to assess the early implementation of the new qualifications, which were first launched in 2020.
It is based upon a sample of inspections of T-Level providers, along with a survey of students studying T-Levels and TLTPs.
T-Levels are two-year post-GCSE (Level 3) qualifications that combine theoretical learning with an industry placement of more than 315 hours. The TLTP is a Level 2, one year, 16-19 study programme that provides a route to T-Levels.
Other findings from the report, which has been published ahead of Ofsted inspecting T-Levels as part of their regular inspections from September, include:
- Students’ experiences on T-Level courses and on the TLTP vary considerably. At their worst, courses are not all what students expected, and many students reported being misled and ill-informed about their content and structure.
- Initial assessment of students’ abilities at the start of their T-Level courses and on the TLTP is weak in most providers. Teachers do not assess effectively enough what students know or can do in relation to their chosen pathway.
- Teaches expressed concern about the high volume of content in T-level courses. They are particularly concerned about the assessment requirements and the length of the industry placement, both of which limit the available teaching time.
- Most students who remain on T-Level courses achieve the qualification. However, many leave before the end of the course, and the number who progress to the second year of T-Level courses is low in many providers.
- In at least one provider, no students progressed from the first year of the T-Level course to the second year.
- The quality of industry placements varies considerably across individual providers and on different T-level courses.
The National Foundation for Educational Research (NFER) warned that given the ‘mixed picture, it is crucial that time is taken to address the teething problems with T-Levels before well-established proven Applied Generals (qualifications) are defunded.’
His Majesty’s chief inspector, Amanda Spielman, said, 'As with many new qualifications, there are some teething issues with T levels, but in most cases providers and employers seem to be working well together to address them. However, we saw a range of shortcomings which providers and the Department for Education will want to address.
'When done well, they can be a strong option for learners who prefer a vocational route through education as a path to their intended career.'
