Effective practice that secures continuous improvement is evidenced by:

• the effectiveness with which performance is monitored and improved through quality assurance and self-assessment
• how effectively leaders and managers at all levels set clear direction leading to improvement, and promote high-quality care, education and training
• how well equality of opportunity is promoted and discrimination tackled so that all learners achieve their potential
• the adequacy and suitability of staff
• the adequacy and suitability of specialist equipment, learning resources and accommodation
• how effectively and efficiently resources are deployed to achieve value for money

and, where appropriate, by:

• the effectiveness of the links with other providers, services, employers and other organisations to promote the integration of care
• the extent to which governors and other supervisory boards discharge their responsibilities.

Sources of evidence could include:

• a clear strategy to achieve learning that allows opportunities for learner activity, reflection, reinforcement and self-assessment
• user-centred provision
• learning materials that are matched to the literacy, numeracy and ESOL national standards and curricula
• systems for constructive user feedback and appropriate help facilities
• clear and effective learner support strategies
• signposts for further learning opportunities easy access to information about opportunities for assessment and accreditation.

In effective self-assessment, the effectiveness of leadership and management is evaluated by the extent to which...
5.1	clear direction is given through strategic objectives, targets and values that are fully understood by staff, including subcontractors and work-placement providers
5.2	demanding targets for retention, achievement, progression and employment are set and met
5.3	the quality assurance arrangements are systematic and informed by the views of all interested parties
5.4	rigorous self-assessment leads to identified priorities and challenging targets for improvement
5.5	priorities are supported through responsible financial management
5.6	there are explicit aims, values and strategies promoting equality for all, and these are reflected in the provider’s work
5.7	there are enough qualified and experienced teaching, training and support staff to match the demands of programmes and the range of learners
5.8	the professional development of staff contributes to their effectiveness
5.9	staff understand and are fully involved in the organisation’s quality assurance arrangements
5.10	the information needs of managers and other staff are met and management information is used effectively to the benefit of learners
5.11	performance management, staff appraisal and review are effective in improving the quality of provision
5.12	efficient and effective use is made of resources
5.13	learning resources and accommodation allow all learners to participate fully
5.14	specialist equipment and materials are used, including facilities which are relevant to the workplace and meet current industrial standards
5.15	accommodation provides a suitable setting for good teaching, training and learning and support for learners
5.16	learners work in a safe and healthy environment
5.17	there are effective procedures for dealing with appeals and complaints
5.18	the ‘best value’ principles of comparison, challenges, consultation and competition are applied in securing resources and services
5.19	governors or other supervisory boards effectively oversee the provider’s strategic direction, and regularly monitor the quality of provision and their own performance