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.

Supporting evidence could include:

• a mission statement that supports Skills for Life
• strategic planning that makes Skills for Life central to the development of the organisation’s business
• operational and development plans that specify how the organisation and specific areas of provision will meet the Skills for Life targets through embedded learning
• staffing structures that demonstrate how the management and delivery of Skills for Life will ensure that literacy, numeracy and language provision is embedded across the whole organisation
• the profile of Skills for Life provision, matched to the local area needs analysis
• robust plans to promote engaging and accessible courses for all learners to develop their literacy, numeracy and language skills in the full range of settings
• plans that identify priority groups (unemployed people, prisoners and those on probation or supervisory orders, low-skilled workers, public sector employees, young adults and other groups at risk of exclusion)
• a staff development plan that demonstrates how staff, including vocational and support staff, will be trained to implement the national standards
• an action plan that demonstrates how learners will be screened, how their needs will be addressed and how their progress towards qualifications will be evaluated
• evidence that outcomes and data from external reviews and inspections by the ALI and Ofsted are used to inform best practice and best value
• a quality assurance policy and clear procedures that address literacy, numeracy and language provision across all areas of the organisation’s work
• records of clear targets and associated monitoring arrangements for measuring the impact of embedded literacy, numeracy and language provision
• a comprehensive analysis of the literacy, numeracy and language needs of the learners that informs the organisational staff development and training programme
• staff development plans and reports that make good use of national training initiatives and enable all staff to access appropriate training
• self-assessment reports and action plans from all areas of provision that are honest and that accurately assess the quality of literacy, numeracy and language provision through embedded learning
• evidence of learner achievements against learning targets, including achievements in vocational or other courses and achievements in literacy, numeracy and language
• records of staff accreditation and experience in the teaching and support of embedded literacy, numeracy and language
• records of staff training and development in literacy, numeracy and language skills, appropriate to their vocational or other teaching
• clear arrangements that signpost learners to further learning and opportunities for assessment and accreditation
• systems and paperwork for internal verification
• reports of external verification and moderation
• records of action taken as a result of external verification and moderation
• achievement records for both literacy, numeracy and language and vocational targets
• copies of reports on learner progress made to learners, employers and other interested parties.

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