In effective self-assessment, the effectiveness of leadership and management is evaluated by the extent to which...
| 5.4 | rigorous self-assessment leads to identified priorities and challenging targets for improvement. |
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Success in adult literacy, numeracy and ESOL provision in the embedded learning context means...
| 5.4.1 | the self-assessment report makes judgements about the effectiveness of embedded literacy, numeracy and language provision in all areas of learning. |
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| 5.4.2 | senior managers review the self-assessment report to evaluate individual programmes and make comparisons across all areas of embedded learning. |
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| 5.4.3 | the self-assessment procedures are informed by a shared understanding of the characteristics of effective practice in embedded literacy, numeracy and language provision. |
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| 5.4.4 | all staff have a shared understanding of what constitutes appropriate evidence for strengths and weaknesses in embedded learning. |
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| 5.4.5 | action plans are developed for all areas of learning to build on strengths and remedy any weaknesses in the organisation’s embedded learning provision. |
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| 5.4.6 | action plans contain targets for improvement that are challenging, attainable and expressed in a way that makes it possible to check whether or not they have been achieved. |
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'Checkpoint 5.4' in other guides:
