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. |
|---|
Success in adult literacy, numeracy and ESOL provision in the family learning context means...
| 5.4.1 | self-assessment procedures are informed by a clear understanding of what constitutes best practice in family learning. |
|---|
| 5.4.2 | staff have a clear understanding of what constitutes appropriate evidence for strengths and weaknesses. |
|---|
| 5.4.3 | staff adopt a rigorous approach to self-assessment and use it as an opportunity to evaluate the quality of their provision honestly and openly. |
|---|
| 5.4.4 | action plans are developed on the basis of the identified strengths and weaknesses. |
|---|
| 5.4.5 | 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. |
|---|
'Checkpoint 5.4' in other guides:
