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:

• policy and strategy documents that set out clear frameworks for meeting the Skills for Life targets
• operational and development plans that specify how the college will meet the Skills for Life targets
• a cycle of clear and integrated target-setting at every level and monitoring reports concerning the Skills for Life targets
• clarity in the scope of literacy, numeracy and ESOL provision resulting from an audit, and management arrangements that reflect this scope
• organisational structures that show clear and coherent management of Skills for Life provision
• a statement of learner entitlement to Skills for Life support and evidence that this entitlement is met
• comprehensive and accurate management information about Skills for Life learners and their achievements
• a quality assurance policy and clear procedures that address the needs of all Skills for Life learners
• self-assessment reports and action plans that accurately assess the quality of Skills for Life provision and that drive continuous quality improvement
• comprehensive staff development plans, records and reports that make good use of national training initiatives and enable all relevant course teams to deliver and support the core curricula through staff training and development where required
• resourcing plans for Skills for Life provision, including the use of accessible ICT resources that support independent learning skills
• costed plans for learning centre resources that support practical, specialist and realistic work environments for teaching Skills for Life and that support differentiated teaching and different learning styles
• evidence of convenient and accessible locations for learning, including private interview rooms, with consistency between the standard for basic skills learners and other college learners
• performance analyses of Skills for Life provision that are linked to resource investment
• records of governing body, senior management and academic board meetings concerning the college’s response to the Skills for Life strategy and the participation and progress of Skills for Life learners
• equality policies, procedures and plans that are accessible and relevant to Skills for Life learners
• records of college improvement actions arising from complaints and appeals from Skills for Life learners
• interviews with managers who are well informed about and committed to the Skills for Life strategy and targets
• interviews with staff who are well informed about the Skills for Life strategy and trained, resourced and supported to meet its targets
• interviews with Skills for Life learners who can describe the progress they have made and the benefits of their learning.

Peter Mayhew Smith, Director of Foundation Studies, prepares for a session in the Skills for Life Professional Development Centre.

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