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. |
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Success in adult literacy, numeracy and ESOL provision in the FE college context means...
| 5.1.1 | senior managers know about the Skills for Life strategy and documentation and its implications for the work of the college and this is reflected in strategic and operational plans. |
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| 5.1.2 | there is a learner entitlement to literacy, numeracy and ESOL and/or key skill development and accreditation. |
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| 5.1.3 | the college has undertaken a scan or audit to identify all the areas of provision that are part of its Skills for Life offer. |
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| 5.1.4 | there is a designated senior post with responsibility for leading and co-ordinating all college activities that contribute to the Skills for Life strategy and its implementation. |
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| 5.1.5 | there is a literacy, numeracy and ESOL strategy, which sets a clear framework and direction for all provision. |
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| 5.1.6 | there are agreed literacy, numeracy and ESOL targets for participation, retention, achievement and for qualification at programme and college level. |
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| 5.1.7 | there is a development plan for literacy, numeracy and ESOL provision. |
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| 5.1.8 | there is a training plan for literacy, numeracy and ESOL provision. |
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| 5.1.9 | all staff are aware of the college’s commitment to meet the literacy, numeracy and ESOL needs of its learners. |
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| 5.1.10 | all staff understand how the literacy, numeracy and ESOL strategy fits with the national Skills for Life strategy, the college’s strategic plan and their own role in the college. |
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'Checkpoint 5.1' in other guides:
