Effective practice that secures continuous improvement is evidenced by:

• the care, advice, guidance and other support provided to safeguard learners’ welfare, promote their personal development and help them achieve high standards
• the quality and accessibility of information, advice and guidance to learners in relation to courses and programmes and, where applicable, career progression
• the extent to which the provision contributes to learners’ capacity to stay safe and be healthy.

Supporting evidence could include:

• policies, plans, procedures and organisation charts that set out a coherent and learner-centred framework for the management and development of all support services
• information about a range of local literacy, numeracy and ESOL provision that is comprehensive, accurate, current and accessible
• welcoming, accessible advice and guidance that is well informed and sensitive to the needs of literacy, numeracy and ESOL learners
• the availability of information, advice and guidance in alternative formats and community languages
• admission and course placement procedures that ensure a good fit between the literacy, numeracy and language skills of applicants and the language and number demands of courses
• guidance to tutors (such as a Tutor Handbook) and records of tutor training (including induction for new tutors) that set out clearly the way in which the literacy, numeracy and language needs of learners will be identified and met
• performance management and quality assurance systems for tutoring
• induction arrangements that highlight opportunities for learners to develop their literacy, numeracy and language skills
• induction activities that profile learning goals, preferences, strengths and needs, including literacy, numeracy and language skills, to inform individual learning plans
• records of screening, diagnostic and referral systems that show that learners who need additional support receive it promptly and that progress is systematically monitored
• liaison records showing that teachers on support and main programmes work closely together to ensure that support is relevant and effective
• clear procedures for managing attendance and punctuality and records of effective intervention where problems arise
• career and progression guidance, including that provided by the local careers service, that meets needs of literacy, numeracy and ESOL learners using appropriately trained staff and guidance resources that are accessible and appropriate for literacy, numeracy and ESOL learners
• the use of work experience to develop and evidence achievement in literacy, numeracy and ESOL
• guidance and counselling staff trained to meet the particular needs of literacy, numeracy and ESOL learners
• personal support records that show that services are well-used by literacy, numeracy and ESOL learners
• partnership agreements and relationships with external support agencies that are sensitive to the needs of literacy, numeracy and ESOL learners.

In effective self-assessment, the quality of guidance and support is evaluated by the extent to which...
4.1	support arrangements are planned and managed coherently
4.2	impartial guidance enables learners to choose the course or programme which is right for them
4.3	careers education and guidance are effective in guiding learners towards opportunities available to them when they have completed their studies or training
4.4	procedures are in place for recognising poor punctuality, non-attendance and poor performance early and for taking appropriate action
4.5	induction programmes enable learners to settle into their programmes quickly, to understand their rights and responsibilities and the demands of the course or programme
4.6	individual learning needs are accurately diagnosed and learners receive effective additional support throughout their studies or training
4.7	learners have effective personal support to help them complete their course or programme, including access to specialist support services
4.8	guidance and support are sensitive to equality of opportunity
4.9	partnerships with other providers and relevant agencies involved in advice and guidance are effective