In effective self-assessment, the quality of guidance and support is evaluated by the extent to which...
| 4.4 | procedures are in place for recognising poor punctuality, non-attendance and poor performance early and for taking appropriate action. |
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Success in adult literacy, numeracy and ESOL provision in the FE college context means...
| 4.4.1 | expectations about punctuality and attendance are made clear to learners at induction. |
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| 4.4.2 | there are effective systems for reporting and tracking poor punctuality, attendance and performance. |
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| 4.4.3 | poor punctuality and attendance and other issues of concern are promptly followed up with the learner and with the parents or carers of younger learners. |
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'Checkpoint 4.4' in other guides:
