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. |
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Success in adult literacy, numeracy and ESOL provision in the FE college context means...
| 4.1.1 | the role of the personal tutor is well defined and tutors help learners make effective use of college support services. |
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| 4.1.2 | support is well publicised and learners are clear about the services available to them. |
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| 4.1.3 | promotional and induction materials take account of the needs of literacy, numeracy and ESOL learners. |
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| 4.1.4 | literacy, numeracy and ESOL learners have easy access to support services and find them welcoming. |
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| 4.1.5 | support staff are trained to meet the particular needs of literacy, numeracy and ESOL learners. |
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| 4.1.6 | there are clear referral and follow-up procedures for support services. |
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| 4.1.7 | services are designed to encourage learners to disclose particular needs and to have confidence that information will only be used to design effective programmes of support. |
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| 4.1.8 | liaison between the course team and those providing ongoing support is regular and systematic. |
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| 4.1.9 | support services work closely with other agencies and share appropriate information to provide a network of support. |
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| 4.1.10 | where possible, support services are externally quality assured. |
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| 4.1.11 | support staff are appropriately qualified and their roles and responsibilities are clearly defined. |
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'Checkpoint 4.1' in other guides:
