Effective practice that secures continuous improvement is evidenced by:

• how well teaching, training and resources are used to meet individuals’ needs and course or programme requirements
• the suitability and rigour of assessment in planning and monitoring learners’ progress
• the diagnosis of, and provision for, additional learning needs

and, where appropriate, by:

• the involvement of parents and carers in their children’s learning and development.

Supporting evidence could include:

• a clear Skills for Life training plan and a high level of participation in training events
• good take-up of Skills for Life qualifications and high numbers of staff qualified or working towards accreditation at Levels 2 to 4
• records of lesson observations showing successful teaching and evidence of learning
• planning documents that take account of national standards and individual needs
• lesson plans showing flexible and differentiated teaching strategies
• the use of initial and diagnostic assessment outcomes to set individual targets and plan learning
• teachers’ use of differentiated and accessible learning resources that promote inclusivity and reflect learner diversity
• effective use by teachers of ICT in classes to support differentiation and to stimulate interest in learning activities that teach literacy, numeracy and ESOL
• individual learning plans with SMART targets that are clearly related to diagnostic and formative assessment
• interviews with learners who are fully partners in the development of their individual learning plans and can describe how the targets take them towards their wider learning goals
• records of regular and careful progress reviews and a schedule of updates for individual learning plans
• the use of stimulating learning materials that promote diversity
• full participation of learners with disabilities or particular needs
• marking and feedback that recognise achievement and signpost improvement
• the development of skills and increased understanding of learners in individual lessons
• interviews with learners who are clear about their learning goals, understand the progress they have made and know what they need to do to improve
• interviews with specialist and mainstream practitioners who communicate well and show a clear grasp of the use of initial and formative assessment to support effective learning
• records of observation of assessment and feedback which signpost further improvement
• planning across teams and programmes to co-ordinate assessment and feedback practice
• the use of inclusive assessment strategies that allow all learners to demonstrate their achievements
• clear systems for internal verification and records that support their use and improving practice
• positive external verification records and records of effective action taken to tackle any issues of concern
• progress reports to parents or carers and employers, as appropriate.

In effective self-assessment, teaching, training and learning are evaluated by the extent to which teachers...
2.1	show knowledge, technical competence and up-to-date expertise at a level consistent with effective teaching and training on the course or programme
2.2	use initial assessment to provide an accurate basis on which to plan an appropriate programme of work
2.3	plan effectively with clear objectives that all learners understand
2.4	use forms of assessment that are suitable for the courses and programmes being followed
2.5	use methods and styles of teaching and training that are consistent with the aims of their programmes and learners' personal objectives
2.6	ensure that learners use learning resources that are appropriate for effective independent study
2.7	carry out regular assessments that are fair, accurate and used effectively to plan an appropriate programme of work and inform learners of their progress
2.8	challenge and inspire learners
2.9	set, use and mark assignments and other tasks in a way that helps learners to progress
2.10	work with learners to develop individual learning plans informed by initial assessment that are reviewed and updated regularly
2.11	use materials and teaching methods that promote equality of opportunity
2.12	promote good working relationships that foster learning
In effective self-assessment, teaching, training and learning are evaluated by the extent to which learners...
2.13	acquire new knowledge and skills, while developing in confidence and self-knowledge about how they are progressing and what they need to do to improve
2.14	have their achievements towards learning goals recognised, recorded and accredited
2.15	apply effort to succeed with their work, work productively and make effective use of their time
2.16	are stimulated and show interest in their work
In effective self-assessment, teaching, training and learning are evaluated by the extent to which the learning provider...
2.17	uses assessment information, including the analysis of the performance of different groups of learners, to guide course and programme development
2.18	ensures that assessment, verification and moderation procedures follow regulatory body requirements
2.19	regularly and clearly informs those with legitimate interest, such as employers or parents, about learners' progress