Effective practice that secures continuous improvement is evidenced by:

• the extent to which courses or programmes match learners’ aspirations and potential, building on prior attainment and experience
• how far programmes or the curriculum meet external requirements and are responsive to local circumstances

and, where appropriate, by:

• the extent to which employers’ needs are met
• the extent to which enrichment activities and/or extended services contribute to learners’ enjoyment and achievement.

Supporting evidence could include:

• planning documents which match provision to known local need
• innovative programmes targeted at under-represented learners with literacy, numeracy and ESOL needs
• flexible delivery methods that enable learner choice
• comprehensive initial assessment procedures that identify the full range of literacy, numeracy and ESOL learning need among learners
• planning and delivery systems that meet the full range of literacy, numeracy and ESOL learning need among learners
• induction and learning activities that build on the experience and understanding that learners bring
• embedded literacy, numeracy and ESOL provision that is vocationally relevant and based on an audit of vocational course skill demands
• partnership activities that promote literacy, numeracy and ESOL provision to new groups of learners
• partnerships with schools, voluntary and community organisations and employers that generate new opportunities for literacy, numeracy and ESOL development
• a widening participation strategy that recognises the importance of literacy, numeracy and ESOL provision in extending successful participation to all
• marketing activities that target prospective literacy, numeracy and ESOL learners and aim to attract new learners
• promotional materials that highlight the literacy, numeracy and ESOL support available to all college learners
• information, advice and guidance activities that are tailored to prospective literacy, numeracy and ESOL learners
• progression from first-rung provision that shows learners are achieving their goals
• engaged and interested learners who are both challenged and supported.

In effective self-assessment, how far learners' needs and interests are met is evaluated by the extent to which...
3.1	learners have access to an appropriate range of courses or programmes and, where appropriate, achieve suitable qualifications
3.2	the curriculum or an individual programme of work is planned and managed effectively to provide coherence and progression
3.3	the curriculum or programmes of work are socially inclusive, ensuring equality of access and opportunities for learners
3.4	learners have the opportunity to broaden their experience and enhance their personal development through a suitable variety of enrichment activities
3.5	programmes of work take account of community and employer needs
3.6	legal requirements in relation to religious education and collective worship are fulfilled where they apply
3.7	multi-site provision and resources are effectively integrated to give a coherent programme of learning