Effective practice that secures continuous improvement is evidenced by:

• learners’ success in achieving challenging targets, including qualifications and personal learning goals
• improving achievement trends over time and clear action to address any equality gaps or significant variations in performance between groups of learners
• the standards of learners’ work in relation to their learning goals
• learners’ progress relative to their prior attainment and potential

and, where appropriate, by:

• the acquisition of skills that enhance employability effectiveness at work and personal prosperity
• the development of skills that contribute to the social and economic well-being of the learner and extend their opportunities for active citizenship
• the behaviour of learners
• the attendance of learners
• the extent to which learners adopt safe practices and a healthy lifestyle
• learners’ spiritual, moral, social and cultural development.

Sources of evidence

Robust evidence of customers’ achievements can come from:

• customers’ success in achieving challenging targets, including qualifications
• attained goals and improved data trends over time
• the standard of customers’ work in relation to their learning goals
• customers’ progress relative to their prior attainment and potential
• the development by customers of their personal and learning skills
• records of the number of customers identified as needing literacy, numeracy and language support
• the number of customers starting and completing their programmes of literacy, numeracy and language support
• the number of customers achieving success in their main learning programmes
• the destinations of all customers, whether leaving before or at the end of their programmes
• observations of customers receiving literacy, numeracy and language support in a specific context, such as work
• customers’ written and practical work, including portfolios of evidence
• interviews with customers
• interviews with specialist literacy or numeracy tutors and tutors of customers’ main learning programmes
• interviews with employers and members of voluntary and community organisations with whom the customer is engaged
• customers’ initial and diagnostic assessment records and individual learning plans
• customers’ progress review records
• attendance and punctuality records.

In effective self-assessment, achievement is evaluated by the extent to which...
1.1	results and retention rates compare well with local and national averages
1.2	trends in performance over time show continuous improvement or the maintenance of very high standards
1.3	the analysis of added value indicates that learners make at least the progress expected of them
1.4	standards are consistently high across the provider's work
1.5	challenging learning goals and targets are achieved
In effective self-assessment, achievement is evaluated by the extent to which learners...
1.6	make significant progress towards fulfilling their goals and potential
1.7	are prepared for effective participation in the workplace and in the community
1.8	progress to relevant further or higher education, training or employment
1.9	reach appropriate levels in basic and/or key skills consistent with their main programmes of study or training
1.10	develop the skills of critical evaluation, research and analysis
1.11	develop the attitudes and skills necessary to maintain lifelong learning, including the capacity to work independently and collaboratively
1.12	attend regularly and are punctual