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.

Sources of evidence

There are various sources of robust evidence of effective teaching and learning. Some of the most useful are:

• observations of teaching and learning
• observation visits to the workplace and other learning contexts
• observations and records of progress review meetings
• interviews with customers
• interviews with specialist literacy or numeracy tutors and tutors of main learning programmes
• individual learning plans
• schemes of work and session plans that identify literacy and numeracy support
• learning materials
• induction materials
• assessment and learning reviews
• documents relating to assessment and the recording of customer's progress, such as:
  • policies and procedures for the assessment of prior learning
  • assessment materials and resources
  • assessment records
  • customers’ assessed work
  • reports from internal and external verifiers.
• evidence of communication between all those involved in providing literacy, numeracy and language support.

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, training and assessment of 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