Effective practice that secures continuous improvement is evidenced by:

• learners’ success in achieving challenging targets, including qualifications and personal learning goals, with trends over time and any significant variations between groups of learners
• the standards of learners’ work in relation to their learning goals
• learners’ progress relative to their prior attainment and potential, with any significant variations between groups of learners
• the extent to which learners enjoy their work

and, where appropriate, by:

• the acquisition of workplace skills
• the development of skills that contribute to the social and economic well-being of the learner
• the emotional development of the learners
• 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
• whether learners make a positive contribution to the community

Sources of evidence could include:

• learners’ achievements in relation to qualifications and the achievement of long-term objectives, and improving trends over time
• positive learner achievements relative to national benchmarks
• the relative performance of different groups of learners (by age, mode, gender, ethnicity etc) and records of actions taken to remedy any equality gaps
• learner progress relative to initial assessments, personal goals and individual learning plans (RARPA)
• improvements in literacy, numeracy and communication skills which enable a learner to progress to a higher course or which support them in their vocational work
• the use of challenging and realistic targets
• learners’ portfolios showing progress towards appropriate individual goals, which, where appropriate, are measured against the national standards
• the use of case studies to exemplify progress and achievement for learners in relation to literacy, numeracy and communication
• analysis of student perception surveys, which identify what they have enjoyed and what they feel they have achieved
• the use of the National Qualifications Framework to identify appropriate literacy and numeracy objectives
• regular progress review records monitoring performance against the individual learning plan
• written observations of learning sessions, noting whether they produce stimulating and successful learning
• punctuality, attendance and retention records, and systems to deal with poor participation
• learner destinations and progression records that show learners are meeting their goals
• analysis of improvements in behaviour which result in increased socially appropriate behaviour and facilitate greater participation in leisure, work and community activities
• analysis of improvements in learners’ communication skills which enable them to identify and appropriately communicate their feelings and which increase their capacity to adopt safe practices and a healthy lifestyle
• the use of case studies to show how learners have increased their capacity to understand and identify issues such as stranger danger and bullying and who have developed communication skills to, for example, say ‘no’

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