Effective practice that secures continuous improvement is evidenced by:

• how effectively performance is monitored and improved through quality assurance and self-assessment
• how effectively leaders and managers at all levels clearly direct improvement and promote the well-being of learners through high-quality care, education and training
• how well equality of opportunity is promoted and discrimination tackled so that all learners achieve their potential
• the adequacy and suitability of staff, including the effectiveness of processes for recruitment and selection of staff to ensure that learners are well taught and protected
• the adequacy and suitability of specialist equipment, learning resources and accommodation
• how effectively and efficiently resources are deployed to achieve value for money

and, where appropriate, by:

• how effectively links are made with other providers, services, employers and other organisations to promote the integration of care, education and any other extended services to enhance learning and to promote well-being
• how effectively governors and other supervisory boards discharge their responsibilities.

Supporting evidence could include:

• a policy outlining the principles, philosophy and procedures that support a whole-college approach to the teaching of literacy, numeracy, and communication
• organisational structures that show clear and coherent management of literacy, numeracy and communication provision
• effective systems of communication and planning to support the effective embedding of literacy, numeracy and communication teaching across the curriculum and which ensure that information about learners’ progress and achievement is effectively tracked
• a statement of learner entitlement to literacy, numeracy, communication and ESOL support, and evidence to show that this entitlement is met
• comprehensive and accurate management information about literacy, numeracy, communication and ESOL learners and their achievements, both accredited and non-accredited
• a quality assurance policy and clear procedures that monitor all aspects of literacy, numeracy and language provision
• examples of teaching and learning observations that focus on the delivery of literacy, numeracy and communication provision in both discrete and embedded learning contexts
• evidence of the application of the principles of the RARPA framework to the delivery of literacy, numeracy, communication and ESOL provision
• self-assessment reports and action plans that accurately assess the quality of literacy, numeracy, communication and ESOL provision and that drive continuous quality improvement
• an evaluation of the impact of development activities undertaken to improve literacy, numeracy, communication and ESOL provision and to support a judgement about the organisation’s capacity to improve
• an analysis of the adequacy and suitability of the staff who teach and support literacy, numeracy, communication and ESOL provision, and of the effectiveness of procedures for recruiting and training staff in order to ensure that learners are well taught and protected
• comprehensive staff development plans, records and reports that make good use of national training initiatives and enable all relevant course teams to deliver and support the core curricula through staff training and development where required
• training records and plans that show how the college is supporting its staff to meet the literacy, numeracy, communication and ESOL needs of learners with learning difficulties and disabilities
• an audit of resources for literacy, numeracy and language provision, including the use of accessible ICT resources that support independent learning skills and plans to improve resources
• audits of the suitability and accessibility of the accommodation for teaching literacy, numeracy, communication and ESOL, and plans to improve this where appropriate
• records of governing body, senior management and academic board meetings concerning the college’s response to the Skills for Life strategy and the participation and progress of literacy, numeracy, communication and ESOL learners
• equality policies, procedures and plans that are accessible and relevant to literacy, numeracy, communication and ESOL learners
• records of college improvement actions arising from complaints and appeals from literacy, numeracy, communication and ESOL learners
• interviews with managers who are well informed about and committed to the Skills for Life strategy and targets
• interviews with staff who are well informed about the Skills for Life strategy and trained, resourced and supported to provide high-quality literacy, numeracy, communication and ESOL provision
• interviews with literacy, numeracy, communication and ESOL learners who can describe the progress they have made and the benefits of their learning.

In effective self-assessment, the effectiveness of leadership and management is evaluated by the extent to which...
5.1	clear direction is given through strategic objectives, targets and values that are fully understood by staff, including subcontractors and work-placement providers
5.2	demanding targets for retention, achievement, progression and employment are set and met
5.3	the quality assurance arrangements are systematic and informed by the views of all interested parties
5.4	rigorous self-assessment leads to identified priorities and challenging targets for improvement
5.5	priorities are supported through responsible financial management
5.6	there are explicit aims, values and strategies promoting equality for all, and these are reflected in the provider's work
5.7	there are enough qualified and experienced teaching, training and support staff to match the demands of programmes and the range of learners
5.8	the professional development of staff contributes to their effectiveness
5.9	staff understand and are fully involved in the organisation's quality assurance arrangements
5.10	the information needs of managers and other staff are met and management information is used effectively to the benefit of learners
5.11	performance management, staff appraisal and review are effective in improving the quality of provision
5.12	efficient and effective use is made of resources
5.13	learning resources and accommodation allow all learners to participate fully
5.14	specialist equipment and materials are used, including facilities which are relevant to the workplace and meet current industrial standards
5.15	accommodation provides a suitable setting for good teaching, training and learning and support for learners
5.16	learners work in a safe and healthy environment
5.17	there are effective procedures for dealing with appeals and complaints
5.18	the 'best value' principles of comparison, challenges, consultation and competition are applied in securing resources and services
5.19	governors or other supervisory boards effectively oversee the provider's strategic direction, and regularly monitor the quality of provision and their own performance