In effective self-assessment, the effectiveness of leadership and management is evaluated by the extent to which...
| 5.2 | demanding targets for retention, achievement, progression and employment are set and met. |
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Success in adult literacy, numeracy and ESOL provision in the learning difficulties and/or disabilities context means...
| 5.2.1 | managers have a clear understanding of realistic and relevant achievements in literacy, numeracy and language for learners with learning difficulties and/or disabilities. |
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| 5.2.2 | staff have high expectations of learners’ achievements and set realistic but attainable literacy, numeracy and language targets for learners. |
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| 5.2.3 | managers carefully monitor learners’ achievements in literacy, numeracy and language. |
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| 5.2.4 | managers ensure that, as far as they are able, learners progress to placements that will enable them to maintain and, where possible, extend their literacy, numeracy and language skills. |
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| 5.2.5 | managers carefully monitor how well learners are able to use the literacy, numeracy and language skills they have learned in their next placements. |
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'Checkpoint 5.2' in other guides:
