In effective self-assessment, the effectiveness of leadership and management is evaluated by the extent to which...
| 5.4 | rigorous self-assessment leads to identified priorities and challenging targets for improvement. |
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Success in adult literacy, numeracy and ESOL provision in the learning difficulties and/or disabilities context means...
| 5.4.1 | self-assessment procedures are informed by a shared understanding of the characteristics of effective practice in literacy, numeracy and language provision for learners with learning difficulties and/or disabilities. |
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| 5.4.2 | staff have a clear understanding of what constitutes appropriate evidence for strengths and weaknesses. |
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| 5.4.3 | staff adopt a rigorous approach to self-assessment and use it as an opportunity to establish an honest evaluation of the quality of their literacy, numeracy and language provision. |
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| 5.4.4 | action plans that are developed to build on strengths and remedy any weaknesses in the organisation’s literacy, numeracy and language provision contain targets for improvement which are challenging, attainable and expressed in a way that makes it possible to check whether or not they have been achieved. |
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'Checkpoint 5.4' in other guides:
