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. |
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Success in adult literacy, numeracy and ESOL provision in the learning difficulties and/or disabilities context means...
| 5.1.1 | senior staff are knowledgeable about Skills for Life, the new teaching and learning infrastructure and effective practice in literacy, numeracy and language provision for learners with learning difficulties and/or disabilities. |
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| 5.1.2 | senior staff have a clear vision for their literacy, numeracy and language provision and translate this into a strategic plan with challenging but attainable targets. |
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| 5.1.3 | senior staff rigorously monitor progress in achieving the targets within the strategic plan. |
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| 5.1.4 | providers have appropriate policies and procedures to support their literacy, numeracy and language provision for learners with learning difficulties and/or disabilities. |
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| 5.1.5 | managers ensure that there is a coherent, well-coordinated approach to the development of learners’ literacy, numeracy and language skills across the organisation, including where appropriate, across the extended curriculum. |
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| 5.1.6 | managers promote staff awareness of the organisation’s philosophy and approach to the teaching of literacy, numeracy and language skills through continuing professional development. |
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'Checkpoint 5.1' in other guides:
