Effective practice that secures continuous improvement is evidenced by:

• how well teaching and/or training and resources promote learning, address the full range of learners’ needs and meet course or programme requirements
• the suitability and rigour of assessment in planning and monitoring learners’ progress
• the identification of, and provision for, additional learning needs

and, where appropriate, by:

• the involvement of parents and carers in their children’s learning and development.

Sources of evidence could include:

• records of lesson observations showing successful teaching and evidence of learning
• planning documents that take account of national standards and individual needs
• lesson plans showing flexible and differentiated teaching strategies
• the use of initial assessment outcomes to plan learning and develop individual learning plans
• teachers’ use of differentiated and accessible learning resources that promote inclusivity and reflect learner diversity, such as the identification on lesson plans of specific resources, for example, the use of coloured paper for learners with dyslexia or the size of font for a learner with a visual impairment
• effective use by teachers of ICT in classes to support differentiation and to stimulate interest in learning activities that teach literacy, numeracy and communication
• individual learning plans with SMART targets arising from initial and formative assessments
• records of regular and careful progress reviews and a schedule of updates for individual learning plans
• the use of stimulating learning materials that promote diversity
• the planning for, and use of, learning support assistants to support effective teaching and learning
• the use of specialist assessment and reports to inform effective teaching and learning support strategies
• full participation of learners with disabilities or particular needs
• an audit of the learning environment and resources
• examples of session evaluations that recognise achievement and signpost improvement in the development of skills and increased understanding of learners in individual lessons
• records of observation of assessment and feedback that signpost further improvement
• planning across teams and programmes to coordinate the embedding of the teaching of literacy and numeracy into vocational and practical subjects
• planning across teams and programmes to coordinate assessment and feedback practice
• the use of inclusive assessment strategies that allow all learners to demonstrate their achievements
• the use of assessment to plan support for communication and behaviour to include examples such as individual communication plans
• progress reports to parents or carers and employers, as appropriate
• outcomes of quality assurance activities in relation to all documents that support teaching and learning, to include schemes of work, session plans, ILPs and learning objectives, and formative and summative records of progress.

In effective self-assessment, teaching, training and learning are evaluated by the extent to which teachers...
2.1	show knowledge, technical competence and up-to-date expertise, at a level consistent with effective teaching, training and assessment of the course or programme
2.2	use initial assessment to provide an accurate basis on which to plan an appropriate programme of work
2.3	plan effectively with clear objectives that all learners understand
2.4	use forms of assessment that are suitable for the courses and programmes being followed
2.5	use methods and styles of teaching and training that are consistent with the aims of their programmes and learners' personal objectives
2.6	ensure that learners use learning resources that are appropriate for effective independent study
2.7	carry out regular assessments that are fair, accurate and used effectively to plan an appropriate programme of work and inform learners of their progress
2.8	challenge and inspire learners
2.9	set, use and mark assignments and other tasks in a way that helps learners to progress
2.10	work with learners to develop individual learning plans informed by initial assessment that are reviewed and updated regularly
2.11	use materials and teaching methods that promote equality of opportunity
2.12	promote good working relationships that foster learning
In effective self-assessment, teaching, training and learning are evaluated by the extent to which learners...
2.13	acquire new knowledge and skills, while developing in confidence and self-knowledge about how they are progressing and what they need to do to improve
2.14	have their achievements towards learning goals recognised, recorded and accredited
2.15	apply effort to succeed with their work, work productively and make effective use of their time
2.16	are stimulated and show interest in their work
In effective self-assessment, teaching, training and learning are evaluated by the extent to which the learning provider...
2.17	uses assessment information, including the analysis of the performance of different groups of learners, to guide course and programme development
2.18	ensures that assessment, verification and moderation procedures follow regulatory body requirements
2.19	regularly and clearly informs those with legitimate interest, such as employers or parents, about learners' progress