Effective practice that secures continuous improvement is evidenced by:

• the extent to which programmes or activities match learners’ aspirations and potential, building on prior attainment and experience
• how far programmes or the curriculum meet external requirements and are responsive to local circumstances

and, where appropriate, by:

• the extent to which employers’ needs are met
• the extent to which enrichment activities and/or extended services contribute to learners’ enjoyment and achievement
• the extent to which the provision contributes to the learners’ capacity to stay safe and healthy.

Sources of evidence could include:

• comprehensive initial assessment procedures that identify the full range of literacy, numeracy and communication learning need among learners and including the use of specialist assessments
• planning and delivery systems that meet the full range of literacy, numeracy and communication learning need among learners, including where appropriate augmentative and alternative communication
• analysis of student perception surveys and details of actions taken in response to comments
• flexible delivery methods that enable learner choice
• induction and learning activities that build on the experience and understanding that learners bring, and which include key information in range of accessible formats, such as symbol and Braille
• embedded literacy, numeracy and communication provision that is vocationally relevant and based on an audit of vocational course skill demands
• embedded literacy, numeracy and communication provision in all aspects of practical learning, including independent living and where appropriate the extended curriculum
• partnerships with schools, voluntary and community organisations and employers that generate new opportunities for the development and practical application of literacy, numeracy and communication skills
• evidence of the use of work experience where appropriate, to develop the learners’ literacy, numeracy and communication skills
• the use of practical and realistic learning environments and experiences to develop learners’ skills in applying and understanding literacy, numeracy and communication
• clear links between the outcomes of initial assessment, the identification of the skills learners will need in their lives, and the literacy, numeracy and communication skills that are taught
• a rationale to support the choice and use of accreditation
• promotional materials that highlight the literacy, numeracy and communication support available to all learners
• information, advice and guidance activities that are tailored to prospective learners of literacy, numeracy and communication
• progression from pre-entry provision that shows learners are achieving their goals
• engaged and interested learners who are both challenged and supported
• records of lesson observations showing successful teaching which takes account of the learners’ level of communication and language skills
• evidence of the use of specialist guidance to support learners’ access to the curriculum, such as the use of specialist communication aids
• examples of learner profiles and individual support strategies, and details of how there are shared with staff to ensure a consistent approach
• examples of the way that learners are supported to contribute to their ILPs and reviews, for example using talking mats
• details about the range of enrichments activities available to learners and how these contribute to the development of their literacy, numeracy and communication skills
• details of the use of residential programmes, visits and social and cultural activities to provide opportunities for learners to practise their literacy, numeracy and communication skills in real situations
• details of the personal, social and health education (PSHE) curriculum and the way this supports learners by developing their understanding of the social world, and helping them to communicate their choices and concerns more clearly while staying safe and healthy
• destination data, demonstrating how the literacy, numeracy and communication skills they have acquired have enabled learners to move on to the next stage of their lives.

In effective self-assessment, how far learners' needs and interests are met is evaluated by the extent to which...
3.1	learners have access to an appropriate range of courses or programmes and, where appropriate, achieve suitable qualifications
3.2	the curriculum or an individual programme of work is planned and managed effectively to provide coherence and progression
3.3	the curriculum or programmes of work are socially inclusive, ensuring equality of access and opportunities for learners
3.4	learners have the opportunity to broaden their experience and enhance their personal development through a suitable variety of enrichment activities
3.5	programmes of work take account of community and employer needs
3.6	legal requirements in relation to religious education and collective worship are fulfilled where they apply.
3.7	multi-site provision and resources are effectively integrated to give a coherent programme of learning