Effective practice that secures continuous improvement is evidenced by:

• the care, advice, guidance and other support provided to safeguard welfare, promote personal development and achieve high standards
• the quality and accessibility of information, advice and guidance to learners in relation to courses and programmes and, where applicable, career progression.

Supporting evidence could include:

• student charter, relevant student policies and procedures available in range of accessible formats
• welcoming, accessible advice and guidance that is well informed and sensitive to the needs of literacy, numeracy and language learners
• pre-entry, admission, and course placement procedures that ensure appropriate identification of, and provision for, the support needs and literacy, numeracy and language skills of applicants
• policies detailing the procedures for referral to specialist support and assessment
• analysis of student perception surveys, indicating learner views in relation to the support they receive for their literacy, numeracy and communication needs
• evidence of how learners with literacy, numeracy and communication needs are made aware of future choices at an appropriate level, differentiating between the approach taken for different groups of learners
• career and progression guidance, including that provided by the local careers service, that meets needs of literacy, numeracy and language learners using appropriately trained staff and guidance resources that are accessible and appropriate for literacy, numeracy and language learners
• guidance to tutors (such as a tutor handbook or whole-college policy) and records of tutor training (including induction for new tutors) that set out clearly the way in which the literacy, numeracy and language needs of learners will be identified and met
• performance management and quality assurance systems for tutoring
• induction arrangements that are appropriate for learners with literacy, numeracy and language needs, identifying any variation in approach, depending upon the learners’ needs
• induction activities that profile learning goals, preferences, strengths and needs, including literacy, numeracy and language skills, to inform individual learning plans
• records of screening, diagnostic and referral systems that show that learners who need additional support receive it promptly and that their progress is systematically monitored
• minutes of planning meetings and liaison records showing that teachers, specialist support staff and learning support assistants work closely together to ensure that support is relevant and effective
• examples of individual support plans for behaviour and communication that have been developed to address learners’ communication needs, and details of how these are shared, implemented and reviewed to ensure a consistent approach by all staff
• clear procedures for managing attendance and punctuality and records of effective intervention where problems arise
• clear procedures for monitoring the take-up and evaluating the impact of specialist support and guidance
• the use of work experience to develop and provide evidence of achievements in literacy, numeracy and language
• guidance and counselling staff trained to meet the particular needs of literacy, numeracy and language learners
• partnership agreements and relationships with external support agencies that are sensitive to the needs of literacy, numeracy and language learners.

In effective self-assessment, the quality of guidance and support is evaluated by the extent to which...
4.1	support arrangements are planned and managed coherently
4.2	impartial guidance enables learners to choose the course or programme which is right for them
4.3	careers education and guidance are effective in guiding learners towards opportunities available to them when they have completed their studies or training
4.4	procedures are in place for recognising poor punctuality, non-attendance and poor performance early and for taking appropriate action
4.5	induction programmes enable learners to settle into their programmes quickly, to understand their rights and responsibilities and the demands of the course or programme
4.6	individual learning needs are accurately diagnosed and learners receive effective additional support throughout their studies or training
4.7	learners have effective personal support to help them complete their course or programme, including access to specialist support services
4.8	guidance and support are sensitive to equality of opportunity
4.9	partnerships with other providers and relevant agencies involved in advice and guidance are effective