In effective self-assessment, the quality of guidance and support is evaluated by the extent to which...
| 4.4 | procedures are in place for recognising poor punctuality, non-attendance and poor performance early and for taking appropriate action. |
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Success in adult literacy, numeracy and ESOL provision in the learning difficulties and/or disabilities context means...
| 4.4.1 | providers have clearly defined procedures for monitoring attendance, punctuality and performance. |
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| 4.4.2 | staff rigorously monitor learners’ attendance, punctuality and performance and, where necessary, take appropriate and timely action. |
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| 4.4.3 | learners whose cognitive impairments prevent them from learning to tell the time are taught strategies to help them be punctual. |
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'Checkpoint 4.4' in other guides:
