In effective self-assessment, the effectiveness of leadership and management is evaluated by the extent to which...
| 5.19 | governors or other supervisory boards effectively oversee the provider's strategic direction, and regularly monitor the quality of provision and their own performance. |
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Success in adult literacy, numeracy and ESOL provision in the voluntary and community sector context means...
| 5.19.1 | the management committee or board of directors receives regular reports on the quality and strategic direction of Skills for Life programmes. |
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| 5.19.2 | the management committee or board of directors takes regular reports on progress in meeting Skills for Life targets. |
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Key Points for Teachers and Managers
- Teachers should have access to appropriate staff development opportunities, including to the new Skills for Life National Qualifications Framework (NQF).
- Teachers should be trained in developing and using materials and learning resources, including ICT.
- Ensure that the accommodation used by learners is fit for purpose, accessible and does not help to perpetuate learners' negative experiences of learning.
Key Points for Managers
- Quality-assure Skills for Life provision: observe learning sessions; make judgements about teaching and learning related to the Common Inspection Framework; use information gleaned from observations to inform planning, staff development and self-assessment.
- Plan literacy, numeracy and language programmes. Consider how you are going to recruit and advise learners, and how best to move them on after their course is completed. Look at how your programme should develop over time. Monitor your progress.
- Plan staff development in accordance with the needs of individual members of staff, the needs of the learners and the strategic direction of the service.
- Ensure that all learners and staff follow equal opportunities procedures.
- Integrate Skills for Life provision with your mission statement and core values. Ensure all staff know why the Skills for Life agenda is important to your service users or clients.
- Develop and maintain ways of recording data about achievement, retention and progression that staff understand and feel able to contribute to: the best systems are often developed collectively.
- Adopt a whole-organisation approach.
'Checkpoint 5.19' in other guides:
