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 voluntary and community sector context means...
| 4.4.1 | those designing the learning programme decide what level of attendance and punctuality is reasonable to expect from the particular target group. |
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| 4.4.2 | teachers, learner supporters and others working with Skills for Life learners explain to learners the benefits to be gained from attending regularly and punctually. |
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| 4.4.3 | procedures are in place to contact non-attendees, for example by using mobile telephones and text messages. |
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| 4.4.4 | programmes are sufficiently flexible to accommodate the needs of vulnerable groups of learners, for example the homeless or substance misusers. |
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| 4.4.5 | learners who have missed sessions are welcome to return, and their learning and achievement are checked and recorded and appropriate adjustments made to their individual learning plans (ILPs) on re-entry. |
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'Checkpoint 4.4' in other guides:
