In effective self-assessment, the effectiveness of leadership and management
is evaluated by the extent to which...
| 5.1 |
clear direction is given through strategic objectives, targets and values
that are fully understood by staff, including subcontractors and work placement providers. |
Success in adult literacy, numeracy and ESOL provision in the young offender
institution context means...
| 5.1.1 |
all heads of learning and skills and education managers are well informed
of the Skills for Life teaching and learning infrastructure. |
| 5.1.2 |
the head of learning and skills has responsibility and accountability
for all literacy, numeracy and ESOL support delivered in the regime. |
| 5.1.3 |
education managers have a clear policy on providing literacy, numeracy
and ESOL to all learners. |
| 5.1.4 |
the purpose of the provision is defined through strategic objectives that
are linked to learners’ needs. |
| 5.1.5 |
a range of procedures are in place from entry to exit to help learners
in their literacy, numeracy and language development. |
| 5.1.6 |
policies and procedures are read and understood by all staff involved
in the learning programme including those in industrial workshops. |
| 5.1.7 |
all managers are aware of all key performance targets set by the prison
service and for the provision. |
| 5.1.8 |
audits and evaluations of the provision are carried out to inform the
annual cycle of self-assessment and development planning. |
'Checkpoint 5.1' in other guides:
