impada 02 a1_framework_2017-02-09

IMPADACommon Self-Assessment Framework:

Improving the Effectiveness of Adult Educationfor Disadvantaged Groups

Output type: Intellectual Output

2016

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Common Assessment Framework for Adult Education on Disadvantaged Groups ObjectivesThis Common Assessment Framework focuses on challenges related to disadvantaged adults. Compared with similar tools, the Framework highlights the issues that are crucial for effective provision of adult education on disadvantaged groups and adds some aspects that are often omitted.

The Framework is a tool for both organisations and individual practitioners to self-assess the effectiveness of their adult education on disadvantaged groups against a common set of identified criteria. This Framework is supported by an implementation guide and methodology to enable practitioners to get best value from this tool.

The Framework is foreseen to be a universal and flexible tool. It can be used both by external evaluators or as a tool for self-assessment. Furthermore, it can be useful for both specialized providers (whose provision is tailored to specific disadvantages) or “regular” providers, who wish to improve the effectiveness of provision for disadvantaged groups and individuals. The framework does not distinguish obligatory from voluntary programmes of learning.

This framework can help providers identify the state of their provision as a whole, and then can also be used to self-assess against identified disadvantaged groups, cohorts or areas of provision. This will then enable providers to identify and work towards narrowing any gaps in their provision for specific groups. For example, the provider may self-assess their provision for learners with specific learning difficulties, or for learners who come from a specific geographic area or attend a specific learning centre. It is suggested that use of the framework is not a one-time exercise, but that it is revisited, and that the tool is used for regular self-assessment, for example biannually or annually, so that momentum with improvements can be sustained.

“Disadvantaged groups” are not defined only as singular identifiable and homogenous ‘groups’ of people (such as a group of learners in the same class who come from a particular ‘disadvantaged’ geographic area), but could be any individuals who can be perceived as being at a disadvantage compared with the general populous (and therefore be ‘grouped’ by having a particular characteristic in common, such as being deaf/hard of hearing, or having dyslexia). Adult education is understood here in line with Erasmus+ definition: “all forms of non-vocational adult education, whether of a formal, non-formal or informal nature”.

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Main features of the Framework Evidence based The Framework is built on primary research undertaken in 5 European countries, and secondary research evidence from across Europe and the US. Its criteria directly relate to a range of real considerations and factors currently faced by adult education providers. As written research evidence is unevenly distributed through the whole spectrum of education for disadvantaged learners, measures have been taken to ensure a balanced structure using quality measures based on good practice in Adult Education.

Universal and customizableThe framework is designed to be universal and customisable. The criteria have been carefully considered to ensure they are applicable to diverse programme profiles, target groups and course types. Moreover, the framework is designed to be relevant for organisations on different level of institutional development. The framework deliberately avoids reference to criteria that might be relevant only to a specific learner profiles (e.g. the unemployed) or to procedures typical for a particular organisation or country. The evaluation tools in the framework can be customised to suit national and local need and considerations.

Composition of the FrameworkThe framework consists of 3 sections (related to the quality and effectiveness (outcomes) of Adult Education) under which key aspects are organised:

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Leadership and Management

Inclusive Strategy DevelopmentInclusive and Targeted Planning and RecruitmentQuality ImprovementLearner Voice

Teaching and Learning

Learner Outcomes

Skills and QualificationsSocio-Economic Benefits of LearningDestinations

Criteria of effectiveness Success measures indicators

Evidence of impact Self-assessment judgment statements

Each of these sections is divided into 4 areas:

Criteria and criteria indicatorsThe framework is criteria-based, containing concise, written descriptions of qualities to which providers and practitioners should adhere. The criteria do not describe any particular practice or methodology.

The success measure indicators (criteria indicators) operationalise the criteria into statements against which providers can self-assess. This Framework is a flexible tool, so these measures are designed to be basic assessment questions that can be used in a variety of ways, for example: questionnaires, individual or group interviews scenarios. Therefore, it can be easily adapted by any provider.

The evidence of impact area is provided so that the provider or practitioner can add and consider evidence from their own organisation or practice as to how this is evidenced in their own setting.

The self-assessment judgements are organised into three levels of “RAG” rated statements: Emerging, Developing and Excelling against which the provider or practitioner can select their self-assessment grade (1-9). This self-assessment score can be used to pinpoint areas requiring the most development, and for comparison with previous progress or other practitioners/providers.

Open to further development This framework is expected to expand (e.g. due to further evidence to be gathered or due to its customisation) and the structure has been designed to allow for further additions on all levels. Aspects, criteria and criteria indicators can be easily added or substituted. The self-assessment statements could be adapted as needed to meet the needs of the provider, such as through Likert scaling, yes/no responses, or grades parallel with Ofsted grading (outstanding, good, requires improvement, inadequate).

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Key termsCPD: Continuous Professional Development

DL: Disadvantaged learners

EDI: Equality, Diversity and Inclusion

RARPA: Recognising and Recording Progress and Achievement – with regard to soft outcomes

SMART: Specific, Measurable, Agreed and Achievable, Realistic, Timebound and Trackable

Teachers: Includes tutors, trainers, teachers and practitioners

VAK: Visual, auditory and kinesthetic

Disadvantaged LearnersBelow are some examples of what disadvantaged learners or learner groups may be identified when using this framework. This is an illustrative but not exhaustive list. If the framework is used with a specific disadvantaged group as a focus, the practitioner could substitute “DL” in the framework for the group selected.

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Leadership and ManagementInclusive Strategy Development

Criteria Success Measures Indicators Evidence of Impact

(practitioner to fill out)

Self-Assessment judgement(practitioner to select self-assessment grade)

Emerging

Developing

Excelling

C.I.1 Inclusive Strategy development, particularly regarding disadvantaged learners (DL) is embedded throughout the provider’s working agenda.

M.I.1 The provider regularly engages in development and revision of its organisational inclusive strategy regarding the effectiveness of education for DL.

Pre-emerging: This area needs to be developed. 0

Strategy development contains consideration of DL and is regularly reviewed.

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Consideration of DL is embedded throughout all strategy development and is regularly reviewed, monitored and actioned. Staff are aware and accountable for implementation.

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The strategy development process for DL is robust, embedded and promoted effectively. There is a direct and measurable impact on outcomes for learners.

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C.I.2 The provider M.I.2 The strategy Pre-emerging: This area needs to be developed. 0

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adheres to an agreed-upon strategy development cycle in which inclusive practice is embedded throughout.

development process for DL follows an agreed upon methodology, is informed by a variety of information sources and comprises a cycle of steps including: needs analysis, national and local steers, planning, implementation and review.

The strategy development methodology is inclusive and yields generally positive results for DL.

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The strategy development methodology has robust, inclusive structure, is informed by a variety of data sources and is localised and operationalised to meet the needs of DL.

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There is explicit understanding and focus on inclusive practice throughout all strategy development methodology and documentation. This is informed by a variety of data sources and localised. This yields highly positive results for DL, equal to any learning cohort.

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C.I.3 The provider’s inclusive strategy development process is clear, with outcomes effectively monitored and evaluated.

M.I.3 Expected outcomes are clear, SMART and stretching, are part of all strategy documents and are effectively and regularly monitored and reviewed.


Strategy documents indicate expected outcomes and targets, and some of them are operationalised. Outcomes are monitored and some are acted upon.

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Strategy documents indicate expected outcomes and are fully operationalised. Outcomes are regularly monitored and acted upon.

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Outcomes are SMART and operationalised, and enable effective progress tracking and evaluation. Outcomes are frequently monitored and effective, appropriate intervention takes place to further improve outcomes.

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C.I.4 The provider prioritises a targeted,

M.I.4 A targeted approach to planning learning opportunities is


Leaders and managers share an understanding of the need for a targeted approach to planning learning opportunities and widening

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collaborative approach to planning inclusive learning opportunities to widen participation.

an effective part of the provider’s working agenda, with clearly ascribed accountability for staff at all levels. The approach includes need identification,

participation, and are aware of their accountability within this 3

A targeted, well-defined and agreed upon approach to planning learning opportunities is part of a transparent working agenda, with leaders and managers accountable. This is informed by reliable data and is reviewed and monitored to improve practice and inform the strategy development process.

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A targeted, well defined and customised approach to planning learning opportunities is embedded throughout the provider’s working agenda to effectively widen participation. Robust and highly relevant data is collected and used to inform and further develop practice. This is effectively reviewed and frequently monitored to ensure continual improvement.

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C.I.5 The provider develops and improves strategic partnerships with a broad spectrum of stakeholders to develop further inclusive practice.

M.I.5 The provider identifies and pro-actively involves strategic partners in activities.Partners include: DL learners decision makers, communities, experts in the fields of adult education, careers advisors, social workers, employers, external organisations.


There is an emerging shared understanding of the importance of engaging and cooperating with strategic partners to widen the participation of DL learners. Some partners have been identified and engaged in appropriate activities.

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The provider develops strategies for identifying and engaging a variety of strategic partners, with particular reference to DL, and involves them in appropriate activities.

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A collaborative partnership approach is embedded into the organisational ethos. The provider works closely with a broad range of partners, which has a strong, positive and measurable impact on shared outcomes for DL.

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C.I.6 The provider recognises and understands the

M.I.6a The provider monitors analyses and proactively responds to


Provider collects and monitors data on recruitment and retention of DL against recruitment and retention rates of other learners.

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participation barriers of DL and incorporates this into strategic policies to inform inclusive development.

minimise participation barriers affecting the recruitment and retention of DL.

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The provider monitors and analyses the data on the recruitment and retention rates of DL, identifies participation barriers, and sets targets to narrow the gap between DL and other cohorts.

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The provider proactively anticipates and plans for changing societal circumstances to overcome participation and retention barriers for DL. The provider sets policy and challenging targets to reflect data collected and wider contemporary societal considerations. Policy is flexible to meet the needs of individual learners.

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M.I.6b Flexible learning options are enabled to ensure learners continue to learn and complete their programme as their personal circumstances change. This includes taking a break from learning, learning more flexibly or transferring to another programme or location.


The provider allows learners to take a break from their learning programme with the opportunity to return to learning when they are able.

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The provider enables learners to take a negotiated break from their learning programme with the opportunity to return to learning when they are able. Learners receive clear information, advice and guidance (IAG) on returning to their learning programme, where appropriate.

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The provider ensures that all learners are aware of the flexible options available to them at the start of the programme. Where a learner may be considering withdrawal, one to one information, advice and guidance is given, including the opportunity to undertake flexible learning, take a break from learning or move to another learning centre, as appropriate.

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Inclusive and Targeted Planning and RecruitmentC.P.1 Curriculum and programme development is based upon the provider’s inclusive strategy development process.

M.P.1aThe provider’s inclusive programme development process is operationalised into the local curriculum and geographic programme. This is monitored and reviewed to ensure that local and targeted needs are met.


Programme planners use the inclusive development strategy to develop a relevant local offer.

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Programme planners use the inclusive development strategy to develop a broad, relevant local offer that meets the needs of targeted DL. This is monitored and reviewed regularly and used to inform future planning.

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Programme planning uses the development strategy and continually takes into account the views of learners, partners and other stakeholders to ensure a broad, coherent and relevant offer to meet the needs of all DL.

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M.P.1b Programme delivery is in accessible community locations, particularly with regard to DL, and at flexible delivery times to suit the needs of DL.


Learning venues are safe and conform to local and national legislative requirements for learning environments.

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Consideration is taken to ensure that DL will find the learning venues to be non-threatening and comfortable as well as meeting legislative and practical need. Learner feedback is considered. Delivery times are scheduled to meet the needs of learners.

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Provision is localised to meet the needs of the community and accessible by public transport. Learning locations are safe, accessible,

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adapted to conform to the needs of DL, and conducive to learning. Locations and location staff are non-threatening and welcoming. Provision is scheduled to meet the needs of learners e.g. childcare

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M.P.1c The naming convention of each learning programme is designed to be inclusive, non-stigmatising and actively attract DL.


Learning programme/course naming includes consideration of a non-stigmatising and accessible approach with reference to DL.

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Programme planning includes a systematic approach to programme/course naming to ensure programmes are attractive to DL (including promoting benefits attractive to DL, e.g. employability, life skills or mental health and well-being). Learner feedback is sought with reference to programme naming.

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Strategy includes a systematic approach to programme naming, in consultation with DL (e.g. focus group) to specifically appeal to and recruit DL. Programme names and corresponding recruitment of DL is monitored and regularly reviewed to ensure naming conventions increases DL recruitment.

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M.P.1d Entry criteria are appropriate to the course, inclusive and achievable for DL.


Entry criteria are minimal, appropriate to the course and do not discriminate against DL. Entrance exams are avoided where possible in favour of appropriate initial and diagnostic assessment, and support procedures.

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Entrance exams are avoided. Entry criteria are minimal and carefully considered to ensure that DL are not discouraged from enrolment, including addressing fear of rejection. Support is offered to DL enable candidates to select courses appropriate to their needs.

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There are no entrance exams or formal entry criteria as the recruitment process is inclusive and flexible and appropriate. All candidates receive full one to one support in selecting relevant programmes. Course information suggests progression routes and next steps.

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C.P.2 The provider actively promotes and effectively communicates the benefits of learning opportunities to DL.

M.P.2 The benefits of the learning programme are presented in a form that is coherent and attractive for DL (for example promoting employability, life skills, and mental health benefits).


The provider promotes and communicates the benefits of learning programmes with reference to the needs of DL.

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The provider promotes the benefits of learning with reference to the needs of DL. This is monitored and reviewed regularly, including gaining feedback from learners.

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The provider promotes the immediate and wider benefits of learning programmes with reference to the needs of DL, and in consultation with DL on their perceived needs and what would motivate them to enrol. This is monitored and reviewed regularly with reference to DL enrolment targets. Impact is assessed and used to inform further planning. The provider undertakes actions to promote positive attitudes of learning to DLs’ communities

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C.P.3 The provider’s recruitment strategy and enrolment process is inclusive, with particular reference to DL access to learning.

M.P.3a The provider’s recruitment strategy includes appropriate promotion and communication to learners, to ensure that DL have fair access to information, advice and guidance, and are


Strategy includes consideration of effective promotion and communication with DL. Recruitment of DL is monitored and reviewed.

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Strategy for promotion and communication with DL is based on research and information. Communication and effective recruitment of DL is monitored and reviewed regularly to ensure it is effective.

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actively recruited.

The strategy for promotion and communication with DL is learner facing, based on extensive research and consultation with DL, and uses media, format and language appropriate to DL. Recruitment of DL is actively prioritised and monitored to ensure continual increase in recruitment and participation of DL. The provider actively reaches candidates within communities, uses learning champions and a one-to-one approach.

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M.P.3b Information, advice and guidance for learner enrolment is inclusive, fit for purpose and user friendly for all learners, particularly DL.


Information, advice and guidance for enrolment is available but is not flexible to meet the needs of all learners.

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Information, advice and guidance for enrolment is welcoming and staff are able to signpost learners to all provision available to meet their needs. There are different ways to enquire and enrol (e.g. online, phone or face to face).

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Information, advice and guidance and the enrolment process is fully learner-centred. The provider is flexible to develop programmes tailored to meet the needs of incoming learners. The process is systematically reviewed and evaluated, taking into account learner feedback. Potential barriers to the enrolment process are sought and minimised.

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M.P.3c Learner stories are used to aid and support the recruitment process, particularly regarding DL.


The provider collects learner success stories on an ad hoc basis. These are promoted to potential learners.

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Stories of learners overcoming adversity and disadvantage are collected and actively used in marketing and promotion in a way that

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encourages DL learners to enrol (through seeing their own 6

Learner stories collection is prioritised and is a planned part of the learner voice cycle. Learner achievements are celebrated on an official and cyclical basis through learner award ceremonies, for which the criteria is inclusive and positively predisposed to favour DL (progress made not just grade achieved, and overcoming adversity through learning celebrated). Winners’ success stories are used as part of marketing and promotion.

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Quality ImprovementC.Q.1 Inclusive practice, and improving outcomes for DL is embedded within the provider’s organisational priorities and targets

M.Q.1 The provider has a robust and effective quality improvement cycle that includes: prioritising inclusive practice, target setting and action planning for continuous improvement regarding DL.


The provider aims to link its institutional priorities and targets regarding DL with other strategic documentation. Priorities and targets are in place but could be more coherent, inter-linked and inclusive.

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The provider’s institutional priorities and targets regarding DL are SMART and linked with all relevant strategic documentation. Goals and action plans are specific and well-defined.

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All the provider’s institutional priorities and targets regarding DL are SMART and strictly trackable to the targeted approach and other strategic documentation. Regular monitoring and review shows that this results in widened impact of DL participation and attainment.

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C.Q.2 The provider has a robust staff qualifications strategy and Continuous

M.Q.2a Teaching and learning practitioners hold appropriate teaching and subject qualifications to meet


The provider clearly defines expected teaching and relevant subject qualifications and/or experience for all teachers. This is above the level that the teacher is delivering. Qualifications are checked as teachers are recruited.

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Professional Development (CPD) plan that ensures teachers are appropriately skilled and qualified to develop and deliver inclusive learning.

the needs of diverse learning cohorts.

Qualification needs are regularly checked and reviewed to ensure that all teachers meet organisational and statutory requirements. Appropriate teacher education progression routes are identified and offered. Teachers are encouraged to register with appropriate professional membership organisations but this is not mandatory or tracked.

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Teachers all have professional membership with appropriate professional membership organisations and their records are kept up to date. All teachers maintain and update knowledge of their subject area/s and understanding of modern pedagogical/androgogical practice, including inclusive practice. This is tracked and regularly reviewed as part of quality improvement processes.

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M.Q.2b Teachers’ CPD is planned to ensure teachers’ skills and knowledge meet the needs of DL.


The provider offers CPD opportunities related to inclusive practice on an ad hoc basis, prioritising teachers with identified DL.

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Tailored CPD opportunities are systematically planned and offered to ensure that all teachers and support staff have effective inclusive practice, which can be measured through observation of learning and teaching.

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All teachers and support staff are required to complete a minimum set amount of relevant CPD, including a minimum amount of CPD on inclusive practice annually. The provider monitors and reviews this and it is fully embedded into supervision and observation procedures.

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C.Q.3 The provider has an effective strategy to monitor, develop and

M.Q.3 Observation of learning, teaching, and assessment practice is robust and an integral


Observation of learning, teaching and assessment practice takes place regularly with an emphasis on the development of inclusive practice.

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improve the quality of learning, teaching, and assessment

part of the providers’ quality assurance process, especially with regard to embedding equality, diversity and inclusion (EDI) and ensuring inclusive practice.

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Observation of learning, teaching and assessment is systematically planned and prioritised to ensure continuous improvement, particularly with regard to embedding EDI and inclusive practice. All teachers observed receive a developmental action plan to support them to develop and improve their inclusive practice. Goals and action plans are specific and well-defined.

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Observations of learning, teaching and assessment (OLT) are a fundamental feature of the provider’s quality improvement process, with teachers being observed according to identified priorities. The OLT feedback to teachers involves a two-way developmental discussion and focuses on key strengths, and key areas for improvement. A developmental action plan is negotiated with the teacher using a coaching model, where appropriate, to ensure “buy in” from the teacher to aid further development of their inclusive teaching, learning and assessment practice.

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Learner VoiceC.V.1 The provider ensures that learner feedback is inclusive and regularly collected on all aspects of the learning experience. The feedback is used to effect change and to inform the programme planning cycle.

M.V.1a Learners, particularly DL, are regularly asked for their voice and opinion on aspects of promotion, recruitment, communications, and inclusive teaching and learning assessment practice.


Learner feedback is collected on a planned basis (at least by way of end of course evaluations) and ad hoc. Opportunities for learner feedback do not exclude any DL from responding (e.g. internet only feedback).

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Feedback from learners is collected on a planned and regular basis (such as mid-term and end of course evaluations) and ad hoc. Feedback is collated and scrutinised on a whole organisation basis to assess trends related to inclusivity and provision for DL. Learner feedback is regularly monitored and reviewed. Learner feedback is drawn from a variety of sources and includes representative samples of learners from all groups and range of DL.

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The programme planning process is inclusive, two way, and DL learners’ opinions are actively sought at all stages of the programme planning and review process - to inform the programmes offer and implementation. Learners are all aware that they can feed back at any time through multiple channels (e.g. learner comment cards, formal verbal feedback to teachers, online feedback tools).

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M.V.1b Learner feedback, is responded to quickly and is actively used to effect change and inform planning. Feedback gathering includes monitoring learners’ intended next


Learner feedback is replied to in an appropriate format to the learner on a timely basis with full explanation. Frequently occurring feedback with reference to DL is addressed in programme planning and fed back to staff.

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Learner feedback is regularly monitored and reviewed and used to effect change quickly. Communication with learners illustrates the

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steps to feed into planning for progression and ensuring that learners move on in their learning.

way that some feedback has been used to improve provision and make it more inclusive. Feedback related to teaching, learning and

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The learner feedback system is transparent and shows appropriate accountability. Learners are regularly informed how feedback has informed planning. Learners are asked to feedback on next steps in their learning and life journeys and this is used to inform effective and inclusive progression programme planning and signposting to ensure that DL continue to develop and progress.

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M.V.1c Feedback is sought from non-learners, specifically those from identified disadvantaged groups. Data is scrutinized and emerging patterns identified as to non-uptake from disadvantaged groups. This is addressed in planning.


General opportunities for non-learner feedback are circulated, e.g. questionnaires, on an ad hoc basis. This is scrutinised as to why some people from disadvantaged groups do not access programmes and is used to inform planning.

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Non-learner questionnaires and focus groups from identified disadvantaged groups are used on a planned and regular basis to obtain feedback. This is scrutinised as to why some/specific people with identified disadvantage are not accessing programmes. This informs programme planning.

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Non-learner feedback is effectively gathered in liaison with partners and community organisations who are representatives of people from disadvantaged groups. Identified disadvantaged forums/groups are well established and form governance for programme planning.

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Teaching, Learning and Assessment PracticeCriteria Success Measures

Indicators Evidence of Impact(practitioner to fill

out)


Emerging

Developing

Excelling

C.T.1 Initial assessment practice is fully inclusive and meets the needs of all learners, including DL.

M.T.1 Initial assessment is robust and informs planning of teaching, learning and assessment, with teachers identifying individual learner needs, and planning inclusive learning practice to maximise learner retention rates.


Initial assessment takes place; however it is not evidenced or embedded into teaching, learning and assessment practice. Teachers are aware of the vulnerability of DL, and are able to identify learners with additional learning needs.

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Initial assessment takes place, taking account of learners’ prior learning, identifying additional learner needs, and learning preferences, which is evidenced in teaching, learning and assessment practice.

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Effective and robust Initial assessment takes place and is evidenced in teaching, learning and assessment and embedded in practice. Teachers plan appropriate and individual support to effectively meet the individual learning needs of all learners, particularly DL. The course content is negotiated with learners and tailored where appropriate to ensure that all learners will progress appropriate to their starting point.

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C.T.2 Diagnostic assessment practice is

M.T.2 Diagnostic assessment methods


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fully inclusive and meets the needs of all learners, including DL.

and tools are appropriately and effectively used to initially assess learners’ literacy, maths and digital skills.

meet the individual needs of all learners. Learners are not always placed onto the most appropriate learning programmes. Additional support for learners is assessed, but not always available for learners to access

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Diagnostic assessment takes place with all learners placed onto appropriate learning programmes. Additional learner support needs are assessed and are available for learners to access during their programme – this support may take a few weeks to put into place.

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Diagnostic assessment methods and tools are fully developed and implemented effectively to meet the needs of all learners, particularly DL. The results of diagnostic assessment are used successfully to place learners onto appropriate learning programmes, according to their starting points. Individualised learning support is set up in a timely manner and available at the start of the learners’ learning programmes, where needed, to ensure that all learners are able to progress.

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C.T.3 Teachers set appropriate, individualised and fit for purpose learning outcomes to meet the needs of all learners.

M.T.3 Informed by effective initial and diagnostic assessment, teachers negotiate appropriate learning outcomes and lesson content, which is individualised to meet the needs of all learners, particularly DL.


Course learning outcomes are set for all learning programmes/courses, however they are not individualised and therefore do not meet all learners’ needs.

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Learner outcomes are informed by initial and diagnostic assessment and adapted to meet the needs of individual learners. The learning outcomes are mainly SMART. Teachers regularly review learners’ progress against learning outcomes.

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Learning outcomes are informed by effective initial and diagnostic assessment, are SMART and individualised to meet the needs of all

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learners. Tutors regularly negotiate, monitor and review progress towards learning outcomes with all learners, and where appropriate

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C.T.4 Teachers use evidence-based effective pedagogical/andragogic approaches with their learners, with particular regard to DL.

M.T.4 Teachers effectively adopt a holistic person-centered Social Pedagogical approach to teaching and learning to meet the individual needs and life experiences of their learners.


Teachers listen to learners to adapt how they teach and to meet the needs of the individual learners. Teachers form positive relationships with their learners, to encourage learner participation. Teachers create a learning environment that is conducive to learning. Teachers regularly reflect on what works well and what doesn’t, to further develop and improve their teaching, learning and assessment practice.

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Teachers actively listen to all learners and adapt how they plan, deliver and assess learning to meet the individual needs and life experiences of their learners. Teachers develop positive, trusting relationships with their learners, to encourage them to fully engage in creative and active learning activities, in a supportive learning environment. Teachers use peer-to-peer learning, reflect regularly on their teaching, learning and assessment practice and share their reflections with other teachers.

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Teachers effectively use theory, critical reflection and self-awareness to inform and improve their teaching, learning and assessment practice. Teachers use creative and alternative approaches to lifelong learning that are theoretically informed, risk sensible and draw on learners’ potential. Teachers practise teamwork, mutual support and collaboration with others to inform and develop their practice. Teachers strive to bring about positive change for individuals, groups, families and communities.

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C.T.5 Teachers M.T.5a Teachers use Pre-emerging: This area needs to be developed. 0

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effectively differentiate their teaching, learning and assessment practice to meet individual learner needs, particularly regarding DL.

active, collaborative and multi-sensory learning methods to motivate and encourage learners to engage and fully participate in learning.

Teachers use active learning and teaching approaches to provide a variety of learning activities to meet the needs of learners, including paired work, small group work and peer support.

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Teachers use inclusive and active teaching and learning approaches to acknowledge variations and different levels of understanding or pace of learning, to meet the individual needs of all learners, including: blended learning approaches, open questioning and effective multi -sensory VAK learning approaches. Equality of opportunity and recognition of diversity are promoted through teaching and learning.

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Teachers are fully aware of their learners’ needs/profiles and use inclusive and active teaching and learning approaches effectively to acknowledge variations and different levels of understanding or pace of learning, and to acknowledge different learning needs and interests of all learners. Equality, diversity and inclusion (EDI) are fully embedded into learning with wider cultural aspects introduced to include religious, national and international cultural events and festivals.

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M.T.5b Teachers develop and use differentiated learning resources using a variety of media, to meet individual learner needs and preferences.


Teachers use a variety of resources to encourage learners of different backgrounds, ethnicity and culture, learners with physical impairment and /or mental health issues, are able to engage effectively in the learning process.

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Teachers develop and use a variety of rich resources that are adapted to meet the needs of individual learners and groups of

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learners, for example: large size font, different coloured paper for the visually impaired/dyslexic, recording equipment for dyslexic learners, stimulating visuals for the hearing impaired, specialist

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Teachers continuously update and develop their rich learning resources to take account of their learners’ changing needs, learning styles and interests. Teachers allow learners to critique and discuss different learning mediums and resources in relation to EDI, as contextual learning and embedded EDI. For example, are the images stereotypical, do they only tell one side of a story? Teachers invite feedback from their learners on the learning resources used and amend accordingly.

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M.T.5c Teachers effectively use assessment for learning practice (formative assessment) to encourage and motivate learners to remain in learning and to achieve their learning outcomes.


Teachers use a variety of assessment methods to meet the needs of their learners and to promote and enhance learning.Learners receive regular verbal feedback on their learning progress and are aware of what they need to do to progress their learning and achieve their outcomes.

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Teachers develop and use a variety of effective assessment for learning methods that meet the individual needs of all learners.Learners receive on-going, clear and comprehensive verbal and written feedback on their learning progress and advice on further development required, based on assessment for learning activities.

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Teachers ensure that all assessment for learning activities are valid, fair and reliable and do not discriminate against any learners,

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particularly DL. All learners receive constructive, timely developmental verbal and written feedback and support throughout

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M.T.5d Teachers effectively monitor learners’ progress and achievement to ensure learner success.


While on programme, teachers track and monitor the progress of all learners, particularly DL, providing appropriate additional feedback where learners are falling behind.

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Teachers regularly track, monitor and review the progress of all learners, particularly DL, providing appropriate additional feedback and support where learners are falling behind. Assessment information is used to plan appropriate teaching, learning and assessment strategies.

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Teachers are engaged in regular effective individual communication with learners, particularly DL, in order to track, review and monitor their attendance, progress and motivation. Teachers provide effective feedback, stretch, challenge and support to all learners, where appropriate, particularly to those who are falling behind. Teachers advise managers if they feel further support would be appropriate for learner success.

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C.T.6 Summative assessment is appropriate and inclusive to address the needs of all learners, particularly regarding DL.

M.T.6 Summative assessment methods (including learners sitting externally set examinations) are planned to ensure account is taken of individual learner needs, to ensure and


Teachers plan summative assessment with an awareness of their learners’ individual support needs.

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Teachers’ summative assessment is flexibly designed in order to respond effectively to the individual needs of all learners.

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access arrangements and support is appropriately identified and effectively put into

Summative assessment procedures are fully adjusted to respond to the needs of all learners, with particular regard for DL. Effective identification of learner support, including screening, is in place and successfully used to create a level playing field for DL. For example: a learner with an anxiety disorder is given breaks and extra time during an examination; a dyslexic learner has access to a computer during an examination.

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C.T.7 As a result of their learning programme, DL move into positive destinations. The provider tracks and records this to ensure that DL destinations are equal to that of any learner.

M.T.7 Teachers actively embed signposting learners to the next stage in their developmental journey.


Teachers offer appropriate information to learners, particularly DL, on the progression routes and next steps available to them beyond their current learning programme.

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Teachers offer tailored information, advice and guidance to DL on next steps and progression routes beyond their current learning programme. Teachers invite information, advice and guidance counsellors to be involved in the process, in a group or on a one to one basis.

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Teachers offer tailored support and information, advice, guidance to DL on next steps and progression routes beyond their current learning programme.Where appropriate, teachers incorporate information, advice and guidance counsellors, major local employers and partners into the learning process to help learners understand the next steps and what opportunities are available and appropriate to them, for example health benefits, career progression, ability to support their children’s learning .

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Learner OutcomesSkills and Qualifications

Criteria Success Measures Indicators Evidence of Impact

(practitioner to fill out)


Emerging

Developing

Excelling

C.S.1 The provider is effectively narrowing the achievement gap, with DL achieving skills and qualification outcomes in line with other learners.

M.S.1a The provider is measuring the achievement gap between DL and other learners, setting stretching targets and is narrowing the achievement gap.


The provider measures the achievement of DL and of all learners. This is used to measure and understand the achievement gap.

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The provider sets targets to narrow the achievement gap between DL and other learners. This is monitored and reviewed at least annually.

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The provider sets stretching and highly specific targets to narrow the achievement gap. This is monitored throughout the programme, and reviewed at least termly and remedial strategies are put in place while learners are on programme. Targets are consistently met.

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M.S.1b DL gain appropriate personal, social and employability


DL make adequate progress during their learning programme compared with their starting points and achieve many of their

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skills to enable them to progress into employment and/or further learning.

learning goals.3

The choice of qualification has enabled DL to make significant progress towards their goals. This is measured against the achievement of other learners and stretching targets to narrow the achievement gap are in place.

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Learners gain qualifications, skills and knowledge that enable them to progress to positive destinations in their chosen career, further learning and/or gain life skills and independent living skills as appropriate. The choice of qualification has enabled the learners to meet all their learning goals and they are on track to exceed this. The achievement gap is significantly narrowing and the target is to eliminate it.

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Socio-Economic Benefits of Learning C.E.1 The provider defines, measures and reviews the impact of a range of socio-economic “soft skills” as wider benefits of learning.

M.E.1a Socio-economic outcome measures are SMART and are inclusive to include all learner cohorts. Socio-economic measures include: social, mental health, life skills/being an active member of society, health and wellbeing, financial stability.


The provider sets socio-economic outcome targets, tailored to the programme. These include targets in some of the following areas: social, mental health, life skills/being an active member of society, health and wellbeing, financial stability.

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The provider sets SMART socio-economic outcome targets, tailored to individual need. These include targets in all of the following areas: social, mental health, life skills/being an active member of society, health and wellbeing, financial stability. The learner is aware of these targets and the progress they are making towards them.

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Each learner is actively involved in negotiating SMART, comprehensive, personalised socio-economic outcome targets. Each learner is actively involved in monitoring their own progress and re-evaluating targets throughout the programme in negotiation with the teacher.

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M.E.1b Socio-economic outcomes are measured using a standardised approach, which is learner-centred, appropriate, consistently reviewed and leads to continual improvement for DL.


The provider uses a standardised system to measure DL socio-economic outcomes that all teachers are aware of, for example the Recognising and Recording Progress and Achievement of soft outcomes (RARPA) process.

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Teachers effectively use the provider’s standardised system to measure socio-economic outcomes and distance travelled for each learner. Learners are active within the process and self-assess against the measures.

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The provider’s system for measuring the socio-economic outcomes for learners is embedded throughout all provision. Learners are integral to goal setting, monitoring and evaluating progress with the support and guidance of teaching staff. The process is continually monitored and reviewed to ensure that it meets the needs of all learners, particularly DL, and is continually improved.

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DestinationsC.D.1 The provider effectively uses a robust tracking system to review and analyse the progress of DL into positive destinations against all learners.

M.D.1 The provider tracks and measures the progress of DL into positive destinations against all learners.

Positive destinations include:Further or higher learning/education, paid employment, volunteering and living more independently.


A tracking system is in place to monitor DL and all learner destinations immediately following programme. The provider is aware of the positive destinations gap between DL and other learners.

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Effective tracking systems are in place that monitor and review learners’ destinations, immediately following the programme, and at a defined interval after the programme. The provider aims to narrow the positive destinations gap between DL and other learners. Destinations include: Further or higher learning/education, paid employment or promotion, volunteering and living more independently.

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Effective tracking systems are in place that monitor, review and analyse learners’ destinations and benefits, immediately following the programme, and at 5 months, 1 year and 5 years after the programme. The provider has significantly narrowed and is working towards closing the positive destinations gap between DL and other learners.Destinations include: Further or higher learning/education, paid employment or promotion, volunteering and living more independently. Wider benefits of learning include: Personal, social and health benefits, community involvement.

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