This 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.

1. 1
IMPADA
Common Self-Assessment Framework:
Improving the Effectiveness of Adult Education
for Disadvantaged Groups
Output type: Intellectual Output
2016

2. 2
Common Assessment Framework for Adult Education on Disadvantaged Groups
Objectives
This 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
disadvantagedgroups againstacommonsetof identifiedcriteria.ThisFrameworkissupportedbyan implementationguideand 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 se lf-assessment.
Furthermore,itcanbe useful forbothspecialized providers (whose provision is tailored to specific disadvantages) or “regular” providers, who
wishto 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,butthatitis revisited,andthatthe tool is usedforregularself-assessment,forexample biannuallyorannually,sothatmomentum
with improvements can be sustained.
“Disadvantagedgroups”are notdefinedonlyassingularidentifiableandhomogenous‘groups’of people (suchasagroup of learnersinthe same
classwho come froma particular‘disadvantaged’geographicarea),butcouldbe anyindividualswhocanbe perceivedasbeingata disadvantage
compared with the general populous (and therefore be ‘grouped’ by having a particular characteristic in common, such as being deaf/hard of
hearing,orhavingdyslexia). Adulteducationisunderstoodhere in line with Erasmus+ definition: “all forms of non-vocational adult education,
whether of a formal, non-formal or informal nature”.

3. 3
Main features of the Framework
Evidence based
The Frameworkisbuilton primaryresearch 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 isunevenlydistributedthroughthe 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 customizable
The framework isdesignedtobe universal andcustomisable.The criteriahave beencarefullyconsideredtoensure theyare applicable to diverse
programme profiles,targetgroupsandcourse types.Moreover,the framework isdesignedtobe relevant for organisations on different level of
institutional development. The framework deliberatelyavoidsreference tocriteriathatmightbe relevant only to a specific learner profiles (e.g.
the unemployed) ortoprocedures 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 Framework
The framework consists of 3 sections (related to the quality and effectiveness (outcomes) of Adult Education) under which key aspects are
organised:
Leadership and Management
•Inclusive StrategyDevelopment
•Inclusive andTargeted Planning and Recruitment
•QualityImprovement
•Learner Voice
Teaching and Learning
Learner Outcomes
•Skills andQualifications
•Socio-Economic Benefits ofLearning
•Destinations

4. 4
Criteriaof effectiveness Success measures
indicators
Evidence of impact Self-assessment
judgment statements
Each of these sections is divided into 4 areas:
Criteria and criteria indicators
The frameworkis 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 isa flexible tool,so these measuresare designedtobe basicassessmentquestionsthatcan be usedina varietyof ways,forexample:
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-assessmentjudgementsare organisedintothree levels of “RAG” rated statements: Emerging, Developing and Excelling against which
the providerorpractitionercanselecttheirself-assessmentgrade (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
Thisframeworkisexpectedto expand(e.g.due tofurtherevidence tobe gatheredordue to itscustomisation) andthe structure hasbeen
designedtoallowforfurtheradditionsonall levels.Aspects, criteriaandcriteriaindicators canbe easilyaddedorsubstituted. The self-
assessmentstatements couldbe adaptedasneededtomeetthe needsof the provider,suchasthroughLikertscaling,yes/noresponses,or
gradesparallel withOfstedgrading(outstanding,good,requiresimprovement,inadequate).

5. 5
Key terms
CPD: Continuous Professional Development
DL: Disadvantagedlearners
EDI: Equality,DiversityandInclusion
RARPA: RecognisingandRecordingProgressandAchievement–withregard to softoutcomes
SMART: Specific, Measurable, AgreedandAchievable, Realistic, Timeboundand Trackable
Teachers: Includestutors,trainers,teachersandpractitioners
VAK: Visual,auditoryandkinesthetic
Disadvantaged Learners
Beloware some examplesof whatdisadvantagedlearnersorlearnergroupsmaybe identifiedwhen 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.

6. 6

7. 7
Inclusive 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
throughoutthe
provider’sworking
agenda.
M.I.1 The provider
regularlyengagesin
developmentand
revisionof its
organisational inclusive
strategyregardingthe
effectivenessof
educationforDL.
Pre-emerging:Thisareaneedstobe developed. 0
Strategydevelopmentcontainsconsiderationof DLand is regularly
reviewed.
1
2
3
Considerationof DLisembeddedthroughoutall strategy
developmentandisregularlyreviewed,monitoredandactioned.Staff
are aware and accountable forimplementation.
4
5
6
The strategydevelopmentprocessforDLis robust,embeddedand
promotedeffectively.There isadirectand measurable impacton
outcomesforlearners.
7
8
9
Leadership and Management

8. 8
C.I.2 The provider
adherestoan
agreed-upon
strategy
developmentcycle
inwhichinclusive
practice is
embedded
throughout.
M.I.2 The strategy
developmentprocess
for DL followsanagreed
uponmethodology,is
informedbyavarietyof
informationsourcesand
comprisesacycle of
stepsincluding:needs
analysis,national and
local steers,planning,
implementationand
review.
Pre-emerging:Thisareaneedstobe developed. 0
The strategydevelopmentmethodologyisinclusive andyields
generallypositiveresultsforDL.
1
2
3
The strategydevelopmentmethodologyhasrobust,inclusive
structure,isinformedbya varietyof data sourcesand is localisedand
operationalisedtomeetthe needsof DL.
4
5
6
There isexplicitunderstandingandfocusoninclusive practice
throughoutall strategydevelopmentmethodologyand
documentation.Thisisinformedbyavarietyof data sourcesand
localised.Thisyieldshighlypositive resultsforDL,equal toany
learningcohort.
7
8
9
C.I.3 The provider’s
inclusive strategy
development
processisclear,with
outcomeseffectively
monitoredand
evaluated.
M.I.3 Expected
outcomesare clear,
SMART and stretching,
are part of all strategy
documentsandare
effectivelyandregularly
monitoredand
reviewed.
Pre-emerging:Thisareaneedstobe developed. 0
Strategydocumentsindicate expectedoutcomesandtargets,and
some of themare operationalised.Outcomesare monitoredand
some are actedupon.
1
2
3
Strategydocumentsindicate expectedoutcomesandare fully
operationalised.Outcomes are regularlymonitoredandactedupon.
4
5
6
Outcomesare SMART and operationalised,andenable effective
progresstrackingand evaluation.Outcomesare frequentlymonitored
and effective,appropriate interventiontakesplace tofurtherimprove
outcomes.
7
8
9

9. 9
C.I.4 The provider
prioritisesa
targeted,
collaborative
approach to
planninginclusive
learning
opportunitiesto
widenparticipation.
M.I.4 A targeted
approach to planning
learningopportunitiesis
an effectivepartof the
provider’sworking
agenda,withclearly
ascribedaccountability
for staff at all levels.The
approach includesneed
identification,
programme design,data
collection,dataanalysis,
and feedback.This
includesdataobtained
fromstakeholdersand
DL representatives.
Pre-emerging:Thisareaneedstobe developed. 0
Leadersandmanagersshare an understandingof the needfora
targetedapproachto planninglearningopportunitiesandwidening
participation,andare aware of theiraccountabilitywithinthis
approach.
1
2
3
A targeted, well-definedandagreeduponapproachtoplanning
learningopportunitiesispartof a transparentworkingagenda,with
leadersandmanagersaccountable.Thisisinformedbyreliabledata
and isreviewedandmonitoredtoimprove practice andinformthe
strategydevelopmentprocess.
4
5
6
A targeted,well definedandcustomisedapproachtoplanning
learningopportunitiesisembeddedthroughoutthe provider’s
workingagendatoeffectivelywidenparticipation.Robustandhighly
relevantdatais collectedandusedtoinformandfurtherdevelop
practice.Thisis effectivelyreviewedandfrequentlymonitoredto
ensure continual improvement.
7
8
9
C.I.5 The provider
developsand
improvesstrategic
partnershipswitha
broad spectrumof
stakeholdersto
developfurther
inclusive practice.
M.I.5 The provider
identifiesandpro-
activelyinvolves
strategicpartnersin
activities.
Partnersinclude:DL
learnersdecision
makers,communities,
expertsinthe fieldsof
adulteducation,careers
advisors,social workers,
employers,external
organisations.
Pre-emerging:Thisareaneedstobe developed. 0
There isan emergingsharedunderstandingof the importance of
engagingandcooperatingwithstrategicpartnerstowidenthe
participationof DL learners.Some partnershave beenidentifiedand
engagedinappropriate activities.
1
2
3
The providerdevelopsstrategiesforidentifyingandengagingavariety
of strategicpartners,withparticularreference toDL,and involves
theminappropriate activities.
4
5
6
A collaborative partnershipapproachisembeddedintothe
organisational ethos.The providerworkscloselywithabroadrange of
partners,whichhasa strong,positive andmeasurable impacton
sharedoutcomesforDL.
7
8
9

10. 10
C.I.6 The provider
recognisesand
understandsthe
participation
barriersof DL and
incorporatesthis
intostrategic
policiestoinform
inclusive
development.
M.I.6a The provider
monitorsanalysesand
proactivelyrespondsto
minimise participation
barriersaffectingthe
recruitmentand
retentionof DL.
Pre-emerging:Thisareaneedstobe developed. 0
Providercollectsandmonitorsdataonrecruitmentandretentionof
DL againstrecruitmentandretentionratesof otherlearners.
1
2
3
The providermonitorsandanalysesthe dataonthe recruitmentand
retentionratesof DL, identifies participationbarriers,andsetstargets
to narrowthe gap betweenDLandothercohorts.
4
5
6
The providerproactivelyanticipatesandplansforchangingsocietal
circumstancestoovercome participationandretentionbarriersfor
DL. The providersetspolicyandchallengingtargetstoreflectdata
collectedandwidercontemporarysocietal considerations.Policyis
flexible tomeetthe needsof individuallearners.
7
8
9
M.I.6b Flexible learning
optionsare enabledto
ensure learners
continue tolearnand
complete their
programme as their
personal circumstances
change.Thisincludes
takinga breakfrom
learning,learningmore
flexiblyortransferring
to anotherprogramme
or location.
Pre-emerging:Thisareaneedstobe developed. 0
The providerallowslearnerstotake a breakfrom theirlearning
programme withthe opportunitytoreturntolearningwhentheyare
able.
1
2
3
The providerenableslearnerstotake a negotiatedbreakfromtheir
learningprogramme withthe opportunitytoreturntolearningwhen
theyare able.Learnersreceiveclearinformation,advice andguidance
(IAG) onreturningto theirlearningprogramme,where appropriate.
4
5
6
The providerensuresthatall learnersare aware of the flexible options
available tothematthe start of the programme.Where a learnermay
be consideringwithdrawal,one toone information,advice and
guidance isgiven,includingthe opportunitytoundertake flexible
learning,take abreakfrom learningormove toanotherlearning
centre,as appropriate.
7
8
9

11. 11
Inclusive and Targeted Planning and Recruitment
C.P.1 Curriculumand
programme
developmentis
baseduponthe
provider’sinclusive
strategy
development
process.
M.P.1aThe provider’s
inclusive programme
developmentprocessis
operationalisedintothe
local curriculumand
geographicprogramme.
Thisis monitoredand
reviewedtoensure that
local and targeted
needsare met.
Pre-emerging:Thisareaneedstobe developed. 0
Programme plannersuse the inclusive developmentstrategyto
developarelevantlocal offer.
1
2
3
Programme plannersuse the inclusive developmentstrategyto
developabroad,relevantlocal offerthatmeetsthe needsof targeted
DL. This ismonitored andreviewedregularlyandusedtoinform
future planning.
4
5
6
Programme planningusesthe developmentstrategyandcontinually
takesintoaccount the viewsof learners,partnersandother
stakeholderstoensure abroad,coherentand relevantoffertomeet
the needsof all DL.
7
8
9
M.P.1b Programme
deliveryisin accessible
communitylocations,
particularlywithregard
to DL, and at flexible
deliverytimestosuit
the needsof DL.
Pre-emerging:Thisareaneedstobe developed. 0
Learningvenuesare safe andconformto local and national legislative
requirementsforlearningenvironments.
1
2
3
Considerationistakentoensure thatDL will findthe learningvenues
to be non-threateningandcomfortable aswell asmeetinglegislative
and practical need.Learnerfeedbackisconsidered.Deliverytimesare
scheduledtomeetthe needsof learners.
4
5
6
Provision islocalisedtomeetthe needsof the communityand
7

12. 12
accessible bypublictransport.Learninglocationsare safe,accessible,
adaptedto conformto the needsof DL, andconducive tolearning.
Locationsand locationstaff are non-threateningandwelcoming.
Provisionisscheduledtomeetthe needsof learnerse.g.childcare
responsibilities,schoolholidaysandshiftwork.Learnerfeedbackon
venuesiscontinuouslysoughtandactedupon.Deliverytimesare
flexible andnegotiable.
8
9
M.P.1c The naming
conventionof each
learningprogramme is
designedtobe
inclusive,non-
stigmatisingandactively
attract DL.
Pre-emerging:Thisareaneedstobe developed. 0
Learningprogramme/course namingincludes considerationof anon-
stigmatisingandaccessible approachwithreference toDL.
1
2
3
Programme planningincludesasystematicapproachto
programme/course namingtoensure programmesare attractive to
DL (includingpromotingbenefits attractive toDL,e.g. employability,
life skillsormental healthandwell-being).Learnerfeedbackissought
withreference toprogramme naming.
4
5
6
Strategyincludesasystematicapproachtoprogramme naming,in
consultationwithDL(e.g.focusgroup) tospecificallyappeal toand
recruitDL. Programme namesandcorrespondingrecruitmentof DL is
monitoredandregularlyreviewedtoensure namingconventions
increasesDLrecruitment.
7
8
9
M.P.1d Entry criteriaare
appropriate tothe
course,inclusiveand
achievable forDL.
Pre-emerging:Thisareaneedstobe developed. 0
Entry criteriaare minimal,appropriate tothe course anddo not
discriminate againstDL.Entrance examsare avoidedwhere possible
infavourof appropriate initialanddiagnosticassessment,andsupport
procedures.
1
2
3
Entrance examsare avoided. Entrycriteriaare minimal andcarefully
consideredtoensure thatDL are notdiscouragedfromenrolment,
4
5

13. 13
includingaddressingfearof rejection.SupportisofferedtoDLenable
candidatestoselectcoursesappropriate totheir needs.
6
There are noentrance examsor formal entrycriteriaasthe
recruitmentprocessisinclusive andflexible andappropriate.All
candidatesreceive full one toone supportinselectingrelevant
programmes.Course information suggestsprogressionroutesand
nextsteps.
7
8
9
C.P.2 The provider
activelypromotes
and effectively
communicatesthe
benefitsof learning
opportunitiestoDL.
M.P.2 The benefitsof
the learningprogramme
are presentedinaform
that iscoherentand
attractive forDL (for
example promoting
employability,life skills,
and mental health
benefits).
Pre-emerging:Thisareaneedstobe developed. 0
The providerpromotesandcommunicatesthe benefitsof learning
programmeswithreferencetothe needsof DL.
1
2
3
The providerpromotesthe benefitsof learningwithreference tothe
needsof DL. Thisis monitoredandreviewedregularly,including
gainingfeedbackfromlearners.
4
5
6
The providerpromotesthe immediate andwiderbenefitsof learning
programmeswithreferencetothe needsof DL,and in consultation
withDL on theirperceivedneedsandwhatwouldmotivatethemto
enrol.Thisismonitoredandreviewedregularlywithreference toDL
enrolmenttargets.Impactisassessedandusedtoinformfurther
planning.The providerundertakesactionstopromote positive
attitudesof learningto DLs’ communities
7
8
9
C.P.3 The provider’s
recruitmentstrategy
and enrolment
processisinclusive,
withparticular
reference toDL
access to learning.
M.P.3a The provider’s
recruitmentstrategy
includesappropriate
promotionand
communicationto
learners,toensure that
DL have fairaccessto
Pre-emerging:Thisareaneedstobe developed. 0
Strategyincludesconsiderationof effective promotionand
communicationwithDL.Recruitmentof DLismonitoredand
reviewed.
1
2
3
Strategyfor promotionandcommunicationwithDLisbasedon
researchand information.Communicationandeffective recruitment
4
5

14. 14
information,adviceand
guidance,andare
activelyrecruited.
of DL ismonitoredandreviewedregularlytoensure itiseffective. 6
The strategyfor promotionandcommunicationwithDLislearner
facing,basedonextensiveresearchandconsultationwithDL,and
usesmedia,formatandlanguage appropriate toDL. Recruitmentof
DL isactivelyprioritisedandmonitoredtoensure continual increasein
recruitmentandparticipationof DL.The provideractivelyreaches
candidateswithincommunities,useslearningchampionsandaone-
to-one approach.
7
8
9
M.P.3b Information,
advice andguidance for
learnerenrolmentis
inclusive,fitforpurpose
and userfriendlyforall
learners,particularlyDL.
Pre-emerging:Thisareaneedstobe developed. 0
Information,advice andguidance forenrolmentisavailablebutisnot
flexible tomeetthe needsof all learners.
1
2
3
Information,advice andguidance forenrolmentiswelcomingand
staff are able tosignpostlearnerstoall provisionavailabletomeet
theirneeds.There are differentwaystoenquire andenrol (e.g.online,
phone or face to face).
4
5
6
Information,advice andguidance andthe enrolmentprocessisfully
learner-centred.The providerisflexibletodevelopprogrammes
tailoredtomeetthe needsof incominglearners.The processis
systematicallyreviewedandevaluated,takingintoaccountlearner
feedback.Potential barrierstothe enrolmentprocessare soughtand
minimised.
7
8
9
M.P.3c Learner stories
are usedto aidand
supportthe recruitment
process,particularly
regardingDL.
Pre-emerging:Thisareaneedstobe developed. 0
The providercollectslearnersuccessstoriesonanad hoc basis.These
are promotedtopotential learners.
1
2
3
Storiesof learnersovercomingadversityanddisadvantageare 4

15. 15
collectedandactivelyusedinmarketingandpromotioninawaythat
encouragesDL learnerstoenrol (throughseeingtheirown
circumstancesreflected).
5
6
Learnerstoriescollectionisprioritisedandisaplannedpartof the
learnervoice cycle.Learnerachievementsare celebratedonanofficial
and cyclical basisthroughlearnerawardceremonies,forwhichthe
criteriaisinclusive andpositivelypredisposedtofavourDL (progress
made not justgrade achieved,andovercomingadversitythrough
learningcelebrated).Winners’successstoriesare usedaspart of
marketingandpromotion.
7
8
9
Quality Improvement
C.Q.1 Inclusive
practice,and
improvingoutcomes
for DL is embedded
withinthe provider’s
organisational
prioritiesandtargets
M.Q.1 The providerhas
a robust andeffective
qualityimprovement
cycle that includes:
prioritisinginclusive
practice,targetsetting
and actionplanningfor
continuous
improvementregarding
DL.
Pre-emerging:Thisareaneedstobe developed. 0
The provideraimsto linkitsinstitutional prioritiesandtargets
regardingDL withotherstrategicdocumentation.Prioritiesand
targetsare inplace but couldbe more coherent,inter-linkedand
inclusive.
1
2
3
The provider’sinstitutional prioritiesand targetsregardingDLare
SMART and linkedwithall relevantstrategicdocumentation. Goals
and actionplansare specificandwell-defined.
4
5
6
All the provider’sinstitutionalprioritiesandtargetsregardingDLare
SMART and strictly trackable tothe targetedapproach andother
strategicdocumentation.Regularmonitoringandreviewshowsthat
thisresultsinwidenedimpactof DL participationandattainment.
7
8
9
C.Q.2 The provider
has a robuststaff
qualifications
M.Q.2a Teachingand
learningpractitioners
holdappropriate
Pre-emerging:Thisareaneedstobe developed. 0
The providerclearlydefinesexpectedteachingandrelevantsubject
qualificationsand/orexperience forall teachers.Thisisabove the
1
2

16. 16
strategyand
Continuous
Professional
Development(CPD)
planthat ensures
teachersare
appropriatelyskilled
and qualifiedto
developanddeliver
inclusive learning.
teachingandsubject
qualificationstomeet
the needsof diverse
learningcohorts.
level thatthe teacherisdelivering.Qualificationsare checkedas
teachersare recruited.
3
Qualificationneedsare regularlycheckedandreviewedtoensure that
all teachersmeetorganisationalandstatutoryrequirements.
Appropriate teachereducationprogressionroutesare identifiedand
offered.Teachersare encouragedtoregisterwithappropriate
professionalmembershiporganisationsbutthisisnotmandatoryor
tracked.
4
5
6
Teachersall have professionalmembership withappropriate
professionalmembershiporganisationsandtheirrecordsare keptup
to date.All teachersmaintainandupdate knowledgeof theirsubject
area/sand understandingof modernpedagogical/androgogical
practice,includinginclusive practice.Thisistrackedandregularly
reviewedaspartof qualityimprovementprocesses.
7
8
9
M.Q.2b Teachers’CPD is
plannedtoensure
teachers’skillsand
knowledge meetthe
needsof DL.
Pre-emerging:Thisareaneedstobe developed. 0
The provideroffersCPDopportunitiesrelatedtoinclusivepractice on
an ad hoc basis,prioritisingteacherswithidentifiedDL.
1
2
3
TailoredCPDopportunitiesare systematicallyplannedandofferedto
ensure thatall teachersand support staff have effective inclusive
practice,whichcan be measuredthroughobservationof learningand
teaching.
4
5
6
All teachersandsupportstaff are requiredtocomplete aminimum
setamountof relevantCPD,includingaminimumamountof CPDon
inclusive practice annually.The providermonitorsandreviewsthis
and itis fullyembeddedintosupervisionandobservation procedures.
7
8
9
C.Q.3 The provider M.Q.3 Observationof Pre-emerging:Thisareaneedstobe developed. 0

17. 17
has an effective
strategyto monitor,
developand
improve the quality
of learning,
teaching,and
assessment
learning,teaching,and
assessmentpractice is
robustand an integral
part of the providers’
qualityassurance
process,especiallywith
regardto embedding
equality,diversityand
inclusion(EDI) and
ensuringinclusive
practice.
Observationof learning,teachingandassessmentpractice takesplace
regularlywithanemphasisonthe developmentof inclusivepractice.
1
2
3
Observationof learning,teachingandassessmentissystematically
plannedandprioritisedtoensure continuousimprovement,
particularlywithregardtoembeddingEDIandinclusive practice. All
teachersobservedreceive adevelopmental actionplantosupport
themto developandimprove theirinclusive practice. Goalsand
actionplansare specificandwell-defined.
4
5
6
Observationsof learning,teachingandassessment(OLT) are a
fundamental feature of the provider’squalityimprovementprocess,
withteachersbeingobservedaccordingtoidentifiedpriorities. The
OLT feedbacktoteachersinvolvesatwo-waydevelopmental
discussionandfocusesonkeystrengths,andkeyareasfor
improvement.A developmental actionplanis negotiatedwiththe
teacherusinga coachingmodel,where appropriate,toensure “buy
in” fromthe teacherto aidfurtherdevelopmentof theirinclusive
teaching,learningandassessmentpractice.
7
8
9

18. 18
Learner Voice
C.V.1The provider
ensuresthatlearner
feedbackisinclusive
and regularly
collectedonall
aspectsof the
learningexperience.
The feedbackisused
to effectchange and
to informthe
programme planning
cycle.
M.V.1a Learners,
particularlyDL,are
regularlyaskedfortheir
voice andopinionon
aspectsof promotion,
recruitment,
communications,and
inclusive teachingand
learningassessment
practice.
Pre-emerging:Thisareaneedstobe developed. 0
Learnerfeedbackiscollectedonaplannedbasis(atleastbywayof
endof course evaluations) andadhoc.Opportunitiesforlearner
feedbackdonotexclude anyDL fromresponding(e.g.internetonly
feedback).
1
2
3
Feedbackfromlearnersiscollectedonaplannedandregularbasis
(suchas mid-termandendof course evaluations) andadhoc.
Feedbackiscollatedandscrutinisedonawhole organisationbasisto
assesstrendsrelatedtoinclusivityandprovisionforDL. Learner
feedbackisregularlymonitoredandreviewed. Learnerfeedbackis
drawnfrom a varietyof sourcesand includesrepresentative samples
of learnersfromall groupsandrange of DL.
4
5
6
The programme planningprocessisinclusive,twoway,andDL
learners’opinionsare activelysoughtatall stagesof the programme
planningandreviewprocess - toinformthe programmesofferand
implementation.Learnersare all aware thattheycan feedbackat any
time throughmultiple channels(e.g.learnercommentcards,formal
verbal feedbacktoteachers,online feedbacktools).
7
8
9
M.V.1b Learner
feedback,isresponded
to quicklyandisactively
usedto effectchange
and informplanning.
Feedbackgathering
includesmonitoring
learners’intendednext
Pre-emerging:Thisareaneedstobe developed. 0
Learnerfeedbackisrepliedtoinan appropriate formattothe learner
on a timelybasiswithfull explanation.Frequentlyoccurringfeedback
withreference toDLis addressedinprogramme planningandfed
back to staff.
1
2
3
Learnerfeedbackisregularlymonitoredandreviewedandusedto
effectchange quickly.Communicationwithlearnersillustratesthe
4
5

19. 19
stepsto feedinto
planningforprogression
and ensuringthat
learnersmove onin
theirlearning.
waythat some feedbackhasbeenusedtoimprove provisionand
make it more inclusive.Feedbackrelatedtoteaching,learningand
assessmentissharedwithteachingstaff andactedonappropriately.
6
The learnerfeedbacksystemistransparentandshowsappropriate
accountability.Learnersare regularly informedhowfeedbackhas
informedplanning. Learnersare askedtofeedbackonnextstepsin
theirlearningandlife journeysandthisisusedtoinformeffective and
inclusive progressionprogramme planningandsignpostingtoensure
that DL continue todevelopandprogress.
7
8
9
M.V.1c Feedbackis
soughtfromnon-
learners,specifically
those fromidentified
disadvantagedgroups.
Data is scrutinizedand
emergingpatterns
identifiedastonon-
uptake from
disadvantagedgroups.
Thisis addressed in
planning.
Pre-emerging:Thisareaneedstobe developed. 0
General opportunitiesfornon-learnerfeedbackare circulated,e.g.
questionnaires,onanad hoc basis.Thisis scrutinisedastowhysome
people fromdisadvantagedgroupsdonotaccessprogrammesandis
usedto informplanning.
1
2
3
Non-learnerquestionnairesandfocusgroupsfromidentified
disadvantagedgroupsare usedona plannedandregularbasisto
obtainfeedback.Thisisscrutinisedastowhysome/specificpeople
withidentifieddisadvantage are notaccessingprogrammes.This
informsprogramme planning.
4
5
6
Non-learnerfeedbackiseffectivelygatheredinliaisonwithpartners
and communityorganisationswhoare representativesof people from
disadvantagedgroups. Identifieddisadvantagedforums/groupsare
well establishedandformgovernance forprogramme planning.
7
8
9

20. 20
Criteria Success Measures
Indicators
Evidence of Impact
(practitioner to fill
out)
Self-Assessment judgement
(practitioner to select self-assessment grade)
Emerging
Developing
Excelling
C.T.1 Initial assessment
practice is fully
inclusive andmeetsthe
needsof all learners,
includingDL.
M.T.1
Initial assessmentis
robustand informs
planningof teaching,
learningand
assessment,with
teachersidentifying
individuallearner
needs,andplanning
inclusive learning
practice to maximise
learnerretentionrates.
Pre-emerging:Thisareaneedstobe developed. 0
Initial assessmenttakesplace;howeveritisnotevidencedor
embeddedintoteaching,learningandassessmentpractice.
Teachersare aware of the vulnerabilityof DL,and are able to
identifylearnerswithadditional learningneeds.
1
2
3
Initial assessmenttakesplace,takingaccountof learners’prior
learning,identifyingadditional learnerneeds,andlearning
preferences,whichisevidencedinteaching,learningand
assessmentpractice.
4
5
6
Effective androbustInitial assessmenttakesplace andisevidenced
inteaching,learningandassessmentandembeddedinpractice.
Teachersplanappropriate andindividual supporttoeffectively
meetthe individual learningneedsof all learners,particularlyDL.
The course contentisnegotiatedwithlearnersandtailoredwhere
appropriate toensure thatall learnerswill progressappropriate to
theirstartingpoint.
7
8
9
C.T.2 Diagnostic M.T.2 Diagnostic Pre-emerging:Thisareaneedstobe developed. 0
Teaching, Learning and Assessment Practice

21. 21
assessmentpractice is
fullyinclusive and
meetsthe needsof all
learners,includingDL.
assessmentmethods
and toolsare
appropriatelyand
effectivelyusedto
initiallyassesslearners’
literacy,mathsand
digital skills.
Diagnosticassessmentmostlytakesplace,butdoesnotalways
meetthe individual needsof all learners. Learnersare notalways
placedontothe most appropriate learningprogrammes. Additional
supportfor learnersisassessed,butnotalwaysavailablefor
learnerstoaccess
1
2
3
Diagnosticassessmenttakesplace withall learnersplacedonto
appropriate learningprogrammes. Additional learnersupport
needsare assessedandare available forlearnerstoaccessduring
theirprogramme – thissupportmay take a fewweekstoputinto
place.
4
5
6
Diagnosticassessmentmethodsandtoolsare fullydevelopedand
implementedeffectivelytomeetthe needsof all learners,
particularly DL. The resultsof diagnosticassessment are used
successfullytoplace learnersontoappropriate learning
programmes,accordingtotheirstartingpoints. Individualised
learningsupportissetupin a timelymannerandavailableatthe
start of the learners’learningprogrammes,where needed,to
ensure thatall learnersare able to progress.
7
8
9
C.T.3 Teachersset
appropriate,
individualisedandfit
for purpose learning
outcomestomeetthe
needsof all learners.
M.T.3 Informedby
effectiveinitial and
diagnosticassessment,
teachersnegotiate
appropriate learning
outcomesandlesson
content,whichis
individualisedtomeet
the needsof all
learners,particularly
DL.
Pre-emerging:Thisareaneedstobe developed. 0
Course learningoutcomesare setforall learning
programmes/courses,howevertheyare notindividualisedand
therefore donotmeetall learners’needs.
1
2
3
Learneroutcomesare informedbyinitial anddiagnosticassessment
and adaptedtomeetthe needsof individual learners. The learning
outcomesare mainlySMART.Teachersregularlyreviewlearners’
progressagainstlearningoutcomes.
4
5
6
Learningoutcomesare informedbyeffectiveinitial anddiagnostic
assessment,are SMARTand individualisedtomeetthe needsof all
7
8

22. 22
learners. Tutorsregularlynegotiate,monitorandreviewprogress
towardslearningoutcomeswithall learners,andwhere appropriate
adjustlearningoutcomesinline withlearnerprogressand
achievement.
9
C.T.4 Teachersuse
evidence-based
effective
pedagogical/andragogic
approacheswiththeir
learners,with
particularregardto DL.
M.T.4 Teachers
effectivelyadopta
holisticperson-
centeredSocial
Pedagogical approach
to teachingand
learningtomeetthe
individualneedsand
life experiencesof their
learners.
Pre-emerging:Thisareaneedstobe developed. 0
Teacherslistento learnerstoadapthowtheyteach and to meetthe
needsof the individual learners.Teachersformpositive
relationshipswiththeirlearners,toencourage learnerparticipation.
Teacherscreate a learningenvironmentthatisconducive to
learning.Teachers regularlyreflectonwhatworkswell andwhat
doesn’t,tofurtherdevelopandimprove theirteaching,learningand
assessmentpractice.
1
2
3
Teachersactivelylistentoall learnersandadapthowtheyplan,
deliverandassesslearningtomeetthe individualneedsandlife
experiencesof theirlearners.Teachersdeveloppositive,trusting
relationshipswiththeirlearners,toencourage themtofullyengage
increative andactive learningactivities,inasupportive learning
environment.Teachersuse peer-to-peerlearning,reflectregularly
on theirteaching,learningandassessmentpractice andshare their
reflectionswithotherteachers.
4
5
6
Teacherseffectivelyuse theory,critical reflectionandself-
awarenesstoinformandimprove theirteaching,learningand
assessmentpractice.Teachersuse creativeandalternative
approachesto lifelonglearningthatare theoreticallyinformed,risk
sensible anddrawonlearners’potential. Teacherspractise
teamwork,mutual supportandcollaborationwithotherstoinform
and developtheirpractice.
Teachersstrive tobringabout positive change forindividuals,
groups,familiesandcommunities.
7
8
9

23. 23
C.T.5 Teachers
effectivelydifferentiate
theirteaching,learning
and assessment
practice to meet
individuallearner
needs,particularly
regardingDL.
M.T.5a Teachersuse
active, collaborative
and multi-sensory
learningmethodsto
motivate and
encourage learnersto
engage andfully
participate inlearning.
Pre-emerging:Thisareaneedstobe developed. 0
Teachersuse active learningandteachingapproachestoprovide a
varietyof learningactivitiestomeetthe needsof learners,including
pairedwork,small groupworkand peersupport.
1
2
3
Teachersuse inclusive andactive teachingandlearningapproaches
to acknowledge variationsanddifferentlevelsof understandingor
pace of learning,tomeetthe individual needsof all learners,
including:blendedlearningapproaches,openquestioningand
effectivemulti -sensoryVAKlearningapproaches.Equalityof
opportunityandrecognitionof diversityare promotedthrough
teachingandlearning.
4
5
6
Teachersare fullyaware of theirlearners’needs/profilesanduse
inclusive andactive teachingandlearningapproacheseffectivelyto
acknowledge variationsanddifferentlevelsof understandingor
pace of learning,andtoacknowledge different learningneedsand
interestsof all learners. Equality,diversityandinclusion(EDI) are
fullyembeddedintolearningwithwidercultural aspectsintroduced
to include religious,nationalandinternational cultural eventsand
festivals.
7
8
9
M.T.5b Teachers
developanduse
differentiatedlearning
resourcesusinga
varietyof media,to
meetindividual learner
needsandpreferences.
Pre-emerging:Thisareaneedstobe developed. 0
Teachersuse a varietyof resourcestoencourage learners of
differentbackgrounds,ethnicityandculture,learnerswithphysical
impairmentand/ormental healthissues,are able toengage
effectivelyinthe learningprocess.
1
2
3
Teachersdevelopanduse avarietyof rich resourcesthatare
adaptedto meetthe needsof individuallearners andgroupsof
4
5

24. 24
learners,forexample:large size font,differentcolouredpaperfor
the visuallyimpaired/dyslexic,recordingequipmentfordyslexic
learners,stimulatingvisualsforthe hearingimpaired,specialist
computerequipmentforlearnerswithphysical disabilities.Written
materialsare checkedtoensure theyare non-jargonisticand
appropriate forthe literacylevelsof all learners.
6
Teacherscontinuouslyupdateanddeveloptheirrichlearning
resourcestotake account of theirlearners’changingneeds,
learningstylesandinterests.Teachersallowlearnerstocritique and
discussdifferentlearningmediumsand resourcesinrelationtoEDI,
as contextual learningandembeddedEDI.Forexample,are the
imagesstereotypical,dotheyonlytellone side of astory? Teachers
invite feedbackfromtheirlearnersonthe learningresourcesused
and amendaccordingly.
7
8
9
M.T.5c Teachers
effectivelyuse
assessmentfor
learningpractice
(formative assessment)
to encourage and
motivate learnersto
remaininlearningand
to achieve their
learningoutcomes.
Pre-emerging:Thisareaneedstobe developed. 0
Teachersuse a varietyof assessmentmethodstomeetthe needsof
theirlearnersandtopromote and enhance learning.
Learnersreceive regularverbal feedbackontheir learningprogress
and are aware of what theyneedtodo to progresstheirlearning
and achieve theiroutcomes.
1
2
3
Teachersdevelopanduse avarietyof effectiveassessmentfor
learningmethodsthatmeetthe individual needsof all learners.
Learnersreceive on-going,clearandcomprehensive verbaland
writtenfeedbackon theirlearningprogressandadvice onfurther
developmentrequired,basedonassessmentforlearningactivities.
4
5
6
Teachersensure thatall assessmentforlearningactivitiesare valid,
fairand reliable anddonotdiscriminate againstanylearners,
7
8

25. 25
particularlyDL.All learnersreceiveconstructive,timely
developmental verbal andwrittenfeedbackandsupport
throughouttheirlearningtoenable themtoprogresstheirlearning
and to ensure achievementandsuccess.
9
M.T.5d Teachers
effectivelymonitor
learners’progressand
achievementtoensure
learnersuccess.
Pre-emerging:Thisareaneedstobe developed. 0
While onprogramme,teacherstrackand monitorthe progressof all
learners,particularlyDL,providingappropriateadditional feedback
where learnersare fallingbehind.
1
2
3
Teachersregularlytrack,monitorandreviewthe progressof all
learners,particularlyDL,providingappropriateadditional feedback
and supportwhere learnersare fallingbehind. Assessment
informationisusedtoplanappropriate teaching,learningand
assessmentstrategies.
4
5
6
Teachersare engagedinregulareffectiveindividual communication
withlearners,particularlyDL,inorderto track, reviewandmonitor
theirattendance,progressandmotivation.Teachersprovide
effectivefeedback,stretch,challenge andsupporttoall learners,
where appropriate,particularlytothose whoare fallingbehind.
Teachersadvise managersif theyfeel furthersupportwouldbe
appropriate forlearnersuccess.
7
8
9
C.T.6 Summative
assessmentis
appropriate and
inclusive toaddress the
needsof all learners,
particularlyregarding
DL.
M.T.6 Summative
assessmentmethods
(includinglearners
sittingexternallyset
examinations) are
plannedtoensure
account istakenof
individuallearner
needs,toensure and
Pre-emerging:Thisareaneedstobe developed. 0
Teachersplansummative assessmentwithanawarenessof their
learners’individual supportneeds.
1
2
3
Teachers’ summative assessmentisflexiblydesignedinorderto
respondeffectivelytothe individual needsof all learners.
4
5
6

26. 26
access arrangements
and supportis
appropriatelyidentified
and effectivelyputinto
place.
Summative assessmentproceduresare fullyadjustedtorespondto
the needsof all learners,withparticularregardforDL. Effective
identificationof learnersupport,includingscreening,isinplace and
successfullyusedtocreate a level playingfieldforDL.Forexample:
a learnerwithananxietydisorderisgivenbreaksandextratime
duringan examination;adyslexiclearnerhasaccesstoa computer
duringan examination.
7
8
9
C.T.7 As a resultof their
learningprogramme,
DL move intopositive
destinations.The
providertracksand
recordsthisto ensure
that DL destinationsare
equal tothat of any
learner.
M.T.7 Teachersactively
embedsignposting
learnerstothe next
stage in their
developmental journey.
Pre-emerging:Thisareaneeds tobe developed. 0
Teachersofferappropriate informationtolearners,particularlyDL,
on the progressionroutesandnextstepsavailable tothembeyond
theircurrentlearningprogramme.
1
2
3
Teachersoffertailoredinformation,advice andguidance toDLon
nextstepsandprogressionroutesbeyondtheircurrentlearning
programme.Teachersinvite information,advice andguidance
counsellorstobe involvedinthe process,inagroup or ona one to
one basis.
4
5
6
Teachersoffertailoredsupportandinformation,advice,guidance
to DL on nextstepsandprogressionroutesbeyondtheircurrent
learningprogramme.
Where appropriate,teachersincorporateinformation,advice and
guidance counsellors,majorlocal employersandpartnersintothe
learningprocesstohelplearnersunderstandthe nextstepsand
whatopportunitiesare available andappropriate tothem,for
example healthbenefits,careerprogression,abilitytosupporttheir
children’slearning.
7
8
9

27. 27
Skills and Qualifications
Criteria Success Measures
Indicators
Evidence of Impact
(practitioner to fill
out)
Self-Assessment judgement
(practitioner to select self-assessment grade)
Emerging
Developing
Excelling
C.S.1 The provideris
effectively
narrowingthe
achievementgap,
withDL achieving
skillsand
qualification
outcomesinline
withotherlearners.
M.S.1a The provideris
measuringthe
achievementgap
betweenDLandother
learners,setting
stretchingtargetsandis
narrowingthe
achievementgap.
Pre-emerging:Thisareaneedstobe developed. 0
The providermeasuresthe achievementof DLand of all learners.This
isusedto measure andunderstandthe achievementgap.
1
2
3
The providersetstargetsto narrowthe achievementgapbetweenDL
and otherlearners.Thisismonitoredandreviewedatleastannually.
4
5
6
The providersetsstretchingandhighlyspecifictargetstonarrowthe
achievementgap.Thisismonitoredthroughoutthe programme,and
reviewedatleasttermlyandremedial strategiesare putinplace while
learnersare on programme.Targetsare consistentlymet.
7
8
9
M.S.1b DL gain
appropriate personal,
Pre-emerging:Thisareaneedstobe developed. 0
DL make adequate progressduringtheirlearningprogramme 1
Learner Outcomes

28. 28
social and employability
skillstoenable themto
progressinto
employmentand/or
furtherlearning.
comparedwiththeirstartingpointsandachieve manyof their
learninggoals.
2
3
The choice of qualificationhasenabledDLto make significant
progresstowardstheirgoals.Thisis measuredagainstthe
achievementof otherlearnersandstretchingtargetstonarrowthe
achievementgapare in place.
4
5
6
Learnersgainqualifications,skillsandknowledge thatenablethemto
progressto positive destinationsintheir chosencareer,further
learningand/orgainlife skillsandindependentlivingskillsas
appropriate.The choice of qualificationhasenabledthe learnersto
meetall theirlearninggoalsandtheyare ontrack to exceedthis.The
achievementgapissignificantlynarrowingandthe targetisto
eliminateit.
7
8
9
Socio-Economic Benefits of Learning
C.E.1 The provider
defines, measures
and reviewsthe
impactof a range of
socio-economic
“softskills”aswider
benefitsof learning.
M.E.1a Socio-economic
outcome measuresare
SMART and are inclusive
to include all learner
cohorts.Socio-
economicmeasures
include:social,mental
health,life skills/being
an active memberof
society,healthand
wellbeing,financial
stability.
Pre-emerging:Thisareaneedstobe developed. 0
The providersetssocio-economicoutcome targets,tailoredtothe
programme.These include targetsinsome of the followingareas:
social,mental health,life skills/beinganactive memberof society,
healthandwellbeing,financial stability.
1
2
3
The providersetsSMART socio-economicoutcome targets,tailoredto
individualneed.These include targetsinall of the followingareas:
social,mental health,life skills/beinganactive memberof society,
healthandwellbeing,financial stability.The learnerisaware of these
targetsand the progresstheyare makingtowardsthem.
4
5
6
Each learnerisactivelyinvolvedinnegotiatingSMART,
comprehensive,personalisedsocio-economicoutcome targets.Each
7
8

29. 29
learnerisactivelyinvolvedinmonitoringtheirownprogressandre-
evaluatingtargetsthroughoutthe programme innegotiationwiththe
teacher.
9
M.E.1b Socio-economic
outcomesare measured
usinga standardised
approach,whichis
learner-centred,
appropriate,
consistentlyreviewed
and leadstocontinual
improvementforDL.
Pre-emerging:Thisareaneedstobe developed. 0
The providerusesa standardisedsystemtomeasure DLsocio-
economicoutcomesthatall teachersare aware of, forexample the
RecognisingandRecordingProgressandAchievementof soft
outcomes(RARPA) process.
1
2
3
Teacherseffectivelyuse the provider’sstandardisedsystemto
measure socio-economicoutcomesanddistance travelledforeach
learner.Learnersare active withinthe processandself-assessagainst
the measures.
4
5
6
The provider’ssystemformeasuringthe socio-economicoutcomesfor
learnersisembeddedthroughoutall provision.Learnersare integral
to goal setting,monitoringandevaluatingprogresswiththe support
and guidance of teachingstaff.The processiscontinuallymonitored
and reviewedtoensure thatitmeetsthe needsof all learners,
particularlyDL,and iscontinuallyimproved.
7
8
9

30. 30
Destinations
C.D.1 The provider
effectivelyusesa
robusttracking
systemtoreview
and analyse the
progressof DL into
positive destinations
againstall learners.
M.D.1 The provider
tracks and measuresthe
progressof DL into
positive destinations
againstall learners.
Positive destinations
include:
Furtheror higher
learning/education,
paidemployment,
volunteeringandliving
more independently.
Pre-emerging:Thisareaneedstobe developed. 0
A trackingsystemisinplace to monitorDL and all learnerdestinations
immediatelyfollowingprogramme.The providerisaware of the
positive destinationsgapbetweenDLandotherlearners.
1
2
3
Effective trackingsystemsare inplace thatmonitorand review
learners’destinations,immediatelyfollowingthe programme,andat
a definedinterval afterthe programme.The provider aimstonarrow
the positive destinationsgapbetweenDLandotherlearners.
Destinationsinclude:Furtherorhigherlearning/education,paid
employmentorpromotion,volunteeringandlivingmore
independently.
4
5
6
Effective trackingsystemsare inplace thatmonitor,reviewand
analyse learners’destinationsandbenefits,immediatelyfollowingthe
programme,andat 5 months,1 year and 5 yearsafter the
programme.The providerhassignificantlynarrowedandisworking
towardsclosingthe positive destinationsgapbetweenDLand other
learners.
Destinationsinclude:Furtherorhigherlearning/education,paid
employmentorpromotion,volunteeringandlivingmore
independently.Widerbenefitsof learninginclude:Personal,social
and healthbenefits,communityinvolvement.
7
8
9