Themes:

• Design and delivery
• Learner involvement
• Opportunities to achieve and progress

Level 5 illustration:

Design and delivery

Our programmes are clearly based on identified learner needs, priorities and aspirations and are in line with national and local priorities. We ensure learning opportunities are inclusive, accessible and address persistent and systemic inequalities. As a result we reach learners with the greatest needs and at times of transition or change. We are skilled at tailoring programmes to meet individual and changing needs, including using a variety of delivery methods including digital technologies as appropriate. Almost all learners have access to an appropriate range of learning experiences. The support they receive takes account of prior learning and achievements. Almost all activities are delivered to a very high standard with an appropriate level of pace, support and challenge. We regularly evaluate and benchmark our learning offer to ensure we meet standards and inform improvement planning.

Learner involvement

Our provision is informed and developed in discussion with learners and communities. Learners are actively involved in shaping both their own and the wider learning offer. This ensures provision continues to meet the changing needs of learners and communities and results in clearly demonstrable and positive changes. As a result, almost all learners are highly motivated and actively engaged in all aspects of their learning. The learner-centred offer is built on positive, nurturing relationships. There is appropriate challenge that leads to high quality learning outcomes. Learners are actively encouraged and supported well to take on roles of responsibility and support others’ learning. Almost all learners report high levels of satisfaction with the service or support received.

Opportunities to achieve and progress

Opportunities for achievement and progression are very well planned and are integral to the learning offer. We recognise and celebrate the individual achievements of almost all learners at all stages of their learning. We encourage and enable learners to reflect on their learning journey and set challenging but realistic goals. Learning opportunities are enjoyable, stimulating, increase personal development and where appropriate increase community participation. Learners are very well supported to progress to further learning, training, volunteering, or employment opportunities. We work very effectively with partners to identify, plan and deliver clear and appropriate learning and other pathways. These pathways support participants in their journey to reach their intended goals and to access the services and support they needs to meet challenges in their lives.

Challenge questions:

1. How well do we work with partners to ensure our learning programmes meet identified needs, priorities and aspirations?
2. How well do we review our pathways to ensure they are aligned to national and local priorities, address persistent and systemic inequalities and can adapt to changing needs?
3. How well we use a rights based approach to support learner participation?
4. How well do we ensure the learning we offer is designed and delivered to a high standard and provides a high quality learning experience?
5. How skilled are we in adapting and tailoring programmes to best support each learner and to meet changing need?
6. How effectively do we reflect the context of learner’s lives, address barriers to enable participation and progression and meet individual and community aspirations?
7. How well do we use flexible approaches to learning, including digital technologies to enable learning in a place and at a time that meets learner needs, is safe and supports their aspirations?
8. How successfully do we use learner and other stakeholder feedback to improve the learner offer?
9. How well do we ensure learners are actively engaged in shaping their own learning and in the wider service design and improvement?
10. How well do we enable learners to identify, work towards and meet their personal goals?
11. How well do we support learners to identify, plan and secure progression?
12. How well do we recognise and celebrate achievement and attainment?