Themes:

• Thriving
• Success for all
• Skills for learning, life and work

Level 5 illustration:

Thriving

Our CLD offer enhances the social, emotional and physical wellbeing of participants and supports almost all participants and communities to thrive. Learners, volunteers and activists report feeling safe and included. Their rights are respected and supported. Those who experience poor health or experience disadvantage participate and achieve their aims as well as other participants. Early intervention and prevention strategies are used very effectively to identify and meet emerging needs and reduce risks such as isolation, loneliness and poor mental health. The delivery of learning programmes is almost always well matched to participant’s needs. Participants set clear aims for their learning and are supported very well to meet them. Learner, volunteer and activist achievements are recognised and celebrated and where appropriate, accredited. Outcomes for almost all participants are improving and this is life changing for many and life saving for a few.

Success for all

Community members’ socio-economic circumstances are not a barrier to participation in CLD activities. We are proactive in working with partners, communities and learners to reduce or remove barriers to participation. As a result, the attainments and achievements of those living in the most disadvantaged communities and circumstances are rising. They are increasingly succeeding at a rate similar to those who face fewer barriers. We work effectively with partners to reduce persistent and systemic inequalities and disadvantage, including work to close the poverty-related achievement and attainment gap. Our programmes are targeted well and support successful community empowerment and regeneration in areas of disadvantage. This is strengthening communities and reducing negative impacts on individuals, families and communities.

Skills for learning, life and work

Almost all participants in our programmes gain new knowledge and skills which meet their aspirations and needs. Almost all of those with specific needs, such as those seeking employment, are gaining the knowledge, skills and confidence that they require to progress. They are supported effectively to understand their skills and abilities and are increasing in confidence to apply them in different settings. Participants are better able to use their knowledge and skills to attain, achieve, succeed in their lives and contribute to and strengthen their communities. Learners move between providers easily, using well-developed learning pathways in order to access opportunities which best meet their learning goals. As a result, they progress well towards their ambitions.

Challenge questions:

1. How well is our CLD offer enhancing the physical, social and/or emotional wellbeing of participants?
2. How well do we support inclusion, challenge discrimination, celebrate languages and diversity and remove barriers to both learning and involvement in community development?
3. How well do we support learners of all ages to understand their human rights?
4. How well do we support children and young people to understand their rights as laid out in the United Nations Convention on the Rights of the Child (UNCRC)? How well do we support them to challenge when their rights are not being met?
5. How well are those who are disadvantaged or made vulnerable by society able to participate and progress as a result?
6. How well do our early intervention and prevention strategies meet the needs of people and communities?
7. How well are we supporting and enabling the achievements of those living in the most disadvantaged circumstances or communities so they are comparable to those living in the least disadvantaged communities?
8. How effectively do we work with partners to address barriers to participation?
9. How well do we involve participants in decision making about their learning, lives and communities?
10. How effectively do we work with schools and other providers to ensure that children and young people gain access to the support they need to achieve and progress?
11. How do we know that children, young people and adults are gaining skills for learning, life and work?
12. How well are learners able to access learning pathways which support them to meet their learning goals?
13. What is in place to measure the impact on communities as a result of learners progressing towards their goals?