Sources of Data and Evidence

A user guide to self-assessment and improvement planning Sources of data and evidence To make judgements you need evidence – up-to-date, reliable and related to the area which you are evaluating. You need to triangulate – use more than one source for a judgement.

Common Inspection Framework 2009 Evaluates

How do you know?

Evidence to support judgements

A. Outcomes for learners A1. How well do learners achieve and enjoy their learning?

Progression to a learning or training programme Progression into employment, with or without training Improved personal and social skills, increased self-esteem or motivation Customers take responsibility for their own progress and participate in developing their action plans Customer attendance and punctuality Any difference in progress or achievements between different groups of customers (universal, differentiated and personalized service as well as EDIMS) A2. How well do learners improve their economic and social well-being through learning and development?

Improved awareness of the options and sources of support available The extent to which customers are more self-aware and can identify existing skills and knowledge Customers improved ability to identify and overcome personal or practical barriers Customers understand their rights and responsibilities

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A3. Do learners feel safe?

The venue is safe and welcoming Adoption of safe working practices by staff and customers Customers attitudes and behaviours A4. Are learners able to make informed choices about their own health and well being?

The extent to which customers’ improve their knowledge of relevant provision related to their personal well-being such as programmes to help them move into education, training or employment or private organisations offering support A5. How well do learners make a positive contribution to the community?

Improve their understanding of the contribution they can make to their local and wider community Are motivate to contribute through participation in relevant education, training or employment, or in voluntary work B. Quality of provision B1. How effectively do teaching, training and assessment support learning and development?

The quality and effectiveness of an assessment of customers’ needs, including where appropriate, the formal or informal assessment of their language, literacy or numeracy needs The quality, breadth and relevance of the information given to clients The extent to which information that is provided for customers is accurate, up-to-date, impartial and easy to understand and follow The availability and location of sessions and how well different types of intervention are matched to customers’ needs Advisers’ expertise, qualifications and whether they are at an appropriate level Advisers’ use of appropriate methods and styles of intervention to meet the needs and objectives of customers from a wide range of backgrounds and in differing circumstances How well advisers help customers to plan to attain their short long term goals and make progress towards them

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Whether action plans are negotiated with customers to ensure that they capture the discussion held and provide a clear record of actions to be taken The extent to which customers are encourage to take responsibility for their own progress, and to develop and follow action plans for themselves In services that include more than one intervention, how well advisers monitor customers’ progress against their action plans Whether accommodation provides a suitable setting for nextsteps interventions, irrespective of whether or not the building is owned Whether advisers use resources relating to learning and employment opportunities that are available to, and used by, customers and advisers Whether advisers use resources and methods that promote equality and diversity Where customers wish to involve others in the service they receive, their wishes are respected and all relevant people informed B2. How effectively does the provision meet the needs and interests of users?

This question is about the relevance and range of nextstep services provided. Their availability and responsiveness to the communities the provision serves.

The extent to which services take account of the needs of individuals and communities across the area served The extent to which services take account of social and economic factors that could influence or inform customers’ choices How well provision reflects the needs of local employers and the availability of local education and training The effectiveness of partnerships with relevant external organisations to help to meet the needs of customers

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C Leadership and Management The effectiveness of the management and delivery of nextstep services in meeting the needs of customers and potential customers The allocation of roles and responsibilities to ensure the most effective provision The arrangements for bringing about improvements to the quality of nextstep services How effective is the promotion of equality and diversity C3. How effectively does the provider promote the safeguarding of learners?

Customers are safeguarded and protected Advisers take action to identify and respond appropriately to users’ welfare concerns Safeguarding is prioritised Providers work together with agencies and professionals effectively to safeguard customers C.4 How effectively does the provider actively promote equality and diversity, tackle discrimination and narrow the achievement gap?

Manages equality and diversity, particularly disability, gender and race, and actively promotes equality and diversity among staff, learners, employers, parents and other partners Assesses the impact of its work in relation to equality and diversity and had taken appropriate action in response to its findings Makes sure training in equality and diversity is so that leaders, managers, governors or supervisory bodies, staff and customers understand their roles and responsibilities in relation to equality and diversity Makes sure that all customers and staff are protected from harassment, bullying and discrimination, including those based with employers and at other external sites

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Manages incidents and complaints specifically about disability, gender and race equality Sets challenging targets and uses data to monitor, analyse and improve engagement and performance by different groups of customers Takes action to reduce any significant variation between different groups of customers in order to maximise their potential Examples of sources of evidence Staff CPD records, including impact and use made of CPD Staff satisfaction Audit reports Health and safety reports Reports on safeguarding of vulnerable adults Reports on implementation of the Every Child Matters outcomes Minutes of meetings (NB – if you can, indicate outcomes and impact not just that the meetings happened) Learner data by category of learner – comparisons made Policies and processes in place (NB – if you can, indicate outcomes and impact not just that they are in place) Outcomes related to previous years or other periods (trends) Outcomes related to other providers or to internal benchmarks (benchmarks) Outcomes against targets Case studies of learners, employers, community involvement and learning Good news stories

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