ALC PI update Sept 24 - Aspects and Statements - Master by

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1.3 - The quality of learning experiences, teaching and assessment

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1.2 - Learners’ attitudes to learning

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1.1 - The standards of learners’ knowledge, understanding and skills, including their Welsh language skills

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2.2 - The effectiveness of learner support, advice and guidance to help learners develop as individuals and overcome any disadvantage they may face

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2.3 - The effectiveness of safeguarding practices and the safeguarding culture

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2.1 - The impact on learners’ well-being and personal development

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Individual partners have safe recruitment practices and nearly all staff receive training on safeguarding and radicalisation.

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Most tutors plan their lessons well with appropriate consideration given to learner centred outcomes

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In many sessions, tutors use a of variety of topical resources and interesting activities that engage and challenge the learners

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Nearly all learners are educated about the dangers of radicalism and extremism.

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Most learners enjoy their classes, they listen and interact well with tutors, other staff and their peers.

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Nearly all tutors provide impartial advice and guidance, at the beginning and throughout courses. This allows learners to progress in their learning, employment and personal lives.

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The partnership works well together to provide a broad range of accredited and non-accredited courses to meet the diverse needs of its learners and communities

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Learners across the partnership’s wide ranging provision report benefits to their wellbeing from engaging with learning, including improving their employability or learning a new skill

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The partnership has a good understanding of its work, successes and areas for improvement and it is honest and open in its own assessment.

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Across the partnership, nearly all learners enjoy their work, are enthusiastic and contribute well in class. They are proud of their achievements in learning and progress in language acquisition

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Many learners have opportunities to share information about their own cultures. They develop an understanding of the local communities in which they live, as well as the wider world.

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Providers all have strategies in place to deal with non attendance and lateness. Where learners have a strong reason for not being in class, providers send work for them to complete or they arrange extra online sessions.

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The partnership has a good understanding of local, regional and national priorities

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Each provider in the partnership provides its tutors with regular professional learning to develop their face-to-face and online teaching

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The partnership has a clear and well-articulated vision for its purpose, direction and provision

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Teaching and learning, learner involvement and quality and data groups feed into a high-level strategy group. Operational leaders from all partners sit on these groups and contribute purposefully to the leadership and strategic direction of the partnership

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Many learners make sound progress. They acquire, develop and apply new skills and produce work of at least an appropriate standard

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3.4 - Workforce development and professional learning

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3.3 - Provision planning and oversight

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3.2 - Self-evaluation and improvement

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3.1 - Strategic direction and operational management