Evaluating Inclusiveness - A Guide for Scotland's Colleges: page 4

Evaluating Inclusiveness - A Guide for Scotland's Colleges

SECTION 3: APPLYING INCLUSIVENESS IN THE QUALITY FRAMEWORK FOR SCOTLAND’S COLLEGES

ELEMENT A1: PROGRAMME DESIGN

Programmes in an inclusive college are designed to give learners the best possible opportunities for success and learners are involved in planning. Under-represented groups are targeted and there are flexible modes of delivery and attendance. Positive attitudes to social and cultural diversity are embedded in programme design. Planning is informed by good partnership working with external agencies. A range of support needs are anticipated and support measures easily put in place.

A1.1 RELEVANCE TO LEARNER, COMMUNITY, ECONOMY AND EMPLOYER NEEDS
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Match of programmes with learner abilities and prior learning Responsiveness to current and anticipated needs of employers and of the economy Responsiveness to community needs Promotion of positive attitudes to social and cultural diversity Articulation arrangements Consistency of programme content and learning activities with stated aims Preparation for employment	Diversity in the characteristics and needs of potential learners is anticipated and taken into account in programme design. Programme design takes account of ability levels, prior experience and barriers to learning. Learners are consulted during the design of programmes where possible and their views taken into account. Partnership working with other agencies informs planning of programmes and delivery approaches. Programme design promotes positive attitudes to social and cultural diversity. There are clear progression routes and related strategies to help all learners move on successfully.	Fast-tracking arrangements for HN programmes meet needs of employed and more able learners. An introductory level programme in childcare is planned jointly with learners and staff of a community outreach programme for women from ethnic minorities. In planning a sociology course, materials are changed to take account of cultural diversity in learner group.
A1.2 ACCESSIBILITY AND FLEXIBILITY
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Range of access modes Timing and location of programmes; outreach into the community Identification of basic learning needs; recognition of prior attainment, learning and experience Opportunities for individual programme planning (to meet specific learner or employer needs) Promotion, publicity and targeting under-represented groups (eg literature, open days) Inclusive language and images in promotional materials consistent with the college’s provision	Learner needs and preferences are researched and taken into account by offering a range of access modes and in planning the timing and location of programmes. Programmes take account of the varying learning needs, prior achievements and learning experience. Learners have opportunities to negotiate individual programmes or renegotiate existing programmes to meet individual or changing needs. Under-represented groups are targeted and consulted in a variety of ways including external liaison. Information in all forms, including verbal, paper-based and web-based, is inclusive and sensitive to the diverse needs of all potential learners.	The timetabling of a care course aimed at adults returning to education takes into account the child care needs of the learners. Prior to entry to an NQ Science programme learners with limited prior science experience are able to attend a 3-week introductory course which ensures they understand basic scientific principles. The web site and other publicity material is field tested regularly with a wide range of learners to confirm accessibility and inclusiveness.
A1.3 PLANNING
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Scheduling, sequencing balance of workload and integration Time allocations and timing of learning activities and assessments Opportunities to consolidate learning Planned preparation, including use of work placements, for employment/more advanced programmes Inclusion of skills development personal and learning core (communication, numeracy, information technology, working with others, problem solving) vocational for employability for citizenship Planned support for learners with additional support needs Planned support for under 16s (where appropriate) Planning for social and cultural diversity (including ESOL where appropriate)	The needs of all learners are taken into account in the overall scheduling of course work and assessments. Attendance, work schedules and deadlines are flexible and accommodate individual circumstances. Learners are informed in advance of the programme’s timelines and have the opportunity to discuss and help resolve any potential difficulties. Work placements, field trips and visits match individual learner needs. Learners contribute to making arrangements and receive appropriate preparation and support. The needs of all learners for the development of a range of specific skills (personal and learning, core, vocational, employability and citizenship) have been determined and clear targets agreed with learners. The college anticipates and plans to meet learners’ additional support needs of whatever kind.	Programme tutors discuss arrangements for timetabling, placement and group visits with learners during induction and ensure that any issues arising (e.g. physical access, cultural festivals, family commitments) can be managed. Programme tutors liaise with all subject staff to produce an overall timeline for the course which spreads assessment and project deadlines. This is discussed with the learners and solutions found to issues arising. Learners on an art and design programme work with adults with learning difficulties in a joint exhibition. This develops their skills in working with others and citizenship.

ELEMENT A2: ACCOMMODATION FOR LEARNING
AND TEACHING

The accommodation in an inclusive college supports an ethos which welcomes, respects and anticipates the needs of all users of the college.

Key Prompts	An inclusive college will have evidence to show that:		Examples of evidence: strengths
Sufficiency and vocational/subject relevance of teaching accommodation and facilities Size, layout, heating, lighting, ventilation and display Maintenance and safety Access for all learners Facilities for independent study	The teaching accommodation is sufficient to meet the needs of all potential learners. The teaching areas are flexible and accommodate a variety of formal and informal teaching approaches. The physical environment of all college accommodation is welcoming and straightforward to navigate. The access requirements of learners with additional needs have been considered and met wherever possible in teaching accommodation, college services, self-access provision and social areas. Accommodation is allocated on an equitable basis so that the needs of all groups are taken into account and met as far as possible. Risk assessments take into account the needs of all learners including those with additional support needs. Learners are involved in planned changes to accommodation. Displays and notices conform to accessible standards and are free from bias or stereotyping.		Learner involvement in the refurbishment of some teaching rooms led to one room being designed to also accommodate independent study needs when required. Staff readily access information about the availability of specialist furniture (chairs, tables of adjustable height etc) and induction loop availability. Direction signage and room labelling is clear to all learners. Classrooms equipped for practical work, and work-based learning arrangements, are available to enable learners to develop practical skills and to undertake practical activities where this is a preferred learning style.

ELEMENT A3: EQUIPMENT AND MATERIALS

In an inclusive college the acquisition and development of materials and equipment are planned to meet the needs of all potential learners, including those with specific additional support needs. The resources permit differentiation within groups of varying abilities and promote positive images of diversity.

A3.1 MATERIALS AND EQUIPMENT TO SUPPORT LEARNING AND TEACHING
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Sufficiency, quality and range including specialist equipment and materials, and ICT hardware and software Accessibility for class groups and self study Accessibility of ICT, online learning resources and AV equipment in learning and teaching environments Online learning materials Account taken of social and cultural diversity in learning materials Match to learners’ prior experiences and abilities Relevance to employment Safety and standards of maintenance	Materials and equipment meet and support the needs of all potential learners of differing experience and ability both in class and self-study situations. Differentiated materials are tailored or selected where appropriate to meet learner needs both within programmes (for individuals or small groups) and in programmes for learners with specific needs. The content and context of teaching materials is appropriate for and sensitive to the needs of all learners. Teaching materials are tailored or selected wherever possible to promote positive images of diversity. All learners are able to access equipment provided (including ICT and software) and receive specific instruction or guidance as required.	The programme team monitors all new teaching materials, ensures that it is sensitive to all possible needs and takes opportunities to promote positive images of diversity. Learners with limited experience of ICT, work through special ‘Introduction to IT’ material at the beginning of their programmes and develop basic skills required to use ICT. Lecturers in carpentry and joinery had successfully adapted resources to help learners with disabilities participate in practical tasks. They had designed jigs and templates to help learners’ bench skills development.
A3.2 PROVISION FOR LEARNERS WITH DISABILITIES AND ADDITIONAL SUPPORT NEEDS
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Sufficiency and accessibility of equipment and resources for learners with disabilities and additional support needs	Equipment and resources to support learners are sufficient, accessible and meet the needs of learners requiring them. Information about equipment and resources to support learners is effectively publicised to staff and learners. The difficulty some learners may have in accessing equipment (including ICT, AV and specialised equipment) is anticipated. Where possible, learners are involved in planning alternatives in good time and in a sensitive way. Specialised equipment is available when the learner needs it, in the classroom, in study areas or on loan for home use. Provision and use of specialist equipment is seen as a normal part of the teaching situation.	The department allocates a member of staff to act as a named resource for different support needs, such as dyslexia, young learners etc, and for the equipment, materials and strategies that might be needed to support learners. Staff are able to access a wide range of information about additional support needs on the college intranet and regularly do so.

ELEMENT A4: STAFF

In an inclusive college staff skills, qualifications and experience will match the needs of students. Staff will be expected to work with a wide range of student needs and to develop the skills and knowledge to embed support for learners in the classroom wherever possible.

A4.1 QUALIFICATIONS AND EXPERIENCE
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Academic and vocational qualifications of teaching staff relative to content and levels of programmes taught Professional qualifications of teaching staff (eg ITT, PDAs, TQ(FE), assessment and verification units) Qualifications and experience of other staff who impact directly on learner experience Currency of professional qualifications and CPD (teaching and other staff) Extent, currency and relevance of vocational experience relative to teaching responsibilities (in particular, familiarity with current industrial/commercial practices) Awareness of diverse needs of learners Compatibility of relevant ICT skills, with requirements of the post	The skills, qualifications and experience of teaching staff match the needs of students they teach. Staff teaching groups of learners with additional support needs have appropriate qualifications training, experience or access to experienced mentor support. The skills, qualifications and experience of staff in student services and other non-teaching roles enable them to relate effectively to learners and the issues they bring. All teaching and non-teaching staff have a good understanding of the diverse needs of learners. All teaching and non-teaching staff have basic training in the range of strategies which might be needed to support learners with additional support needs (including the use of assistive technology in the classroom). Staff are aware of the support services available in college for learners whose needs cannot be fully met in the classroom.	Staff regularly attend the sessions offered by the learner support team in a range of subjects including alternative teaching strategies and assistive technology for learners with additional support needs. Staff new to teaching learners with additional support needs receive mentoring and learn from observing experienced teachers or team teaching.
A4.2 TEACHING AND SUPPORT STAFF
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Sufficiency of teaching staff for programmes taught Sufficiency of other staff who impact directly on learners	Teaching and support staff are sufficient and are deployed according to need of learner groups. Specific support from staff in external organisations is accessed when needed.	The social work department provides support in college and in class for a learner with Autistic Spectrum Disorder. A student adviser is specifically designated to work with overseas learners, refugees and asylum seekers.
A4.3 EFFECTIVENESS OF TEAMWORK
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Staff commitment to college aims, policies and procedures Teamwork and deployment of staff Sharing and adoption of good practice to develop staff and improve the learner experience	Staff are aware of college policies related to inclusiveness, equality and diversity and their responsibility to promote an inclusive culture. All teaching and support staff work collaboratively and effectively to promote full participation of all learners in the learning process and in college life. There is active sharing of good practice in the promotion of inclusiveness.	A departmental staff development session is devoted to all staff contributing a case study which demonstrates ‘inclusiveness in practice’.
A4.4 STAFF DEVELOPMENT AND CAREER REVIEW PROCESS
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Induction arrangements for new staff Introduction to learning, teaching and assessment for staff new to teaching Use of individual review to identify CPD needs, including needs related to new roles	The induction process ensures that new staff are aware of the range of learner needs and of their responsibilities in terms of legislation and policy. All new teaching staff are aware of the implications of diverse learner needs for teaching, learning and assessment practices. Each career review prompts staff to identify their development needs in practices that promote inclusiveness and inclusive learning.	All new staff complete a specific online programme which covers legislative responsibilities, diverse learner needs and support available in college. This is supported and monitored by a senior member of departmental staff.
A4.5 CONTINUING PROFESSIONAL DEVELOPMENT
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Quality and sufficiency of staff CPD Staff engagement with college strategies and plans for CPD Professional development (including teaching/learning and use of ICT) Vocational updating Relevance of CPD to college targets and to sector and national priorities CPD for staff undertaking new roles	All staff have the opportunity to update their skills and acquire new knowledge to support the development of inclusive practices. Teaching staff and programme tutors have opportunities to develop skills in recognising learner support needs and making arrangements to address them. Staff development in working with the whole range of additional support needs is seen as essential to all staff and not just those working with special programmes.	Following specific identified difficulties with school pupils in college, targeted training is organised on lesson planning, teaching approaches and ways of handling behavioural problems. Staff jointly analyse training needs related to the development of inclusiveness and agree a proposal to be put to the Staff Development Officer.

ELEMENT A5: LEARNING AND TEACHING PROCESS

In an inclusive college the needs of individual learners are at the core of the teaching process. Learners are respected and diversity welcomed. The learning and teaching process is developed imaginatively and innovatively to match learners’ needs arising from their experiences, interests, abilities and any barriers to learning. Achievement is promoted and recognised.

A5.1 THE LEARNING PROCESS
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Learner motivation and engagement Use of resources by learners Reflection on learning Independence in learning Progress and outcomes of learning	Learners become motivated, confident and engaged as a result of being valued and respected in class. All learners make effective use of the resources they need (assistive technology, adapted equipment, etc), as a result of resources being accessible, inclusive and appropriate. Learners can recognise their individuality, build on their strengths and work on areas of challenge. Learners can work at their own pace. Learners receiving significant support also exhibit independence in learning as far as is possible. More dependent or vulnerable learners recognise and value their progress in overcoming barriers to learning and developing personal skills and attributes.	The ongoing learner review proformas record good individual development for almost all learners in a wide range of areas including personal confidence, independence in learning and use of resources as well as academic progress. A number of initially reserved learners were able to fast-track to a higher level of certification as a result of recognising their abilities and undertaking additional independent study.
A5.2 THE TEACHING PROCESS
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Application of professional and subject knowledge Application of good practice in teaching Focus on learners Contextualising learning Use of resources (including ICT) Promotion of achievement	Teaching staff view the needs of individual learners as central to the teaching process. Staff are well informed about the cultural, social and educational backgrounds of learners and use this to inform the teaching process. Equality of opportunity is promoted and prejudice and discrimination challenged. A variety of activities and delivery methods supported by appropriate resources are used to accommodate different learner needs. Innovative and imaginative teaching approaches are used to meet the needs of less confident or motivated learners or those unlikely to flourish in traditional learning environments. Teaching is contextualised to reflect the diversity and individual needs of the learners. The value added learning involved in activities such as group work, role play, and field trips is recognised and promoted. Achievement is promoted in all areas and, in particular, the incremental and personal achievements of more vulnerable learners are recognised and acknowledged.	Staff on an introductory course complete a short reflective teaching checklist after each lesson. In it, they review the range of activities, involvement of all learners and promotion of achievement and use the notes to plan subsequent teaching. In an introduction to construction skills programme, school pupils undertake a project to hard and soft landscape a care home. Tasks for communication class make particular use of the diverse cultural background of the class to make the content relevant to all and to challenge stereotypes and discrimination.
A5.3 CONTEXT AND PLANNING FOR LEARNING AND TEACHING
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Staff-learner relationships Planning of learning activities Physical environment Standards set by staff	A culture of respect for the individual is promoted in all relationships (student-staff, student-student and staff-staff). Staff value all learners, and are committed to their progress and well-being. Learners contribute to planning learning activities that best meet their needs. Learning activities are specifically planned to respond to the needs of particular groups and the individual needs within groups. Learner activities are planned to involve minority group learners positively and to promote cultural and social diversity. The environment is accessible and congenial for all students.	In an introductory programme, initial induction is followed by an extended induction period. Tutors then assess individual need, obtain learner feedback and involve learners in decisions about the programme. The difficulties associated with the unavoidable periodic absences of a learner with health problems are anticipated and reduced through the use of flexible learning materials and additional tutor support. Following a class discussion, learners whose literacy skills were at a basic level successfully proposed a series of site visits and practical activities which they believed would help their understanding better than the worksheets currently used.

ELEMENT A6: ASSESSMENT

In an inclusive college, learners are well informed about assessment criteria and timing and receive high quality relevant feedback. Assessment instruments and practices take into account the diverse needs of learners. Instruments are accessible and free of bias. Permitted alternative arrangements are available to learners who require them.

A6.1 ASSESSMENT INSTRUMENTS
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Consistency with awarding body standards Clarity of marking schemes	Assessment instruments take into account social and cultural diversity and are free from bias.
A6.2 ASSESSMENT PLANNING
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Volume/sequencing and timing of learner workload Consistency of process with awarding body conditions and arrangements Special arrangements for learners with particular needs (including additional support needs) Application of assessment policy including reassessment and appeals	The timing and sequencing of assessments takes into account individual need as far as possible. Staff understand and address the barriers which exist in some assessment modes for some learners. Staff understand and implement the opportunities and associated conditions for alternative assessments allowed by examining bodies. Learners are involved in planning any alternative assessment arrangements. The need for alternative arrangements in both internal and external assessments is anticipated and arrangements are made in good time. Learners needing alternative arrangements are used to using the arrangements (technology, scribe etc).	Clear strategies are set out to accommodate learners with anticipated difficulties with assessment. Summative assessments for less confident groups are timetabled later into the programme to allow time for confidence to be built and needs to be assessed. Staff, working closely with the learner and learning support staff, ensure that alternative arrangements for internal and external assessments are planned well ahead and meet examining body guidelines.
A6.3 ASSESSMENT PRACTICE
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Quality, consistency and frequency of feedback to learners on progress Quality of oral and written feedback on formal assessments and advice on next steps Recording and processing information on assessment Arrangements to ensure authenticity of learners’ work	All learners understand how their work is assessed and what criteria will be used. All learners receive frequent relevant feedback which relates to their individual performance as well as to the required standard. Advice on next steps takes into account individual learner needs and circumstances.	In an HNC Care programme staff use a pro forma for initial and significant feedback. In it, they highlight strengths and weaknesses, make positive suggestions, recognise wider development and promote confidence and motivation
A6.4 ASSESSMENT MONITORING
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Application and robustness of internal moderation (NQ/HN) Application and robustness of internal verification procedures (SVQ) Application and robustness of quality assurance procedures (other awards), as appropriate	Internal moderation and verification of assessment includes consideration of opportunities for alternative assessment arrangements. Internal moderation and verification monitor the context and content of assessment materials in regard to appropriateness and freedom from bias.	The internal verifier regularly checks assessment instruments used internally and checks appropriateness and accessibility in relation to the learner group.

ELEMENT A7: LEARNER PROGRESS AND OUTCOMES

An inclusive college values and acknowledges the attainment and achievement of learners in a wide variety of ways. The holistic development of an individual is valued and seen as contributing to success in future learning and achievement.

A7.1 LEARNER PROGRESS AND ACHIEVEMENT
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Progress from prior attainment, achievement, learning and experience Skills: personal and learning core (communication, numeracy, information technology, working with others and problem solving) vocational for employability for citizenship	Achievement is high when measured against an individual’s prior attainment and experience. A high proportion of learners are successful in overcoming any difficulties and developing in confidence and independence. Learner achieve agreed targets, for a range of skills that match their individual situations. Learners achieve successes in non-traditional areas (community service, college events, etc) that reflect their individual circumstances and abilities.	Learner records measure assessed progress in a variety of areas and learners receive a written report which includes reference to all achievements.
A7.2 LEARNER ATTAINMENT
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Attainment of formal qualifications Attainment in industry-related awards and tests Retention Post-course success including progression to HE, relevant area and level of employment Success in award schemes, competitions, etc	Attainment of formal qualifications is high as a result of learners enrolling on programmes that match individual goals, requirements and abilities and/or as a result of individually targeted support. Learner retention is high as a result of the college ethos and responsiveness to learner motivation and the support needs of individuals. Learners attain external awards which reflect their individual circumstances and abilities.	Improved retention and attainment figures after programme tutors adapt programme design to better match learner abilities and learning styles. Learners in photography and hairdressing achieve in national competitions to add value to their programme and provide additional experience. Their practical work reflects their individual cultural backgrounds.

ELEMENT A8: GUIDANCE AND LEARNER SUPPORT

In an inclusive college guidance is fundamental to the ethos of the college and as a function of all staff. Staff sensitively and thoroughly help learners to identify learning and support needs before, at entry and throughout programmes and intervene effectively when they are at risk of leaving or failing. Progression routes are planned and learner confidence, self-esteem and wellbeing are promoted at all times.

A8.1 CONTEXT FOR GUIDANCE AND SUPPORT
Key prompts	An inclusive college will have evidence to show that:		Examples of evidence: strengths
Ethos and relationships Range of academic and personal support provided by subject staff Referral to specialist advice and support	The college culture respects individuals, values positive relationships and welcomes and supports learners according to their need. Learners are encouraged to negotiate and manage their own learning and evaluate their progress. All staff accept a responsibility for guidance and support and the wellbeing of learners. Staff are clear about their guidance function and its links to central provision and external resources. There is a positive and active relationship between subject staff and learning support staff. Where possible, the need for support is minimised by making adjustments to the learning process. Where possible, support is integrated into the learning process.		Materials developed jointly by hairdressing and learning support staff ensure that learners with dyslexia do not need additional support. The new materials benefit a range of ‘at-risk’ learners. A support checklist defines the responsibilities of all staff including subject staff, programme tutors, learning support staff, classroom assistants.
A8.2 PRE-PROGRAMME GUIDANCE AND SUPPORT
Key prompts	An inclusive college will have evidence to show that:		Examples of evidence: strengths
Pre-enrolment and admissions procedures Introductory level programmes (eg summer schools, bridging courses) Match between learner needs, prior learning and placement on programme Identification of and planning for additional support needs Induction procedures	Literature related to programmes is accessible and free from assumptions regarding student profiles. Special arrangements are available for interviewing applicants who are likely to experience problems in communicating at interview. Induction programmes are sufficiently flexible to meet individual requirements and are used to establish positive relations and identify need. Individual induction for learners with specific needs is arranged as appropriate. Individual needs and prior experience and achievement are identified and used positively to determine programmes of study and any additional support requirements. Additional support is planned as a partnership between the learner, subject-based staff and support staff. Learners at risk of failing are identified early and strategies put in place to support them in very early days of programmes.		A music programme attracts a large number of young learners who are living away from home for the first time. The tutor organises a bowling evening during induction to establish the group more quickly and make induction more effective Staff routinely ensure that unsuccessful applications are checked to ensure that reasons for refusal are valid and that, wherever possible the applicant is referred to a more appropriate programme or additional advice An individualised student recovery strategy is drawn up and implemented with learners having difficulty sustaining attendance and progress for whatever reason
A8.3 ON-PROGRAMME GUIDANCE AND SUPPORT
Key prompts	An inclusive college will have evidence to show that:		Examples of evidence: strengths
Learner access to and support by a named tutor Access to information about college policies, procedures and services Agreeing individual goals with learners Progress monitoring and recording Meeting learning and learner support needs	Named tutors know their learners and their circumstances well and provide individually-tailored guidance that learners value. The college communicates information about relevant policies, services, support and resources effectively to learners, using materials and methods accessible to all. Learner profiles are used creatively to: assess and plan individual core skills targets assess and plan the development of any personal skills use strengths positively in the teaching situation identify support needs. Guidance staff are effective in ensuring that learner needs are met and that learners progress as a result. Learners agree realistic and relevant targets based on assessed need through individual planning. The targets are monitored and achievements recorded.		All learners are given a written ‘contract’ with their named tutor stating responsibilities, availability, etc. A comprehensive learner services pack is customised to each programme. It gives details of college-wide services and policies and programme-specific information and support.
A8.4 PROGRESSION GUIDANCE
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Learner access to relevant information on progression to further study and/or employment Progression planning support Interview and job-seeking skills development	All learner groups have relevant information on progression and employment and where appropriate have contact with representatives from possible progression routes. Learners with additional support needs receive particular support in transferring to another programme, institution or employment. In working with employers, staff attempt to break down any barriers or counteract any discriminatory views. Learners have opportunities to identify and work towards any skills they need to progress to the next stage of education, training or employment.	A short programme on communication, self-presentation and assertiveness helps less confident learners to prepare for job interviews. Learners with additional support needs develop a transition plan with their tutors and learning support staff. This involves, as required, external agencies such as Careers Scotland and staff at other colleges or universities.

ELEMENT A9: QUALITY ASSURANCE AND IMPROVEMENT

In an inclusive college the development of inclusive practices is a major aspect of quality development. Learner retention and success are acknowledged to be dependent on learner experiences which are welcoming, relevant, motivating and supportive. Review and evaluation of programmes addresses inclusiveness.

A9.1 PROGRAMME REVIEW AND EVALUATION
Key prompts	An inclusive college will have evidence to show that:	Some examples of possible evidence
Involvement of: learners teaching staff and other staff at all levels other stakeholders as appropriate Analysis and evaluation of: PI data at programme and unit levels feedback from stakeholders learning and teaching Quality assurance activity: monitoring of targets in previous plans annual programme reporting self-evaluation ongoing monitoring of programmes	The views of all learners including those with additional support needs are sought, and learners provide comment from an individual perspective. Methods used to obtain feedback are inclusive. Parents, carers, and partner agencies are involved in evaluation where appropriate. Analysis of PIs and other data are used to identify disparities in the achievement of different groups with a view to targeting this for action. The genuine reasons for learners withdrawing from programmes are sought and factors relating to the programme are discussed and analysed. Staff discuss and evaluate the effectiveness of learning and teaching approaches for different groups or individuals with differing learning needs. Staff discuss and evaluate the effectiveness of guidance and support in respect of different groups or individuals with differing learning needs. Information on attainment, retention, progression and post course success is analysed to identify and act on issues relating to learner diversity.	A department uses focus groups instead of questionnaires for groups where basic skills may present difficulty. Staff who do not teach the learners run the groups. Inclusiveness is reviewed as a separate element and targets set for development.
A9.2 PROGRAMME IMPROVEMENT
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Quality management within the subject area Use of self-evaluation to inform action planning Use of PIs, trends, benchmarks and existing good practice to inform action Sharing and adoption of good practice Planning for improvement: target setting timescales allocation of tasks and responsibilities Achievement of targets for improvement Evidence of real improvement for learners	Good practice in working inclusively is identified and disseminated. Action planning and target setting includes the further development of inclusive practices leading to full compliance with the letter and the spirit of associated legislation and guidance. Previous targets relating to inclusiveness have been achieved and there are demonstrable improvements in the college’s capacity to serve a diverse range of learners.	Evaluation in the previous year had identified that retention and success among young learners on a Sport and Recreation programme was poor. A number of strategies have now been put in place including clearer information about programme content, increasing the practical elements at the start of the course, and improvements to the teaching of the more theoretical elements. This has resulted in a significant increase in success.

ELEMENT B1: EDUCATIONAL LEADERSHIP, DIRECTION AND MANAGEMENT

An inclusive college has a well-articulated vision for continuing improvement towards a culture and ethos of inclusiveness, demonstrated through strategies, people, policies and practice. Managers strongly promote a positive response to diversity and this is reflected in strategic and operational planning.

B1.1 EDUCATIONAL AIMS, OBJECTIVES AND TARGETS
Key Prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Clarity and comprehensiveness of the college’s educational aims, objectives and targets (all levels) Inclusion and appropriateness of aims, objectives and targets relating to current legislative and wider policy imperatives Staff awareness and understanding of the college’s aims, objectives and targets Staff responsiveness to educational aims, objectives and targets (all levels) Consistency of all operational plans and targets with college strategies, plans and targets	Aims, objectives and targets take account of legislation and associated guidance relating to equality. Aims, objectives and targets take account of the local community and its needs, and convey clearly the college’s approach to inclusiveness. Objectives and targets take account of the requirements and potential achievements of learners with additional needs. All staff clearly understand these aims and objectives and an ethos of inclusiveness is evident throughout the college. There are specific policies and processes that promote inclusiveness and inform practice. Other college policies incorporate an inclusive approach within their scope.	A well-articulated and comprehensive diagram, with guidance notes, explains to all staff and stakeholders the roles, responsibilities and remits for developing an ethos of inclusiveness in the college. Information for communities and external partners illustrates how they might engage with the college. Information for college staff tells them how the college plans to predict and respond to the needs of its community, and what their own approaches should be.
B1.2 LEADERSHIP FOR LEARNING
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Vision and direction of the curriculum: portfolio planning responsiveness to actual and anticipated stakeholders’ needs learning, teaching and assessment curriculum-related estate planning and development strategies for on-site and off-site delivery skills: personal and learning; core; vocational; for employability; for citizenship Strategies for improving retention, achievement and attainment Team leadership Strategies for staff development/CPD Staff involvement in decision making Motivation of staff Promotion of good practice	Learning needs in the community are researched and taken into account in strategic and operational planning. Portfolio planning, curriculum design and course approval processes take account of a diversity of learning needs. The physical environment is conducive to learning for the diversity of learners. Community-based and flexible learning opportunities are available and accommodate the learning needs of a wide spectrum of learners. Strategies to improve retention and achievement are applied imaginatively to learner groups experiencing particular barriers to success. Staff development, CPD activities and sharing of practice all promote the development of inclusive practice. Curriculum development, delivery and assessment is planned with a diverse range of learners in mind and with a view to reflecting a diverse society.	The curriculum portfolio matches the expressed vision to meet diverse needs in the local community, and the college policies promote flexibility to accommodate specific individual and group needs in respect of content and delivery. Minutes of meetings demonstrate leadership in ‘joined-up’ approaches to inclusiveness, involving staff development, curriculum development, marketing and support structures for retention and achievement.
B1.3 IMPLEMENTATION OF ACTION TOWARDS EDUCATIONAL AIMS, OBJECTIVES AND TARGETS
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Curricular response to: local socio-economic context need to promote equality and fairness in the curriculum national and local government policies, priorities and stakeholders need to develop learners’ skills: personal and learning; core; vocational; for employability; for citizenship articulation and progression collaboration and partnership Managing the implementation process by programme and support/functional teams, committees and/or managers Coordination of action across the college	The curriculum takes account of national policies and the local context in relation to inclusiveness. The curriculum integrates personal, core, citizenship and employability skills which promote inclusion in and beyond college life. Partnership working with other agencies addressing inclusion results in positive experiences for a wide range of learners. College structures, committees, staff remits and deployment promote a holistic and effective cross-college approach to diversity and equality. Planning groups and committees align operational priorities with strategic priorities for widening access. Designated managers are responsible and accountable for implementing inclusiveness in the college’s strategy, policies and practices.	Course approval documentation shows that provision meets the requirements and the spirit of equalities legislation Monitoring data including PIs, postcode analysis, disability indicators and ethnic minority monitoring reflect progress toward aims in relation to inclusiveness. Analysis of the community and its demography informs curriculum planning, marketing and support Innovative, evaluated, partnering models with external agencies, improve transitions from exclusion to active engagement in learning. Joint programmes and projects are run for vulnerable groups including the NEET group and incapacity benefit clients
B1.4 ACHIEVEMENT OF EDUCATIONAL AIMS, OBJECTIVES AND TARGETS
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Progress in key aims and objectives Achievement of targets and key performance indicators Trends Promotion of good practice	Strategic and operational objectives for inclusiveness are being met. Good practice is being shared across the organisation.	Trend analysis shows increasing inclusiveness and helps understanding of factors which promote or inhibit it Staff are invited to learning events to share good practice in inclusiveness

ELEMENT B2: ACCESS AND INCLUSION

An inclusive college is one in which planning takes place in the context of the work and interests of other stakeholders and good use is made of partner organisations and other sources of expertise to inform inclusiveness strategy and associated developments.

B2.1 LEADERSHIP FOR ACCESS AND INCLUSION
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Vision and strategy to promote access and inclusion Arrangements to promote access and inclusion Actions in response to legislation and policy related to inclusion and equality (eg DDA, RRAA, Sex Discrimination Act, Child Protection) Co-ordination, management and evaluation of arrangements for access and inclusion Operational planning to promote and improve access and inclusion Development, deployment, teamwork and motivation of staff to promote access and inclusion Strategic links with external agencies to improve and sustain access and inclusion (e.g. community planning, development, learning partnerships) Strategic links with other providers to promote access and progression	The college clearly states its intent to be an inclusive organisation through vision, mission and values. The college has policies that convey its commitment to inclusiveness and reinforce the requirements of equalities legislation. The college respects the starting points of the wide range of learners who seek to learn with it. Staff and learners understand and implement the policies and any related procedures and guidelines. Staff and students accept responsibility for making sure that the spirit of the policies are followed. Roles and responsibilities for leadership in access and inclusion are clear and understood by all members of staff. Roles and responsibilities for ensuring partnerships and linkages with external partners are clearly understood by all members of staff internally, and communicated well to partners.	Principal and SMT members are visible in success and awards ceremonies and other events of partner organisations with whom they work to implement inclusiveness among local communities. Minutes of partnership groupings and of meetings with key stakeholders demonstrate positive and influential contributions of the principal and senior managers in promoting inclusiveness. Minutes of teaching and non-teaching teams across the college show that all planning activity takes into account the diverse range of learner needs.
B2.2 ARRANGEMENTS FOR ACCESS AND INCLUSION
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Collaborative arrangements to provide and improve access and inclusion Range of marketing and publicity strategies to encourage and widen participation Targeting of under-represented groups (for example, workplace and rural/distant/minority ethnic/disengaged learners) Promotion of equality of opportunity Arrangements for the care, welfare and support of children and young people Communication with groups of potential learners Range of introductory and preparatory programmes and arrangements for progression Provision of literacies programmes to support language and numeracy development (including core skills and ESOL programmes) Flexible delivery and assessment modes Monitoring recruitment, retention and attainment for equality	Partnerships with key stakeholders ensure ongoing development of access and inclusion. Strategies are being implemented to target excluded and disadvantaged groups. The college, with its partners, has procedures to remove barriers to access as far as possible. The range of learner services is effective in enabling a wide range of learners to access programmes. Marketing methods take into account the varying needs of potential learners. There are clear routes for learners to progress from basic stages to vocational and higher education. Flexibility in programme content and delivery modes and locations enables learners to select a course of study that matches their needs. Arrangements for access and inclusion are informed by the analysis of data on recruitment and retention of learner groups, postcodes, ethnicity, etc.	The language and presentation of marketing and publicity material reflects the literacy levels of the intended audiences. Clear guidelines, agreed with schools, ensure the safety, welfare and progress of school pupils attending college. Arrangements for handling enquiries, interviews, recruitment and selection are non-threatening and designed to support less confident applicants.

ELEMENT B3: GUIDANCE AND SUPPORT

An inclusive college has guidance and support policies and practice which enable and support a wide range of learners. The college works with key partners to understand and anticipate the guidance and support needs of current and future learners and to establish ways of meeting these needs in order to help all learners achieve their potential.

B3.1 LEADERSHIP FOR GUIDANCE AND SUPPORT
Key Prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Vision and strategy to shape guidance and support, and underpin development of skills: personal and learning core vocational for employability for citizenship Communication of strategies for delivering guidance and support Development, deployment, teamwork and motivation of staff Operational planning and evaluation processes Management and co-ordination of arrangements for guidance and support Strategic links with other organisations	The strategy for guidance and support takes account of the varying needs of a diverse range of learners, including the significant needs of vulnerable learners. All staff understand the college approach to guidance and support, and how to refer learners appropriately to specialist information or services in the college. Operational planning and staff deployment enable the college to meet the guidance and support needs of a diverse range of learners. Data derived from the monitoring and evaluation of all programmes, including achievement rates, influences the guidance and support strategy. In working with other partners, the guidance and support needs of current and potential learners are identified and planned for. There are well-established links with external sources of support and learners are referred appropriately and sensitively.	Policies, strategies and procedural documents defining guidance and support reflect a diverse range of learner requirements and show that the college is meeting these requirements. The wider community partnership structures are used for staff development, race equality monitoring and reporting. Common standards are adopted by all, and organisational learning takes place among partner agencies.
B3.2 ARRANGEMENTS FOR GUIDANCE AND SUPPORT
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Appropriateness and effectiveness of guidance, support and referral systems Accessibility to all learners at all points of the learning experience Screening and diagnosis of individual potential for progression in core skills Arrangements for reviewing progress of learners and effectiveness of support Preparation for progression, employment and citizenship Collaboration within and across college departments and external organisations Avoidance of bias in admissions criteria and diagnostic tests Arrangements for reporting and addressing complaints including harassment or discrimination	All learners are easily able to access the levels of guidance and support they require to select appropriate programmes and achieve success. Learners receive effective support in making the transition into programmes and in planning the next steps after completing them. Staff are proactive, sensitive and responsive in helping learners identify support needs. Where support arrangements rely on a third party these arrangements are effective and meet learner needs. The guidance process takes into account the post-course opportunities available to individual learners, in helping them prepare for progression, employment and citizenship. The complaints system is accessible and used effectively by learners. Issues relating to diversity and equality are tackled promptly and influence policy and strategy.	There is a centrally located, attractive and well publicised service, appropriately staffed and proactively seeking out those who may need help. Its records show high degrees of satisfaction in learners, and show how learner feedback, and advice from the student association, has been used to improve the services. All teaching sections comply with college guidelines on guidance, progress review and identifying support needs; all sections apply their procedures and activities sensitively, and adapt them appropriately to address the specific circumstances of groups or individuals.

ELEMENT B4: RESOURCES AND SERVICES TO SUPPORT THE LEARNER

An inclusive college works toward continually to improve its physical resources and assets to ensure that a growing range of learners, with diverse needs, can readily access learning. This may mean creating access in a range of locations, or sharing the resources of other partners.

B4.1 LEADERSHIP FOR ACCOMMODATION AND LEARNING RESOURCES
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Curriculum-related accommodation Curriculum-related facilities Resource allocation and management in support of curriculum delivery Policies / strategies / plans to provide, update and make best use of ICT equipment, software and electronic learning resources across the curriculum	The college strategy takes account of the support needs of learners in configuring the estate and provides adequate support facilities for the learning process. The estates strategy takes account of the access requirements of a wide range of learners and buildings comply with disability regulations. The needs of learners, including those with low motivation, inform the development and design of learning environments and public space. A range of external locations is used for programme delivery where this best meets learner needs. ICT is used effectively and creatively in promoting access to learning resources, particularly for learners who need remote access or assistive technologies.	Findings of focus group discussion, feedback from learners and advice from external agencies, all centred on developing an inclusive environment, informed planning for new accommodation. ICT programmes are located in the premises of a centre for people recovering from addiction, enabling them to learn in a supportive and familiar environment.
B4.2 CENTRAL ACCOMMODATION AND FACILITIES TO SUPPORT LEARNING
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Sufficiency, adequacy and accessibility of central accommodation and facilities for learning, guidance and support Sufficiency, adequacy and accessibility of communal accommodation and facilities (including safety, maintenance, heating, lighting, ventilation and signage) Sufficiency, adequacy and accessibility of ICT infrastructure, learning resources and support for all learners	Learners with disabilities can access central facilities and public space with ease. Health and safety measures are equally effective for the full range of learners and others using the college. Facilities to support learning are available to learners in outreach or remote locations. Signage is readily understood by the diverse range of learners.	A welcoming reception area with good quality signage and welcoming staff quickly make applicants and enquirers at ease. Signage for minority ethnic groups and Braille signs for those with visual impairments are evident throughout the college campus.
B4.3 CENTRALLY AVAILABLE LEARNING MATERIALS AND EQUIPMENT
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Sufficiency, adequacy and accessibility of: paper-based learning materials catalogues and indices of materials available from other sources (including the Internet) ICT hardware and software for open access electronic learning materials	Central learning resources reflect the requirements of a diverse learner population. Central learning materials reflect diversity positively and are free of bias and stereotyping. The college works with external agencies to make appropriate and effective use of their resources in making access and delivery equitable to all learners.	A range of learning resources are available to support the specific learning needs of a variety of learners, for example assistive technology, Braille equipment, ergonomic seating and PC stations, foreign language dictionaries and texts.
B4.4 FACILITIES TO SUPPORT ACCESS AND INCLUSION
Key Prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Access for all learners including people with disabilities Materials, facilities and equipment to enable learners with disabilities to access learning Account taken of social and cultural diversity Arrangements for child care Residential arrangements	The college strategy for developing access and inclusion anticipates and takes account of the wide range of learners who use the learning environments, resources and facilities. Learners groups or anticipated groups have their needs analysed and adequately resourced. Effective use is made of the range of learning environments to appropriately accommodate the specific needs of learner groups. Specialist support facilities are readily accessible in an appropriate, well-designed environment. Learners in residential accommodation have access to a range of services and support arrangements matched to their individual needs.	A room for prayer is available for those who require it during the college day. Classrooms, areas for practical work and social space are designed to accommodate learners who use wheelchairs.

ELEMENT B5: STAFF

Staff in an inclusive college have the appropriate experience, qualifications, training and attitudes to support the college’s work with a diverse range of learners and to promote an ethos of inclusiveness. Teaching staff are committed to continuing professional development to extend their capacity to work effectively with the range of learners.

B5.1 STAFFING
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Sufficiency of teaching staff Academic and vocational qualifications of teaching staff Professional qualifications of teaching staff (eg ITT PDAs, TQ(FE), assessment and verification) Sufficiency of other staff who impact directly on the learner experience (including accessibility of staff to provide additional support) Qualifications and experience of other staff who impact directly on the learner experience Currency of qualifications and CPD Extent, currency and relevance of vocational experience of staff Clarity and currency of staff remits Compatibility of ICT skills with requirements of the post Teamwork within functional groups and across the college Procedures for staff appointment and promotion	Teaching staff are appropriately qualified and experienced for their roles in supporting inclusiveness in learning. Staff in learner support roles are appropriately qualified and experienced. All teaching and non-teaching staff understand their roles and responsibilities in delivering the college mission, vision and values for inclusiveness. Policy and practice in the recruitment of staff is rigorous in preventing discrimination, in recruitment or career progression.	Teaching staff use technology in learning and are able to take advantage of assistive technology and the specialist resources available nationally, to ensure that the learning process is inclusive for all class members. Multi-professional teams work well together in the core skills learning centre to ensure that all learners, including class members with language barriers and sensory impairments, are appropriately supported.
B5.2 STAFF DEVELOPMENT AND CAREER REVIEW PROCESS (FOR ALL STAFF)
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Procedures and records Staff induction Use of individual review to identify staff development needs, including needs related to new roles Introduction to learning, teaching and assessment for staff new to teaching Identification of staff CPD needs and programme of staff CPD to meet identified needs Review of the effectiveness of individual staff development - the college staff development programme	The induction programme effectively conveys the policy on inclusiveness and advice on implementing it. The staff development and career review process takes account of the inclusiveness strategy and enables staff to reflect on their capacity to work with a diverse range of learners. The staff development and career review process identifies the further training, support and skills development that staff require to implement inclusive practice. The effectiveness of inclusiveness-related staff development is evaluated with reference to the impact on staff practice and on the learner.	Review records illustrate that the teaching teams have all engaged in recent training related to inclusiveness, developing team approaches to ensuring wide expertise for all learner needs.
B5.3 CONTINUING PROFESSIONAL DEVELOPMENT (FOR ALL STAFF)
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Operation of college strategies and plans for CPD Professional development including in teaching/learning and specialist support roles Vocational updating Relevance of CPD to college targets and to sector and national priorities CPD for staff undertaking new roles	There are clear strategies and plans for CPD which address inclusiveness, equality and diversity, and which support the overall inclusiveness strategy. Staff participate in CPD for inclusiveness through structured and unstructured activities. The extent and form of staff participation is appropriate to the individual’s role and remit in relation to learners. Staff development supports continuous. improvement in the accessibility and quality of programmes and support for all learners.	Staff development records illustrate that members of staff participate in a range of development opportunities to ensure that each team includes a wide range of skills and experience to promote inclusiveness.

ELEMENT B6: QUALITY ASSURANCE

In an inclusive college the quality policy and procedures support the development of inclusive practice. The quality arrangements seek and take into account the views of a full range of learners and key stakeholders representing potentially excluded groups.

B6.1 POLICIES AND PROCEDURES
Key Prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Quality criteria for all major areas of activity that impact on the learner experience Policy on self-evaluation Match between quality frameworks or standards and college policies and procedures for quality assurance Contributions of staff, learners and other key stakeholders Document control Record keeping at all levels	Quality frameworks and standards take account of inclusiveness issues. There are procedures for monitoring the implementation of all inclusiveness policies such as those on race equality and disability. Stakeholders, such as those representing potentially excluded groups, and a diverse range of learners contribute to the self-evaluation process. A formal process exists for analysing and using the results of data collection related to inclusiveness issues.	The college quality systems demonstrate a rigorous approach to monitoring, reviewing and updating all inclusiveness policies, and show that wide internal and external consultation has informed the process.
B 6.2 ARRANGEMENTS FOR ASSURING QUALITY
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Staff knowledge and understanding of QA procedures Allocation of roles and responsibilities for quality assurance to staff Implementation of QA procedures by staff Procedures for monitoring QA activity in all areas that impact on the learner experience Arrangements to acquire feedback from learners and other key stakeholders Analysis of feedback Evaluation of learning and teaching Review, self-evaluation and reporting arrangements for all areas which impact on the learner experience	Individuals responsible for managing quality have appropriate formal links to those leading on the college’s inclusiveness strategy. Inclusiveness is a key consideration in all self-evaluation processes among teaching and non-teaching teams. Benchmarks and SMART objectives for measuring progress toward inclusiveness are established and monitored. The procedures for monitoring learner experience are informed by discussion in equalities groups and ensure that robust information on inclusiveness issues is gathered. All learners have the opportunity to provide frank comments on their college experience through appropriate data collection methods. Regular monitoring ensures that all activities comply with inclusiveness policies.	Good quality data is extracted from the college MIS system and used to inform an effective analysis of the quality assurance of inclusiveness procedures.

ELEMENT B7: QUALITY IMPROVEMENT

An inclusive college is committed to continuous quality improvement in sustaining and developing inclusiveness. It works with internal and external stakeholders to evaluate, plan and develop inclusive provision and services for learners, customers and partners. It identifies and spreads inclusive practices and can demonstrate its progress in improving the experiences, achievements and attainment of learners.

B7.1 QUALITY CULTURE
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Staff commitment to improving the quality of the learner experience, including learning and teaching Staff commitment to evaluation through review and action planning Teamwork Client care Identifying and sharing good practice	Staff are aware of priorities in the development of inclusiveness and are committed to working towards the achievement of related targets. Staff work together and individually to achieve good practice in establishing and sustaining inclusive approaches in their professional roles. Staff use appropriate performance indicators to measure progress towards inclusiveness. Staff have a genuine professional interest in the wellbeing and progress of learners as individuals, and promote well-being and progress in a range of appropriate ways.	An analysis of performance against a balanced scorecard for inclusiveness is produced by each team. The findings inform the actions for future planning. The college reports back to learners and to external organisations what improvements have been made to address their feedback.
B7.2 PLANNING FOR AND MANAGING IMPROVEMENT
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Use of: evaluation of learning and teaching reports self-evaluation reports and other evaluations of all areas that impact on the learner experience annual course reports identified good practice external benchmarks Identification, at college level, of areas for improvement Formulation of action plans for all areas that impact on the learner experience	Evaluation of learning and teaching takes account of inclusiveness priorities and the findings are used to plan improvements across the college. Evaluation activity such as peer review, class observations and upward appraisal identifies good practice and weaknesses in developing a culture and high quality standards for inclusiveness. The outcomes of audits, reviews and evaluations are used effectively to address weaknesses and spread good practice in inclusiveness, particularly curriculum design and delivery. The information gathered informs the planning, resourcing and delivery of inclusiveness priorities, through strategic development planning. Systems take account of unexpected demands in order to meet learner needs.	Skilful peer evaluation is used to evaluate the systems and processes for inclusiveness, leading to sharing of good practice.
B7.3 EVIDENCE OF IMPROVEMENT
Key prompts	An inclusive college will have evidence to show that:	Examples of evidence: strengths
Progress on action plans Achievement of targets for improvement Improvement trends	Monitoring systems indicate progress towards inclusiveness. It is meeting an increasingly wide range of learner needs effectively. It is making its provision and services increasingly appropriate to a diverse range of learners. Retention, achievement and attainment are improving as a result of action taken to match programme design and delivery to individuals.	The college could identify a large number of improvements arising from its process of self-evaluation and review. It had successfully redeveloped its learning resource centre to provide a very comprehensive range of well-managed, high-quality accommodation and facilities to support learning.

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