Estructura de los organismos certificadores y centros evaluadores 162

to work, and the development of the skills relevant to their learning

programme, their everyday lives and their plans for their next steps, including to employment. Inspectors’ judgements also take account of learners’ ability to keep themselves safe from relevant risks and demonstrate appropriate

behaviour for the learning and the work environment. Inspectors will consider the main purpose of the particular type of provision when they prioritise the impact that each of the criteria will have on learners’ personal development, behaviour and welfare.

Grade descriptors: personal development, behaviour and

welfare

Note: Grade descriptors are not a checklist. Inspectors adopt a ‘best fit’ approach that relies on the professional judgement of the inspection team.

Outstanding (1)

 Learners are confident and self-assured. Their excellent attitudes to learning have a

strong, positive impact on their progress. They are proud of their achievements and take pride in the work they complete with the provider and in the workplace.

 Learners discuss and debate issues in a considered way, showing respect for others’

ideas and points of view.

 High quality careers guidance helps learners to make informed choices about which

courses suit their needs and aspirations. They are prepared for the next stage of their education, employment, self-employment or training.

 Learners understand how their education and training equip them with the behaviours

and attitudes necessary for success in the future as reflected by the excellent employability skills they acquire and the achievement of relevant additional qualifications.

 Learners, where appropriate, participate in purposeful and challenging work

experience and placements relevant to their future career plans. These learners often quickly become an asset to the business and make a highly valued contribution.

 Learners are very motivated to learn; attendance and punctuality at learning sessions

and/or work, including work experience, are consistently excellent. They meet challenging deadlines well.

 Staff and learners deal effectively with the very rare instances of bullying behaviour

and/or use of derogatory or aggressive language. They work well with the provider to prevent all forms of bullying, including online bullying and prejudice-based bullying.

 The provider’s open culture actively promotes all aspects of learners’ welfare.

Learners are safe and feel safe at all times. They understand how to keep themselves and others safe in different situations and settings. They trust leaders to take rapid and appropriate action to resolve any concerns they have.

 Learners, where appropriate, can explain accurately and confidently how to keep

themselves healthy. They make informed choices about healthy eating, fitness and their emotional and mental well-being. They have an appropriate understanding of healthy relationships and are confident in staying safe from abuse and sexual exploitation.

 Learners have an excellent understanding of how to stay safe online and of the

dangers of inappropriate use of mobile technology and social networking sites.

 The personal and social development of learners equips them to be thoughtful, caring

and active citizens.

Good (2)

 Learners are confident and self-assured. They take pride in their work at the provider

and in the workplace.

 Learners’ attitudes to all aspects of their learning are consistently positive. These

positive attitudes have a good impact on the progress they make.

 Learners show respect for others’ ideas and views.

 Learners are punctual and prepared for learning sessions at the provider or in the

workplace. They bring the right equipment and are ready to learn.

 Learners value their education. Few are absent and no groups of learners are

disadvantaged by low attendance. Learners develop employability skills that prepare them for the world of work, including the achievement of relevant qualifications and deadlines.

 Learners respond quickly to instructions and requests from staff, allowing learning

sessions to flow smoothly and without interruption.

 Learners’ good conduct reflects the provider’s efforts to promote high standards.  Parents, staff, employers and learners have no well-founded concerns about personal

development, behaviour and welfare.

 Staff are quick to tackle the rare use of derogatory or aggressive language, at the

provider or in the workplace, and always challenge stereotyping.

 Staff promote clear messages about the impact of bullying and prejudiced behaviour

on learners’ well-being. Learners work well with the provider to tackle and prevent the rare occurrences of bullying.

 The provider’s open culture promotes all aspects of learners’ welfare. Learners are

technology.

 Learners use impartial careers guidance to make choices about the next stage of their

education, employment, self-employment or training.

Requires improvement (3)

 Personal development, behaviour and welfare are not yet good.

 Learners are safe and feel safe at the provider and, where relevant, in the workplace.

Inadequate (4)

Personal development, behaviour and welfare are likely to be inadequate if any one of the following applies.

 Learners’ lack of engagement, motivation or enthusiasm inhibits their progress and

development.

 A significant minority of learners show a lack of respect and self-discipline. Learners

ignore or rebut requests to moderate their conduct and are not adequately prepared for progression or the world of work.

 Attendance rates are consistently low and show little sign of sustained improvement.  A significant minority of learners do not understand how and why to live healthy,

positive lives both physically and emotionally.

 Incidents of bullying, prejudiced and discriminatory behaviour, both direct and

indirect, are frequent.

 Learners have little confidence in the provider’s ability to tackle bullying successfully.