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Learn Devon aspires to deliver an outstanding (Ofsted Grade 1) learning experience for all those who access the provision. Grade 2 (Good) was achieved February 2017.

Learn Devon is committed to a process of continuous improvement, engaging all staff, learners and other stakeholders appropriately in monitoring, evaluating and improving performance in the service standards and setting targets for enhanced delivery. The Service will be proactive in this engagement and will plan for and provide a variety of opportunities to obtain feedback on performance and proposals for development and change.

Key Performance Indicators

1. Data evaluation (Management Information System (MIS) data / success rates)

2. Information advice & guidance

3. Learner voice

4. Observation of teaching, learning and assessment (OTLA)

5. Self-assessment activities

1. Data Evaluation

Learn Devon’s overall success rate target is 2% above the previous years’ actual performance or 5% above the national average (National Benchmark), whichever is higher.

Service targets are set annually by the Senior Management Team and recorded in the Quality Improvement Plan (QIP). These targets include:

  • Participation – number of enrolments counted by ethnicity, age range, learning difficulty and disability, guided learning hours, deprivation wards
  • Retention, achievement and success of learners – measured against National Benchmarks or Performance Indicators set by Learn Devon, as applicable*
  • Fee income and expenditure

* Learn Devon sets Recognising and Recording Progress and Achievement (RARPA), levels of performance for non-accredited provision based on the previous year’s performance plus 2% or if performance has fallen below the target set a target to regain the position.


  • Progress with success rates are reported in the Self-Assessment Report (SAR) and action planned through the QIP
  • In-year analysis at the programme level using MIS reports resulting in half termly reports to SMT highlighting retention, success, achievement and attendance rates for completed and continuing courses. Records to be complete with follow up of any missing / incomplete data
  • Programmes showing 3-year trends of missing targets will be considered for discontinuation
  • Strategic targeting of hard to reach groups will attract lower targets by agreement.

2. Information, advice and guidance

Matrix accreditation was gained in December 2008 and the standards continue to be met (Matrix assessment March 2018). Learn Devon has a number of qualified IAG Advisers and experienced Learning Support Tutors located throughout the county providing learner advice and support. (See Learner Support Policy)

Learners and potential learners receive information on courses and progression opportunities which can include provision from other providers. At enrolment all learners are asked whether they have any additional needs or disabilities and are given the opportunity to discuss what level of support they require to enable them to be successful in their chosen course. Should a previously unrecognised additional need be identified during the course the tutor can access the learning support team for advice and support.


  • Learner surveys
  • Use of Individual Learning Plan (ILP) by Tutor to monitor progress
  • Use data to monitor and improve success rates of those in receipt of additional learning support in the form of Learning Support Assistants and other resources.

3. Learner Involvement

Learn Devon recognises the importance of learner involvement to improve quality and:

  • Develop programmes to meet local needs
  • Improve the service’s capacity to recruit and engage with learners
  • Improve retention and success rates

4. Quality assurance of teaching, learning and assessment

All tutors will be asked to self-assess their performance annually, using the criteria set out in the Professional Standards for Teachers. In addition, Curriculum Coordinators and line managers will carry out quality monitoring visits of a sample of tutors and courses regularly, following themes identified through the Quality Improvement Plan (QIP).Observations of teaching, learning and assessment (OTLA) will be undertaken for new tutors, staff delivering a new programme or in a new curriculum area, and where performance issues may have been raised by their line managers or by learner feedback. Interventions are set out depending on the outcome of the observation, including a capability procedure as detailed in the OTLA Handbook.

Standardisation events take place termly with other adult education service providers.

5. Self-Assessment

Self-assessment is to be a continuous process throughout the year (SAR Calendar) culminating in a Self-assessment Report and Quality Improvement Plan.