Quality Strategy

Please note that this policy is out of date and is currently being updated. February 2023


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.

For all our learners, the expectation is that through learning they are able to progress towards their individual goals. To do this effectively, individuals require effective information, advice and guidance throughout their journey together with excellent teaching and learning support that meets their needs following a journey that places minimal barriers in their way.

Key Performance Measures

  1. Learner Outcomes
  2. Quality of Teaching, Learning and Assessment
  3. Quality of Information, Advice and Guidance 
  4. Self-assessment Activities
  1. Learner Outcomes

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 Curriculum Strategy. 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
  • Progression – as a result of participating in the learning, do learners move onto their next steps?

*Learn Devon sets Recognising and Recording Progress and Achievement and Progression (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 is reported in the Self-Assessment Report (SAR) and actions planned through the QIP
  • In-year analysis at the programme level using MIS reports resulting in 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.

Learn Devon recognises the importance of learner involvement to improve the quality of our delivery, and strives to:

  • Develop programmes to meet local needs
  • Improve the service’s capacity to recruit and engage with learners
  • Improve retention and success rates
  • Respond to feedback from learners through the Learner Voice information gathered. (Learner Voice Strategy).
  1. Quality 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 with tutors and of a sample of courses regularly, following themes identified through the Quality Improvement Plan (QIP).Observations of teaching, learning and assessment (OTLA) will be undertaken for all tutors, but will prioritise 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 such as CPD or peer support are set out depending on the outcome of the observation, including a capability procedure as detailed in the OTLA Handbook.

  1. Quality of Information, Advice and Guidance

Matrix accreditation was gained in December 2008 and the standards continue to be met (Matrix assessment March 2021-2024). Learn Devon has a number of 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. Throughout the course and on completion learners receive advice and guidance on next steps.


  • 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.
  • Use of destination data and learner feedback to monitor progression routes.
  1. Self-Assessment

Self-assessment is a continuous process throughout the year culminating in a Self-assessment Report and Quality Improvement Plan. All staff are expected to contribute to this process as part of their role and through providing relevant reports and information gathered through the academic year.

There are two principal standards used – Education Inspection Framework (EIF) – this assessment process, externally validated by Ofsted, is used to focus on the learner experience. It is supported by peer review making termly judgements against the standards based on an evidence-based approach. Matrix Standards – this assessment process, focusses on the quality of advice and guidance received. It is supported by external review (annual Matrix assessment) based on an evidence-based approach.


Updated October 2022