Quality & outcomes
Progress commissioners can see.
A consistent cycle runs through every placement, so quality does not depend on who happens to be delivering the provision.
The quality cycle
Assess, plan, deliver, record, review, adapt.
- 1
Assess
Educational need, academic starting point, engagement and any barriers to access.
- 2
Plan
Objectives, curriculum focus, timetable, setting and review points.
- 3
Deliver
Sessions delivered by the matched practitioner to the agreed plan.
- 4
Record
Attendance, session content, engagement and any concerns recorded each session.
- 5
Review
Progress reviewed against objectives with the commissioner at agreed points.
- 6
Adapt
Hours, content, setting or approach adjusted where the review indicates a change.
The cycle repeats — adapting provision feeds directly back into assessment and planning.
Possible measures
What progress may be measured against.
- Attendance
- Engagement
- Academic progress
- Learner work
- Curriculum objectives
- Practitioner assessment
- Personal development
- Increasing learning tolerance
- Transition readiness
- Agreed commissioner outcomes
Evidence
What evidence may include.
- Session records
- Attendance records
- Learner work
- Assessment information
- Practitioner observations
- Commissioner feedback
- Learner voice
- Parent/carer feedback where appropriate
Meaningful momentum
Measured against the learner's starting point.
Progress should be measured against the learner's individual starting point and agreed objectives rather than assuming every learner follows the same educational pathway.
For one learner, meaningful momentum is a full term of consistent attendance. For another, it is a completed qualification or a successful move to a new setting. Both are reported clearly and honestly.
The right provision can create momentum.
Every learner has a different starting point. MFactor Education works with schools and local authorities to create structured individual education packages around each learner's needs, circumstances and next steps.