Setting Effective and Robust Study Programmes 24 th September 2015

Setting Effective and Robust Study Programmes 24th September 2015

• Understanding the latest guidance on study programmes

• The conditions of funding - including covering English and maths

• What the guidance really entails - interpretation and past pitfalls

• Opportunities and risks• Funding audits • In-year assurance

The workshop will cover:

10.30 Introduction: Brian Godbold, ACER Associate10.40 Funding Guidance: The rules and practical

feedback from colleges applying those rules~:

Keith Standing, Funding Eligibility Manager EFA, Young Peoples Funding Division

12.30 Lunch13.00 Delivery of Cost Effective Study

Programmes:Beej Kaczmarczyk, Director, Learning Curve

Group14.45 Summary15.00 Close

Agenda

EFA Funding guidance for young people 2014 to 2015

- Small but important guidance changes for 2015/16

- Some published Questions and Answers on

recording and evidencing planned hours

- EFA expectations of institutions

- Keith Standing

- EFA Young People' Funding Implementation Team

Funding guidance for young people: 2015/16Format is the same as the previous year:

• Funding Regulations (published March 2015)

• Funding Rates and Formula (published June 2015)

• ILR Funding Returns (does not apply to schools or

academies) (published August 2015)

• Sub-contracted control regulations (published December

2014)

The documents are available at: https://

www.gov.uk/16-to-19-education-funding-guidance

5

https://www.gov.uk/16-to-19-education-funding-guidance

https://www.gov.uk/16-to-19-education-funding-guidance

EFA concerns from ILR data reviews(as reflected in small guidance changes from 2013/14 that have been highlighted in this presentation)

Data reviews taking place to identify serious non compliance

with the guidance and in particular multiple students that:

Fail to meet Annex D Condition of funding in respect of maths

and English

On incoherent planned hours / compressed delivery that appear

to also be incoherent study programmes

Splits in qualification and non-qualification hours that fall outside

expected figures

On retake study programmes

On short retained core learning aims / multiple core aims

6

Annex D – Condition of funding

All institutions should note that the Condition of funding in

respect of English and maths set out in Funding regulations

2013/14 Annex D is now repeated as Annex D in both 2014/15

and 2015/16.

But as stated in 2014/15 document paragraph 15:

The EFA will enter into grant agreements with individual institutions paid directly by

the EFA and with each LA for their maintained school provision. The grant

agreement will set out the funds that the EFA has agreed to pay for the education

and training provision expected to be delivered in return for that funding. These

include EFA conditions in respect of charges that may be made to students for their

provision. Annex D sets out the new condition of funding that applies to all

provision in respect of the delivery of English and mathematics within study

programmes from this year.

7

Principles of funding learning -

Section 2 – paragraph 13

Institutions should (the last bullet point is new from 2014/15):

• not record funding for students who are enrolled on study

programmes funded by EFA at other institutions,

• ensure when entering the planned hours on data returns

that the hours entered are realistic and deliverable to each

individual student and that this can be evidenced if

necessary to any funding auditors.

8

Principles of funding learning -

Section 2 – paragraph 14

Consulting EFA (this is unchanged from last year)

• Institutions are now only expected to discuss with the EFA any

circumstances that affect groups of students rather than

individual students throughout the funding guidance

documents. For circumstances that only affect an individual

student the institution is expected to make any necessary

decisions itself within the spirit of this guidance and simply

record their decisions as audit evidence in accordance with

usual student enrolment processes.

9

Study Programme Eligibility

Section 4 and 6

• Study Programmes eligibility is set out in Section 4.

• Evidence of student existence and eligibility is set out in

Section 6.

• Section 6 : Table 1 from 2014/15 includes the words:• The planned hours recorded on data returns need to be supported by

auditable evidence of eligible timetabled activity.

• Student eligibility guidance (SEG) is set out in Section 3 – see

separate companion slide presentation on SEG

• Most students are now funded as full time students in the

allocations and this percentage is expected to increase in

future years to meet RPA requirements.

10

Compliance evidence – section 6Records of student existence and eligibility (Funding

regulations - paragraph reference numbers (2014/15) in

brackets):

• Recording study programme hours including timetabling (121 -

124)

• learning agreements and enrolment forms (125 – 128)

• student attendance (129)

• register (not necessarily subject specific) (130 - 133)

• withdrawal/transfer forms (134)

• Achievement (135 – 137)

• Documentation – originals held by institutions not sub-

contractors (138)

11

Student enrolment record requirement change from next yearSection 6 – paragraph 127 (g) – warning change

Section 6 – paragraph 127 (g) – change published for 2015/16

• From the 2015 to 2016 funding year confirmation that part-

time student are not enrolled on any funded study

programmes at other institutions must be included within these

documents. Institutions enrolling students on short part-time

study programmes are expected to use the Learner Record

Service and the student Personal Learning Record to verify

that such students are only attending their own institution.

12

Questions and Answers on Study Programmes eligibility

13

Additional EFA advice published on website

Core aims: https://www.gov.uk/16-to-19-funding-core-aims-in-study-programmes

Planned hours: https://www.gov.uk/16-to-19-funding-planned-hours-in-study-programmes

Evidencing study programmes for audit: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/420966/Funding_Guidance_2014-15-Planned_hours_summary_examples-v1a.pdf

https://www.gov.uk/16-to-19-funding-core-aims-in-study-programmes

https://www.gov.uk/16-to-19-funding-core-aims-in-study-programmes

https://www.gov.uk/16-to-19-funding-planned-hours-in-study-programmes


https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/420966/Funding_Guidance_2014-15-Planned_hours_summary_examples-v1a.pdf





Calculating, evidencing (and auditing) funding hours (Question 1).Q1 Should the planned funding hours be altered after the student has

attended past the initial start qualifying period (usually six weeks into their

programme)?

A1 NO - as most students will be funded as full time students the

answer is simple. The EFA do not expect institutions to make changes to

the student programme hours during the year but to simply calculate the

planned hours within the initial part of the student’s learning programme

and then enter them on the ILR. Institutions may agree to add additional

learning aims to the students study programme later in the year but as this

will not increase the students funding there is no requirement to increase

the overall planned hours. Similarly, if students cease to attend some of

their non-core learning aims during the year there is no requirement to

reduce the planned hours.

14

Calculating, evidencing (and auditing) funding hours (Question 1a).Q1a What about student who transfer between learning aims within the

start qualifying period?

A1a If the learner transfers from a qualification before the qualifying

start period, then the timetabled hours up to the point of transfer may be

included in this field if they would make a significant material difference to

the learner’s total planned hours such that they would move from one

funding band to another.

If the learner withdraws from all their learning aims and leaves the provider,

the hours recorded in this field should not be amended.

(This answer is in Funding Regulations Annex C)

15

Calculating, evidencing (and auditing) funding hours (continuation from previous slides)

Q1 (continued) Are there any permitted exceptions to the previous

answers?

A1 (continued) Yes. Students who are only recruited to start short study

programmes and who at the completion of their short study programme are

then recruited by the institution on to longer study programmes. The advice

on the next slide applies equally whether or not there is any gap between a

student initial short study programme and their longer study programme.

The intention to simplify the funding arrangements is not intended to act as

a barrier to any institution encouraging all their students to attend a full

time study programme and that some students may need to first participate

in a shorter programme.

16

Calculating, evidencing (and auditing) funding hours (Question 2).

Q2 How do I calculate the students ILR study programme hours?

A2 The EFA expect this to be calculated after the student’s initial advice

and guidance (IAG) is completed and for some students this may need to

include their initial attendance on part of their overall study programme but

no changes are expected to the ILR funded study programme hours after

the completion of the funding start period – six weeks attendance on the

students core aim.

17


Q3 How do I evidence a student’s ILR study programme hours?

A3 The EFA expect this to be through the IAG documentation process. The

planned hours as part of the IAG process should be explained to the

student and documented so as to show a timetable of expected student

attendance that cumulates to the ILR planned hours. This is no different to

the existing educational practices found in most institutions as students

need to know where to go in order to attend their required study

programmes.

The EFA has set out for 2014/15 in paragraph 73 (in 2015/16 paragraph

72) that planned hours must be realistic and deliverable – see next slide.

18

Calculating, evidencing (and auditing) funding hours (Question 3). (continuation from previous slide)

Q3 How do I evidence a student’s ILR study programme hours?

A3 Paragraph 73 now states (paragraph 72 in 2015/16):

When entering the planned hours on data returns institutions must ensure

that the hours entered are realistic and deliverable to each individual

student. These need to be supported by auditable evidence of eligible

timetabled activity. The EFA has commissioned some additional audit work

in summer 2014 to ensure that the planned hours recorded are genuine

and this will be reflected in the audit programmes in due course from

2014/15

19

Calculating, evidencing (and auditing) funding hours (continuation from previous slide)

A3 (continued) The EFA is not setting out any definitive guidance to

institutions on standard forms etc as it is not our intention to prescribe

exactly how each autonomous institution calculates and evidences their

study programmes but to simply set out some simply general requirements

that must be met by each institutions individual student administration

systems. The core requirements to evidence IAG, attendance and

achievement remain set out in Section 6 of Funding Regulations. This

advice was simplified last year to assist institutions in meeting the core

evidential requirements of all the main education regularity bodies. The

evidential advice on enrolment form and learning agreement advice

continues to recognise and support those institutions that currently merge

registers for some individual learning aims.

20


Q4 How do I evidence attendance by students on ILR study programme

hours?

A4 Institutions are expected to have register systems in place that are

sufficient to track student attendance. The major benefit of such systems to

the institution should be to enable institutions to tackle any non-

attendance issues as early as possible before they reach the point where

the student withdraws from their study programme.

21


Q4 (continued) How do I evidence attendance by students on ILR study

programme hours?

A4 (continued) The planned study programme hours should not be affected

by any individual students non-attendance at individual learning sessions.

Institutions need to be able to show any funding auditors that the planned

study programme hours are deliverable to individual students.

22


Q4a (continued) What can be claimed for study/revision leave?

A4a (continued) As set out in paragraph 80 of Regulations 2014/15

(updated in paragraph 81 for 2015/16) :

Where students are allowed time away from the institution’s premises to revise and

prepare for exams this must also meet the criteria of being planned, being explicit in

the student’s timetable, and supervised and/or organised by a member of staff.

Study leave should be time limited and the weekly number of hours should not

exceed the student’s planned weekly hours for the overall study programme. Study

leave should be supervised or organised by the institution, for example by requiring

the completion of structured revision or practice papers that are marked by a

member of staff and where the student is given feedback. These hours can be

counted for both years 12 and year 13. The time when the student is taking the

exam can also be included in the total planned hours.

23

Calculating, evidencing (and auditing) funding hours (Question 5).Q5 Does the EFA have any advice on what activities can be counted as

planned hours? (see website in relation to planned hours advice available

at:

https://www.gov.uk/16-to-19-funding-planned-hours-in-study-programmes)

A5 Planned hours are those that are timetabled, organised and/or

supervised by the institution, and take place in line with the institution’s

normal working pattern to deliver the Study Programme, and can include

the following:

Planned tutor led activity on qualification bearing courses for the

student in the academic year;

Planned hours of tutorials, work experience or supported internship

for the student in the academic year, and planned hours on other

activities that are organised and provided by the institution, such as

sport or volunteering for the student in the academic year.

24


Core aim determination and retention in 2014/15 (Question 9).

Q9 Can a short learning aim be recorded as a core aim?

A9 The advice on determining core aims (2014/15 paragraphs 26-

31; 2015/16 paragraphs 22 - 28) and retention (2014/15

paragraphs 36-39; 2015/16 paragraphs 35 - 38) is set out in

companion document Funding rates and formula.

Determining core aims

In paragraph 26 (22 in 2015/16) the guidance states that the core

aim is the most important element of the programme, which will

usually be the component with the largest amount of timetabled

activity associated with it. For this reason the answer to the above

question will usually be No.

25

Core aim determination and retention in 2014/15 (Question 9). (continuation from previous slide)

A9 (continued). The EFA in the 2014/15 document in paragraph 38

addresses this issue where groups of students have been recorded

doing short core learning aims:

The EFA will monitor the position with regard to short core aims

and retention, and will consider adjusting the retention rate for

individual institutions if there is evidence that cohorts of students

are entered for programmes that distort the retention rate in this

way. The EFA would only apply such an adjustment to institutions

whose data returns showed material non-compliance with the spirit

and intention of the funding methodology.

26

Systematic eligibility issues

Paragraph 144 – Regulations 2015/16:

In exceptional cases, where the EFA or its funding auditors find

evidence of funding being systematically recorded that used

planned hours where the evidence of delivery is not realistic or

deliverable then the EFA will require auditors to ensure that

institutions have reduced the funded planned hours to only those

hours that can be clearly evidenced as delivered to each

individual student. The EFA will then apply these revised planned

hours to all future lagged funding values.

27

Students on non-progression (slide 1)

programmes

Paragraph 19:

• Institutions must be able to demonstrate educational

progression for students recruited onto programmes funded by

the EFA and be able to record evidence of good educational

reasons for any individual students recruited to programmes

which do not provide progression.

28

Students on re-takes and re-sits (slide 1)

Explanation of EFA policy for paragraphs 107-109

(note in 2015/16 paragraphs 109 -11):

• The purpose of these paragraphs on re-sits and re-takes is

to avoid poor use of public funding, which would arise if large

numbers/groups of students who have not achieved their

desired grades are routinely funded for a further year. The

institution has already received funding to deliver the

qualifications for these students and generally, if students

wants to retake the course or resit the exam to improve

grades, our expectation is that they would be in-filled into

existing groups and no further funding would be claimed.

29

Sub-contracting control regulationsRevised regulations document (revised for 2015/16)

• It should only be used by institutions either with sub-

contractors or those considering entering into sub contracted

partnerships.

• The document has been strengthened and updated from last

year. The document sets out for sub-contracted (includes any

franchise or partnership provision) some additional

compulsory compliance advice to remind funded institutions

that the previous eligibility advice on controls over such

provision is now compulsory as well as a matter of good

practice and relevant in avoidance of funding fraud.

30

Sub-contracting control regulations- the main paragraph references 2015/16 shown below

• 1- 12 Aim, scope and definitions

• 13- 19 EFA intervention, penalties, ineligible provision and monitoring

• 20- 23 Advice to Accounting (Principals/Head Teachers)

• 24- 26 Distant sub-contracted delivery

• 27- 33 Procurement – 25 to 31 - Traineeship requirements in 32

• 34- 41 Due diligence and contracts

• 42- 47 Controls over students, tutors and provision

• 48- 49 Controls over qualifications and curriculum

• 50 EFA funded students attending more than one institution

• 51- 56 Monitoring (control) visits and spot checks

• 57- 59 Sub-contractors with multiple institution contracts

31

Funding guidance for young people: ILR Returns 2015/16

• Very little change between 2013/4 and 2014/15 and 2015/16 and all

institutions are encouraged to read Annex D in particular

32

Annex D: Additional InformationTable D1 (page 25) in ILR Funding returns - summary

Source of Funding

Funding Model

ILR Field “learner funding and monitoring”

A 107 25 n/a

B 107 25

includesType HNS Code = 1

C 107 25

Must haveType=LDA/EHC

Code=1

D 107 25

(only EFA funded in sixth form colleges)

Total (Programme funding only) = A + B +C +D

(For C and D students must also be aged over 19 or over on 31 August 2014)

33

Annex D: Additional Information (paragraph numbers referenced from Annex D)

Provider Data Self Assessment Tool (PDSAT) Reports:

12 As stated in paragraph 17 institutions are expected to use

PDSAT reports to verify their own ILR data during the year.

13 The software is developed and supported by KPMG. Support is

via their helpdesk facility is as detailed on the main PDSAT

page, where you can also find a PDSAT e-learning guide:

www.gov.uk/government/publications/ilr-data-check-that-it-meets-standards-and-quality-requirements

The funding impact of how changing ILR data after either institution or

funding auditor PDSAT review work is completed is explained in the

following slides. The audit evidence needed to support ILR data has

similar funding impacts.

34

http://www.gov.uk/government/publications/ilr-data-check-that-it-meets-standards-and-quality-requirements

http://www.gov.uk/government/publications/ilr-data-check-that-it-meets-standards-and-quality-requirements

PDSATs - ILR data adjustments (slide 1)(which funding year is impacted by ILR data changes?)

ILR Data and funding audit recording issues:

The ILR data in the current year has two different impacts on an

institutions funding from the EFA.

Data that affects the current year funding out-turn figure as shown

on the FIS Funding Reports – particularly the EFA Funding Claim

Report. This data also affects forward allocations.

Data that only affects the institutions future funding allocation

factors, also known as “lagged funding factors”.

35


Data that impacts on the current year funding out-turn:

Student start and end dates determine whether the student

completes the necessary start period to count as a funded

student in the year. The qualifying periods are solely calculated

from the dates recorded in the ILR against the individual student

learning aims.

Planned hours for the year determine each student’s funding

band. If the overall total is amended so that the student is

moved into a different funding band (see Funding rates and

formula Table 1) then the funding out-turn figure is changed.

36


Data that impacts on the current year funding out-turn:

Disadvantage funding is generated exactly in accordance with

the proportion of study programme funding generated against

the allocation. Any changes to the funding out-turn from data

changes outlined on the previous slide will also alter the current

year disadvantage funding out-turn (see Annex D paragraph 6).

The area cost factor is usually the same for calculating both

current and future funding allocations. Area cost is explained in

document Funding rates and formula in paragraphs 69 to 71 (in

2015/16 paragraphs 72 to 74).

37


Data that impacts only on future “lagged” funding allocations:

Future programme weighting factor is determined by using each

individual student’s core learning aim to calculate an overall

institution programme weighting factor.

Future retention factor is determined by using each individual

student’s retention (based on their core aim) in the current year

to calculate an overall institution retention factor.

Future disadvantage funding is determined by using all the

individual student home post codes and their prior attainment for

GCSE English and Maths to calculate an overall institution

disadvantage funding figure.

38

Returning final claims to EFAThe EFA now issue this advice on the website

All funded institutions that make ILR data returns must comply

with the advice to return a pdf copy of the final signed Hub or FIS

EFA Final claim report to the EFA through document exchange

after submission of final ILR R14 data return. The declaration

(signed by the Principal or Chief Executive) is now on the final

page of the FIS or hub report from 2014/15.

Advice on the return is available at:

https://www.gov.uk/guidance/how-to-return-ilr-final-funding-claims-2014-to-2015-to-the-efa

Colleges subject to an SFA appointed funding audit make the

same return to EFA as all other colleges. Their audited claim

paperwork will be sent separately to the SFA by auditors.

39



www.learningcurvegroup.co.uk

Planning and Delivering Study Programmes

Beej kaczmarczykDirector The Learning Curve Group


Principles of 16-19 Funding

• Provide institutions with more planning certainty

• No additional changes to funding factors within the national funding formula

• Increased emphasis on accurate and timely information about student numbers, e.g. R04 data for lagged numbers

• Apply conditions of funding in full

• Ensure principles underpinning study programmes are applied and also promote wider range of study programme sizes

• Accommodate new performance measures at KS5

• Improve processes for High Needs Students allocations



Study Programme Bands 2015/16Band Annual

timetabled hours

Category

5 540 plus 16 and 17 year-old studentsStudents aged 18 and over with high needs

4a

4b

450 plus

450-539

Students aged 18 and over who are not high needs16 and 17 year olds Students aged 18 and over with high needs

3 360-449 All students

2 280-359 All students

1 Up to 279 hours All students

43


Funding Issues 1

• New system fully in place from 2015 to 2016• Band 5 requires minimum of 540 hours for 16/17 year olds

• Lagged number effect• Impacts of increase/decrease in 2014 to 2015 recruitment

• Average size of study programmes• What counts as planned hours for different elements?• Employability, enrichment and pastoral• Importance of timetables and attendance registers

• Introduction of new AS/A levels• Curriculum models• MIS issues


Funding Issues 2

• Guidance on subcontractor controls, especially for study programme compliance (e.g. where whole of programme is distance delivery)

• Success and outcome data• Core learning and other aims• Outcomes and progression• KS5 performance tables

• English and maths• Condition of funding list of qualifications• Grade D expected to resit GCSEs from 2015 to 2016• Quality of English and maths provision


Elements of Study Programmes

All 16-19 year olds should be on programmes that include

• A substantial vocational qualification or academic qualifications for progression to further study or employment (‘core’ learning aim)

• English and maths, if not already achieved GCSE grade C and better

• Both qualification and non-qualification activity including work experience and tutorial as appropriate

Need to show planned hours for recognised qualification and

non-qualification activities (study leave can be included if planned

and time limited).


So what are your plans for study programmes?

• Allocation of hours between different activities• Core learning aims• English and maths• Enrichment, tutorial and work experience

• Need to address costs of all elements, including core aims• Proportion of online learning• Appropriate use of different types of staff for different activities

• Need to meet data and audit requirements• ILR and registers• Outcomes and destinations

• Need to meet the ‘condition of funding’


Definitions of English and Maths Condition

• From 2014 to 2015 academic year all students starting a new study programme of 150 hours or more, aged 16 to 18, or aged 19 to 25 if they have a Learning Difficulty Assessment or Education and Healthcare Plan, who do not hold a GCSE grade A*-C or equivalent qualification in maths and/or in English, are required to be studying these subjects as part of their study programme in each academic year.

• Any student who does not study one of the approved qualifications in each academic year, will be removed from the lagged student numbers in future years. The approved qualifications are either GCSE or a Level 1/Level 2 certificates (approved IGCSE) counting towards the English Baccalaureate (EBacc) measure, or an approved stepping stone qualification.


Approved Qualifications

• Ofqual approved maths and English language GCSEs offered in England for teaching to 2015 to 2016 only (current GCSEs);

• Ofqual approved maths and English language GCSEs offered in England for teaching from 2015 to 2016 (new GCSEs);

• maths and English language Level 1/Level 2 certificates, commonly known as regulated IGCSEs counting towards the EBacc measure grade A*-C to 2015 to 2016 only;

• Functional Skills (at the appropriate level, from Entry level 3 to level 2, for the student) and free-standing maths qualifications (at level 2 only) accredited by Ofqual, as a stepping stone to GCSE study;

• English for speakers of other languages (ESOL) qualifications accredited by Ofqual, as a stepping stone to GCSE study;

• the full Prince’s Trust TEAM Programme.


Clarification• The student must be enrolled on an approved

qualification (not based on exam entry so some flexibility when student sits exam)

• The student must be timetabled to attend lessons or appropriate blended learning and be progressing in the subject

• The student also has to meet the qualifying period for funding for each maths and English qualification (6 weeks for a qualification with a planned length of 24 weeks or more, and 2 weeks for a qualification with a planned length of less than 24 weeks)


Flexibility

• Students on programmes of less than 150 hours are not required to meet the condition but institutions should include some maths and English content in courses taken by such students to facilitate their learning

• Small part-time programmes also exempt, e.g. Traineeships, JCP, Supported Internships

• Flexibility in the ways that students can study maths and English, e.g. start on functional skill and then progress to GCSE before end of the academic year (for at least 6 weeks); short intensive programme for November retakes

• Continuing students who started their programmes in or before the start of the academic year 2013 to 2014 are not required to meet the condition


Level 2 Programme for Progression

Element Contact hours Note

Vocational qualification 408 (12 x 34) includes 34 hrs planned study time in

learning base

Tutorial 37 34 hrs group + 3 hrs 1:1

Work preparation and experience

70 35 hrs in RWE with instructor, 35 hrs with external employer

Functional skills 102 51 hrs each

Total 617


16-19 Funding after 2015/16

• Size of the total budget to EFA for 16-18 (DfE faces a big hole in its finances in 2016/17)

• Spending Review could mean bad news for 16-19 funding

• Providers need to focus on reducing costs of delivery

• More formulaic approach to High Needs Students to remove some of the historical differences in expenditures between LAs

• Changes to funding rates? Different options may be considered.


Audit of 16-19 Study Programmes• student existence and eligibility

• student eligibility for full or part time funding

• eligible activities for inclusion in the study programme

• student attendance (or achievement)

• whether the correct learning aim has been accurately recorded as the core learning aim (i.e. there is a clear rationale to demonstrate why the specific learning aim has been identified)

• whether the student has been provided with relevant information, advice and guidance, an initial assessment, a learning plan and a timetable of activity (if applicable)

• whether any work experience arrangements (if applicable) have been appropriately evidenced

• GCSE Maths and English prior attainment – for subsequent years’ funding condition

• whether the student is being funded at the appropriate rate based on planned attendance

• additional scrutiny of compressed programmes 54


Funding Formula 1

Holistic approach to funding of study programmes

National funding rates confirmed at same levels as 2014/15

All full-time (band 5)18 year olds at start of academic year will continue to be treated as in band 4 for the allocation

Students aged 16 or 17 will be treated as in band 5 for purposes of the allocation only if their programme hours are 540 and more

All students aged 18 up to 24 with LDAs will continue to be funded at full rate

55


Funding Formula 2

Implementation of English and maths condition of funding extended for full-time students with grade Ds in these subjects who will be expected to resit GCSEs

Part-time (less than 150 hours) and traineeship students are not covered by the condition

Flat rates for disadvantage based on prior attainment in English and maths are maintained at £480 per subject for fulltime students

Free meals allocation for disadvantaged students up to age 18 based on ILR or school census data (if reliable) and existing rate of £2.41 maintained

Formula Protection Funding is applied up to and including 2015/16 (but at no higher than 2013/14 level of overall funding per student) 56


Study Programme Bands 2015/16

Band Annual timetabled

hours

Category Funding Rate £

5 540 plus 16 and 17 year-old studentsStudents aged 18 and over with high needs

4000

4a

4b

450 plus

450-539

Students aged 18 and over who are not high needs16 and 17 year olds Students aged 18 and over with high needs

3300

3 360-449 All students 2700

2 280-359 All students 2133

1 Up to 279 hours

All students % of 4000

57


Planning Issues 1

New system fully in place from 2015/16Band 5 requires minimum of 540 hours for 16/17 year oldsHow will you ensure these minimum hours?

Lagged number effect Impacts of increase/decrease in 2014 to 2015 recruitmentAre you planning for more or less students?

Average size of study programmesNot about individual qualifications but the whole of a student’s

experienceWhat counts as planned learning hours for different elements?Preparation for large programme uplifts ….. but impacts on most

providers are small


Planning Issues 2

Guidance on subcontractor controls, especially for study programme compliance (e.g. where whole of programme is distance delivery)

Are you continuing with existing partnership arrangements?

Success and outcome data Core learning and other aims, i.e. English and maths Outcomes and progression How are you going to improve these measures of success?

English and maths Condition of funding list of qualifications Grade D expected to resit GCSEs from 2015 to 2016 How do you plan to meet the demand for English and maths?


16-19 Curriculum Planning

Destinatio

ns

•Information, advice and guidance

•Transition

Study

Programm

es

•Qualification and non-qualification hours

•Teaching and learning, support

Outcomes

•Information, advice and guidance

•Progression and destinations

ALS


Elements of Study ProgrammesAll 16-19 (19-24 year with LDA) olds should be on

programmes

that includeA substantial vocational qualification or academic qualifications for

progression to further study or employment (‘core’ learning aim)

English and maths, if not already achieved GCSE grade C and better

Both qualification and non-qualification activity including work experience and tutorial as appropriate

Need to show planned hours for recognised qualification and

non-qualification activities (study leave can be included if

planned and time limited).


So what are your plans for study programmes?

Allocation of hours between different activities More holistic approach Core learning aims English and maths Enrichment, tutorial and work experience (EEP)

Need to address costs of all elements, including core aims Online and blended learning Appropriate use of different types of staff for different activities Teaching group and class organisation

Meeting the ‘condition of funding’ Choice of qualifications Resourcing and timetabling


Freedoms and flexibilities

More ‘freedoms and flexibilities’ for providers to meet learner needs

‘less guidance and regulation’

More imaginative and innovative curriculum design

‘more blended learning but no padding out hours’

Importance and relevance of employability, enrichment and pastoral

‘less obsession with qualifications but qualifications must be high quality’

Less focus on maximising funding through ‘additionalities’


Definitions of English and Maths Condition

From 2014 to 2015 academic year all students starting a new study programme of 150 hours or more, aged 16 to 18, or aged 19 to 25 if they have a Learning Difficulty Assessment or Education and Healthcare Plan, who do not hold a GCSE grade A*-C or equivalent qualification in maths and/or in English, are required to be studying these subjects as part of their study programme in each academic year.

Any student who does not study one of the approved qualifications in each academic year, will be removed from the lagged student numbers in future years. The approved qualifications are either GCSE or a Level 1/Level 2 certificates (approved IGCSE) counting towards the English Baccalaureate (EBacc) measure, or an approved stepping stone qualification.


Approved Qualifications

Ofqual approved maths and English language GCSEs offered in England for teaching to 2015 to 2016 only (current GCSEs);

Ofqual approved maths and English language GCSEs offered in England for teaching from 2015 to 2016 (new GCSEs);

maths and English language Level 1/Level 2 certificates, commonly known as regulated IGCSEs counting towards the EBacc measure grade A*-C to 2015 to 2016 only;

Functional Skills (at the appropriate level, from Entry level 3 to level 2, for the student) and free-standing maths qualifications (at level 2 only) accredited by Ofqual, as a stepping stone to GCSE study;

English for speakers of other languages (ESOL) qualifications accredited by Ofqual, as a stepping stone to GCSE study;

the full Prince’s Trust TEAM Programme.


Clarification

The student must be enrolled on an approved qualification (not based on exam entry so some flexibility when student sits exam)

The student must be timetabled to attend lessons or appropriate blended learning and be progressing in the subject

The student also has to meet the qualifying period for funding for each maths and English qualification (6 weeks for a qualification with a planned length of 24 weeks or more, and 2 weeks for a qualification with a planned length of less than 24 weeks)


Flexibility

Students on programmes of less than 150 hours are not required to meet the condition but institutions should include some maths and English content in courses taken by such students to facilitate their learning

Small part-time programmes also exempt, e.g. Traineeships, JCP, Supported Internships

Flexibility in the ways that students can study maths and English, e.g. start on functional skill and then progress to GCSE before end of the academic year (for at least 6 weeks); short intensive programme for November retakes

Continuing students who started their programmes in or before the start of the academic year 2013 to 2014 are not required to meet the condition


Purpose of work experienceWork experience enables a young person to spend time on an

employer’s premises, observing the workplace, undertaking tasks (under supervision) alongside adults working there, and learning the skills and behaviours needed at work.

Work experience is designed to bridge the gap between education and the world of work. It can help young people become aware of jobs they have not previously thought of, help inform career choices, offer a chance to prove themselves to an employer, enable young people to develop the relevant occupational skills and help instil the attitudes and behaviours expected at work. Further details of what is expected from quality work experience can be found on GOV.UK.

https://www.gov.uk/government/publications/post-16-work-experience-as-a-part-of-16-to-19-study-programmes


Types of work experience

Three types of work experience are fundable in study programmes1. Student’s core aim, e.g. traineeship

2. Essential part of a vocational qualification, e.g. early years

3. Enrichment activity

For 1 and 2 above, the experience should preferably be with an external employer, external to the learning environment and at an external site

External work experience is not an automatic expectation for students seeking progression to HE and further study

Internal or simulated work experience can be included if it is purposeful and the young person gains from the experience


Further clarifications of work experienceSupported internships for students with LDAs/EHCP

One year programme, 6 months work experience minimum

Part-time jobs Do not meet criteria for planned hours Primary purpose is earning not learning

Work experience within Local Authorities Work experience within local authority departments, which are

separate to the training arm, is fundable and is counted as external work experience

Students doing more than one placement A student can do more than one placement per academic year in

which case the total hours through the academic year should be recorded


Delivering cost effective study programmesDesigning the best curriculum delivery model(s)

Deciding the best way to manage the curriculum delivery model(s)

Building the best structures to deliver the changes needed


Curriculum model

Vocational/Academic

Core

Entry Level 1 Level 2 Level 3


Curriculum modelLevel % face to face

delivery% online delivery

Entry 95 5

Level 1 90 10

Level 2 80 20

Level 3 70 30

Level 4 and above 50 50


Management of delivery

Personalised and individual programmes of learning

Combinations of the right type of staff, e.g. lecturers, performance coaches, instructors, assessors

Appropriate use of technology for different functions, e.g. IAG, e-portfolio, learning, assessment, flipped lessons

Collaboration between internal teams and also with external partners

Quality of student experience must be enhanced


16-18 level 2 programme

Element Contact hours Note

Vocational qualification 408 (12 x 34) includes 34 hrs planned study time in

learning base

Tutorial 37 (1 x 34 plus 3 hrs 1:1)


70 35 hrs in RWE with instructor, 35 hrs work placement with external employer

Functional skills 102 51 hrs each

Total 617


Making best use of staff

Element Total learner hours

Lecturer hours

(group)£50

Mentor orinstructor (group)

£25

Mentor orassessor

hours (per learner)

£25

Other costs

Level 2 vocational qualification

408 374 £20 per

online unit


70 35 2

Tutorial 37 34 3


Core Elements of a Traineeship

A focused period of work preparation training, which may include

CV writing, interview preparation, job search Self discipline and inter-personal skills Vocational qualifications

A high quality work placement, allowing the young person to develop workplace skills and provide an opportunity to prove themselves to an employer

Core learning aim on ILR 100 – 240 hours

English and maths for those without GCSE Grade A* - C or equivalent Functional skills more relevant No longer a condition of funding


16-18 Traineeship

Element Planned hours Note

L1 award in Employability Skills

48 6 x 8 weeks

English 54 3 x 18 weeks

Maths 54 3 x 18 weeks

Tutorial, coaching and careers guidance

36 2 x 18 weeks

Work placement 200 (2.5 days/week for 10 weeks)

Total 392 £2700

78


Cost Effective?

12 starters

8 completers

4 non completers

Total

Revenue £ £32,400 £21,600 £5,400 £27,000

Cost of lecturers

156 hrs x £50 = £7,800

Cost of mentors

48 hrs x £25 = £1,200

Cost of assessors

120 hrs x £25 = £3,000

Materials etc £1,500

Total direct cost £13,500

Contribution £13,500


What counts as planned hours

Must be ...

Relevant to study programme

Planned and Timetabled

And/or supervised by

provider

Organised Within normal working pattern

Quality assured

Resourced and incur a cost


•Voluntary extra-curricular activities and clubs delivered during breaks or outside normal working pattern

Voluntary

•Study that is homework or independent study/research that is not timetabled

Homework

•Employment or work experience organised by anyone other than by or on behalf of the provider

Employment

•Volunteering or community activities that are not organised by or on behalf of the provider

Volunteering

81

Hours that do not count for funding


Audit of 16-19 Study Programmesstudent existence and eligibility

student eligibility for full or part time funding

eligible activities for inclusion in the study programme

student attendance (or achievement)

whether the correct learning aim has been accurately recorded as the core learning aim (i.e. there is a clear rationale to demonstrate why the specific learning aim has been identified)

whether the student has been provided with relevant information, advice and guidance, an initial assessment, a learning plan and a timetable of activity (if applicable)

whether any work experience arrangements (if applicable) have been appropriately evidenced

GCSE Maths and English prior attainment – for subsequent years’ funding condition

whether the student is being funded at the appropriate rate based on planned attendance 82


New Common Inspection FrameworkMore holistic approach – inspecting and grading types of

provision, e.g. 16-18 study programmesShorter inspection intervals for good schools and collegesGraded judgements extended to FOUR areas Personal development, behaviour and welfare becomes

increasingly importantJudgement made under leadership and management on

effectiveness of safeguarding arrangementsInspecting subject areas but not grading or reporting on them

separatelyInspecting and grading teaching, learning and assessment, but

not grading individual sessionsContinued reliance on a dashboard of KPIs to monitor

performance and highlight any concerns for intervention


Implications for providers

Self Assessment Report and Quality Improvement Plan need to take account of the changes, but you have the choice

Holistic approach to Study Programmes and Traineeships

Increasing the emphasis on how well the curriculum meets local and national needs, and on personal development, behaviour and welfare How different elements meet these demands, e.g. tutorials? Focus on employment and apprenticeship outcomes

Even more need for consistency in standards of teaching, learning, assessment and support, as well as impacts and outcomes


Organisational structures

Curriculum led institutional development

Flexible, responsive, adaptive, innovative, proactive, future focused and cost-effective

Reflect funding and/or quality arrangements

More holistic approach, e.g. sixth form centre

Matrix to reflect the emphasis on the learner, and how curriculum and support can meet learner needs and wants

……. or hybrids !





The workshop will cover:

Summary





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Documents

Setting Effective and Robust Study Programmes 24 th September 2015