Transcript EFA Presentation Template

RPA/funding per student/Study
Programmes – how it all fits together in
2013/14
Landmark Changes
Study
Programmes
RPA
Funding
per
Student
Autonomous
Professional Providers
Government response to consultation
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The Government response to consultation on 16-19 Study Programmes was
published on 2 July 2012 alongside announcements on 16-19 Funding Formula
Review.
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The proposals apply to all 16- to 19-year-olds. This is already the case for most
young people on Apprenticeships, 'A' levels and vocational qualifications at that
level, although the English and maths requirement applies to all young people.
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16-19 Study Programmes aims to:
 Increase the number of students achieving high-quality and valuable
vocational qualifications which enable progression to higher levels of
study and skilled employment;
 Raise standards in post-16 English and mathematics so that higher
numbers of students study English and mathematics (level 2) and work
towards achieving GCSE A*-C in these subjects;
 Improve young people’s employability skills by increasing the number of
students who experience the workplace and participate in other activity
of value which does not necessarily lead to qualifications but enables
progression into employment.
Substantial Vocational Qualifications
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Substantial vocational qualifications should be:
‘of sufficient size, weight and relevance to provide a nationally or locally
recognised route into a trade, profession or other form of employment, or
access to a university or higher education course’.
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They should consist of at least half of a student’s Study Programme. In most
cases they will be at a level above the student’s prior achievement, although
continued study at the same level – in a different subject or occupational area –
can be justified where this is required for the student to access a particular career
path.
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Schools, colleges and training providers will be expected to satisfy themselves
that the substantial vocational qualifications they offer are sufficiently robust,
rigorous, relevant and command the confidence of employers and prepare
young people for the workplace.
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It is envisaged that in the future employers and employer organisations will
be increasingly involved in the development and recognition of the
qualifications of greatest value to them.
English and maths
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In future all students will be expected to take or work towards GCSE A*-C in
English and/or maths as part of their Study Programme if they have not already
achieved this. It should be a level higher than a student’s prior attainment.
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Funding conditions will enforce the inclusion of English and maths in Study
Programmes.
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Where GCSE A*-C is not attainable within the time of the Study Programme,
students can initially take other English or maths qualifications that would help
them achieve GCSE over a longer period of time e.g. Functional Skills and Free
Standing Maths Qualifications (FSMQs).
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Students with the most complex learning difficulties or disabilities might be better
served by other types of English and maths teaching that support progression
to higher levels in these subjects and prepare them for employment.
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From September 2012, apprentices who have not yet achieved level 2 English
and maths will have the opportunity to study these subjects to this level, through
GCSE or Functional Skills.
Non-qualification Activity and
Work Experience
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Work experience is likely to be a substantial element of a Study Programme for
students particularly on vocational courses and students studying below level 2.
Students on ‘standard’ level 2 and level 3 programmes, including A level students,
may also benefit from periods of work experience.
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Programmes are likely to follow the following patterns:
 Purposeful work experience focused solely on a particular vocational area
to contribute directly to a Study Programme.
 Substantial, regular time in the workplace.
 One or two short periods of work experience to test out vocational ideas
connected to future study or employment options.
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Non-qualification activity should be based on a tutor’s or teacher’s assessment of
a student’s needs and abilities. It may include tutorials, coaching and/or
mentoring or other taught courses. The aim is to improve student
employability skills and enable them to participate in other activity of value which
enables them to progress.
Student
Numbers
National
Retention
Funding
Factor
Rate
per
student
National
Retention
Funding
Factor
Rate per
student
Programm
Programme
e Cost
Cost
Weighting
Weighting
Disadvantag
Disadvantage
e
Funding
Funding
Area Cost
allowance
Total
Programme
Funding
High Needs Student
Funding
Reducing
transitional
protection for 11/12
changes
Formula Protection
Funding
Student Support
Funding
Total Funding £
Student
Numbers
Categories of student
 Full-time – at least 540 hours in the
current funding year
 Four part-time bands:
 Working with the sector over the
summer to define the part time bands
Retention
Rate
 No longer use success rate for funding
 Keep retention element – applied at student
level not qualification level
Student
Funding
Leaves before qualifying period
0
Leaves before planned end and not recorded as completed
50%
Retained to planned end date and recorded as completed
100%
Leaves before planned end date and recorded as completed
100%
Audit focus
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Student existence and eligibility
Accuracy of student data, in particular:
Personal details, such as date of birth and home postcode
Programme details
Start date and planned end date
Verifying the above to supporting evidence (including specific evidence
for care leavers)
In addition, verification of the following:
Prior attainment in GCSE Maths/English
Any other post-16 learning which may affect funding of the current
programme
The date which learning ends if it is before the planned end date
Completion of learning if the student is recorded as “retained” (but has
not achieved)
Achievement evidence
Sources of information and
support
Information and support
For provider information there is the Information Management Portal:
https://gateway.imservices.org.uk/login/pages/default.aspx?ReturnUrl=%2f_layouts
%2fAuthenticate.aspx%3fSource%3d%252F&Source=%2F
General enquiries for EFA: [email protected]
Funding queries: [email protected]
The webpage for funding guidance for the EFA is here:
http://www.education.gov.uk/childrenandyoungpeople/youngpeople/studentsuppor
t/funding/a00209794/fundingguidance2012to13
The webpage for Foundation Learning for the EFA is here:
http://www.education.gov.uk/childrenandyoungpeople/youngpeople/studentsuppor
t/funding/b00203354/efa-funding-guidance-2011-12/foundation-learning
Information and support 2
The Information Authority owns the ILR and guidance can be found at this link
http://www.theia.org.uk/ilr/ilrdocuments/
The Information Authority also has an online forum which can be a good source of
support on data related queries
http://forums.theia.org.uk/
Full set of slides on Funding Formula Review, Study Programmes and RPA
http://education.gov.uk/childrenandyoungpeople/youngpeople/studentsupport/fund
ing/a00210682/funding-formula-review
Qualifications – check the Learning Aims Reference Application (LARA)
https://gateway.imservices.org.uk/sites/LARA/Pages/aimssearch.aspx and S96
http://www.education.gov.uk/section96/
Market Entry
Register on Contracts finder and be notified of the following EFA
funding opportunities as they go live:
– Open Competitive Tender – eg Youth Contract this year
– Gaps Process – each autumn with Local Authority input
– Zero-funded Gateway – just completed the application stage for
first window – further windows to follow
Link to contracts finder:
http://www.contractsfinder.businesslink.gov.uk/