RPA/funding per student/Study Programmes – how it all fits together in 2013/14

1. RPA/funding per student/Study Programmes – how it all fits together in 2013/14

2. Landmark Changes RPA Study Programmes Funding per Student Autonomous Professional Providers

3. The Government response to consultation on 16-19 Study Programmes was published on 2 July 2012 alongside announcements on 16-19 Funding Formula Review. • 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. • 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. Government response to consultation

4. 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’. • 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. • 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. • 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. Substantial Vocational Qualifications

5. 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. • Funding conditions will enforce the inclusion of English and maths in Study Programmes. • 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). • 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. • 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. English and maths

6. 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. • 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. • 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 skillsand enable them to participate in other activity of value which enables them to progress. Non-qualification Activity and Work Experience

7. Student Numbers Student Numbers Retention Factor National Funding Rate per student National Funding Rate per student Retention Factor Total Programme Funding Programme Cost Weighting Disadvantage Funding Area Cost allowance Programme Cost Weighting Disadvantage Funding Total Funding £

8. 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

9. Retention Rate • No longer use success rate for funding • Keep retention element – applied at student level not qualification level

10. Audit focus • 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

11. Sources of information and support

12. 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: Enquiries.EFA@education.gsi.gov.uk Funding queries: fundingqueries.EFA@education.gsi.gov.uk The webpage for funding guidance for the EFA is here: http://www.education.gov.uk/childrenandyoungpeople/youngpeople/studentsupport/funding/a00209794/fundingguidance2012to13 The webpage for Foundation Learning for the EFA is here: http://www.education.gov.uk/childrenandyoungpeople/youngpeople/studentsupport/funding/b00203354/efa-funding-guidance-2011-12/foundation-learning

13. 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/funding/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/

14. 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/