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Exemptions
There are 2 exemptions to the condition of funding:
- students with special educational needs and/or disabilities (SEND) and an EHC plan, who are assessed as not able to study towards either GCSE or stepping stone qualifications
- students with overseas qualifications that are established as equivalent to GCSE grade 4 or above
Students with SEND
When a student with SEND does not hold a GCSE grade 9 to 4 or equivalent qualification in maths and/or English, it is important they have every opportunity as others do to study towards a level 2 English and/or maths qualification. There is a wide range of approved qualifications under the condition of funding that should enable this in most cases and institutions should make every effort to enable students with SEND to study towards these valuable qualifications. Students with SEND who have achieved a GCSE grade 3 or equivalent qualification in maths and/or English should be capable of improving their GCSE grade with the right teaching and support.
When a student is not able to study towards a GCSE, institutions should support them in studying towards a Functional Skills or a stepping stone qualification. There are a range of qualifications available for students from entry level upwards. Institutions can enrol a student on a course for up to 3 years, or longer if the student is in learning to age 25. This range of qualifications gives institutions scope to offer the student opportunities to progress to the appropriate level in maths and English.
There are a small number of SEND students with an EHC plan who are not able to study towards any qualifications. These students can be exempt from studying qualifications, but institutions should still include appropriate literacy and numeracy in their programme at an appropriate level.
Institutions must consider all exemptions on a case-by-case basis. There is no blanket exemption for whole institutions.
Assessments for exemptions must be authorised by an appropriate professional in the institution, such as the head of SEND or student support. The assessment should be structured and documented. We do not expect to give further detailed advice on the format or on who should carry out the assessment. This is for institutions to decide. We will monitor exemptions from the data that institutions submit rather than on an individual basis.
Institutions should keep evidence that justifies their decision that a student is exempt. This information must be available to auditors appointed to test the use of ESFA funding and to Ofsted inspectors.
We expect institutions to use the flexibilities available to tailor programmes to enable each student to improve in maths and/or English to the best of their ability. Institutions should recognise and record students’ progress and achievement.
Kirsty Cavanagh
Guidance: Condition of funding - Post 16
Edited
Please can someone point me in the right direction to clarify the following:
We have a high needs learner who holds an EHCP, they have previously achieved a grade 3 in English Language GCSE and grade 2 maths GCSE which were granted under centre assessed grades during the covid period. Based on the guidance we would expect that they would progress to the next levels above their current attainment for GCSE or the Functional skills equivalents.. during their initial assessments they came out at working towards Entry 3 in both subjects with skill gaps -
Is it right to put this as an exemption for both subjects and allow the learner to continue to work towards these subjects without the enrolment or examinations to get their knowledge to the level that they currently hold and then can be put forward for the level above their current attainment in future? Or would they have to take up the COF tolerance for non compliance if we do not put them forward due to not wanting to set a learner up to fail?