Chris Roberts commented, 10 February 2025 11:15

Do you reference anything on the enrolment form?

1. Evidence Non UK national has been resident in the UK for 3 years

Do you reference anything on the enrolment form?

Chris Roberts commented, 07 February 2025 12:43

I've got mine in after a few attempts last week for R06. It does seem to be very hit and miss though each month.  [image]

1. PDSAT Annotations Not Updating

I've got mine in after a few attempts last week for R06. It does seem to be very hit and miss though each month. 

Chris Roberts commented, 06 February 2025 10:44

We just close every aim down to the last date of positive attendance recorded. Programme end date is obviously the last aim date that gets closed.  We close the sessions for each qual down to the last date of attendance as well to reduce the impact on overall attendance which is a struggle on study programme at the best of times.  Working off the 4 week/28 day rule works for us when making leavers, however we do exempt any learners from this if we have evidence of an intention to return. For example a learner with health issues who can evidence doctors appts etc. 

1. Withdrawal Register Marks

We just close every aim down to the last date of positive attendance recorded. Programme end date is obviously the last aim date that gets closed. We close the sessions for each qual down to the la...

Chris Roberts commented, 05 February 2025 11:49

We keep ours set to what the plan of learning at enrolment was. Its a potential funding issue if it doesn't match up on an audit according to the working papers.  The aim of this test is not for auditors to determine what is or is not a core aim.  It is a data check where auditors must ensure that the core aim of the study programme as agreed on the learning plan or learning agreement has been recorded accurately in the ILR. However, note that when a student has work experience as the core aim of their study programme, it must be an external placement.  Should the work experience consist predominantly of internal work placement(s), it must not be the core aim. Please note that the core aim is used: a. to calculate future programme cost weighting; b. to determine whether a student is retained on the programme or not, for future funding retention factors; and c. whether the programme consists of substantial qualification, work experience or other. IMPORTANT NOTE:  Please do not use the terminology "academic" or "vocational" qualification but use "substantial qualification, work experience or other".

1. Core Aim when Original Core Aim has been achieved mid-year

We keep ours set to what the plan of learning at enrolment was. Its a potential funding issue if it doesn't match up on an audit according to the working papers.  The aim of this test is not for au...

Chris Roberts commented, 28 January 2025 19:33

For SP we ask for the usual birth cert, passport, DL, and arc/brp card if the learner hasn’t been here 3 years. However a lot of school leavers don’t have any ID so we use the PLR if they show a previous relationship to a school. Would never photocopy and keep ID on file, just reference what you have seen on the enrolment form. Thanks

1. ID Evidence - Apprenticeship/Study Programme

For SP we ask for the usual birth cert, passport, DL, and arc/brp card if the learner hasn’t been here 3 years. However a lot of school leavers don’t have any ID so we use the PLR if they show a ...

Chris Roberts commented, 27 January 2025 11:09

We would normally take a letter from a GP, social or probation worker to prove the residency. Alternatively could you not use a birth cert? Long residence A person who, on the first day of learning, has lived in the UK half their life or a period of 20 years or more, has an eligible residency status. Learners may be able to prove this status via a confirmed entry date from Immigration Control, verified by the Home Office. Alternatively, they may provide evidence that they have been living in the UK for the period in question. This should ideally be from an official and independent source. Examples could include a signed letter on headed paper from someone in a leadership position at the school they attended, a letter from their GP, wage slips or a P45/P60. Providers funding learners under this category should obtain enough evidence to assure themselves beyond reasonable doubt that the learner was living in the UK for the necessary period.

1. Learner Eligibility

We would normally take a letter from a GP, social or probation worker to prove the residency. Alternatively could you not use a birth cert? Long residence A person who, on the first day of learning...

Chris Roberts commented, 24 January 2025 16:28

How old is the learner and what funding model is it?

1. Learner Eligibility

How old is the learner and what funding model is it?

Chris Roberts commented, 02 January 2025 13:52

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.

1. Guidance: Condition of funding - Post 16

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 eit...

Chris Roberts commented, 17 December 2024 14:55

Id be really careful with this, we got told off for this in an SP audit for using remote delivery. The auditor would not accept any online delivery hours when they were going through the electronic attendance records for the sample of learners. 

1. Functional Skills Face to Face delivery - Level 1 Study Program

Id be really careful with this, we got told off for this in an SP audit for using remote delivery. The auditor would not accept any online delivery hours when they were going through the electronic...

Chris Roberts commented, 06 December 2024 10:40

I think the fog in Sheffield has clouded my mind or maybe I'm just getting old. In that case we have recorded them correctly then, thanks all. 

1. COF/GCSE Exemptions Query

I think the fog in Sheffield has clouded my mind or maybe I'm just getting old. In that case we have recorded them correctly then, thanks all.