Post-16 Funding and pathways Suki Gill 16-19 Curriculum and Funding Adviser

Study Programme principles (for all levels of provision) Encourage students to: progress to a level of study which is higher than their prior attainment; take qualification(s) which are stretching ; take qualification(s) judged to be of suitable size and level to enable progression to meaningful employment, training or higher levels of education; achieve English and maths GCSE A*-C, or functional skills that will progress towards this if this has not already been achieved; participate in value-added non-qualification activity and work experience, whenever appropriate.

Study Programme design (subject to EFA auditing requirements) Learning must be: Relevant Planned (timetabled) Organised and / or supervised Within normal working pattern Study programmes can include: Qualification and non-qualifications activity Work experience Pastoral time/tutorials Enrichment Personal and social development

EFA 16-19 Funding Funding is per learner, per year £4,000 for FT 540+ hours -16, 17 years £3,300 for FT 540+ hours - 18 years Lagged funding - October census 2015, paid funding in March 2016, academic year Sept 2016/17 Different funding levels for planned hours Funding is based on the Study programme planned for each learner (planned hours)

Putting this into practice Planning effective & efficient curriculum provision/pathways

Planning effective & efficient curriculum provision/pathways Curriculum (post-16): - Is it line with KS4 offer? - Learner ability? - Labour market/destination Provision cost & financial viability (impact on quality) Staff expertise and resources Consider sub-contracting provision/partnership/consortium working What is sub-contracted provision? (EFA guidance) ‘education and training delivered by organisations without direct funding from the EFA (except schools funded by the EFA through their local authority) should be treated as sub-contracted provision’ and be subject to the sub-contracting guidance rules

Planning effective & efficient curriculum provision/pathways Consider the needs of the learner – the programme must be relevant to their needs Appropriate information, advice and guidance are vital Where does the learner need to get to – progression planning is key Data is key (EFA: Your data, your problem) When entering the planned hours on data returns institutions must ensure that the hours entered are realistic and deliverable to each individual student Demonstrate impact of hour(s) – ‘direct’, ‘recognisable cost’ ‘Quality assured hours’ – accountability of hour(s) Evidencing requirements (spreadsheets/ILP’s) Demonstrate impact study programme plan - monitoring

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