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

2. 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.

3. 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

4. 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)

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

6. 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

7. 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

8. Questions
Thank you