2.  New qualifications  Funding  Ofqual  Ofsted  Home Office  JCP  ESOL with... emskills.org.uk 1

3. The new generation of ESOL qualifications will be available for learners (including those learners with significant learning needs) from Entry 1 to Level 2 and should: support progression to Functional Skills and GCSE so that learners can step off into mainstream English programmes at the point at which this is appropriate for them support employment outcomes and the needs of jobseekers referred to ESOL training by Jobcentres and hence focus on English language which is necessary for and relevant to work continue to be based on the National Standards for Adult Literacy and the ESOL Core Curriculum be designed for the Qualifications Credit Framework and hence unit based and credit bearing.

4.  No current way of mixing and matching QCF and NQF qualifications  No spiky profile downwards – upwards from some only  Accepting other AOs units to make up certificate  All units are also a qualification so can be separately funded  Different assessment models – overview hand-out

5. Learners can either complete the individual Awards in ESOL Skills for Life (reading), ESOL Skills for Life (writing) or ESOL Skills for Life (speaking and listening) or the full Certificate in ESOL Skills for Life. If you have learners who are demonstrating that they have spiky profiles, then it may be more appropriate to work towards the Awards rather than the Certificate until all skills are at the same level. Spiky profile only for some AOs at the Level below

6. QualificationCreditsGLH* Award in ESOL Speaking and Listening 12120 Award in ESOL Reading 660 Award in ESOL Writing990 Certificate in ESOL27270

7.  AO overview 15 minutes to look at the overview and discuss with colleagues

9.  £724 for all ESOL certificates  “In 2014 to 2015 existing ESOL adult basic certificates will be funded at the same published rates as 2013 to 2014. These were based on historical national delivery patterns and awarding organisation recommended guided learning hours (glh).”  ESOL transitional protection (applied in 2013/14 but not after) 8

10.  “During the extension, if any ESOL learner needs to progress before starting a regulated ESOL qualification or needs to broaden their learning beyond the scope of the regulated ESOL qualification, these additional requirements can be recorded using ‘learning aim class codes’ and will be funded using providers’ planned guided learning hours. This is the same as for non-regulated ESOL provision and is defined and explained in appendix H of the ILR specification. Learning support is also available for ESOL learners where required in accordance with our funding rules.” Q – have any of you done this?

11.  Funding for existing ESOL qualifications and units in 2014 to 2015 will be based on: ◦ the published rates for the adult basic certificates in ESOL skills for life ◦ non-regulated ESOL provision – to be decided but it has been allocated ◦ learning support to meet an identified need  Once there are new QCF ESOL qualifications available from awarding organisations for delivery, providers will be expected to deliver them to new students. These will be funded in line with the Adult Skills Budget approach and not on the basis of these interim arrangements. 10

12. Funding Band (credits) A BaseB LowC Medium D High E Lower specialist or G* Higher specialist Cert (13-24)72481194111591246 Cert (25-36)12651417164520252176 Diploma (37-48)19872225258331793417 Diploma (49-72)25732882334541174425 Diploma (73-132)41704670542166717172 Diploma (133+)6602739585831056411356

13.  Separately funded for individual credit value  £50 per credit before weighting  New business rules determining eligibility for public funding – size and relevance  Funding rates for (3), 6, 9 and 12 credit sized awards  Funding for some smaller 1, 2 and 3 credit units as an exception, e.g. JC+, OLASS  English and maths – QCF units (minimum of 3 credits below level 2), e.g. NCFE entry level award in maths  Listed on the LARs

14. QualificationCredits£Total Award in ESOL Speaking and Listening 12600 Award in ESOL Reading 6300 Award in ESOL Writing 9450 Certificate in ESOL 27 £1350 spiky 1265

16. All 16-18 year olds should be on programmes that include  One substantial qualification (academic or vocational) for progression to further study or employment (‘core’ aim)  English and maths, if not already achieved GCSE grade C and better  Both qualification and non-qualification activity including work experience and tutorial as appropriate Need to show planned contact hours for all elements of the study Programme. Total hours for all elements determine funding band. ESOL may be the main programme – But not shown as such

17.  The goal for all learners before their 19 th birthday is to achieve GCSE A*-C in English and Maths, or equivalent  Any learner who has not attained this level will be expected to follow a programme of study to include English and/or Maths  These programmes can include:  GCSEs  Functional Skills  Free standing Maths Units  A range of entry level English qualifications  ESOL  Non regulated provision where appropriate (category G of new class codes)

18.  Which ESOL qualifications? – see Condition of Funding 2014 to 2015 list as 13 th August from EFA  How many hours will be allocated to them?  ESOL as the core learning aim?  Will the level of the learner make a difference to the hours?  How will they be timetabled?  How will they be delivered and assessed?  Embedding into vocational programmes or ESOL tutors deliver vocational elements 17

19. ElementContact hoursNote Vocational qualification 300 includes 30 hrs planned study time in learning base Tutorial60 Work experience6030 hrs in RWE with instructor, 30 hrs with employer ESOL L1120 Maths E360 Total600

21. Developing our regulatory approach to focus on: a) Validity of qualifications through their life cycle b) Fairness and transparency of qualification delivery B. Regulating changes to key groups of qualifications: a) GCSEs, AS and A levels b) Other reformed qualifications taken by students in schools and colleges in England including core maths and school vocational quals c) ESOL and functional skills

22. ESOL The achievement of some ESOL qualifications, and indeed other qualifications, contribute to decisions about who can enter and stay in the UK. The significance of the value of the qualification increases the risk to the delivery these qualifications. We intend to undertake a risk-based programme of audits of the controls that awarding organisations have in place to manage the assessment delivery for these qualifications, including logistics and centre supervision and inspection arrangements.

24. Most FE Colleges gain Good or Outstanding in Ofsted Discuss Why... Use the inspection reports and the case study to identify the outstanding things that you currently do in your centres and the not so good...

26. Citizenship and Settlement Prove knowledge of English  You can prove it by having either: ◦ an English qualification at B1 level ◦ a degree taught or researched in English  The qualifications must be: ◦ on the Home Office’s list of recognised English tests and qualificationsrecognised English tests and qualifications ◦ an ESOL qualification at Entry 3 or higher (eg Level 1 or 2) on the Ofqual register taken in England, Wales or Northern IrelandOfqual register ◦ an ESOL qualification at levels 4, 5 or 6 awarded by the Scottish Qualifications Authority (SQA) and taken in Scotland https://www.gov.uk/english-language

27. A ‘family of a settled person’ visa if they want to stay (‘remain’) with a family member or partner (eg spouse) who’s living in the UK permanently and they’re  already in the UK  from outside the European Economic Area (EEA) and SwitzerlandEuropean Economic Area (EEA)  The qualifications must be: ◦ on the Home Office’s list of recognised English tests and qualifications at A1 level.recognised English tests and qualifications

29. Must provide employment opportunities.  Typical programme (12-16 week) ◦ Interviewing and assessing Customers’ abilities, past experience and learning and levels ◦ Induction and Diagnostic Assessment in order to produce a SMART Individual Learning Plan, which is agreed with and understood by the learner ◦ Delivery of an appropriate programme to each learner focusing on the language needed for employment at the relevant level by effective whole class sessions using appropriate materials ◦ Provision of ongoing support, advice and guidance to learners through Programme Reviews ◦ Ensuring actions are taken to ensure effective learning takes place and progress towards ILP and employment goals are recorded ◦ Support of Customer Progression into employment with appropriate IAG

30.  Your Experiences...  JCP mandated ◦ Programmes ◦ Types of learners ◦ Job opportunities ◦ Funding