Students who start their study programmes with a grade 2 or below and then go on to achieve a pass in Functional Skills Level 2 will no longer need to undertake any further maths and English qualification to meet the condition of funding. We will review the application of the condition of funding to these students for future years. A student who has previously been home educated and wishes to continue their education at an FE institution must comply with the condition of funding.
A student who speaks limited English will still need to have maths in their programme, at a suitable level. This could be phased into the programme as their ability in English improves.
For example, a student could study an ESOL qualification in the first term and enrol on a maths qualification in the second term. To ensure those that want to study short courses are not discouraged from doing so, there is flexibility for those on small part time programmes of less than planned hours.
Students on these programmes do not have to study maths and English qualifications approved for the condition of funding. However, we expect institutions to include some maths and English content in programmes taken by such students to facilitate their learning.
This also applies to students with prior attainment of GCSE grade 2 who pass functional skills level 2. Institutions must make sure that they record the achievement grade in the data return, to tell us that the student has met the condition of funding. Students on traineeship programmes are subject to the condition of funding in the same way as students on other study programmes. From the academic year to , the condition of funding grade 3 or grade D requirement will apply to students on traineeship programmes according to whether the student is full time or part time.
Students on T Level or apprenticeship programmes are not subject to the maths and English condition of funding. However, similar requirements are in place to ensure all T Level students and apprentices have good literacy and numeracy skills. Students on supported internships are not automatically exempt from the condition of funding. Some students on internships may meet the criteria to be exempt from the condition.
Students on supported internships with an exemption should still be studying maths and English at an appropriate level, even when they are not able to work towards a stepping stone qualification or GCSE. All exemptions must be considered 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 conduct the assessment. This is for institutions to decide. Exemptions will be monitored from the data 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.
When a student is not able to study a GCSE, institutions should support them in studying 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 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 students who are not able to take any qualifications. These students are exempt from studying qualifications but appropriate literacy and numeracy should still be included in their programme at an appropriate level. Students who have studied in a country that does not provide GCSEs are potentially exempt from the condition of funding where the overseas qualifications they hold are equivalent to GCSE grade 4 or grade C. As well as confirmation from ENIC that an overseas qualification is equivalent to GCSE grade 4 or grade C, institutions also have to ensure that the student possesses the necessary competence in maths and English to achieve their programme.
If the student needs additional teaching or support to function on their programme, institutions must include it in the programme. This kind of activity is eligible for funding and should be included in the planned hours. When students have achieved an ICCE , institutions can record an exemption for holding an overseas equivalent qualification.
They do not have to get the equivalence certified by ENIC. To avoid funding being withdrawn unnecessarily, institutions must record exemptions in their data returns. It is also good practice for institutions to note exemptions in their own records. There is no need to inform ESFA that a student is out of scope for the maths and English condition of funding because they are studying for less than hours in the academic year.
ILR returns use funding and monitoring FAM codes to show when a student qualifies for one of 2 exemptions. In these circumstances the home institution must make sure that students meet the condition of funding. Therefore schools must submit a business case for an adjustment to their funding after they have received their allocation statement. In most cases, we expect that it will be appropriate for students to study for a qualification at a higher level than they have already attained, rather than just improving their grade at the same level as their previous achievement.
When a student is studying for a qualification at the same level as a previous achievement, institutions must have evidence of why the qualification is the best choice for the student. Institutions will be subject to risk-based compliance audit to ensure the data submitted for maths and English participation and prior attainment and evidence for exemptions are sound.
On inspection, Ofsted will establish that students are on the most suitable study programme and that any exemptions from studying maths and English are appropriate. Auditors appointed to test the use of ESFA funding will check when institutions claim a student is exempt to ensure the exemption reason is valid. Institutions must ensure that they keep adequate evidence when they apply either of the 2 exemptions.
ESFA will monitor how institutions use exemptions. We expect that the clarity over the level of tolerance in future years will provide institutions with increased certainty on which to plan. Clarification on grant scheme eligibility for town and parish councils.
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