Funding and contract updates

2. AGENDA
SFA
Funding
Contracts
SFA Rules
Documentation
Management

3. Aim
To ensure that all staff and sub contractors understand
SFA Rules and effectively support learners and
employers to achieve learning aims
Objective
To give staff and sub contractors sufficient knowledge
of Rochdale Training systems and processes to secure
SFA funding throughout all programmes.
Aims and Objectives

4. • Apprenticeships
• 16-18 year olds
• 19-23 year olds
• 24+
• Traineeships
Priorities

5. • No duplication in funding
• No duplication in programme, funding must be amended where there are overlaps
• No funding for provision that is assessment only or re-sit
• Where NVQ only programmes achieves more than 50% of assessment through
RPL, you must discount by 50% the funding of the qualification assessed as being
delivered through RPL
• No funding where more than 50% of qualifications is RPL’d
General Principles to funding

6. • Recognition of Prior Learning (RPL) refers to uncertificated
learning and will involve Providers in making an offer of
assessment in order to confirm achievement and the award of
credit
• You must ensure the ULN number is provided to the awarding
bodies (you can find more information on the Learning Records Service website)
Definition of Recognised
Prior Learning

7. Apprentices:
• “The focus of an Apprenticeship remains in 2015/16 and is on equipping individuals with the new
skills and learning they need for their job roles and future careers....”
• “It is appropriate for those moving into a new job or for individuals in an existing job where
significant new knowledge and skills will be acquired through the Apprenticeship ....”
• “An Apprenticeship is not intended as a means to accredit existing work skills and experience”
• Make sure that the job allows the apprentice to gain wider employment experience as part of the
apprenticeship
• Must be advertised on the Apprenticeship Vacancies (AV) website –including details of successful
applicants. You must enter on the Apprenticeship Vacancies website the details of the successful
applicants
• If RPL is used for any part of the assessment for a qualification within an Apprenticeship
framework, the funding for the qualification must be reduced by the proportion which is assessed
using RPL
FOR 2015/16 - Apprenticeships

8. FOR 2015/16 - Apprenticeships
• In 2015/16, only Apprenticeships which are for a
job change with accompanying skills
development programme and are designed by
employers in the sector, will be funded by us.
• See the full statement on Apprenticeship Quality
in full and for a list of frameworks which are
funded, see the Apprenticeship website

9. • 12 month minimum for August 1st 2015 starters – longer if SASE
frameworks states longer duration
• Expected that all apprentices will work minimum of 30 hours per week
• Less hours? – increase length of programme
• Employment for fewer than 16 hours per week is not permitted
• Will not be paid achievement (20%) if achieved in less than 12 months + 1
day
• Must meet SASE GLH at least 280 per year – must evidence this
• Induction is not TLA and can not attract funding
FOR 2015/16 - Apprenticeships

10. • For all Apprentices who start their intermediate-level Apprenticeship on
or after 1 August 2015:
• You must offer level 2 Functional Skills or GCSE qualification in English or
Maths (or both) to those apprentices who have not yet achieved level 2 in
English or Maths (or both) before they started their Apprenticeship
• The apprentice must start and continue to take part in level 2 English and
maths during their intermediate level Apprenticeship if the apprentice
already had a level 1 in either English or maths (or both) before they started
their Apprenticeship
• All intermediate level apprentices who achieve level 1 in English or Maths (or
both) before the end of their intermediate level Apprenticeship must be
offered the opportunity to progress to level 2 in English or Maths (or both)
English and Maths

11. English and Maths
• Apprentices will not need to have achieved a level 2 in English or
maths (or both) if it is not a mandatory element of their Apprenticeship framework
• The funding for all English and Maths provision delivered as part of an
Apprenticeship must be reported as an Apprenticeship learning aim in the ILR,
including level 2 learning in an intermediate level Apprenticeship
• You must not claim funding for level 1 English or Maths in an Apprenticeship
where the mandatory requirement of the Apprenticeship framework is at level 2
• Data capture – Maths and English GCSE grade at start of current year (for
condition of funding) 2 new fields

12. • Second Qualification at same level significant changes
• Not expected to complete an Apprenticeship at same
level
• “ Will not fund a learner to repeat the same qualification
where they have previously achieved it unless it is a
requirement of the framework or higher grade GCSE”
• No longer uses “occupationally relevant” & “of material
benefit” now states in “certain circumstances”
• Providers must evidence “is supporting Apprentice in a
new job role”
FOR 2015/16 - Apprenticeships

13. • No funding for 24 or over for Certificates and Diplomas at levels 3 and 4
• Level 3 Early Years Educator learning aims – learners must have already
achieved GCSE A*-C in English and Maths before being eligible for funding
• Apprenticeship framework certificates must be on file within 90 days of
application to ACE to ensure outcome
• Break in learning – funding stopped – not included in success rates – no
time limit other than within certification date
2015/16

14. • The Government has agreed that in certain
circumstances, apprentices will not need to be
employed under an Apprenticeship
Agreement, as follows:
– Apprentices made redundant, up to a maximum
time of six months, prior to completion of their
Apprenticeship (through no fault of their own)
Alternative Completion
Conditions

15. • Collected for ASB and ESF
• For starts on or after August 2015
• Collect details of learners from workless
households with and without dependent
children / single adult households with
dependent children
Learner Household Situation

16. • Job Outcome Payments
• 50% of the learning aim rate for each job outcome where an eligible learner leaves
and enters work before achievement of the learning aim
• Learners who are unemployed will be entitled to full funding for their learning
programme if they are not receiving Job Seeker’s Allowance, Employment and
Support Allowance (WRAG related), Universal Credit (mandated to undertake
skills), providing they want to enter employment and believe skills training will
help them do so.
• Full funding is at your discretion. You must be satisfied that the learning is directly
relevant to both the learner’s employment prospects and the needs of the local
labour market
Pre-employment Programmes
2015/16

17. Discretionary Learner
Support
• Discretionary Learner Support is provided to support learners with a specific
financial hardship that prevents them from taking part in learning.
• Before making an award, you must identify the learner’s needs within the
following ‘schemes’
• Hardship for those aged 19+
• Childcare for those ages 20+
• Residential for those aged 19+
• DLS is allocated to the three separate schemes above, but you can transfer funding
between each
• Discretionary Learner Support (DLS) – you must make clear to learners that it is
their responsibility to tell the Department of Work and Pensions about any DLS
support they are receiving from you as DLS payments may affect their eligibility for
some benefits

18. Pre-employment Programmes
2015/16
• In order to claim Job Outcome funding for unemployed Learners in receipt
of Jobseeker’s Allowance, Employment Support Allowance (Work-related
Activity Group), Providers must receive a declaration from the Learner that
they have stopped claiming unemployment benefits to enter work
• In order to claim Job Outcome funding for unemployed Learners in receipt
of wider benefits, Providers must receive a declaration from the Learner
that they have started work
• Target set at 40% of all participants to gain employment in 2015/16 contract
year

19. Traineeships – Overview
• Must be assessed as work ready
• Maximum duration 6 months – minimum duration 6 weeks
• Work experience minimum of 100 hours (2 weeks minimum per
employer)
• Need name of work experience employer prior to starting Traineeships or
within 4 weeks
• Must have written feedback from interview and exit interview
• To achieve, learner must progress to an Apprenticeship, move in to
employment or continue in further learning level 2 or 3
• Must be assessed for Maths and English
• Must have registers for Traineeships on work placement + activities
• Learning agreement must include assessments carried out, at the start of
the programme, confirming that learners are ready to move on to an
Apprenticeship or employment within six months of starting their
Traineeship

20. Traineeships – 16-18 yr olds
• Not to have achieved a level 3 or equivalent
• Need to record on the ILR the work placement
• Must record planned hours on ILR – core aim
• Must have registers whilst on work placement –
including duties
• If the learner has already achieved a Functional Skills
qualification at level 2 they must work towards
achieving a GCSE grade C or higher
• You must encourage learners to consider higher-level
provision to those learners who have already achieved
a Grade C in English or maths, particularly level-3
maths qualifications

21. Traineeships – 19-24 yr olds
• Must not already have a full level 3 qualification
• Be unemployed (working less than 16 hours per week)
• Maths and English for 19+ continued after 6 months (all other
elements must be completed within 6 months)
• Must include 100 hours minimum work placement
• To claim funding the learner must undertake both work
experience and achieve work preparation qualification
• Work placement must be 6 weeks continuous if claiming
DWP. No longer than 8 weeks

22. Traineeships - Achievement
An outcome must be achieved within 6 months
of end date:
• An Apprenticeship start – ILR or Learning
agreement
• A job, including self-employment that is for at
least 16 hours per week, eight consecutive weeks
• Further learning: (16-18) level 2 or 3
qualifications (150 glh)
• (19-24) level 2 or 3 outside apprenticeship
qualifications (150 glh)
• English & maths – must have achieved during
Traineeship and moved onto a higher level

23. Basic English and Maths
• Learners should be supported to progress their skills towards GCSE (A*-C) English
and Maths or Functional Skills Level 2 which means being enrolled on
qualifications that support this upward progression. Learners must not simply be
accredited for prior knowledge
• Learners must be enrolled on a level of learning that is beyond that to which they
are assessed, for example, if a Learner is assessed as being at Entry Level 3 they
must be enrolled on a Level 1 qualification
• Providers must:
– Undertake a robust initial assessment to determine the level at which the individual is currently
operating, to which level they enrol onto
– Undertake an appropriate diagnostic assessment to inform and structure a Learner’s Learning
Agreement to use as a basis for a programme of study and administered by suitably qualified
staff/practitioner
– Deliver ongoing assessment
– Record all outcomes on the Learning Agreement

24. Basic English and Maths
• Providers must:
– Undertake a robust initial assessment to determine the
level at which the individual is currently operating, to
which level they enrol onto
– Undertake an appropriate diagnostic assessment to inform
and structure a Learner’s Learning Agreement to use as a
basis for a programme of study and administered by
suitably qualified staff/practitioner
– Deliver ongoing assessment
– Record all outcomes on the Learning Agreement

25. Basic English and Maths
• You must use up-to-date assessment tools that are based on
the National Literacy and Numeracy Standards and core
curriculum. The tools must:
• place a learner’s skills levels within the National Qualifications
Framework(NQF)/QCF levels; and
• be administered by suitably qualified individuals including, for the
diagnostic assessment, a practitioner who will structure the learner’s
programme of study

26. Results of Internal external
audit 2015
• No evidence of structured learning on start date
• Timely achievement of functional skills
• Not meeting funding rules for Apprenticeship
programmes
• Sub-contractors must display the ESF logo on
their website

27. SFA/RTA AUDIT ACTIONS
for 2015/16
• Learners must be registered within 6 weeks
• Evidence of registration to be sent to RT monthly
• All components of frameworks to be sent to RT when
achieved – ACE cert on file within 90 days
• Files selected for audit must contain all support evidence prior
to audit (5 working days notice will be given) - Must include
contact sheets – RTA to be given log-ins for electronic
portfolio’s
• Tracker to be sent to RT monthly – sample selected for audit
– monthly by RTA
• Job outcomes and progression must be monitored and
evidence sent in a timely manner

28. Rochdale Training –
Audit requirements
• Qualification codes must match ILR code
• Guided learning hours must be planned and logged at initial
assessment per unit (minimum of 280 guided learning hours – 12
months) in learning agreements
• Actual guided learning hours must be logged against planned guided
learning hours
• Exemption certificates must be on file - Learner Records Service to be
used as main source of identifying exemptions. If not on file in 12
weeks, F/skills to be delivered
• Apprenticeship framework certificates must be submitted within 90
days of claim date

29. INTERNAL AUDIT
• Schedule of management meetings to be issued to monitor
performance against profile
• Announced and unannounced audit/compliance visits to be
continued
• Observations will continue to support Initial
Assessment/Induction/Teaching and learning & Progress
Reviews
• All sub-contractors are expected to have robust and embedded
Quality Improvement Timetables and activities. These will be
tested at internal audit

30. INTERNAL AUDIT
• Management Audit Report produced – 5
working days to supply additional evidence
• Financial value withdrawn of payments
• (contract value extrapolation) above 5%
• Payments with held until Audit Actions
rectified

31. Next Steps
Induction Pack/Starter pack
• BKSB
• Induction presentation mandatory units
• ILR – paper-based portfolios
• Learning Agreement
• Learner portfolio
• Exit reviews
• Tracking progress

32. KEY OBJECTIVES
• Rigorous initial assessment required to ensure Apprenticeship criteria met
• Traineeships – progress to Apprenticeships
• Pre employment programmes must show significant initial assessment has
been completed
• Pre-employed funding only allocated to providers with high job outcomes
• Teaching and learning must be clearly logged showing progress each
month
• “If there is a box FILL IT IN” !

33. PAYMENT SCHEDULE –
FROM 1 AUGUST 2015
• Dates for submission of all paperwork
• Claim Completion
• Date for PFR to subcontractor
• Date invoice paid
Staff at Rochdale Training:
Data Administrators:
• Lee Shackleton, lShackleton@rochdaletraining.co.uk
• Letitia Benson, Lbenson@rochdaletraining.co.uk
• Claire Connaughton Cconnaughton@rochdaletraining.co.uk
Finance:
• Sarah Ogden sogden@rochdaletraining.co.uk
Quality Department
• Rhuana Begum rbegum@rochdaletraining.co.uk
• Elaine Nelson enelson@rochdaletraining.co.uk

34. Changes to Contract
• Your responsibility to ensure the learners know your role and
RT role and responsibility in providing the learning
Reporting Systems: Quarterly management meetings
• Functional Skills must be achieved within 6 months of start
date – Apprenticeships
• Timely Achievements
• VLE – E Portfolios
• Health and Safety – Employers liability
• Safeguarding and Equality and Diversity training are
mandatory – failure to do so will effect future sub contracting

35. Changes to Contract
• Must not go over monetary value of funding.
• Starts in month allocated cannot guarantee funding for late
starts or starts over profile
• Paperwork must be in on time – cannot guarantee payment
if not
• Age Grants – must be submitted with start paper work – we
can not guarantee payment if submitted at a later date

36. • FUNDING RULES: 2015/16 FROM –
https://www.gov.uk/government/publications
/sfa-funding-rules%20
USEFUL INFORMATION

37. Any Questions

38. Thank You