What counts as ‘non-What counts as ‘non-qualification’ hours?qualification’ hours?

Suki Gill Suki Gill

16-19 Planning Manager16-19 Planning Manager

Aims of the sessionAims of the session

Understand the principles of non-Understand the principles of non-qualification hours in accordance qualification hours in accordance with EFA and Ofsted guidance with EFA and Ofsted guidance

Understand what ‘counts’ as Understand what ‘counts’ as non-qualification hours and non-qualification hours and evidencing themevidencing them

Importance of non-qualification Importance of non-qualification hours hours

The Wolf review of Vocational Education The Wolf review of Vocational Education (March 2011)(March 2011)

EFA 2014/15 Funding regulations guidance EFA 2014/15 Funding regulations guidance (June 2014)(June 2014)

Ofsted Study Programme guidance Ofsted Study Programme guidance (January 2014)(January 2014)

The Wolf Report - 5 Key Labour The Wolf Report - 5 Key Labour Market CharacteristicsMarket Characteristics

1)1) Full-time education or training to age 18 is now Full-time education or training to age 18 is now the dominant patternthe dominant pattern

2)2) Change in the youth labour market, Change in the youth labour market, employment-related regulation, and employers’ employment-related regulation, and employers’ assumptions about school-leavers’ skillsassumptions about school-leavers’ skills

3)3) Valuing and rewarding employment experience Valuing and rewarding employment experience and not just formal credentialsand not just formal credentials

4)4) Good levels of English and MathematicsGood levels of English and Mathematics5)5) Students need general skills and the educational Students need general skills and the educational

system needs to respond quickly and flexibly to system needs to respond quickly and flexibly to changechange

The Wolf Report - The Wolf Report - RecommendationsRecommendations

Wolf Report recommendation 5:Wolf Report recommendation 5:‘‘The overall study programmes of all 16-18 year olds in The overall study programmes of all 16-18 year olds in ‘vocational’ programmes should be governed by a set of ‘vocational’ programmes should be governed by a set of general principles relating primarily to content, general general principles relating primarily to content, general structure, assessment arrangements and contact’structure, assessment arrangements and contact’

Wolf Report recommendation 6:Wolf Report recommendation 6:‘‘Programmes should include at least one qualification of Programmes should include at least one qualification of substantial size (in terms of teaching time) which offers substantial size (in terms of teaching time) which offers clear progression either in education or into skilled clear progression either in education or into skilled employment’employment’

Wolf Report recommendation 9:Wolf Report recommendation 9:‘‘Students who are under 19 and do not have GCSE A*-C in Students who are under 19 and do not have GCSE A*-C in English and/or Maths should be required, as part of their English and/or Maths should be required, as part of their programme, to pursue a course which either leads directly programme, to pursue a course which either leads directly to these qualifications, or which provide significant progress to these qualifications, or which provide significant progress towards future GCSE entry and success’towards future GCSE entry and success’

The Wolf Report - The Wolf Report - RecommendationsRecommendations

Wolf Report recommendation 11:Wolf Report recommendation 11:‘‘Funding for full-time students age 16-18 should be on a Funding for full-time students age 16-18 should be on a programme basis, with a given level of funding per student. programme basis, with a given level of funding per student. The funding should follow the student’The funding should follow the student’

Wolf Report recommendation 21:Wolf Report recommendation 21:‘‘DfE should evaluate models for supplying genuine work DfE should evaluate models for supplying genuine work experience to 16-18 year olds who are enrolled as full-time experience to 16-18 year olds who are enrolled as full-time students, not apprentices, and for reimbursing local students, not apprentices, and for reimbursing local employers in a flexible way, using core funds’employers in a flexible way, using core funds’

Ofsted Study Programme Ofsted Study Programme guidance (Jan 2014)guidance (Jan 2014)

What extend do leaders and managers:What extend do leaders and managers: allow for meaningful work experience (related to allow for meaningful work experience (related to

the student’s vocational area) or other non-the student’s vocational area) or other non-qualification activity to develop personal skills qualification activity to develop personal skills and/or prepare for further/higher education, and/or prepare for further/higher education, training or employment training or employment

In inspecting and reporting on students’ In inspecting and reporting on students’ achievement in the sixth form, inspectors achievement in the sixth form, inspectors should consider:should consider:

how well students’ personal, social and how well students’ personal, social and employability skills (communication, teamwork, employability skills (communication, teamwork, leadership, taking responsibility, problem-solving, leadership, taking responsibility, problem-solving, reflective thinking, independent enquiry) are reflective thinking, independent enquiry) are developed to prepare them for their next steps developed to prepare them for their next steps (further/higher education, training or employment), (further/higher education, training or employment), including the contribution of ‘non-qualification’ including the contribution of ‘non-qualification’ activityactivity

EFA Study ProgrammesEFA Study Programmes

EFA Funding Allocation EFA Funding Allocation statementstatement

Your data is keyYour data is keyOctober 2014

School census return date

January 2015 EFA to send out school funding factors based on 2013 to14 data and lagged numbers based on 2014 to15 recruitment

February Deadline for business cases to be with EFA

March EFA confirms national rateEFA send out school funding allocations

Data - Qualification hoursData - Qualification hours For funding purposes only qualifications

approved for teaching to 16-19 year olds under section 96 of the Learning and Skills Act 2000 (s96), or any alternative list which may be published by DfE in the future, can be included within a study programme as qualification activity

Qualifications not approved under S96 cannot be taught in schools, but can be delivered by other providers

Data - Non-qualification Data - Non-qualification hourshoursHours that:

do not count towards a qualification counted above; and are delivered towards informal certificates or other non-

qualification activity (including activity to give young people the skills they need to live more independently and be integrated within their community); or

are for tutorial purpose; or

are spent on work experience, other work-related activities

volunteering and/or community activities or enrichment activities organised and quality assured by or on behalf of the institution whether paid or not, including activity such as the Duke of Edinburgh Award that might lead to an award but is not listed on s96

Examples of activities that are not funded

Voluntary extra-curricular activities and clubs delivered during breaks or outside the normal working pattern;

Study that is homework or independent study/research that is not timetabled;

Time spent in employment and or work experience organised by anyone other than by or on behalf of the organisation;

Time spent on volunteering and/or community activities that are not organised by or on behalf of the institution.

‘‘Planned’ hours (540+ to Planned’ hours (540+ to achieve FT learner status) and achieve FT learner status) and

Funding Funding Made up of qualification hours and non-Made up of qualification hours and non-

qualification hours qualification hours

The total of both hours fields are used The total of both hours fields are used to determine the full or part time to determine the full or part time funding rate for the studentfunding rate for the student

When entering the planned hours on When entering the planned hours on data returns institutions must ensure data returns institutions must ensure that the hours entered are that the hours entered are realisticrealistic and and deliverable to each individual studentdeliverable to each individual student. .

‘‘Quality assured hours’Quality assured hours’

Have you accounted for each Have you accounted for each ‘planned’ hour?‘planned’ hour?

These hours need to be supported by These hours need to be supported by auditable evidence of eligible auditable evidence of eligible timetabled activity or captured within timetabled activity or captured within an Individual Learning Plan (ILP)an Individual Learning Plan (ILP)

Evidence required for ALL activities Evidence required for ALL activities (hours)(hours)

Study programme designStudy programme designStage 1 (Qualification hours)Stage 1 (Qualification hours) Progress to a level of study which is higher Progress to a level of study which is higher

than their prior attainment; than their prior attainment; Take qualification(s) which are stretching ; Take qualification(s) which are stretching ; Take qualification(s) judged to be of suitable Take qualification(s) judged to be of suitable

size & level to enable progression size & level to enable progression Stage 2 (Qualification hours)Stage 2 (Qualification hours) Achieve English and maths GCSE A*-C, or Achieve English and maths GCSE A*-C, or

functional skills that will progress towards functional skills that will progress towards this if this has not already been achieved; this if this has not already been achieved;

Stage 3 (Non-qualification hours)Stage 3 (Non-qualification hours) Participate in value-added non-qualification Participate in value-added non-qualification

activity & work experience whenever activity & work experience whenever appropriate appropriate

Study Programmes Study Programmes PrinciplesPrinciples

Within each stage learning must be:Within each stage learning must be:

RelevantRelevant

Planned (timetabled)Planned (timetabled)

Organised and / or supervisedOrganised and / or supervised

Within normal working patternWithin normal working pattern

Calculate Planned qualification hours Calculate Planned qualification hours (Stages 1 and 2)(Stages 1 and 2)

Calculate planned non-qualification Calculate planned non-qualification hours (Stage 3) and consider the quality hours (Stage 3) and consider the quality aspectsaspects

Study leave and time Study leave and time spent in exams

Study leave counts ‘subject to the activity meeting the published criterion of being planned, explicit in the student’s learning plan/ timetable, and supervised and/or organised by a member of staff’.

The EFA would expect that any study leave is focused on a defined exam or assessment, such as leading up to the summer exam season; that it is time limited and that the weekly number of hours does not exceed the student’s planned weekly hours for the overall study programme. This applies to study leave in year 12 and in year 13.

Study leave and time Study leave and time spent in exams

Study leave should be supervised or organised by the institution, for example by requiring the completion of structured revision or practice papers that are marked by a member of staff and where the student is given feedback

The time when the student is taking the exam can also be included in the total planned hours

Evidencing ‘non-Evidencing ‘non-qualification’ hoursqualification’ hours

Evidencing non-qualification Evidencing non-qualification hourshours

Ofsted 16-19 Study Programme guidanceOfsted 16-19 Study Programme guidance Wolf ReportWolf Report For the non-qualification element of the For the non-qualification element of the

funding total, institutions are reminded that funding total, institutions are reminded that for an activity to be entered on the data set for an activity to be entered on the data set as publicly fundable they should be able to as publicly fundable they should be able to evidenceevidence that they have incurred a that they have incurred a recognisable costrecognisable cost in delivering that activity in delivering that activity

Institutions will need to show through Institutions will need to show through experience in the workplace and participation experience in the workplace and participation in other activities of value, which do not in other activities of value, which do not necessarily lead to qualifications, but necessarily lead to qualifications, but enable enable progressionprogression to higher levels of study and/or to higher levels of study and/or into employment.into employment.

EFA Evidencing student EFA Evidencing student existence & eligibilityexistence & eligibility

Evidence Evidence required forrequired for

Study Programme (SP) Study Programme (SP) evidence requiredevidence required

Student eligibility for Student eligibility for public fundingpublic funding

Funding guidance for Young people Funding guidance for Young people 2012/13: Funding regulations section2012/13: Funding regulations section

Student eligibility for Student eligibility for full or part time full or part time fundingfunding

Timetable or learning planTimetable or learning plan setting setting out SP, reflecting hours in School out SP, reflecting hours in School CensusCensus

Eligible activities for Eligible activities for inclusion in SPinclusion in SP

All activities in SP that are planned, All activities in SP that are planned, supervised and/or organised by a supervised and/or organised by a member of staff within normal member of staff within normal working patternworking pattern

Student retentionStudent retention External awarding body evidence, or External awarding body evidence, or evidence from registersevidence from registers

Core aimCore aim Learning planLearning plan indicating which indicating which qualification is the core aim of the SPqualification is the core aim of the SP

EFA Assurance and EFA Assurance and reportingreporting

EFA Bulletin June 19 - Planned hours review EFA Bulletin June 19 - Planned hours review started this summer:started this summer:

Who will complete the return - Who will complete the return -

1)1) Institutions that have had the most Institutions that have had the most significant increase in full time programmes significant increase in full time programmes

2)2) Institutions selected for funding audit that Institutions selected for funding audit that have had an increase in full time have had an increase in full time programmesprogrammes

Evidencing requirementsEvidencing requirements Must meet the Study programme principles Must meet the Study programme principles

(planned, organised….)(planned, organised….) 3 stages (qualification & non-qualification 3 stages (qualification & non-qualification

hours)hours) Opportunity cost of doing one activity over Opportunity cost of doing one activity over

another?another? Process to manage FT/PT hours (spreadsheet)Process to manage FT/PT hours (spreadsheet) Evidence at Evidence at programme levelprogramme level (hours, scheme (hours, scheme

of work, lesson plans) and of work, lesson plans) and student levelstudent level (Individual Learning Plan (ILP) and/or Learning (Individual Learning Plan (ILP) and/or Learning agreement and enrolment forms)agreement and enrolment forms)

Recognisable cost?Recognisable cost? Links to progression?Links to progression? Hours – realistic and deliverable?Hours – realistic and deliverable?

Non-qualification hour Non-qualification hour activityactivity

Any virtual learning element of Any virtual learning element of the study programme should be the study programme should be planned, timetabled and planned, timetabled and organised by the institutionorganised by the institution

Other activity, such as the Duke Other activity, such as the Duke of Edinburgh Award, that might of Edinburgh Award, that might lead to an award but is not listed lead to an award but is not listed on S96 will not count towards on S96 will not count towards qualification hours, but can count qualification hours, but can count towards non-qualification hourstowards non-qualification hours

Non-qualification hour Non-qualification hour activityactivity

Tutorials/registrationTutorials/registration Planned community servicePlanned community service Twilight sessionsTwilight sessions EnterpriseEnterprise EPQEPQ Private study time/supervised Private study time/supervised

study*study* Work experience*Work experience*

2014/152014/15This does not include homework This does not include homework or independent study/research or independent study/research that is that is not timetabled……not timetabled……

So, what if the independent So, what if the independent study/research is timetabled?study/research is timetabled?

Demonstrate impactDemonstrate impact Evidencing requirementsEvidencing requirements Support during these sessionsSupport during these sessions Quality of hours (EFA & Ofsted) Quality of hours (EFA & Ofsted)

Study Programme summaryStudy Programme summary

Your data collection is key – it will cost Your data collection is key – it will cost YOUYOU if you get it wrong if you get it wrong

Consider the needs of the learner – Consider the needs of the learner – the programme must be relevant to the programme must be relevant to their needstheir needs

Appropriate information, advice and Appropriate information, advice and guidance are vitalguidance are vital

Where does the learner need to get to Where does the learner need to get to – progression planning is key– progression planning is key

EFA Question and AnswersEFA Question and AnswersSection 1Section 1

Qualification and non-Qualification and non-qualification hoursqualification hours

Work experienceWork experience

Work experience (not a Work experience (not a funding requirement)funding requirement)EFA in December 2013 letter: EFA in December 2013 letter:

‘ ‘ Work experience is a key area within many Work experience is a key area within many students’ study programmes and provides students’ study programmes and provides the greatest benefit for students where it is the greatest benefit for students where it is substantial and with external employers. substantial and with external employers. Only work experience with external Only work experience with external employers should be counted towards and employers should be counted towards and recorded as a work experience learning aim recorded as a work experience learning aim from 2014/15. Simulated work environments from 2014/15. Simulated work environments should be separately recorded as non-should be separately recorded as non-qualification activity’qualification activity’

Work experienceWork experienceEFA in March 2014 letter: EFA in March 2014 letter:

‘ ‘ We strongly encourage work experience as part We strongly encourage work experience as part of study programmes. We have received a of study programmes. We have received a number of questions and concerns about the number of questions and concerns about the eligibility for funding various types of work eligibility for funding various types of work experience in different contexts, and how these experience in different contexts, and how these hours should be recorded on the Individualised hours should be recorded on the Individualised Learner Record (ILR). Following recent Learner Record (ILR). Following recent discussions with representative bodies, Ofsted discussions with representative bodies, Ofsted and policy colleagues within the Department of and policy colleagues within the Department of Education we will shortly issue a note providing Education we will shortly issue a note providing further information and clarity on this issue’further information and clarity on this issue’

Further ‘clarity’ on what does and does not Further ‘clarity’ on what does and does not count as work experience continues to count as work experience continues to

come through from the EFAcome through from the EFA

Recording work experienceRecording work experience

From 2014/15 the way non-From 2014/15 the way non-qualification activity is recorded has qualification activity is recorded has changedchanged

Work Experience will need to have Work Experience will need to have taken place within an EXTERNAL taken place within an EXTERNAL employers’ workplaceemployers’ workplace

Simulated work environments should Simulated work environments should be separately recorded as non-be separately recorded as non-qualification activityqualification activity

Information required for work experience provision

Where the work experience is a specific element, stipulated in the structure of the qualification by the awarding organisation, it can be recorded, alongside the planned qualification hours, in the Planned Learning Hours field

A specific work experience learning aim must be entered identifying the student as undertaking work experience, also provide an hours range attributable to the work experience

Planned work experience hours must not be double counted

If you are not offering work experience what are you doing to promote employability skills?

EFA Question and AnswersEFA Question and AnswersSection 2Section 2

Work experienceWork experience

EFA Question and Answers EFA Question and Answers Section 3Section 3

DataData

EFA Update - Technical EFA Update - Technical guideguide A new technical guide has been published A new technical guide has been published

to help you understand how the 5 new 16-to help you understand how the 5 new 16-19 headline measures will be calculated19 headline measures will be calculated

Progress, attainment, progress in English Progress, attainment, progress in English and maths, retention and destinationsand maths, retention and destinations

New accountability system begins in 2016 New accountability system begins in 2016 but for students starting a 2 year course in but for students starting a 2 year course in Sept 2014 the outcomes will be reported in Sept 2014 the outcomes will be reported in 16-18 performance tables in Jan 201716-18 performance tables in Jan 2017

EFA Update – Bursary FundEFA Update – Bursary Fund The 16-19 Bursary Fund management

information return for the completed 2013/14 academic year opened from 1 October – Bursary return to be completed by 31 October.

From 1 October, the return form may be accessed either through the EFA Information Exchange or directly via GOV.UK.

EFA Update – School EFA Update – School GovernanceGovernance

Lord Nash letter to all chairs of governors to set out his priorities and draw attention to the updated governor's handbook 2014, opportunities for further training and useful resources to help them with their work.

EFA Update – EFA EFA Update – EFA Information Exchange Information Exchange

calendarcalendar Information exchange calendar now

live showing EFA's deadlines, publication dates and events that affect you.

Further support needed?Further support needed?

Please contact Please contact

suki.gill@hertfordshire.gov.uk

Direct line: 01438 845050Direct line: 01438 845050

EFA South EFA South YPSouthern.EFA@education.gsi.gov.uk

Thank youThank youQuestionsQuestions