1. No category

Bedfordshire Adult Skills and Community Learning
Provider Manual 2014/15
Version 1.2
September 2014
PM000 Provider Manual 2014-15 V1.2 Sep 2014
Page 1 of 23
Document Control
The Provider Manual is intended as guidance for programme delivery. It is a maintained document that
will be revised at key points within contract delivery, this will include incorporating changes made by the
funding body, the Skills Funding Agency. In all cases please refer to the Contract Conditions that are
legally binding.
Document approved for release: 01/09/2014
Head of Community Regeneration & Adult Skills
Version Control
Version 1 Pre-contract meetings
Effective Date: 16 September 2013
Version 1.1
Effective Date: 30 September 2013
Version 1.2
Effective Date: 01 September 2014
PM000 Provider Manual 2014-15 V1.2 Sep 2014
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Table of Contents
1.0
1.1
1.2
1.3
1.4
1.5
Introduction ......................................................................................................................................... 4
Mission Statement ................................................................................................................................ 4
Central Bedfordshire Council Priorities................................................................................................. 4
Bedford Borough Council Priorities ...................................................................................................... 4
Bedfordshire Adult Skills Priorities ........................................................................................................ 4
Bedfordshire Adult Skills Aims.............................................................................................................. 4
2.0
2.1
2.2
Bedfordshire Adult Skills and Community Learning Contacts ..................................................... 5
Management Team............................................................................................................................... 5
Contract Management Officers ............................................................................................................. 5
3.0
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
Contract Management ........................................................................................................................ 6
Under Performance .............................................................................................................................. 6
Over Performance ................................................................................................................................ 6
Payment ................................................................................................................................................ 7
Adult Skills Budget (ASB) ..................................................................................................................... 7
ASB Co-funding .................................................................................................................................... 8
ASB Qualifying Days ............................................................................................................................ 8
ASB Funding Cap ................................................................................................................................. 9
Community Learning............................................................................................................................. 9
2014-15 Data Collection Timetable .................................................................................................... 10
4.0
Financial Contributions ................................................................................................................... 11
5.0
5.1
24+ Advanced Learning Loans ....................................................................................................... 13
Administration Process ....................................................................................................................... 13
6.0
6.1
6.2
6.3
Learner Support ................................................................................................................................ 16
Discretionary Learner Support (DLS) ................................................................................................. 16
Adults aged 19 years or over and in financial hardship...................................................................... 16
Adults aged 20 years or over with childcare issues ........................................................................... 16
7.0
7.1
7.2
7.3
7.4
7.5
7.6
7.7
Quality Assurance ............................................................................................................................ 17
Ofsted Short Notice Inspections ......................................................................................................... 17
Observations of Teaching and Learning............................................................................................. 18
The Observation Process ................................................................................................................... 18
Learner Feedback............................................................................................................................... 18
Learner Surveys ................................................................................................................................. 18
Contacting Learners ........................................................................................................................... 18
Course Files ........................................................................................................................................ 18
8.0
8.1
8.2
8.3
8.4
8.5
What We Expect of Providers .......................................................................................................... 20
Learner Entitlement ............................................................................................................................ 20
Learner Experience ............................................................................................................................ 20
Teaching and Learning Aims .............................................................................................................. 21
Equality and Diversity in Teaching and Learning ............................................................................... 21
Valuing Diversity ................................................................................................................................. 21
9.0
Safeguarding ..................................................................................................................................... 21
Appendix 1 - Prior Attainment Levels.......................................................................................................... 22
Appendix 2 – Mandatory Course Paperwork .............................................................................................. 23
PM000 Provider Manual 2014-15 V1.2 Sep 2014
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1.0 Introduction
1.1 Mission Statement
The Bedfordshire Adult Skills and Community Learning (BASCL) Service works with residents,
employers and partners to promote a range of high quality learning opportunities for adults to
improve their employment prospects and quality of life which enhances the character of our
communities.
1.2 Central Bedfordshire Council Priorities
Enhancing Central Bedfordshire - creating jobs, managing growth, protecting our countryside and
enabling businesses to grow. Specifically by:
• Improved education attainment.
• Promoting health and wellbeing and protecting the vulnerable.
• Better infrastructure – improved roads, broadband reach and transport.
• Great universal services – bins, leisure and libraries.
• Value for money – freezing council tax.
1.3 Bedford Borough Council Priorities
•
•
•
•
Encourage economic participation and reduce worklessness within urban and rural
communities
Improve the safeguarding, well being and independence of vulnerable adults and older
people
Reduce health inequalities by focussing effort on deprived areas and increasing opportunities
for healthier lifestyles - e.g. by focusing on physical and mental capability.
Reduce the proportion of people living in poverty and so make a positive difference to
communities through the delivery of a range of programmes that contribute towards
improving skills, raising confidence through achievement
1.4 Bedfordshire Adult Skills Priorities
•
•
•
•
•
•
•
•
To focus adult skills provision on those geographical areas with the highest levels of
deprivation, tailoring delivery to meet the needs of individuals in those communities through
bite size periods of learning, that build confidence and an appetite for further learning
Provision should focus on developing work skills with better support for learners to secure
employment
Delivery of work clubs to support unemployed adults into work through training and personal
development
Improve progression routes into next level training and into work
Further embed Information, Advice and Guidance (IAG) into the curriculum offer
Provide particular support to those aged 19-24yrs and those over 50+yrs to find work and
progress in employment
Support workforce development through provision of flexible, needs led provision that meets
locally identified business needs
Recognise the impact that learning can have on social wellbeing and where appropriate use
as a gateway to economic wellbeing
1.5 Bedfordshire Adult Skills Aims
Improving quality by
• Monitoring and supporting the development of teaching, learning and assessment
• Monitoring performance management
• Improving outcomes for learners
• Focussing on the usefulness of qualifications
• Measuring the impact of the provision
• Tracking learner progress and destinations
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2.0
Bedfordshire Adult Skills and Community Learning Contacts
2.1
Management Team
Job Title
Name
Telephone Number
Email
Adult Skills Service Manager
Lynne Davison
0300 300 6115
[email protected]
Commissioning & Contract Manager
Anna Bosworth
0300 300 5016
[email protected]
Quality & Inclusion Manager
Mandy Bates
0300 300 6497
[email protected]
Skills for Work & Life Manager
Bev Auburn
0300 300 6469
[email protected]
Finance & Data Officer
Jayne Macleod
0300 300 4326
[email protected]
2.2
Contract Management Officers
Job Title
Name
Telephone Number
Email
Contract Management Officer
Karen Simpson
0300 300 6492
[email protected]
Contract Management Officer
Rachel Looker
0300 300 6471
[email protected]
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3.0
Contract Management
3.0.1
Providers will be assigned a named Contract Management Officer.
3.0.2
Providers will be monitored on the delivery profiles submitted as part of the commissioning
process, performance against profile will be reviewed on a monthly basis upon submission
of the data return.
3.0.3
All providers must familiarise themselves and comply with the Skills Funding Agency
Funding Rules 2014/15 and any subsequent updates
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/308105/fundi
ng_rules_2014_to_2015_version_2.pdf
3.0.4
Providers will be legally responsible for the compliance of the SFA Funding rules
throughout the duration of the contract.
3.1
Under Performance
3.1.1
BASCL will reduce overall contract values where a provider fails to deliver within an agreed
tolerance of the forecasted profile Dependent on risk provider’s tolerances will range
between 10% and 25%.
3.1.2
For the purpose of contract management completers means learners who achieve their
associated learning aims whether these are accredited learning aims in terms of Adult Skills
Budget provision or non-accredited provision in terms of Community Learning programme
funding.
3.1.3
In the event of a provider failing to recover performance following the implementation of a
recovery plan within an agreed timeframe BASCL will reduce a provider's contract to reflect
some or all of the value of the under performance . The provider will also be required to
undertake a delivery re-profiling exercise.
3.1.4
Under performance in financial terms will be calculated on the actual financial under
performance of starters in relation to the cost per learner agreed through the
commissioning process.
3.1.5
Any override to this approach will only be made in exceptional circumstances and is subject
to written agreement by the BASCL Adult Skills Manager. For this reason it is important that
all providers submit timely data returns, in line with the BASCL prescribed timeline.
3.2
Over Performance
3.2.1
BASCL will not pay for any over-performance unless agreed in writing. Any increase in
contract values will only be made available if, and when funds are available either through
additional funding from the Skills Funding Agency or from underperforming providers.
3.2.2
Providers requesting growth through a change request must have a demonstrable track
record of delivery and provide evidence of employer or learner demand for additional
funding. BASCL has to be confident that awarding additional funds does not represent
unmanageable risks to the BASCL overall SFA Contract.
3.2.3
Increases to a provider’s maximum contract value in-year will be put in place through a
formal signed contract variation; providers will be notified of any decreases.
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Reprofile
Contract Profile
Agreed by Adult
Skills Manager
Over performance
or Change
required
Delivery
Change Request
Not Agreed by
Adult Skills
Manager
Reprofile
Under
Performance by
tolerance
Agreed by Adult
Skills Manager
Recovery plan
Not Agreed by
Adult Skills
Manager
3.3
Payment
3.3.1
The Government’s contribution to each qualification or programme (including all
Apprenticeships) will be distributed over the learner’s journey from starting the programme
to achieving the expected outcome. No funding will be earned if a learner does not enrol, so
each provider’s total funding will be determined by the choices of learners and employers.
Funding will directly link to retention and achievement and how job outcome payments can
be earned.
3.3.2
Payment methods will depend on the type of provision.
3.4
Adult Skills Budget (ASB)
3.4.1
Funding levels will be paid a set amount each month per learner. Subcontractors will be
paid monthly in arrears based on information reported in their Individualised Learner
Record (ILR) returns.
3.4.2
The payments to subcontractors will be reviewed in the first instance at period 4
(November) and then monthly with a final review at the end of the year (that is, payments
will be compared against earnings) and any necessary adjustments made.
3.4.3
Earnings will be based on monthly instalments (so that funding follows the learner for as
long as they remain in learning) and an achievement element. This will apply to all learning
aims, including all component learning aims delivered within an Apprenticeship framework.
This means that all learning aims delivered within an Apprenticeship framework will have an
achievement element to recognise the importance of driving up standards through
achievement.
3.4.4
The achievement element will be 20% of the funding rate, which will be earned when the
learning aim is achieved or, for competence and knowledge components of
Apprenticeships, when the framework is achieved. All achievement elements will be earned
on the actual end date.
3.4.5
In Apprenticeships, other than for the competence and knowledge component learning
aims, the achievement element will be earned when the component itself is achieved
(including any Apprenticeship Element earned when the framework is completed). This will
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make sure that payment for achieving English and Maths qualifications is made when these
qualifications are achieved.
3.4.6
The monthly instalments are calculated once the achievement element has been removed.
These are apportioned across the number of planned months for the learning aim, with a
double payment in the first month. The instalment calculation uses the formula n+1, where
‘n’ is the number of planned months. The formula recognises the upfront costs associated
with enrolling a learner on a learning aim.
3.4.7
Example
Learning
aim
Funding
£ earned on
achievement
Total on
programme
pay
Months on
programme
Number of
instalments
First on
programme
double
instalment
Remaining on
programme
instalments
XYZ123
£1000
200
800
12
13
123.06
61.54 x11
3.4.8
If the learner leaves early, the monthly instalments will stop. However, for eligible learners,
subcontractors will be paid a job outcome payment (equal to half of the achievement
element) if the learner leaves early without achieving their qualification to enter work of 16
hours or more a week for at least four weeks in a row. If the learner subsequently goes on
to achieve the learning aim, the subcontractor will earn the outstanding monthly instalments
and the remainder of the achievement element.
3.4.9
For learners who achieve their learning aim early, the subcontractor will earn the remaining
monthly payments as well as the achievement element.
3.4.10 Rules on minimum durations will continue to apply to all Apprenticeships.
3.5
ASB Co-funding
3.5.1
All 19+ Apprenticeships and Access to Apprenticeship learners will be co-funded by the
Government at 50% of the fully-funded weighted rate, reflecting the employer’s contribution
to and ownership of the Apprenticeship. This will apply to all aims, including Functional
Skills or GCSEs where they are delivered.
3.5.2
Based on the activity commissioned we envisage the majority of individual learners to be
fully funded. For all non-Apprenticeship provision, where a learner is expected to contribute
towards the costs of learning, the total funding available will be reduced by 50% of the fullyfunded un-weighted rate. If a learner is not able to pay the Discretionary Learner Support
Fund could be explored, if all other options have been exhausted.
3.5.3
For all non-Apprenticeship provision, where an employer is expected to contribute towards
the costs of learning, the total funding available will be reduced by 50% of the fully-funded
un-weighted rate.
3.6
ASB Qualifying Days
3.6.1
There are a qualifying number of days for funding starts. If a learner is in learning for at
least the qualifying number of days, they are counted as a ‘funding start’ and funding will
start to be earned by that learner.
3.6.2
Planned number of days in learning Qualifying number of days
•
•
Fewer than 14 days – 1
Between 14 and 167 days -14
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•
168 days and greater - 42
3.7
ASB Funding Cap
3.7.1
A funding cap will apply to each learner with BASCL for each year.
3.7.2
It will apply across all Adult Skills Budget provision, except Apprenticeships.
3.7.3
The funding cap will be £4,400 per learner per year, before any weightings or government
contribution calculations are applied. This applies to all ASB funded learning with BASCL.
Providers whose provision is above this cap will have their earnings reduced accordingly.
3.7.4
The SFA monthly limit on earnings will be enforced to reinforce the annual funding cap
3.8
Community Learning
Personal & Community Development Learning (PCDL) and Wider Family Learning (WFL)
3.8.1
Allocations will be paid per learner. Subcontractors will be paid based on information
reported in their Individualised Learner Record (ILR) returns.
3.8.2
20% of the cost per learner (as per the contract) will be paid on successful enrolment on
the programme. The 20% is not taken back if the learner does not complete but attendance
and retention % will be monitored throughout the contract with the expectation that a
provider is able to maintain a minimum 85% retention.
3.8.3
The remaining 80% will be paid on successful completion. Successful completion, or a
‘completer’, is defined as a learner who is retained (does not miss 3 consecutive sessions
of the total number of course sessions) and has achieved there individual learning aims
(made progress relative to their starting point and individual learning aims evidenced
through RARPA and an ILP). If a learner is not retained and they miss 3 consecutive
sessions within a course, they must be withdrawn and would not be funded as a completer.
3.8.4
Subcontractors will be paid based on the data return by the provider following successful
upload to the Skills Funding Agency. This will be checked by BASCL who will issue a
corresponding Purchase Order Number(s) and remittance advice.
3.8.5
Payments will be made upon receipt of an invoice which must contain the
appropriate/corresponding Purchase Order Number. Undisputed invoices will be paid via
BACS within 30 days of receipt.
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3.9
2014-15 Data Collection Timetable
Period
1
R13
(13/14)
2
R14
(13/14)
3
4
5
6
7
8
9
10
'Lock Down' Period
TERMS unavailable
between these dates
LR
ER
PCDL
WFL
FLLN
Comments
22/08/2014
29/08/2014
10/09/2014
15/09/2014
Terms update Q2 2014. Data
Collection Service being updated
and SFA advise NO R01 upload
requirement.
End of Year: To allow 13/14
results to be recorded on TERMS
30/09/2014
06/10/2014
Learners entered on TERMS after
collection deadline will not be
included until the following period
22/10/2014
24/10/2014
Final 13/14 return
Learners entered on TERMS after
collection deadline will not be
included until the following period
Learners entered on TERMS after
collection deadline will not be
included until the following period
Learners entered on TERMS after
collection deadline will not be
included until the following period
Learners entered on TERMS after
collection deadline will not be
included until the following period
Learners entered on TERMS after
collection deadline will not be
included until the following period
Learners entered on TERMS after
collection deadline will not be
included until the following period
Learners entered on TERMS after
collection deadline will not be
included until the following period
Learners entered on TERMS after
collection deadline will not be
included until the following period
03/11/2014
01/12/2014
31/12/2014
02/02/2015
02/03/2015
30/03/2015
30/04/2015
01/06/2015
06/11/2014
04/12/2014
07/01/2015
05/02/2015
05/03/2015
08/04/2015
07/05/2015
04/06/2015
11
30/06/2015
06/07/2015
12
03/08/2015
06/08/2015
13
14
09/09/2015
20/10/2015
14/09/2015
23/10/2015
PM000 Provider Manual 2014-15 V1.2 Sep 2014
Learners entered on TERMS after
collection deadline will not be
included until the following period
All 13/14 learners to be on
TERMS
End of Year: To allow 14/15
results to be recorded on TERMS
Final 14/15 return
Page 10 of 23
4.0
Financial Contributions
4.0.1
The policy documents, Skills for Sustainable Growth and New Challenges, New Chances,
gives a clear steer on the government policy for funding skills and will financially support
the following:
•
•
•
Fully fund those who did not achieve English and Maths in school include and fund
those who need GCSE English and / or Maths Level 2.
Young people aged 19 up to 24 can access full funding for Foundation Learning where
they need that to progress into further learning or to get a job. They can also access full
funding for their first qualifications at Level 2 (or 3), including an opportunity to get
GCSE English and Maths.
Unemployed people on benefits who are looking for work and therefore wish to access
labour market relevant courses, in order to improve their skills or re-train to help them
get a job, also those at risk of social exclusion to support them to access community
learning. Those on the following benefits are considered for full financial support:
1. Learners in receipt of Job Seekers Allowance
2. Learners is in receipt of Employment and support Allowance- Work related Activity
group (ESA WRAG)
3. Learner in receipt of Universal Credit unemployed and mandated to undertake skills
training
4. In receipt of another state benefit and actively seeking work
4.0.2
BASCL has adopted the principles laid out in Skills for Sustainable Growth and New
Challenges, New Chances.
4.0.3
BASCL takes the view that based on the activity commissioned and profiles submitted we
envisage the majority of individual learners being fully funded. However, we recognise that
on occasion a minority of learners may be enrolled who can afford to pay and so should
contribute to their learning. This principle applies to both Community Learning (CL) and
Adult Skills Budget (ASB) funding, but not currently to Family Learning (FL) provision.
4.0.4
Providers will be expected to have their own fee policy and make this available to learners
and the Commissioning and Contracts Officer when requested.
4.0.5
Providers are expected to reinvest any fees into the provision of adult learning.
4.0.6
Where a provider requires clarification on ‘disadvantaged learners’ or those on universal
credit and unclear as to whether a learner is either a partial or fully funded learner the
provider must contact BASCL for clarification before a learner is registered on the
database.
4.0.7
Providers are expected to ensure that learners are made fully aware of all costs prior to
them enrolling on the course.
4.0.8
Financial contributions are not permitted on the following:
•
•
Courses commissioned as part of those funding streams where fees are not permitted,
currently Wider Family learning (WFL), Family English, Maths & Language (FEML) and
Skills for Work & Life (SfWL).
Provision that is delivered to disadvantaged groups and those who are exempt from
payment of fees as outlined in the policy documents, Skills for Sustainable Growth and
New Challenges, New Chances.
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•
4.0.9
It is assumed that learners who do not pay fees in the first instance will be encouraged
to progress on to other forms of learning which may attract fees.
Learners aged 24 and over may be supported and pay partial fees if they wish to study
towards learning aim up to Level 2. Learners aged 24+ wishing to study towards a Level 3
or 4 qualification will be required to pay the fee, and learners can request a 24+ Advanced
Learning Loan.
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5.0
24+ Advanced Learning Loans
5.0.1
24+ Advanced Learning Loans are being introduced from 1 August 2013 to support those
aged 24 and over studying at level 3 or level 4 and Advanced and Higher Apprenticeships.
Level 3 and 4 courses include QCF Certificates and Diplomas, Access to HE Diplomas and
A levels. The loans will only be repaid when the individual has completed their training and
is earning more than £21,000 a year.
5.0.2
Learners (not employers) can apply for a loan to help meet the cost of their course, which
will be paid directly to BASCL on their behalf.
5.0.3
The loans will not be means tested and will not be subject to credit checks.
5.0.4
A learner must be studying at a Skills Funding Agency approved provider in England.
5.0.5
A learner is entitled to a loan up to the maximum amount of public funding available for a
course or up to the level of fee charged by the subcontractor (whichever is the lowest).
5.0.6
The minimum loan amount is £300
5.0.7
For Apprenticeship frameworks, the maximum loan amount will take into account the
assumed contribution of 50% made by the employer
5.1
Administration Process
Is the Learner aged 24 or over on the start of the chosen course, a resident in the UK and
undertaking an eligible course at an approved training organisation in England?
YES
Qualifies for an Advanced Learning Loan
NO
Does not qualify for an Advanced Learning
Loan
Has the learner previously had a loan to do the same qualification type and level of qualification.
Only one loan can be taken out at any one time (learners can have up to a maximum of four
loans in total). Please see example combination grid below.
Learner
Brian
Sam
Laura
Jacob
Loan 1
QCF L4
Certificate in
Engineering
Loan 2
Access to HE
Loan 3
QCF L3 Diploma in
Electrical
Engineering
Loan 4
QCF L4 Diploma in
Engineering
Advanced
Apprenticeship in
Plumbing
QCF L3
Certificate in
Business
Administration
QCF L3 Diploma in
Starting your own
Business
Higher Apprenticeship
in Plumbing
Advanced
Apprenticeship in
Creative Design
QCF L3 Diploma
in Graphic
Design
QCF L3 Diploma in
Design
Management
QCF L3 Certificate in
Management
A combination of
Higher
QCF L3 Diploma in
A combination of A-
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Apprenticeship
in Hair Dressing
Beauty
Levels
AS Science
QCF L4
Certificate in
Tourism Services
QCF L4 Diploma
in Business
Studies
QCF L3 Diploma in
Construction
Access to HE Diploma
A-Levels
App 1 – AS
Maths
App 2 – A2
French
App 3 – A- Level
Spanish
App 4 – A- Level
English
Freya
YES Qualifies for an Advanced Learning Loan
NO Does not qualify for an Advanced Learning
Loan
BASCL must authorise that the learner may apply for the funding (as this will come from a
budget and will need to be monitored).
Providers must complete a 24+ Advanced Learning Loan Prior Authorisation Form (PM014)
and submit to Bedfordshire Adult Skills & Community Learning (BASCL), detailing how much the
learner will be applying for from the Student Loan Company (SLC) if they choose this option.
BASCL to return the Prior Authorisation form to Provider to confirm authorisation and set
deadline for learner to apply for the funding amount requested.
Provider must issue the learner with a Learning and Funding Information Letter (PM011)
(stating course fees, start date and learning aim details). This letter must include the total
amount to be covered by a loan* and any upfront fees to be paid directly to the provider (a copy
of this letter must also be submitted to BASCL). The following documents must also be included:
24+ Advanced Learning Loan Learner Fact Sheet (PM012) and Learners FAQs (PM013)
*A learner is entitled to a loan up to the maximum amount of public funding available for a
course or up to the level of fee charged by the subcontractor (whichever is the lowest). The
minimum loan amount is £300.
Learner to apply directly to the SLC (using information provided on ‘Learning and Funding
Information’ Letter).
BASCL to look on Learning Provider Portal to confirm that Learner Applications have been
authorised and to feed back to Provider if any information is missing (applications will be delayed
if data is missing or incorrect).
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BASCL will inform the Provider (with confirmation from the SLC) when the Learning Loan has
been authorised.
Learner may start to attend the course (from the start date on their loan application).
Provider must confirm attendance within 2 weeks of the start date (or advise us if any changes
have been made to the learners start date) in order for the SLC to release the first loan payment.
BASCL will be required to also update the portal with the learners ULN number to obtain the first
payment.
Provider must confirm learner attendance on a monthly basis, in order for BASCL to release
payment. The Provider must ensure that BASCL are informed as soon as any issues may arise.
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6.0
Learner Support
6.1
Discretionary Learner Support (DLS)
BASCL has an allocation from the Skills Funding Agency, Discretionary Learner Support (DLS)
Fund, to alleviate, where possible, the financial barrier to studying that is faced by some learners.
6.1.0
DLS is only available to support learners studying adult skills classroom based provision
(LR). It cannot be used to support learners funded from Personal & Community
Development Learning (PCDL) or work-based learning (ER).
6.1.1
Discretionary Learner Support (DLS) is aimed at supporting learners with a specific
financial hardship that prevents them from taking part in learning. Before completing the
form the learner’s specific financial hardship within the following two areas needs to be
identified.
6.2
Adults aged 19 years or over and in financial hardship
DLS could be used to cover course related needs (e.g. books and equipment and exam fees) and
transport.
6.2.1
Examples of those who may be considered eligible for hardship funding include:
•
•
learners in receipt of a means-tested state benefit
learners taking a Skills for Life programme or study
6.2.2
Equipment and materials purchased with DLS remains the property of BASCL and the
learner will be required to return them on leaving/completing their learning
6.3
Adults aged 20 years or over with childcare issues
20+ Childcare provides targeted childcare support for learners who are at risk of not starting
learning, or not continuing learning, as a result of difficulty getting childcare.
6.3.1
Childcare funds may only be used to fund childcare that is approved or registered with
Ofsted.
6.3.2
The Childcare Fund has the single purpose of providing help with childcare costs whilst a
person with childcare responsibility is actually attending or travelling to and from timetabled
classes.
6.3.3
DLS cannot be used to set up childcare places or to make a financial contribution to the
costs of a crèche.
6.3.4
It is recommended that payments are made directly to the Ofsted approved organisation or
individual as it can affect student’s right to means tested benefits.
6.3.5
Learners who are eligible for support are not automatically entitled to it. The final decision
on the allocation of DLS rests with the BASL service. If you think you have a learner for
who DLS is appropriate contact your Commissioning and Contracts Officer.
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7.0
Quality Assurance
Quality Assurance processes in relation to teaching and learning programmes are required to
ensure that we commission, fund, promote and support a range of high quality learning
opportunities for adults and wider families. This is a vital part of our operational procedure and is
essential for public funding and the continuation of Adult Skills and Community Learning
programmes.
7.0.1
The quality framework enables us to be able to:
•
•
•
7.0.2
demonstrate to funding organisations that BASCL commissioned programmes meet
quality thresholds set out by the Skills Funding Agency and the Office for Standards in
Education (Ofsted)
demonstrate that BASCL offers good value
offer an integrated and coherent approach to continuous quality improvement
Providers will be monitored on the quality of provision through:
•
•
•
•
•
•
termly Provider Quality Framework reports
compliance with BASCL Policy documents and Manuals
http://www.centralbedfordshire.gov.uk/learning/adult-learning/informationproviders.aspx
Quality and Inclusion data tracking and monitoring
visits to audit and quality check programmes
learner and employer surveys and feedback
observations of teaching and learning
7.0.3
All providers must familiarise themselves with the Ofsted Common Inspection Framework
for Further Education and Skills and any subsequent updates
www.ofsted.gov.uk/resources/common-inspection-framework-for-further-education-andskills-2012
7.0.4
Providers will be responsible for delivering outstanding and good teaching and learning as
described by the Common Inspection Framework for Further Education and Skills
throughout the duration of the contract.
7.1
Ofsted Short Notice Inspections
7.1.1
BASCL funded provision is subject to short notice (2 working day) inspection by Ofsted
under the Common Inspection Framework. As well as visiting the BASCL management and
direct delivery teams the inspection team will also apply the short notice inspection process
to any commissioned organisations delivering our funded programmes.
7.1.2
Commissioned organisations will need to be prepared for a short notice inspection,
routinely updating any data and records to be inspection ready.
7.1.3
Commissioned organisations will need to have a nominated member of staff to liase with
the Ofsted inspection team, provide the information they require and organise visits to
programme sessions.
7.1.4
The nominee should be familiar with Ofsted short notice inspection requirements and
understand their role and responsibilities as such.
7.1.5
The on-going contract & commissioning and quality & inclusion cycle that will track and
monitor programmes will support commissioned organisations to be inspection ready.
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7.2
Observations of Teaching and Learning
7.2.1
To enable BASCL to effectively monitor the quality of commissioned teaching and learning
and provide support to promote quality improvement, providers will be required to
undertake a minimum of one observation for each lead tutor delivering commissioned
programmes during each academic year.
7.2.2
Formal, graded observations of teaching and learning will be co-ordinated and monitored
by the Quality & Inclusion Manager.
7.2.3
Observations will be undertaken by providers. Some observations will be carried out by
external organisations as part of the quality monitoring and moderation process.
7.2.4
The Quality & Inclusion Manager will undertake and support OTL activities to ensure quality
levels are maintained and, where required, improved upon.
7.2.5
Overall grades and performance criteria grades will be tracked and monitored continually
through a BASCL central record. Any actions arising as a result of observations will be
recorded in the BASCL Observation Report Form action plan. These action plans will be
checked during monthly visits to ensure actions are reviewed and completed as part of
providers quality improvement plans.
7.2.6
The OTL framework and performance criteria are based around the Ofsted Common
Inspection Framework for Further Education and Skills 2012.
7.2.7
Providers are encouraged to undertake at least one peer observation for another provider
to support good practice in delivering teach and learning and to support co-operative
working and partnerships between organisations.
7.2.8
The observation process should follow the procedures outlined in the BASCL OTL Policy
(PL003)
7.3
The Observation Process
Section superseded by PL003 OTL Policy
7.4
Learner Feedback
Section superseded by PL002 Learner View and Employer View Policy and PL009
Complaint Policy
7.5
Learner Surveys
Section superseded by PL002 Learner View and Employer View Policy
7.6
Contacting Learners
Section superseded by PL002 Learner View and Employer View Policy
7.7
Course Files
7.7.1
Up to date, well organised course files must be available at all times to support effective
teaching, learning and assessment and to enable BASCL to quality check and audit
aspects of the provision.
7.7.2
Fully maintained, complete course files should be available at any time for Ofsted short
notice inspection and BASCL audits and quality checks.
7.7.3
BASCL mandatory forms must be used where specified. See Appendix 2 – Mandatory
Course Paperwork
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7.7.4
Non-accredited programmes must comply with PL005 RARPA Policy
7.7.5
A completed course file must contain the following:
Community
Learning
Adult Skills
Budget
PCDL
WFL
LR
ER
Copy of course information provided to learners as part of induction
Risk Assessment
Register
Scheme of Work
Session Plans
Details of qualification(s) for accredited courses
Records of internal and/or external moderation for accredited courses
Enrolment Forms
BASCL Mandatory PM002a
BASCL Mandatory PM002c (For child learners on WFL and FEML
programmes)
Learner Withdrawal Forms
BASCL Mandatory PM003
Learner Induction Forms
BASCL mandatory PM022
Individual Learning Plans
PCDL BASCL mandatory PM004
WFL BASCL mandatory PM005
Community Learning Providers can use own ILP forms and process ONLY if
approved by the QI Manager.
CL ILPs MUST include relevant RARPA documents such as initial
assessment, formative assessment, summative assessment and other
evidence of progress, such as samples of work undertaken or products
produced. Refer to PL005 RARPA Policy.
Examples of resources
Progression Tracking Forms
BASCL mandatory PM006b Learner Destination and Progression Tracking
24+ Advanced Learning Loans Forms
BASCL mandatory form PM011, BASCL mandatory form PM012
BASCL mandatory form PM013, BASCL mandatory form PM014
Copy of information used to support progression to further learning and
work. Resources used by tutor or assessor to signpost learners
Referrals to BASCL Skills for Life and IAG where appropriate
BASCL mandatory form PM008
Learner course feedback
PCDL BASCL mandatory form PM004a
WFL BASCL mandatory form PM005a
LR, ER - Providers own
End of course evaluation
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8.0
What We Expect of Providers
8.0.1
We expect Providers to plan and support learning programmes that meet contract
requirements, deliver good quality, effective teaching, learning and assessment that meets
the needs of all learners and ensure that learners have a positive learning experiences by:
•
•
•
•
•
•
•
•
•
•
•
ensuring that all data capture requirements are met
complying with administrative procedures to keep required course records
supporting learners to progress into employment and higher level qualifications
referring learners, as appropriate, to the BASCL direct delivery Skills for Life and/or
Information Advice and Guidance teams where individual Skills for Life needs or IAG
needs are identified
maintaining a central record of compliments and complaints by learners related to
programmes
being conversant with and acting within all relevant health and safety, safeguarding,
equality & diversity, data protection and copyright legislation
ensuring suitable and sufficient risk assessments are undertaken for all activities,
control measures are put in place and risk assessments are reviewed as appropriate for
any significant change
attending contract management meetings, quality assurance meetings, provider
network meetings, training and support sessions as directed by BASCL
actively contribute to developing a positive provider network and working relationship
between providers
a commitment to contribute to BASCL Self Assessment and Quality Improvement
processes
letting us know, in a timely way, if you need help or support to deliver quality
programmes
8.1
Learner Entitlement
8.1.1
Providers should ensure that the following is delivered as part of the Learner Entitlement:
•
•
•
•
•
an introduction and overview of the course as part of induction or at the first session
a balanced range of teaching and learning strategies, appropriate to the learners’ needs
regular feedback on progress to learners with fair and accurate assessment of their
work
opportunities for learners to contribute to the evaluation of the course and feedback on
the quality of the provision
information and resources to support learners to progress to further learning and/or
work including details of BASCL funded courses and ways learners can access
National Careers Service support.
8.2
Learner Experience
8.2.1
Providers should ensure learner satisfaction by incorporating the following into delivery:
•
•
•
an outstanding teaching and learning experience for each learner that is satisfying,
memorable and good preparation for further learning
each learner is welcomed, valued and respected in any communication with the
provider
induction helps learners settle in without detracting from the subject
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•
•
•
•
•
•
•
•
•
•
•
the tutor is friendly, approachable and accessible to learners to discuss any issues they
may have
learners know what to do if they have any problems and concerns about the course and
they feel confident enough to seek help
the venue and environment is safe, appropriate and accessible for every learner
all learners are encouraged to feel confident to participate in the sessions
learners are given a say in ongoing course management and decisions
the learners are in a safe, healthy environment with good facilities, conducive to
learning
learners feel safe, physically and psychologically, especially if they have any problems
or uncertainties, have protected characteristics (See Equalities and Diversity) or are
vulnerable adults
the provider/tutor gives help and support on completing course documents, arbitrating
or offering creative solutions if needed
learners’ interests, experiences and circumstances are incorporated into teaching
content and methods
learners’ aptitude (what they are good at and what they are capable of) is nurtured,
encouraged and celebrated
learners’ non attendance at sessions is followed up in a timely way with advice and
support offered as appropriate to improve attendance and retention
8.3
Teaching and Learning Aims
8.3.1
The provider should aim to deliver outstanding teaching and learning where:
•
•
•
•
•
•
•
•
•
•
•
•
8.4
the tutor has high expectations of all learners
teaching methods and a variety of approaches stimulate learning and enjoyment
tutor’s innovation, imaginative techniques and creative solutions enhance the learning
experience
teaching inspires commitment and encourages confidence, independence, curiosity and
motivation in the learners
sound planning adds to the effectiveness of the learning
sessions link from week to week and feed into coherent whole course aims
teaching content builds in reflection, reviews and revision to promote learning that lasts
learning and learning assessment are prioritised as much as teaching
constructive, sensitive feedback helps learners to move forward
activities give the learners healthy and enjoyable challenges, guaranteeing that over
time they achieve the most they can
it is obvious that learning is taking place, to the learner and the tutor
learners are given praise to take pride in their successes, to be ambitious, to gain
confidence and to be resilient to set-backs, temporary or longer-term
Equality and Diversity in Teaching and Learning
Sub section superseded by PL007 Equality and Diversity Policy
8.5
Valuing Diversity
Sub section superseded by PL007 Equality and Diversity Policy
9.0
Safeguarding
Section superseded by PL006 Safeguarding Policy
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Appendix 1 - Prior Attainment Levels
The information shown in the table below provides a guide to the overall attainment level of
learners that have achieved various combinations of qualifications.
Prior
Attainment
Level
Academic Qualification Equivalent
Level 0
Word Power / Number Power
Level 1
GCSE / O Level Grades D – G (or
fewer than 5 at grades A – C)
CSE Below grade 1
1 AS Level
Level 2
GCSE / O Level (5 or more at grade AC)
CSE Grade 1 (5 or more)
1 Advanced Level
2/3 AS Levels
Level 3
2 or more Advanced Level passes
4 or more AS Levels
Level 4
Teaching Qualifications (including
PGCE)
First Degree
Level 5
Higher Degree
PM000 Provider Manual 2014-15 V1.2 Sep 2014
Vocational Qualification Equivalent
BEC General Certificate/BEC Diploma
BTEC First Certificate
City & Guilds Operative Award
CPVE Year 1(Technician)
GNVQ Foundation
LCCI Elementary/First Level
NVQ Level 1
PEI Elementary/First Level
RSA Elementary/First Level
RSA Vocational Certificate
BEC General Certificate/ Diploma with Credit
BTEC First Diploma
City & Guilds Higher Operative/Craft
GNVQ Intermediate
LCCI Certificate (Second Level)
NVQ Level 2
PEI Stage 2
Pitman’s Intermediate Level 2
Diploma Certificate
RSA Diploma
BEC National ONC/OND
BTEC National ONC/OND
City & Guilds Advanced Craft
GNVQ Advanced
LCCI Diploma (third level)
NVQ Level 3
Pitman’s Level 3 Advanced
Higher Certificate
RSA Stage 3 Advanced Diploma
Access to Higher Education Courses
ESOL & Foreign Languages Advanced Awards
BEC National HNC/HND
BTEC HNC/HND
Higher Education Certificate
Higher Education Diploma
LCCI Advanced Level
NVQ Level 4
Nursing (SRN)
RSA Advanced Certificate
RSA Higher Diploma
Continuing Education Diploma
NVQ Level 5
Other High Level Professional Qualifications
Page 22 of 23
Appendix 2 – Mandatory Course Paperwork
Title
Reference
PCDL
WFL
FEML
LR
ER
Enrolment Form (Adult only)
PM002a
Enrolment Form (Child only) to be used with
PM002c
PM002a
Learner Induction Form
PM022
Learner Withdrawal Form
PM003
Individual Learning Plan (PCDL)
PM004
Learner Course Feedback
(incorporated into ILP for PCDL)
PM004a
Individual Learning Plan (WFL/FEML)
PM005
Learner Course Feedback
(incorporated into ILP for WFL/FEML)
PM005a
Learner Destination and Progression Tracking Form
PM006b
Observation Report Form
PM009
PM011
PM012
PM013
PM014
24+ Advanced Learning Loan
Learning and Funding Information Letter
24+ Advanced Learning Loan
Learner Fact Sheet
24+ Advanced Learning Loan
Learners FAQs
24+ Advanced Learning Loan
Prior Authorisation Form
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