Additional Learning Support Presentation

Gaynor Bray
16-19 Funding Statement Dec 2010
 “Real-terms reduction in the funding
per learner”;
 “...redirected investment towards
provision for disadvantaged young
people to help narrow the gap in
educational performance, and we have
maintained the budget for specialist
provision for LLDD aged 16-24.”
“Convergence of funding...”
 Convergence of funding for 16-19s between schools and
 Reduction in average funding per learner of around
3%, although current rates for LLDD will be
 Funds will be redirected using the disadvantage uplift
and the ALS elements of the funding formula.
Overview of ALS funding:
 ALS forms part of the funding allocation;
 Based on a historic formula which is updated
annually to reflect change in learner make up;
 It is meant to reimburse the costs incurred in
providing support to a learner to allow them to
achieve their primary learning goal (overheads
currently have to be covered through core
Overview of ALS funding
 16-18 learners funded by YPLA (60% based on GCSE
points of entry, 40% negotiated);
 Adult learners funded by SFA (low-level claims –
historic level of study)
 LDD Learners aged 19-24 will continue to be funded
separately. (Needing over 5½ k is the SFA/ YPLA
definition for an LDD learner, not whether they have a
139a statement or not).
What do you need to do?
 Try to record broadly the same amount of activity on
the ILR as the funding you have been allocated.
 Not subject to funding audit (but not clear if this will
remain the case).
 Not subject to reconciliation, but focus will be placed
on ensuring the funds have been used for purpose
 No virement between 16-18 and 19+ ALS, so monitor
carefully in-year.
Other points of interest:
 ALS allocation and SLN numbers are unrelated, so the
“ALS ratio per SLN” which you see on your MIS reports
are meaningless. What matters is the “ALS in ILR”
column (what you’ve recorded as your actual costs)
compared to your allocation.
 If you run out of ALS money, do you still need to
provide support because of DDA implications?
 The 5½ k for high-level support is the planned ALS at
the start of the year; the guidance says you don’t need
to change the forms to show what you actually spent.
Points of interest (continued)
 If a learner doesn’t attend a session, we can still claim
against ALS allocation as the staff time/ pay is still a
cost to us.
 Small group rate should only be applied because you
decided that it would be a small group based on the
learners’ needs, not because you couldn’t recruit
enough learners!
 Instead of small group rate, you can recruit more
learners and put in 2 tutors.
Points of interest (continued)
 You can’t make a “profit” on ALS, so your claim should
reflect the actual costs incurred.
 Purpose of global reconciliation is to ensure you can
support the volume of activity on the ILR, through
demonstrating/ reconciling them to the costs
 Get as much ALS onto the system for the first ILR
return as possible as the next year’s allocation is
decided in Jan/ Feb.
The future of ALS
 For 11/12, no substantial change to funding
methodology other than the fact that allocation for
LLDD (i.e claims over 5½ k) will be shown separately.
 Merging the ALS LDD streams – piloting in 11/12, for
12/13. The3 ALS funding streams being merged are FE
ALS allocation, Independent Specialist Provider ALS
funding, and Schools SEN funding.
 FE colleges present better value for money than other
providers, so possibly an opportunity to talk to LA and
see if they’d like to send learners to us?
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