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New qualifications
Funding
Ofqual
Ofsted
Home Office
JCP
ESOL with...
emskills.org.uk
1
The new generation of ESOL qualifications will be
available for learners (including those learners with
significant learning needs) from Entry 1 to Level 2
and should:
 support progression to Functional Skills and GCSE so that learners can
step off into mainstream English programmes at the point at which this is
appropriate for them
 support employment outcomes and the needs of jobseekers referred to
ESOL training by Jobcentres and hence focus on English language which is
necessary for and relevant to work
 continue to be based on the National Standards for Adult Literacy and the
ESOL Core Curriculum
 be designed for the Qualifications Credit Framework and hence unit based
and credit bearing.

No current way of mixing and matching QCF and
NQF qualifications

No spiky profile downwards – upwards from some
only

Accepting other AOs units to make up certificate

All units are also a qualification so can be
separately funded

Different assessment models – overview hand-out
Learners can either complete the individual Awards in ESOL Skills
for Life (reading), ESOL Skills for Life (writing) or ESOL Skills for
Life (speaking and listening) or the full Certificate in ESOL Skills
for Life.
If you have learners who are demonstrating that they have spiky
profiles, then it may be more appropriate to work towards the
Awards rather than the Certificate until all skills are at the same
level.
Spiky profile only for some AOs at the Level below
Qualification
Credits
GLH*
Award in ESOL
Speaking and
Listening
12
120
Award in ESOL
Reading
6
60
Award in ESOL Writing
9
90
27
270
Certificate in ESOL

AO overview
15 minutes to look at the overview and discuss with
colleagues
 £724
for all ESOL certificates
 “In 2014 to 2015 existing ESOL adult basic
certificates will be funded at the same
published rates as 2013 to 2014. These
were based on historical national delivery
patterns and awarding organisation
recommended guided learning hours (glh).”
 ESOL transitional protection (applied in
2013/14 but not after)
8
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“During the extension, if any ESOL learner needs to progress
before starting a regulated ESOL qualification or needs to
broaden their learning beyond the scope of the regulated
ESOL qualification, these additional requirements can be
recorded using ‘learning aim class codes’ and will be funded
using providers’ planned guided learning hours. This is the
same as for non-regulated ESOL provision and is defined and
explained in appendix H of the ILR specification. Learning
support is also available for ESOL learners where required in
accordance with our funding rules.”
Q – have any of you done this?
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Funding for existing ESOL qualifications and units in 2014 to
2015 will be based on:
◦ the published rates for the adult basic certificates in ESOL
skills for life
◦ non-regulated ESOL provision – to be decided but it has
been allocated
◦ learning support to meet an identified need
Once there are new QCF ESOL qualifications available from
awarding organisations for delivery, providers will be
expected to deliver them to new students. These will be
funded in line with the Adult Skills Budget approach and not
on the basis of these interim arrangements.
10
Funding Band
(credits)
A Base
B Low
C
Medium
D
High
E Lower
specialist or
G* Higher
specialist
Cert (13-24)
724
811
941
1159
1246
Cert (25-36)
1265
1417
1645
2025
2176
Diploma (37-48)
1987
2225
2583
3179
3417
Diploma (49-72)
2573
2882
3345
4117
4425
Diploma (73-132)
4170
4670
5421
6671
7172
Diploma (133+)
6602
7395
8583
10564
11356
Separately funded for individual credit value
 £50 per credit before weighting
 New business rules determining eligibility for public
funding – size and relevance
 Funding rates for (3), 6, 9 and 12 credit sized awards
 Funding for some smaller 1, 2 and 3 credit units as an
exception, e.g. JC+, OLASS
 English and maths – QCF units (minimum of 3 credits
below level 2), e.g. NCFE entry level award in maths
 Listed on the LARs
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Qualification
Credits
£
Award in ESOL
Speaking and
Listening
12
600
Award in ESOL
Reading
6
300
Award in ESOL
Writing
9
450
Certificate in
ESOL
27
£1350
spiky
Total
1265
All 16-18 year olds should be on programmes that
include
 One substantial qualification (academic or vocational) for
progression to further study or employment (‘core’ aim)
 English and maths, if not already achieved GCSE grade C and
better
 Both qualification and non-qualification activity including work
experience and tutorial as appropriate
Need to show planned contact hours for all elements of the study
Programme. Total hours for all elements determine funding band.
ESOL may be the main programme – But not shown as such
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The goal for all learners before their 19th birthday is to
achieve GCSE A*-C in English and Maths, or equivalent

Any learner who has not attained this level will be expected to
follow a programme of study to include English and/or Maths

These programmes can include:
GCSEs
Functional Skills
Free standing Maths Units
A range of entry level English qualifications
ESOL
Non regulated provision where appropriate (category G of
new class codes)
Which ESOL qualifications? – see Condition of
Funding 2014 to 2015 list as 13th August from EFA
 How many hours will be allocated to them?
 ESOL as the core learning aim?
 Will the level of the learner make a difference to the
hours?
 How will they be timetabled?
 How will they be delivered and assessed?
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Embedding into vocational programmes or ESOL tutors
deliver vocational elements
17
Element
Vocational
qualification
Contact hours
Note
300
includes 30 hrs
planned study time in
learning base
Tutorial
60
Work experience
60
ESOL L1
120
Maths E3
60
Total
600
30 hrs in RWE with
instructor, 30 hrs with
employer
Developing our regulatory approach to focus on:
a) Validity of qualifications through their life cycle
b) Fairness and transparency of qualification
delivery
B. Regulating changes to key groups of
qualifications:
a) GCSEs, AS and A levels
b) Other reformed qualifications taken by students
in schools and colleges in England including core
maths and school vocational quals
c) ESOL and functional skills
ESOL
The achievement of some ESOL qualifications, and
indeed other qualifications, contribute to decisions
about who can enter and stay in the UK. The
significance of the value of the qualification
increases the risk to the delivery these
qualifications. We intend to undertake a risk-based
programme of audits of the controls that awarding
organisations have in place to
manage the assessment delivery for these
qualifications, including logistics and centre
supervision and inspection arrangements.
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Use the inspection reports and the case study to
identify the outstanding things that you currently
do in your centres and the not so good...
Citizenship and Settlement
Prove knowledge of English
 You can prove it by having either:
◦ an English qualification at B1 level
◦ a degree taught or researched in English
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The qualifications must be:
◦ on the Home Office’s list of recognised English tests and
qualifications
◦ an ESOL qualification at Entry 3 or higher (eg Level 1 or 2)
on the Ofqual register taken in England, Wales or Northern
Ireland
◦ an ESOL qualification at levels 4, 5 or 6 awarded by the
Scottish Qualifications Authority (SQA) and taken in
Scotland
https://www.gov.uk/english-language
A ‘family of a settled person’ visa if they want
to stay (‘remain’) with a family member or
partner (eg spouse) who’s living in the UK
permanently and they’re
 already in the UK
 from outside the European Economic Area
(EEA) and Switzerland
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The qualifications must be:
◦ on the Home Office’s list of recognised English tests and
qualifications at A1 level.
Must provide employment opportunities.
 Typical programme (12-16 week)
◦ Interviewing and assessing Customers’ abilities, past experience
and learning and levels
◦ Induction and Diagnostic Assessment in order to produce a
SMART Individual Learning Plan, which is agreed with and
understood by the learner
◦ Delivery of an appropriate programme to each learner focusing on
the language needed for employment at the relevant level by
effective whole class sessions using appropriate materials
◦ Provision of ongoing support, advice and guidance to learners
through Programme Reviews
◦ Ensuring actions are taken to ensure effective learning takes place
and progress towards ILP and employment goals are recorded
◦ Support of Customer Progression into employment with
appropriate IAG
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Your Experiences...
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JCP mandated
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Programmes
Types of learners
Job opportunities
Funding