Adult Learning Provision 2021-2022 Project Brief


1.Purpose and Objectives of Leeds Adult Learning


https://learningandwork.org.uk/resources/research-and-reports/rarpa/

The provision is subject to Ofsted inspection; the standards are outlined in the Ofsted Education Inspection Framework (EIF) at

https://www.gov.uk/government/publications/further-education-and-skills-inspection-handbook-eif

This year West Yorkshire regional devolution was enacted into law and funding is now devolved in line with the regional WYCA AEB strategy and priorities at:

https://www.westyorks-ca.gov.uk/media/5038/wyca-adult-education-budget-strategy-sept-20.pdf

All AEB delivery is still subject to the national ESFA funding rules at:

https://www.gov.uk/guidance/adult-education-budget-aeb-funding-rules-2021-to-2022

  • Widen participation in lifelong learning and develop stronger communities
  • Improve people’s life chances and health and well-being, including mental and physical health
  • Support progress towards formal learning, work readiness, volunteering, jobs and sustained employment
  • Support progression opportunities through skills development to contribute to city and regional employment and skills priorities
    • The objectives of the programme are to:
  • Focus public funding on people who are marginalised and least likely to participate, including unemployed adults, people on low wages and with insecure work, those with low skills and those that did not achieve at school
  • Challenge disadvantage through participation in learning
  • Widen participation and transform people’s destinies by supporting progression relevant to personal circumstances
  • Provide high quality teaching, learning and assessment to enable learners to achieve their learning aims and make positive progression
  • Engage those from the most deprived neighbourhoods
  • Provide access to a minimum digital entitlement for all learners across all programme strands
  • Develop stronger communities, with more self-sufficient, connected andpro-active citizens
  • Create circumstances for people to be able to improve their self-confidence, health, social and economic wellbeing
  • Actively commission delivery through a range of subcontract partners, which maximises the available funding and achieves added value
  • Collect fee income from people who can afford to pay
  • Support access to provision and innovative learning opportunities to include digital, blended and face to face in local adult settings to meet the needs of Leeds residents
    • The Leeds Adult Learning Provision for 2021/22 seeks to achieve these aims and objectives through the delivery of provision under the two broad programme strands of Community Learning and Routes to Employment through the following programmes:
    • The Best Council Plan

COMMUNITY LEARNING

  • Personal and Community Development Learning (PCDL) is learning for personal and community development, cultural enrichment, to acquire a new skill or to pursue an interest, demonstrating social impact on the learners. These courses will additionally focus on physical and mental wellbeing, improving confidence, reducing social isolation, creating active citizens and enhancing community welfare. In most cases, there would be no formal qualification outcome attached to such learning.
  • Family English, Maths and Language (FEML) is provision designed for parents (or other carers of children) with English and Maths needs or is for families where English is not the primary language. Programmes aim to:
  • Wider Family Learning (WFL) provision is designed to support different generations of family members to learn together. It has the aims of:
    • Developing the skills and knowledge of both the parent/carer and child participants
    • Enabling parents/carers to be more active in the support of their children’s learning and development and to understand the impact of that support.

ROUTES TO EMPLOYMENT

  • Skills for Life and Work (SfLW) is aimed at adults aged 19 and over, with low skills levels, who are not currently working or in regular employment but want to progress to further learning, employment opportunities or volunteering. Activities must deliver tailored, individual support, integrated with other services/opportunities where possible. Programmes should release the potential of learners and develop their confidence to take advantage of work and learning opportunities. These courses will aim to close the digital divide and/or improve English, maths and communication skills. A key element of Skills for Life and Work is ensuring progression towards further learning, volunteering leading to employment.
  • Targeted Learning Projects (TLP) are projects where all learners have multiple or complex needs which substantially disadvantages them compared to other learners e.g. people with insecure housing, homeless, offenders released from prison, people in recovery, those with more serious mental health barriers. Learners accessing this strand are likely to be the furthest from employment and will benefit from specialist programmes delivered by partners who have expertise of how to meet the needs of these cohorts.
  • Targeted Employment Projects (TEP) are courses aimed at learners who are committed to seeking employment in growth sectors in the city and see a job outcome as their next career step. Learners will benefit from tailored programmes ranging from exploring the nature of the roles in a potential new career pathway, completing industry led certification / short courses and/or accessing employer designed provision.
  • Accredited Employment Pathway (AEP) is accredited provision funded for qualifications available on LARS/“Find a learning aim” for the following levels:
    • Entry Levels
    • Level 1

Courses will support learners to achieve a recognised qualification to widen opportunities to become employed or progress to higher levels of learning.

Full details of the activity required under each programme can be found in Section 2 of this document.

The aims and objectives of the Leeds Adult Learning provision both reflect and contribute to the delivery of the Best Council Plan 2020 - 25

The plan sets out the long term ambition and aspirations for the city. Leeds aims to be the best city by:

  • Tackling poverty, helping everyone benefit from the economy to their full potential
  • Reducing health inequalities and supporting active lifestyles
  • Improving the city's transport and digital infrastructure and tackling climate change risks
  • Making Leeds the best city for children and young people to grow up in
  • Making Leeds the best city to grow old in
  • Improving the quality of lives and growing the economy through cultural and creative activities
  • Providing homes of the right quality, type and affordability in the right places and minimising homelessness
  • Keeping people safe from harm and prioritising community respect and resilience
    • Leeds Adult Learning Priorities

Leeds City Council (The Council) will seek to prioritise the following:

  • Provision delivered in neighbourhoods that fall into the most deprived 1% nationally in the wards of Armley; Beeston and Holbeck; Burmantofts and Richmond Hill; Hunslet and Riverside; Chapel Allerton; Gipton and Harehills; Little London and Woodhouse; Middleton Park; Killingbeck and Seacroft
  • Provision delivered specifically meeting the needs of people living in the neighbourhoods of Holdsforth, Clyde Approach; Stratfords, Beverleys; Crosby Street, Recreations, Bartons; Boggart Hill; Clifton, Nowells; Lincoln Green - see Appendix 1
  • Provision targeting key priority groups in the city as outlined in Target / Priority Learner Groups, Section 2 of this document
  • English and maths courses
  • Programmes that support digital inclusion and digital skills development
  • Courses supporting with work readiness and / or volunteering
  • English as a second or other language (ESOL) courses.
  • First steps qualifications to support skills development in key growth sectors in the city
  • Programmes aimed at securing and sustaining employment

2. Specification for Leeds Adult Learning Provision

Subcontract partners may bid to deliver activity from one or more of the following programmes:

Community Learning

Routes to Employment

The requirements below apply to all programmes. Requirements specific to individual programmes are detailed in sections 2.1 to 2.7.

Please note 2021/22 contracts can only be awarded to single organisations. Subcontract partners who are awarded contracts must deliver all their activities and are not permitted to second level sub-contract activities to another organisation. For clarity, second-level subcontracting does not apply to engaging individual agency or self-employed tutors or temporary staff to undertake specific activities directly under the control of the subcontract partner.

Minimum Leeds Adult Learning Programme Standards

The following standards are a minimum requirement for organisations proposing to deliver provision in Leeds.

  • All teaching staff will hold a teaching/training qualification (Education and Training Award – level 3 or equivalent) or will be working towards this within the term they commence delivery and complete within twelve months in addition to an appropriate subject specific qualification or industry/sector experience
  • All staff will have undertaken appropriate Safeguarding training and access refresher training on a maximum of a 3 year cycle
  • All staff will have undertaken training on the Prevent Duty appropriate to their role and access refresher training on a maximum of a 3 year cycle
  • All teaching staff will participate in CPD to keep up to date with their specialist subject and pedagogy relating to teaching, learning and assessment practices, including use of digital platforms
  • Subcontract partners must support access to digital platforms as a minimum learner entitlement to support learning – Leeds Adult Learning Google Workspace – for all courses unless otherwise agreed
  • Subcontract partners will pay Real Living Wage and this will be a factor in scoring if otherwise two tenders are the same
  • To reduce the possibility of cyber-attacks and exposure of learner’s personal details, the Government mandates all organisations receiving education funding for 2021-22 must have a current Cyber Essentials Certificate with commitment to achieve Cyber Essentials Plus within 6 months of the funding contract starting. Organisations that receive direct funding must to comply with this mandate as part of their own funding contracts. Subcontract partners that are not directly funded via other Education funding streams may apply to Council Employment and Skills Adult Learning programme managers for a discretionary grant to contribute towards the cost of Cyber Essentials Plus accreditation.
  • Subcontract partners will follow Safer Recruitment practices when employing staff
  • All relevant staff will hold a current DBS certificate, be registered with DBS online update service or provide annual declarations if DBS is older than 3 years
  • Living in the most disadvantaged 20% of Lower Super Output Areas (LSOAs), nationally. See Appendix 1.
  • Living in deprived areas where existing Adult Learning opportunities and progression options are limited.
  • Living in those neighbourhoods where the population has been identified as having low levels of skills.
  • Living in the most deprived neighbourhoods in Leeds i.e. in the 20% most deprived Lower Super Output Areas (LSOAs) nationally.
  • Living in those neighbourhoods where the population has been identified as having low levels of skills. See Table 1 LSOA by Ward below.
  • Living in deprived neighbourhoods where Adult Learning is currently relatively underrepresented.

Delivery and Digital Entitlement

Any course under any strand can be delivered using the following models:

All models will be paid at the rates listed in Appendix 4 and more details of how to use Maytas and Etrack registers to record courses will be available in the Subcontract Partner Handbook.

Digital entitlement – each unique learner will have / be supported to achieve:

Digital entitlement can be delivered as an extra session at start of a course or as a discrete module making use of digital curriculum / framework (details under SfLW and Appendix 9)

There will be opportunities for subcontract partners to discuss other methods of giving learners access to digital entitlement outcomes such as using your own online learning platform instead of The Council Google learning platform following contract award.

Geographical Priorities

Priority will be given to activity focused on engaging with and supporting learners:


Target / Priority Learner Groups

Priority will be given to activity focused on engaging with and supporting learners who:

  • are not in employment and/or in receipt of benefit
  • are most marginalised from work and learning opportunities
  • have few or no qualifications / English and Maths skills below level 2
  • are lone parents or carers
  • are from Black, Asian and minority ethnic backgrounds
  • have experience of/are recovering from mental ill health
  • have learning difficulties and/or disabilities (LLDD)
  • are digitally excluded
  • are care experienced
  • have English as a second or other language
  • are older people
  • are men
  • are low waged and with insecure employment
  • have been affected by Covid 19 – especially those who have been made redundant or who are looking to change employment sectors.

Eligible Learners

Adults living in the Leeds Metropolitan District or Leeds City Region aged 19 and over by 31st August of the academic year (25 and over for learners with LLDD, or 19 and over for learners without an Education, Health and Care Plan (EHCP))

Exceptions for FEML and WfL include:

  • parents younger than 19 who may be eligible with prior written approval
  • learners who live outside this area whose children attend schools within Leeds MD
  • For ROUTES TO EMPLOYMENT programmes learners must be looking for work or seeking an opportunity to improve their future career prospects.

Minimum Learner Numbers

  • A minimum of ten learners must be enrolled on each course before the course start date; and
  • A minimum of eight learners must attend each course session / complete their planned activities for the week
  • Where learner attendance falls below eight over three consecutive sessions, or the course starts with fewer than ten enrolments The Council must be informed and the course should be closed, unless otherwise agreed in writing with The Council. If the course is not closed, or The Council has not agreed that the course can remain open; all delivery relating to that course will not be funded at the highest rate.

Learner Fees

  • All subcontract partners must comply with the Learner Fees Policy in Appendix 3.

The policy explains whether a learner should pay the full fee, a reduced fee or is fee exempt.The policy also explains how to calculate the total fee amount.

Cross Cutting Themes

The following themes must be embedded within programme delivery:

  • Widening Participation especially of priority / target groups, with strategies and activity to grow participation, increase integration with a focus on community welfare and active citizenship. This should include partnership working where possible to facilitate cross referral.
    • Improve *parent /carers’ confidence and ability to support their child’s learning
    • Increase confidence and involvement in school activities for parents and carers
    • Raise aspirations of the parents/carers and provide progression support into further learning / employment
    • Breakdown the intergenerational cycle of under achievement and poverty
    • Improve literacy / numeracy/ wellbeing for parents, carers and children

Careers Education, Information, Advice and Guidance (CEIAG) – all programmes should provide access to appropriate, timely and impartial information, advice and guidance to ensure learners are on the right course and are aware of all progression opportunities.Subcontract partners will be required to submit destination data as part of the (ILR) contract requirements and provide progression information as required.

Progression Pathways – supporting and facilitating progression relevant to personal circumstance, which improves learner outcomes should be part of every learners’ journey. This should include partnership working, where possible, to facilitate information sharing regarding opportunities, support mechanisms, referrals and access to CEIAG.

Education for Sustainable Development – learners will develop skills, knowledge and understanding relevant to sustainable personal development and ensuring they can utilise their talents to take up available economic and educational opportunities.

Employment Pathways – learners whose ambitions include gaining employment will be actively supported to gain access to and sustain employment. This year the Council will introduce new referral processes between providers and the Council employment teams in both directions to refer people seeking employment support and/or improving their skills towards employment to achieve their ambitions.

Equality and Diversity – teaching, training and assessment should promote equality and support diversity.All commissioned subcontract partners will be required to attract Target / Priority Learner Groups, including those underrepresented in Adult Learning as outlined on Section 2.

British Values – provision will promote British values of democracy, the rule of law, individual liberty, mutual respect and tolerance of those with different faiths and beliefs.

English and Maths, ICT, Personal, Social and Employability Skills – teaching, learning and assessment must make the development of these skills explicit as part of delivery and SfLW / AEP courses should also include bespoke initial assessment of English and maths.

E-learning and Digital Inclusion –learning technology should be integrated and used effectively to promote and support learning and the capacity of learners to engage with information technology and will be embedded within programme delivery. Programmes will actively aim to reduce the digital divide and increase learners’ digital confidence with the use of online resources to enhance learning and access to Leeds Adult Learning Google Workspace. All learners will benefit from a minimum level of digital entitlement (see section 2) as part of their learning.

Education for Improving Health and Wellbeing – learners will develop skills, knowledge and understanding that improves the quality of their physical and mental health, helps improve lifestyle choices with the appropriate assessment of distance travelled incorporated into teaching, learning and assessment.



Subcontract partner Payments/Tariff Rate. Applicable to all Programmes

Activity delivered under programmes 2.1 to 2.6 will be remunerated in accordance with the tariffs set out in Appendix 4.

Activity delivered under programme 2.7 will be remunerated according to the weightings and rates defined by WYCA / ESFA and LARS/“Find a learning aim”, see section 1.2 of this document for link.


Funding

Subcontract partners should ensure that funding for provision is aligned with the strategic objectives and outcomes set out in the Best Council Plan, the Inclusive Growth plan and Leeds Adult Learning programme priorities described in Section 1.

Funding must not be claimed for any part of the learning programme that duplicates funding received from any other source.

Delivery must meet funding rules set out in the national Adult Education Budget (AEB) Funding Rules and also the devolved WYCA funding rules. Both sets of rules are currently draft and may be subject to changes before the start of 21/22academic year.

The most up to date draft ESFA rules are provided below as a guide.

2021 - 2022 ESFA Funding Rules - Published May 2021

Also the most up to date draft WYCA rules are provided as a guide in document

DN548041 Part 5 Draft WYCA Funding Rules 2021-22.

As per the approved WYCA AEB strategy, WYCA have taken the approach to maintain stability within the system for 12 months, and this includes maintaining the ESFA’s funding rules. However whilst maintaining this same approach, there are some nuances such as Traineeships which will continue as a national programme, and WYCA have included the key priorities from WYCA strategy within these rules. WYCA have made the rules easier to follow, and have reduced a lot of repetition of information and hopefully you will find them much easier to follow.

The ESFA have issued several versions to date, and WYCA have updated WYCA rules accordingly, hence WYCA are now on version 3 and incorporates all of this from the ESFA. Please note WYCA are aware of a more recent version from the ESFA, and WYCA will incorporate these and any final changes for WYCA final version to be issued at the end of July.

These rules are currently in draft and are subject to approval from WYCA governance process including final approval in July.

Hence document “DN548041 Part 4 Draft Terms and Conditions 2021-22” is indicative, and the contract award terms and conditions will contain the final WYCA funding rules when they are published.


COMMUNITY LEARNING

2.1 Personal and Community Development Learning (PCDL)

Funds Available:circa £547,000

Target Number of Learners: 1,875

Eligible Activity:

PCDL provision will support learning which is for personal and community development, cultural enrichment, learning to acquire a new skill or pursuing an interest and increasing social capital of learners. These courses will additionally focus on physical and mental wellbeing, improving confidence, reducing social isolation, creating active citizens and enhancing community welfare. All PCDL courses should embed development of English, maths and digital skills as appropriate within the context of the subject and the needs of the learners. This will be determined using appropriate initial and diagnostic assessment.

The Council is seeking to support a broad and balanced range of activities that engage disadvantaged and socially isolated learners or others at risk of social exclusion.

The learning does not have to be attached to a formal qualification and can be up to level 2.

PCDL provision can support activities delivered in response to identified local need and/or learning which is for personal development and enjoyment or to maintain skills and contribute to the learners’ overall health and well-being. For example, confidence building, healthy eating, creative crafts etc. Such provision must adhere to the stages of RARPA and focus on learning and progress.

The PCDL provision should encourage learner progression (in its widest sense) and subcontract partners should have effective systems in place to signpost learners to further learning or other opportunities as appropriate.

PCDL courses must be a minimum of six guided learning hours.

Priority Learner Groups:

As per outline in 2. Specification for Adult Learning, Target / Priority Learner Groups.

Priority Activity:

Leeds Adult Learning is particularly interested in funding the following provision:

Activity which develops physical and mental health and well-being.

Activity at Entry Level and Level 1.

Activity that promotes social inclusion and widens participation

Learning Aim References and Sector Subject Area codes funded under this strand of activity will be set out in the Subcontract Partner Handbook.


2.2 Family English, Maths and Language (FEML)

Funds Available:circa £175,000

Target number of Learners:400

Eligible Activity:

All FEML programmes will be designed to help *parents / carers and their children improve English, Maths and Language skills, separately and together.

Programmes are defined as learning ‘as or within a family’. With the exception of ‘Keeping up with the Children’ all courses must include opportunities for inter-generational learning and, wherever possible, lead both adults and children to pursue further learning.

The Council is seeking to offer a broad and balanced range of Early Years Foundation Stage, Primary KS1 and KS2 provision with a balance of English, Maths and Language in targeted venues across the city.

Programmes should ideally be co-delivered with partners in schools and children’s centres to ensure relevant curriculum support is utilised.

There is funding to support planning costs so subcontract partners can work directly with school and children centre staff to ensure the courses are aligned to the relevant curriculum, of which details are available in Appendix 4.

Additional funding to support the school or children’s centre for staff time and a contribution to crèche costs is available and will be paid directly to them, of which details are available in Appendix 4.

FEML programmes should aim to:

All courses should demonstrate English, Maths or Language outcomes and include initial assessment of English and/or Maths needs using appropriate assessment tools.

Courses of 20 hours or more could offer, where applicable, accreditation and Standard Programmes (up to 72hrs) could offer unitised English, Maths or ESOL qualifications at the appropriate level.

All courses should demonstrate clear links to one or more outcomes set out in The Council Children and Young People’s Plan – see Appendix 8 - and must demonstrate how these outcomes will be met.

These are:

  • Children and young people are safe from harm.
  • Children and young people do well at all levels of learning and have the skills for life.
  • Children and young people choose healthy lifestyles.
  • Children and young people have fun growing up.
  • Children and young people are active citizens who feel they have a voice and influence.
  • Children and young people are safe from harm.
  • Children and young people do well at all levels of learning and have the skills for life.
  • Children and young people choose healthy lifestyles.
  • Children and young people have fun growing up.
  • Children and young people are active citizens who feel they have a voice and influence.

*To be consistent with terminology, adults on family programmes (FEML and WFL) will be referred to as parents / carers. It is assumed that this includes mothers, fathers, carers, grandparents – whoever has a key caring role for the child.

Priority Learner Groups:

As per outline in 2. Specification for Adult Learning, Target / Priority Learner Groups,

plus the following:

  • Fathers/male carers who are currently underrepresented in Family Learning.
  • Those identified by schools and Children’s Centres who would benefit from family programme interventions.
  • Families at risk.
  • Programmes supporting individuals/families affected by changes to welfare benefits and children at risk of poverty.

It is anticipated learners who already a hold a L2 qualification in English / maths will have other factors identified in initial assessment that show these courses will benefit themselves and their children.

Priority Activity:

English, Maths, STEM and digital skills remain a national priority and The Council wishes to increase the volume of family English, Maths, STEM and digital skills courses through this commission.


2.3 Wider Family Learning (WFL)

Funds Available:circa £40,000

Target number of Learners:200

Eligible Activity:

Wider Family Learning is a planned programme of activity designed to engage the adult and child together over a period of time.All WFL should have processes in place to signpost learners to Family English, Maths and Language (FEML) or other suitable learning opportunities.

Programmes may be offered across a range of curriculum areas but demonstrate clear links to one or more outcomes set out in The Council Children and Young People’s Plan. See Appendix 8.

These are:

All WFL courses should:

  • Embed development of English, maths and digital skills as appropriate within the context of the subject and the needs of the learners.
  • Include a commitment to and a system for signposting a learner to English, Maths, ESOL, FEML or other suitable programmes and be linked to progression opportunities.
  • Include learning specific to the subject area (e.g. science, football, healthy eating, dance, money management etc.)
  • Include practical examples for parents/ carers* of how to support their child.
  • Develop the skills and knowledge of both the adult and child participants.
  • Encourage parents / carers to be more active in the support of their children’s learning and development and to understand the impact of that support.
  • Raise the attainment and/or achievement of adults.
  • Promote learning for the whole family.
  • Build the confidence and attachment of family members of all ages as they join together in a learning activity.
  • Promote positive family relationships.

* To be consistent with terminology, adults on family programmes (FEML and WFL) will be referred to parents / carers. It is assumed that this includes mothers, fathers, carers, grandparents – whoever has a key caring role for the child.


Priority Learner Groups:

As per outline in 2. Specification for Adult Learning, Target / Priority Learner Groups, plus the following:

  • Families at risk.
  • Programmes supporting individuals/families affected by changes to welfare benefits.
  • Fathers/male carers who are currently underrepresented in Wider Family Learning.

Priority Activity:

In2021/22, The Council will prioritise activities in the following areas:

Family Financial Capability which focuses on support for those affected by changes to welfare services and regulations. Courses such as money management and cooking on a budget will be prioritised.

Family Health provision which promotes good family health and wellbeing by offering opportunities related to healthy eating, healthy exercise and positive mental health.These activities should embed key principles from the Best Council Plan and the priorities within the Children and Young People’s Plan.

Family Digital Skills programmes which support the developments and technological advances taking place in schools.

Family Science programmes which support the Science, Technology, Engineering and Maths (STEM) agenda in schools to enthuse and inspire parents / carers and their children about all aspects of science, maths and the environment.


ROUTES TO EMPLOYMENT

2.4 Skills for Life and Work

Funds Available:circa £776,000

Target Number of Learners:3,075

Eligible Activity:

The aim of Skills for Life and Work provision is to link learning to employment opportunities arising in the city in the next few years, by raising the skill levels and confidence of learners, to improve their chances of gaining sustained employment. It is aimed at adults aged 19 and over, with low skills levels, who are not currently working or in regular employment but want to progress to further learning, enhance their employment opportunities or participate in volunteering.

Activities must deliver tailored, individual support, integrated with other services/opportunities where possible. The learning does not have to be attached to a formal qualification and can be up to level 2 equivalent. Programmes should release the potential of learners and develop their confidence to take advantage of work and learning opportunities. These courses will aim to close the digital divide and/or improve English, maths and communication skills. A key element of Skills for Life and Work is ensuring progression towards further learning and /or volunteering leading to employment.

All delivery should include specialist English or ESOL and maths initial assessment and include specific development of these skills in all courses. Courses required to use specific assessment tools are outlined in the Subcontract Partner Handbook.

With the exception of the ESOL (Appendix 6) and Digital Curriculum (Appendix 9) provision must be a minimum of ten guided learning hours. ESOL and Digital Curriculum modules should meet the prescribed minimum module guided learning hours.

The Council is seeking to support the delivery of a curriculum in digital skills aimed at linking with new essential skills digital standards as well as providing a clear progression pathway for learners to further extend and develop their digital skills. The aim of the curriculum is to support the demand for a skilled workforce in the growing digital sector by engaging with ‘new’ tech and associated employment opportunities and encourage under-represented groups to engage with the sector.

The Council supports a digital framework that has been developed to enhance the 5 digital standards:

  • Using devices and handling information.
  • Creating and editing.
  • Communicating.
  • Transacting.
  • Being safe and responsible online.

Delivery of the curriculum must be modular (with a minimum of thirty guided learning hours per module) and be a mix of classroom delivery and extended study supported by on-line interactive materials.Delivery will also include clear partnership working to support learners into further learning (including Essential Digital Skills qualifications) and/or employment or volunteering. The curriculum modules must empower and challenge learners to embrace technology and to play an active role in our shared digital future by providing an opportunity to learn new tech skills to improve their day to day use of technology and support new employment and career ambitions.

Delivery of ESOL or digital courses from outside The Council’s framework should be agreed in advance of courses being advertised.

Examples of eligible activity are given below. Please note that this is not an exhaustive list and other activity will be considered:

  • On line application skills development - equipping learners with the skills and confidence to compete in employers’ on line recruitment processes.

Confidence for employability courses. Courses should explore learners’ strengths, skills and talents within a work context, identify transferable skills and explore routes into further learning, volunteering or paid work.

Courses that promote and develop volunteering skills and take up of opportunities.

ESOL - providing an opportunity for those developing their language skills.

  • Programmes that support digital inclusion and digital skills development.

English and Maths – providing an opportunity for those developing their literacy and numeracy skills.

Financial wellbeing – courses that help with money management, accessing financial services and managing money online.

  • Tasters, including CEIAG, in key skill and employment growth areas e.g. Digital, Health and Social Care, Customer Service, Logistics - to include online retail and Low Carbon/Emerging technologies.

Activity must provide defined progression routes to volunteering and/or continued learning such as further education, other employability support and/or employment (including apprenticeships). To this end, partnership working with local organisations and agencies to develop pathways for both learner recruitment and progression is vital. All learners should have access to high quality CEIAG to ensure they are aware of all options to aid progress and how they can access them. Subcontract partners must have effective systems in place to signpost learners to further accredited learning and/or employment/career opportunities as appropriate.

Priority Learner Groups:

As per outline in 2. Specification for Adult Learning, Target / Priority Learner Groups, plus the following:

  • Programmes supporting individuals/families affected by changes to welfare benefits.

If a learner already has a L2 qualification in English / maths there should be clear rationale identified as part of initial assessment about the benefit of this course to the learner.

Priority Activity:

  • Provision that includes skills analysis; confidence building; making a winning impression; presentation skills; what employers look for; employment opportunities in Leeds; individual support and signposting.
  • Digital Inclusion programmes that may support training on how to apply for jobs online, writing CVs and covering letters etc.
  • Activity which supports learners improving their essential skills including English, Maths and ESOL.
  • Activity with clear progression routes to volunteering, employment or further learning.

Learning Aim References and Sector Subject Area codes funded under this strand of activity will be set out in the Subcontract Partner Handbook.


2.5 Targeted Learning Projects

Funds Available:circa £100,000

Target number of Learners:200

Eligible Activity:

Projects where all learners have multiple or complex needs which substantially disadvantages them compared to other learners e.g. people with insecure housing, homeless, offenders released from prison, people in recovery, those with more serious mental health barriers.

Learners accessing this strand are likely to be the furthest from employment and will benefit from specialist programmes delivered by partners who have expertise of how to meet needs of these cohorts.

These courses will support the delivery of courses that support pre-employment skillsfor learners who have had significant disruption to their lives and are looking to rebuild their confidence and ability to take up opportunities through the following types of learning projects:

  • Projects which include overnight residential. Activities should enhance standard Adult Learning delivery and enable learners to achieve their primary learning goal through a bespoke residential programme.
  • Projects which take learners to a specialist location for delivery, e.g. out of town / less urban settings to experience learning in a different environment.
  • Projects which deliver specialist courses to help people manage their lives effectively to improve their health and wellbeing to enable them to plan for the future.
  • Projects that deliver specialist craft and outdoor courses that develop practical skills and improve learners’ health and wellbeing so they can take up future opportunities.
  • Introduction to digital skills for learners to close the digital divide and develop initial ICT skills.

Course content for these types of projects may include:

  • Working with others
  • Working as part of a team
  • Problem solving
  • Decision making
  • Developing digital skills
  • Identifying skills and abilities
  • Vocational tasters
  • Maths and English
  • Working with others
  • Working as part of a team
  • Problem solving
  • Decision making
  • Developing digital skills
  • Identifying skills and abilities
  • Maths and English

It is recognised that these learners may require more intensive support from specialist subcontract partners. Activities in this specification could include one to one support and/or development hours as an engagement strategy. Development hours could be used to provide additional support to learners to establish or maintain learners on the programme, including catching up of missed work.

Activity must provide defined progression routes to volunteering and/or continued learning such as further education, other employability support and/or employment (including apprenticeships). To this end, partnership working with local organisations and agencies to develop pathways for both learner recruitment and progression is vital. All learners should have access to high quality CEIAG to ensure they are aware of all options to aid progress and how they can access them. Subcontract partners must have effective systems in place to signpost learners to further accredited learning and/or employment/career opportunities as appropriate.

Please note the following:

  • Provision must be a minimum of six guided learning hours.
  • Provision must be a minimum of six guided learning hours.

Priority Learner Groups:

As per outline in 2. Specification for Adult Learning, Target / Priority Learner Groups,

plus the following:

  • Disadvantaged groups or individuals with specific needs e.g. lone parents, BME groups.
  • Those who are hard to reach, people with chaotic lifestyles, multiple needs or experiencing other significant barriers to learning.
  • Substance misusers or those recovering from substance abuse.
  • Learners experiencing mental health problems, including depression, anxiety and sleep disorders.
  • Offenders/Ex-offenders.
  • Men who are traditionally underrepresented in Adult Learning.
  • Supporting women to access employment sectors where they are traditionally underrepresented e.g. digital sectors.

Priority Activity:

We are particularly interested in funding the following provision:

  • Innovative learning opportunities that address the specific needs of the target groups.
  • Activity which develops confidence/employability skills.
  • Activity with clear progression routes to further learning, volunteering and/or employment.
  • Innovative learning opportunities that address the specific needs of the target groups and their employment ambitions.
  • Activity which develops confidence/employability skills.
  • Activity with clear progression routes to further learning, volunteering and/or employment.

2.6 Targeted Employment Projects

Funds Available:circa £100,000

Target number of Learners:200

Eligible Activity:

These courses should be aimed at learners who are committed to seeking employment in growth sectors in the city and see a job outcome as their next career step. Learners will benefit from tailored programmes ranging from exploring the nature of the roles in a potential new career pathway, completing industry led certification / short courses and/or accessing employer designed provision.

Examples of delivery the Targeted Employment Projects could support include, but is not limited to:

  • Projects / Vocational Introduction courses providing access to growth employment sectors in the city to include: Digital, Health and Social Care, Customer Service, Logistics to include online retail and Low Carbon/Emerging technologies.
  • Intensive programmes that develop key employability skills and support learners to access employment that includes job search and presentation skills, CV and personal statement support and interview skills, including online application processes.
  • Industry / Sector led certification – introductory sessions linking to longer courses.
  • Support for courses / certification not listed on LARS/“Find a learning aim” but that are relevant for specific employment sectors e.g. Construction - CSCS Green card, Security – SIA License, Hospitality - Food Hygiene.
  • Projects in collaboration with specific employers to meet specific needs e.g. to support place based recruitment, attracting learners from underrepresented groups – these could be co-created with specific outcomes linked to application and recruitment processes.

All courses should also include development of the following:

Learner activity may include additional accredited and / or non-accredited courses within the programme from other programme strands from the Project Brief to provide a holistic programme that meets the needs of the individual learners e.g. An industry specific course alongside Functional Skills maths and / or a confidence building course.

It is recognised that these learners may require additional support from specialist subcontract partners. Activities in this specification could include one to one support and/or development hours as an engagement strategy.

Therefore, activities in this specification will include the following elements:

  • Development hours to provide additional support to learners to establish or maintain learners on the programme, including catching up of missed work, action planning, support with job search, applications/CVs, interview preparation linked to their employment sector of interest.

Activity must provide defined progression routes to volunteering and/or continued learning such as further education, other employability support and/or employment to include apprenticeships. To this end, partnership working with local organisations and agencies to develop pathways for both learner recruitment and progression is vital. All learners should have access to high quality CEIAG to ensure they are aware of all options to aid progress and how they can access them. Subcontract partners must have effective systems in place to signpost learners to further accredited learning and/or employment/career opportunities as appropriate.

The Council is seeking to support a number of projects under Targeted Employment Project strand to ensure a broad and balanced programme of activities which meet the needs of priority learner groups.

Please note the following:

Priority Learner Groups:

As per outline in 2. Specification for Adult Learning, Target / Priority Learner Groups,

plus the following:

Priority Activity:

We are particularly interested in funding the following provision:



2.7 Accredited Employment Pathway (AEP) Entry, Level 1

Funds Available:circa £50,000

Target number of Learners:100

Eligible Activity:

The Council is seeking to support accredited Entry Level and Level 1 provision with a recognised qualification to widen opportunities for learners to become employed or progress to higher levels of learning.

Before starting learners on a qualification, appointed subcontract partners must make sure that the qualification is eligible for WYCA / ESFA Adult Education Budget funding. The Council is seeking to fund full awards at Entry to Level 1/ and /or a unitised programme for learners.

ESFA / WYCA fundable qualifications can be checked on LARS/“Find a learning aim”, see section 1.2 of this document for link.

Qualifications that will be prioritised include:

  • Essential Digital Skills
  • English / Maths Functional Skills
  • First Steps / Introduction qualifications relevant to specific key employment growth sectors e.g. Health and Social Care; Childcare; Working in Healthcare; Coding; Working as a Teaching Assistant; Business Customer Service; Logistics and Transport; Health and Safety; Environmental Sustainability
  • ESOL Qualifications at E2 to L1

To complement accredited provision learners may access non accredited courses within their learning from other programme strands from the Project Brief to provide a holistic programme that meets the needs of the individual learners. E.g. CV writing, a TEP course, Money Management.

All courses must be at least the minimum recommended guided learning hours to attain the qualification. Course completion and attainment of qualifications form part of the WYCA final funding payment conditions.

Activity must provide defined progression routes to employment, volunteering and/or continued learning such as further education, other employability support and /or work (including apprenticeships). To this end, partnership working with local organisations and agencies to develop pathways for both learner recruitment and progression is vital. All learners should have access to high quality CEIAG to ensure they are aware of all options to aid progress and how they can access them. Subcontract partners must have effective systems in place to signpost learners to further accredited learning and/or employment/career opportunities as appropriate.

Priority Learner Groups:

As per outline in 2. Specification for Adult Learning, Target / Priority Learner Groups, plus the following:

Those not in employment and/or in receipt of benefits.

Those with low skill levels.

Those with no qualifications.

Those who wish to improve their employment and/or further learning opportunities.

Partners are responsible for checking the eligibility and funding status of any learners in advance of them starting a course.

Partners can get advice and guidance from The Council Employment and Skills Adult Learning programme managers on the availability of support funds that may be available for learners once final WYCA funding rules have been published.

Priority Activity:

We are particularly interested in funding the following provision:

Activity which develops employability/confidence skills.

Activity at Entry/Level 1 defined in LARS/“Find a learning aim”.

Activity with clear progression routes to further learning and/or employment.


3.Contractual Requirements

3.1Commissioned subcontract partners will be required to comply with all reporting and monitoring requirements as set out in their contract, which includes Leeds City Council Terms and Conditions, West Yorkshire Combined Authority (WYCA) devolved funding Terms and Conditions and the Education and Skills Funding Agency (ESFA) Terms and Conditions.

All subcontract partners will be set the following contract targets:

  • maximum funding available per programme strand
  • total number of learners per programme strand
  • attendance rate
  • retention and achievement rates
  • percentage of learners from the 20% most deprived LSOAs
  • enrolments
  • pass rates

Failure to meet the above contract targets without prior agreement with The Council may affect tariff rates paid for activity as set out in Appendix 4.

Targets will be written into the subcontract partner contract. Failure to achieve the targets will be considered as a breach of contract and could result in funding being withheld or withdrawn.

In addition Key Performance Indicators will be monitored against the following indicators:

  • percentage of learners from Target / Priority Learner Groups
  • progression
  • completion and submission of key data as set out in the Monitoring Timetable
  • meeting required standards for delivery of education
  • actively engaging in quality improvement activities at individual and organisational level
  • actively engaging in CPD activities at tutor and manager level

3.2Progress will be monitored for effective engagement/recruitment of target learners including those underrepresented, pace of learner recruitment and delivery, learner satisfaction levels and responsiveness to RARPA (Recognising and Recording Progress and Achievement), Quality Improvement Review (QIR) feedback and document audits. Progress will be monitored through the Individual Learning Record (ILR), monitoring meetings and quality cycle activities.

All subcontract partners will be required to meet Ofsted standards and undertake an annual Self-Assessment, in line with guidance published by Ofsted, ESFA/WYCA and The Council.The Self-Assessment report (SAR) should be submitted to The Council at a date to be agreed and be accompanied by a Quality Improvement plan (QIP) that actively addresses areas for improvement from its own self-assessment and any commonly identified areas for improvement across the partnership.

All subcontract partners will be required to ensure that all activities take place in a safe, healthy and supportive environment which meets the needs of learners and is compliant with The Council and WYCA’s guidance on safeguarding.

A Quality Improvement Review (QIR) /inspection visit may be undertaken by The Council, WYCA and/or Ofsted at any time. Funding may be withdrawn if it is found that the quality of provision is below standard or that required evidence is inadequate, and the subcontract partner is unable to address this. As part of QIR or inspection organisations must be able to provide documents relating to Safer Recruitment and evidence of staff development.

In line with WYCA/ESFA terms and conditions, all records relating to the performance of the contract must be retained until 31 December 2031.

3.3Payment: Subcontract partners will be paid on a tariff basis for activity 2.1 to 2.4 as set out in Appendix 4.Subcontract partners delivering a Targeted Learning Project or Targeted Employment Project through specification 2.5 or 2.6 will be remunerated in accordance with the payment terms described in Appendix 4 Subcontract partners delivering Adult Skills programmes will be remunerated in accordance with the payment terms described at 2.7.

Payment will be based on actual submission of accurate completed course documentation entered on The Council management information system (MIS) Maytas, including learner enrolment, course register and intended destination data. There may be a need to confirm or submit further evidence of learner achievement to supplement the claim depending on the delivery model.

Only provision which meets the requirements as set out in the relevant sections of the ESFA/WYCA’s Funding Rules 2021/22 will be funded.Further details can be found on Section 2, Funding.

Please note WYCA’s Funding Rules are subject to change and subcontract partners will be required to comply with WYCA/ESFA’s most current rules at all times.

Please also note the following conditions of commissioning:

  • Funding relates to the 2021/22 academic year only.
  • All activity must be completed by 31st July 2022.
  • Subcontract partners must adhere to the Learner Fees Policy in Appendix 3.
  • The use of sub-contractors to other organisations is not permitted.
  • A minimum of ten learners to be enrolled on courses and where learner attendance falls below eight learners for three or more consecutive course sessions, course activities will not be funded at the higher rate unless there is prior written approval from The Council.
    • All data to do with the delivery of learning including course details, learner details, enrolment and attendance must be entered onto The Council’s Maytas Management Information System by the subcontract partner in line with published timescales.

3.4The Terms and Conditions included with the order form are draft and subject to receipt of WYCA/ESFA’s final Terms and Conditions.These will be re-issued at the contract stage.

In the event of a contractor ceasing trading or pulling out of agreed activity part way through their service provision, The Council reserve the right to re-allocate that provision and remaining funds by carrying out a secondary call for competition under the contract framework (arrangement).


4.Management Systems

The project management systems of subcontract partners will be subject to robust monitoring, course document audit and fees audit checks to ensure that the conditions of funding are fully met in relation to expenditure through The Council’s Adult Learning Budget from the ESFA / WYCA.

4.2Subcontract partners will be required to deliver against an agreed contract except as otherwise agreed with The Council in writing.If the subcontract partner is unable to meet the agreed delivery as specified within the Contract, then notification is required in writing to The Council Employment and Skills Adult Learning programme managers at the earliest opportunity.

The Subcontract Partner Handbook 2021/22 contains further information on documentation and procedures that must be strictly adhered to.Failure to adhere to these could affect funding.The Subcontract Partner Handbook 2021/22 will be made available via the Digital Platform for Adult Learning (www.leedsforlearning.co.uk) and / or Google Classroom to subcontract partners on return of the signed contracts.

Subcontract partners will be required to attend Quality Assurance / Contract Management meetings – usually once per term. Subcontract partners will be required to supply evidence which will support contract performance. Evidence requirements will be confirmed in advance of the meetings.

To ensure standards and continuous improvement subcontract partners will be required to fully engage in Quality Improvement Reviews (QIR) process. Details of the QIR process will be set out the Subcontract Partner Handbook 2021/22.

QIR activities will be conducted by staff in The Council’s Employment and Skills Service and/or other nominated representatives.

Quality Assurance / Contract Management meetings will be conducted by staff in The Council’s Employment and Skills Service and/or other nominated representatives.Meetings will typically assess:

  • Progress against targets – including retention, qualification achievement rates, pass rates, attendance and recruitment.
  • Financial spend and claim against contract values.
  • Timeliness and accuracy of ILR data submissions.
  • Feedback on quality issues and progress against actions.
  • Progress against subcontract partners’ Quality Improvement Plan (QIP) and Quality Improvement Reviews (QIR) reports.

4.3In addition to the termly meetings, The Council will ensure the quality of provision through:

  • Lesson Visits to assess quality of teaching, learning and assessment to ensure Ofsted EIF requirements are met.Subcontract partners and tutors will be required to carry out any recommended actions and to evidence these in Quality Improvement Plans (QIPs) and CPD records.In addition, subcontract partners will be required to submit copies of internal observation of teaching, learning and assessment reports and reports from any other internally conducted quality activities.
  • Quality Improvement Reviews (QIR) which will include, but not be limited to activities such as:
    • Lesson visits to assess the quality of teaching, learning and assessment.
    • Work scrutiny to ensure the effectiveness of implementing the stages of RARPA within the learner’s programme; embedding English and Maths, standards of learners’ work, quality and consistency of planning and quality of information, advice and guidance.
    • Conducting Learner Satisfaction Surveys to ensure courses are meeting the needs and interests of learners.
    • Policy and Procedure Monitoring to ensure subcontract partner policies and procedures remain relevant and up to date. All up to date policies must be submitted at the time of bidding for contracts and may form part of the scoring matrix on application.
    • Data Collection to ensure that learner information, activity and outcomes are being captured and recorded effectively.

In order to ensure Ofsted EIF and The Council quality requirements are met the above is not an exhaustive list of quality improvement activity and it may be amended at any time in order to ensure provision continues to meet all regulatory standards.

Subcontract partners will also participate in ongoing work scrutiny and other joint quality assurance activities to ensure quality of RARPA, feedback on learner work and quality of planning, including embedding of English and Maths and wider skills development.


Appendix 1: Priority Geographical Areas

Adult Learning activity should focus on engaging with and supporting learners:

You can use the following link to view the 20% most deprived SOAs on a mapping tool and gain further insight into areas and types of deprivation in Leeds.

https://storymaps.arcgis.com/stories/f74f5a2392854990a2db7b685e3151ab



Our priorities:

  • Widen participation in lifelong learning and develop stronger communities
  • Improve people’s life chances and health and wellbeing, including mental and physical health
  • Progress towards formal learning, work readiness, volunteering, jobs and sustained employment
  • Support progression opportunities through skills development to contribut to city and regional employment and skills priorities

What we will do:

  • Provide a broad, targeted and creative learning offer to meet the needs of individuals and families in the heart of communities
  • Engage learners from the most deprived neighbourhoods and furthest away from learning or work
  • Increase opportunities to develop digital skills and the city’s digital capacity
  • Connect to progression pathways and support people to make informed choices about their next steps
  • Provide high quality teaching, learning and assessment
  • Respond to the known impacts of COVID
  • Build capacity and stability through the transparent commissioning of a rich provider network and the development of positive partnerships

We will engage with adults who:

  • are not in employment and/or in reciept of benefit
  • are most marginalised from work or learning opportunities
  • have few or no qualifications/English and Maths skills are below level 2
  • are lone parents
  • are Black, Asian and minority ethnic backgrounds
  • experience mental ill health
  • have learning difficulties and/or disabilities
  • are digitally excluded
  • are care experienced
  • have English as a second or other language
  • are low waged and with insecure employment
  • have been affected by Covid19 – especially those who have been made redundant or are looking to change employment sectors
  • are older people
  • are men

How will we know if we have made a difference:

  • Number of learners engaged in adult learning
  • Number of learners engaged from our disadvantaged communities and priority groups
  • Number of learners progressing into further learning or work
  • Number of take up opportunities focussing on skills for the future:
    • digital, financial inclusion
    • employability
    • resilience and wellbeing
    • routes into key sectors
    • accredited learning
  • Improved learner feedback outcomes
  • Ofsted rating of ‘Outstanding’ or ‘Good’



Appendix 3: Learner Fees Policy – PCDL, FEML, WFL, SfLW, TLP, TEP

All Adult Learning subcontract partners must adhere to the Learner Fees Policy.

Learners will be charged a fee for the learning they receive.There are three fee rates:

  1. Full Fee
  2. Reduced Fee
  3. Fee Exempt

  • Full Fee
  • Reduced Fee
  • Fee Exempt
  • £3.00p per guided learning hour (glh)
  • Employed learners who are not eligible for a reduced fee or fee exemption.
  • Economically inactive learners who are not eligible for a reduced fee or fee exemption.
  • £0.80p per guided learning hour (glh)
  • No charge
  • Courses where the main learning aim is English, ESOL or Maths.
  • Family English, Maths and Language courses.
  • Wider Family Learning courses.

This applies to

This applies to learners who are in receipt of a State Pension and are not eligible for a fee exemption.65+yrs for men and women.

3a.Learners attending the following courses are fee exempt:

  • Courses specifically for learners with learning difficulties and/or disabilities (LLDD).
    • The Course Proposal must state that the course is LLDD and the course must be only eligible to learners who have a learning difficulty and/or disability.
    • Please note, adults with a learning difficulty and/or disability who enrol on a non-LLDD course should pay the Full Fee rate unless they fall into the Reduced Fee category or are eligible for fee exemption under another criteria.

3b. Learners in receipt of the following income based state benefits are Fee Exempt

  • Active Benefits:
  • Other income related state benefits:
  • Job Seekers Allowance (JSA)
  • Employment and Support Allowance (ESA)
  • Universal Credit
  • Income Support
  • Incapacity Benefit
  • Housing Benefit
  • Council Tax Benefit (low income households)
  • Working Tax credit
  • Pension Credit (not savings credit)
  • Return to Work Credit
  • In Work Credit
  • Job Grant, paid within two months of starting the learning
  • Mortgage Interest Run On
  • Carers Allowance

3c. Learners who fall into one of the following categories are Fee Exempt:

  • An offender serving their sentence in the community.
  • An Asylum Seeker in receipt of the equivalent of an income based state benefit.
  • The unwaged dependant of an Asylum Seeker.
  • An individual who is economically inactive because they are unable to claim income related state benefits.
  • An individual who earns less than £17,374.50 annual gross salary, based on the assumption of a 37.5hr contract with paid statutory holiday entitlement.
  • An individual suffering hardship – see below guidance.

Hardship –Where a learner is required to pay either the full or reduced fees and the subcontract partner considers that an individual is unable to contribute towards the cost of their learning on the grounds of hardship, the subcontract partner should apply to The Council for fee exemption for the learner using the “Application for Learner Fee Discretionary Exemption Form: Hardship”.

On considering an application for hardship, subcontract partners must satisfy themselves of the learner’s inability to contribute to learning by reviewing appropriate financial evidence of learner income and be approved by The Council before the learner enrols and any fee exemption only applies after the application approval date.


3d.Evidencing Fee Exemption

To be eligible for fee exemption learners must provide appropriate written evidence.

Subcontract partners are required to check and keep any evidence as required by ESFA / WYCA funding guidance for 21/22

  • Learner evidence which is inappropriate will result in the learner being charged a Full Fee rate.If the learner is no longer on the course the subcontract partner will be required to cover the cost of the full fee rate.
  • The Council can advise on the appropriateness of evidence.

Learner Enrolment Time – Impact on Fee rate

  • Learners enrolling up to and including the third week of a course – the learner fee amount should be for the full length of the course.
  • Learners enrolling on the fourth or subsequent week of a course – the learner fee amount should be pro-rata to reflect the number of course hours remaining.
  • Once a learner has enrolled and attended more than 2 weeks full fee collection will be assumed.

Learner Fee Refunds

The subcontract partner should obtain the learner’s fees prior to the learner starting their course.Fees should be refunded in the following circumstances:

  • The course fails to form or closes in the third week or earlier – the subcontract partner should return the full fee payment to the learner.
  • The course closes in the fourth session or subsequent sessions – the subcontract partner should refund the learner a pro-rata amount, taking in to account the course hours remaining and the fee amount paid.
  • The learner withdraws from a course as a result of circumstances beyond their control that could not have been foreseen at the time of enrolment – the fee refund should be calculated according to the guidance given in 1 and 2 above.The refund may be subject to the deduction of an administration charge.
  • The learner withdraws from the course out of personal preference – no refund.

Additional Learner Charges

  • Subcontract partners are required to adhere to the hourly fee rates set out above and should not impose any additional surcharges to meet the general cost of providing courses.
  • Practical courses which require specialist course materials/resources - subcontract partners have the discretion to charge learners a reasonable amount for specialist course materials in practical courses.

Learner Fee Collection

  • Subcontract partners are responsible for collecting fees from all eligible learners.
  • Fee information should be accurately identified on the Course Proposal Form and the ILR Template.
  • The ILR will be used to calculate fees owed to The Council.
  • At the end of the academic year The Council will invoice subcontract partners for the Learner Fees amount.
  • The Council will use the learner fees monies to support ongoing delivery of subsequent Adult Learning provision.
  • Subcontract partners are responsible for collecting fees from all eligible learners.
  • Fee information should be accurately identified on the Course Proposal Form and the ILR Template.

Recording Learner Fee Payments

  • A subcontract partner must record details of all payments (course fees and other charges) made by the learner to the subcontract partner relating to Adult Learning provision.
  • A subcontract partner must issue a receipt to the learner for all payments made by the learner.
  • Subcontract partners must retain an audit trail for fees received and should make any fees documentation available for audit as required.
  • A subcontract partner must record details of all payments (course fees and other charges) made by the learner to the subcontract partner relating to Adult Learning provision.
  • A subcontract partner must issue a receipt to the learner for all payments made by the learner.
  • Subcontract partners must retain an audit trail for fees received and should make any fees documentation available for audit as required.

Appendix 3A: Learner Fees Policy Adult Skills - AEP

All learners will be fully funded or co-funded as defined by ESFA/WYCA in the Adult Learning Funding Rules 2021/22.Government contribution tables from the current 21/22 guidance are shown below:

Government contribution table 1: 19 to 23-year-olds

The level of government contribution for ESFA funded AEB is as follows.

Provision

19 to 23-year-olds

Notes

English and maths, up to and including level 2 (paras 148 to 154)

Fully funded

Must be delivered as part of the legal entitlement qualifications

Essential Digital Skills Qualifications up to and including level 1 (paras 155 to 158)

Fully funded

Must be delivered as part of the Digital legal entitlement qualifications list

First full Level 2 (excluding English & maths and Digital) (paras 131 to 132)

Fully funded

First full level 2 must be delivered as part of the legal entitlement qualifications

Learning aims to progress to a full level 2 – up to and including level 1 (para 116)

Fully funded

Must be delivered as entry or level one provision from local flexibility

Level 3 legal entitlement (learners first full L3 (paras 133 to 136)

Fully funded

First full level 3 must be delivered as part of the legal entitlement qualifications

Level 3 adult offer (paras 128 to 130)

Fully funded

Learners without a full level 3 or above can access a qualification on the level 3 adult offer qualification list

Level 3 Advanced Learner Loan

Loan funded

A learner has already achieved a full level 3 (Advanced learner loans funding rules)

English for speakers of other languages (ESOL) learning up to and including level 2 (paras 163 to 166)

Fully funded

For those eligible through unemployed (paras 120 to 121) or on a low wage (paras 122 to 124)

Co-funded

For those who do not meet the definition of unemployed (paras 120 to 121) or do not meet the eligibility criteria for low wage (paras 122 to 124)

Learning aims up to and including level 2, where the learner has already achieved a first full level 2, or above (para 118)

Fully funded

For those eligible through unemployed (paras 120 to 121) or on a low wage (paras 122 to 124)

Co-funded

For those who do not meet the definition of unemployed (paras 120 to 121) or do not meet the eligibility criteria for low wage (paras 122 to 124)

Government contribution table 2: 24+

The level of government contribution for ESFA funded AEB is as follows.

Provision

24+

Notes

English and maths, up to and including level 2 (paras 148 to 154)

Fully funded

Must be delivered as part of the legal entitlement qualifications list

Essential Digital Skills Qualifications up to and including level 1 (paras 155 to 158)

Fully funded

Must be delivered as part of the legal entitlement qualifications list

Level 2 (excluding English and maths) (paras 131 to 132)

Fully funded

For those eligible through unemployed (paras 120 to 121) or on a low wage (paras 122 to 124)

Co-funded

For those who do not meet the definition of unemployed (paras 120 to 121) or do not meet the eligibility criteria for low wage (paras 122 to 124

Learning to progress to level 2 (para 119)

Fully funded

For those eligible for their first full level 2 through unemployed (paras 120 to 121) or low wage (paras 122 to 124)

Co-funded

For those who do not meet the definition of unemployed (paras 120 to 121)) or do not meet the eligibility criteria for low wage (paras 122 to 124)

Level 3 adult offer (paras 128 to 130)

Fully funded

Learners without a full level 3 or above accessing a qualification on the level 3 adult offer qualifications list

Level 3 (paras 133 to 136)

Loan funded

A learner has achieved a full level 3

(Advanced learner loans funding rules)

English for speakers of other languages (ESOL) learning up to and including level 2 (paras 163 to 166)

Fully funded

For those eligible through unemployed (paras 120 to 121) or on a low wage (paras 122 to 124)

Co-funded

For those who do not meet the definition of unemployed (paras 120 to 121)) or do not meet the eligibility criteria for low wage (paras 122 to 124)

Learning aims up to and including level 2, where the learner has already achieved a first full level 2, or above (para 118)

Fully funded

For those eligible through unemployed (paras 120 to 121) or on a low wage (paras 122 to 124)

Co-funded

For those who do not meet the definition of unemployed (paras 120 to 121)) or do not meet the eligibility criteria for low wage (paras 122 to 124)

Learning aims up to and including level 2, where the learner has not achieved a first full level 2, or above (para 119)

Fully funded

For those eligible through unemployed (paras 120 to 121) or on a low wage (paras 122 to 124)

Co-funded

For those who do not meet the definition of unemployed (paras 120 to 121)) or do not meet the eligibility criteria for low wage (paras 122 to 124)


Unemployed

For funding purposes, we define a learner as unemployed if one or more of the following apply, they:

  • receive Jobseeker’s Allowance (JSA), including those receiving National Insurance credits only.
  • receive Employment and Support Allowance (ESA).
  • receive Universal Credit, and their take-home pay as recorded on their Universal Credit statement (disregarding Universal Credit payments and other benefits) is less than £345 a month (learner is sole adult in their benefit claim) or £552 a month (learner has a joint benefit claim with their partner).
  • are released on temporary licence, studying outside a prison environment, and not funded by the Ministry of Justice.

Subcontract partners may also use their discretion to fully fund other learners if both of the following apply. The learner:

  • receives other state benefits (not listed above) and their take home pay (disregarding Universal Credit payments and other benefits) is less than £345 a month (learner is sole adult in their benefit claim) or £552 a month (learner has a joint benefit claim with their partner), and
  • wants to be employed, or progress into more sustainable employment, and their take-home pay (disregarding Universal Credit payments and other benefits) is less than £345 a month (learner is sole adult in their benefit claim) or £552 a month (learner has a joint benefit claim with their partner), and you are satisfied identified learning is directly relevant to their employment prospects and the local labour market needs.

Fully funded learners are not charged a fee.

Co-funded learners will be charged a fee for the learning they receive.The subcontract partner may determine the level of fee to be charged but can be no more than 50% of the unweighted rate as shown on the LARS/“Find a learning aim” and a minimum of £3 per hour.

3. Evidencing Full Funding

  • To be eligible for full funding learners must provide appropriate written evidence.
  • Learner evidence which is inappropriate will result in the learner being charged a full fee rate.If the learner is no longer on the course the subcontract partner will be required to cover the cost of the full fee rate.
  • The Council can advise on the appropriateness of evidence.

4. Learners in receipt of low wage

You may fully fund learners who are employed, or self-employed, and would normally be co-funded for provision, up to and including level 2. You must be satisfied the learner is both:

  • eligible for co-funding, and
  • less than £17,374.50 annual gross salary

You must have seen evidence of the learner’s gross annual wages in these circumstances. This could be a wage slip or a Universal Credit statement within 3 months of the learner’s learning start date, or a current employment contract which states gross monthly / annual wages. Please note this is not an exhaustive list, but you must evidence your decision to award full funding to an individual who would normally be eligible for co-funding.

Subcontract partners are required to check and keep any evidence as required by WYCA / ESFA funding guidance for 2021/22

ESFA funding rules 2021-22 (published May 2021)

5. Learner Fee Refunds

The subcontract partner should obtain the learner’s fees prior to the learner starting their course.

Fees should be refunded in the following circumstances:

  • The course fails to form or closes in the third week or earlier – the subcontract partner should return the full fee payment to the learner.
  • The course closes in the fourth session or subsequent sessions – the subcontract partner should refund the learner on a pro-rata amount, taking in to account the course hours remaining and the fee amount paid.
  • The learner withdraws from a course as a result of circumstances beyond their control that could not have been foreseen at the time of enrolment – the fee refund should be calculated according to the guidance given in 1 and 2.The refund may be subject to the deduction of an administration charge.
  • The learner withdraws from the course out of personal preference – no refund.

6.Learner Fee Collection

7. Recording Learner Fee Payments


Appendix 4: Tariff Rates - Overview

1.Guided Learning Tariff

On all programmes except accredited programmes, The Council will pay subcontract partners a defined rate for every hour of guided learning delivered.

Programme

Guided Learning Tariff (GLH)

Targets Not Met

See Note 1

Guided Learning Tariff (GLH)

Targets Met

See Note 2

See Note 3

Development hrs/One to one support

Notes

FEML, WFL and SfLW

£55 per glh

£80 per glh

Guided learning must be delivered to a minimum of ten learners and the learners must be on a course which has a minimum of ten hours of guided learning or two hours for taster courses.(NB separate guidance for ESOL / Digital Framework)

PCDL

£55 per glh

£80 per glh

Guided learning must be delivered to a minimum of ten learners and the learners must be on a course which has a minimum of six hours of guided learning or two hours for taster courses.

Targeted Learning / Targeted Employment Project(s)

£55 per glh

£80 per glh

£25.00 per hour

Guided learning must be delivered to a minimum of ten learners and the learners must be on a course which has a minimum of six hours of guided learning.

Subcontract partners will need to stipulate how they plan to use the one to one / development hours.

Targeted Learning Project,

Overnight Residential

£185 per glh

£185 per glh

N/A

Funding for targeted learning overnight residential courses are for a minimum of ten learners for a minimum of ten hours up to a maximum of sixteen hours in total.

Targeted Learning Project, Away Days

£100 per glh

£100 per glh

N/A

Where learners are taken away for a different learning experience - e.g. outdoor classrooms / less urban venues.Funding for targeted learning away day courses are for a minimum of ten learners for a minimum of six hours up to a maximum of eight hours in total.

Accredited Employment Pathway

£0

See Note 4

£0

See Note 4

Accredited Employment courses (or elements of accreditation within other programmes e.g. Targeted Employment Projects) will be paid per learner according to the weighting criteria and rates defined in LARS/“Find a learning aim”. The Council does not impose a specific minimum number of learners for each course; it is the responsibility of each subcontract partner to ensure the economic feasibility of each course and meet their target learner numbers.

Notes:

  • Note 1 £55 per glh for subcontract partners who do not support the number of learners specified in their contract by the end of each course / paid termly All courses will be expected to have a minimum of eight learners attending each scheduled session with ten on the register unless otherwise agreed in advance with The Council in writing. Where attendance falls below eight for three consecutive weeks The Council should be informed in writing to confirm arrangements to allow the class to continue. Courses that fall below these minimum standards will be paid at the lower rate unless otherwise agreed.
  • Note 2 £80 per glh for subcontract partners who support the number of learners specified in their contract by the end of the each course / paid termly.
  • Note 3 FEML courses will be eligible for a planning uplift of an additional 6 hours for each 30 hours of delivery (or pro rata) if work has been done in conjunction with school or Children’s Centre on course content and recruitment and support of learners.
  • Note 4 Accredited Adult Skills Budget programme will be paid per learner according to the rates defined in LARS/“Find a learning aim”, see section 1.2 of this document for link.

2.Non-Teaching Assistants / Learning Support Assistants

The Council recognises that a tutor may need non-teaching support to deliver a course, for instance where several learners on the course have a physical disability or a learning difficulty.

The Council will pay £12.00 check on T&Cs per glh towards the cost of employing a Non-Teaching Assistant (NTA)/Learning Support Assistant (LSA).We expect all subcontract partners to be Living Wage employers and where two tenders are otherwise the same this will be used as a differentiation in scoring.

Where the NTA/LSA is a volunteer, The Council will pay £4.00 per glh to cover the volunteer’s incidental costs.

All NTA/LSA costs should be pre-approved by The Council prior to the course starting through the course approval process on Maytas.

The subcontract partner should follow safer recruitment practices and ensure that all NTAs/LSAs (including volunteers):

  • Receive an appropriate induction and training to successfully undertake their roles and responsibilities.
  • Are appropriately qualified.
  • Complete an application form or submit an up to date CV.
  • Provide details of appropriate referees that are checked prior to appointment.
  • Have a current DBS (Disclosure and Barring Service) certificate.

3.Crèche

The Council is committed to removing the barriers facing individuals wanting to participate in Adult Learning. A key barrier is childcare.Subcontract partners can apply for funding to support the cost of childcare for a learner while that learner is undertaking their learning activity.

On all programmes except Accredited Learning, The Council will pay £35 per glh towards the cost of running a crèche.This rate will cover the cost of one qualified and one unqualified crèche worker.Where additional workers are required due to the ages or number of children, an additional £12.00 per glh may be claimed. Crèche must have a minimum of 3 children regularly attending.

Alternatively, where subcontract partners prefer to infill into an existing crèche, The Council will pay £5.00 per glh for each child per session up to a maximum of £35 per glh.

All crèche funding must be pre-approved by The Council through the Course Proposal Form prior to the course starting.

  • Additional Learning Support Fund (non-accredited)

The Council recognises that a learner may need specific personal support to enable them to fully participate in a course, e.g. the learner may be deaf and require a signer.

Where a personal support need is identified the subcontract partner should apply for funding using the Personal Learner Support Fund Form.The application should be made before the learner starts their course and funding is dependent on The Council approving the application.The Council will only fund expenditure generated after the application approval date.

A separate application should be made for each learner requiring personal learning support funding.A learner can only be funded through the Additional Learning Support Fund once per course.

Additional Learning Support funding calculation:

The Council, the subcontract partner will contribute toward the cost of supplying the personal learning support.

  • Subcontract partner contribution = £8.50 per glh.
  • Learner contribution = glh rate equivalent to their Learner Fee rate, e.g. £3.00/£0.80 (see Appendix 3 for Learner Fee Policy).Where the learner does not pay a fee the subcontract partner will cover this element of the cost.
  • The Council will pay the balance of the cost of the personal support.

Please note: Subcontract partners should retain appropriate and valid evidence of all expenditure relating to any funded activity for payment and audit purposes.Failure to retain appropriate and valid evidence may result in funding being withheld or reclaimed.


Appendix 5: Family English, Maths and Language – Delivery Criteria

All Family English, Maths and Language courses with the exception of Keeping up with the Children should ideally involve intergenerational activities and involve parents/carers working on their own and also include joint activities with their child/children.

All courses should include assessment of Maths and English skills levels and challenge and encourage learners to develop their English, language and/or maths skills. Programmes should include a range of ‘home time’ activities and demonstrate clearly how effective family engagement with a child’s education can have a significant impact.

FEML courses will be eligible for a planning uplift of an additional 6 hours for each 30 hours of delivery (or pro rata) if work has been done in conjunction with school or Children’s Centre on course content and recruitment and support of learners.

Examples of courses that will be funded include but are not limited to:

Introductory (up to 14 hours)

  • Keeping up with the Children – To inform parents of how children are being taught English and Maths in schools.
  • Play and Language - To encourage parents to talk and play with their babies and toddlers and learn about the importance of play in early language development.

Short (up to 30 hours)

  • Let’s Start Learning Together: To introduce parents to the ways their children learn through play and the use of listening and talking skills for playing and thinking.
  • Let’s Get Crafty: To enable parents to encourage and support their children’s development through a range of craft activities.
  • Playing with Language: To improve both parents and children’s English and word power using stories, rhymes and songs.
  • Story Sacks: To improve English or Maths for parents and children and support children’s developing Language or Maths skills through story reading and storytelling.
  • Family Health: To improve English, Maths or language skills and include activities which enable parents to make healthy choices such as healthy eating, exercise and positive mental health and wellbeing.
  • Fun with Games (English/Maths): To improve Maths/English through use of a wide variety of games.

Standard (up to 72 hours)

  • Family English: To help improve English for both parents and children and to extend parents skills in supporting their child’s/children’s developing English.
  • Family Maths: To improve Maths skills for both parents and children and to extend parents skills in supporting their child’s/children’s Maths.
  • Family English (ESOL): To improve the English skills of parents whose first language is not English and to enable them to support their children’s learning.

Appendix 6: English as a Second Language Framework

Any subcontract partner that plans to deliver ESOL must deliver modules under the ESOL Framework, which are all mapped to the ESOL core curriculum. Modules available will be listed in the Subcontract Partner Handbook. Any exceptions must be agreed at the contract stage.

Each module is designed to be delivered between 30-36 guided learning hours. This includes up to 2 hours for initial assessment per course. The modules are stand alone, however, learners will be able to take up to four modules in a year (120glh) to enable them to progress from one level to the next in at least one language skill area.

Each module includes set objectives which are the minimum that must be delivered. The objectives are written for four different levels, from Pre-entry up to Entry 3, to enable teachers to use them with mixed ability groups.

Each module includes mandatory outcomes relating to personal information, becoming independent learners, British values and basic numeracy. The mandatory outcomes provide underpinning skills and will be assessed throughout the course.

The overall aim of the modules is to improve confidence and develop language skills in key areas that support integration in everyday life. Sample modules are listed below and final list will be in Subcontract Partner Handbook.

  • Me and My Health and Wellbeing
  • Me and My Money
  • Me and Where I Live
  • Me and My Future
  • Reading for Everyday Life
  • Writing for Everyday Life
  • Social Conversation

Topics covered include: talking about health problems to a doctor or nurse; accessing local health services; personal safety.

Topics covered include: shopping; paying bills; banking; budgeting.

Topics covered include: housing; using transport; how to find places e.g. Job Centre.

Topics covered include: registering for further education classes or for work; preparing for interviews; creating a CV; information, advice and guidance on progression; language development opportunities.

Topics covered include; reading public signs, notices and symbols; reading letters and emails; reading instructions and short reports. Learners will also learn how to decode words and scan for gist.

Topics covered include: handwriting, spelling and punctuation; writing notes, letters and emails; filling in forms; writing short/simple narratives; making written records from oral dictation.

Topics covered include: making small talk; asking for things; giving opinions; agreeing and disagreeing; giving advice; responding to personal questions; expressing feelings and needs.

Appendix 7: Maintaining Course Records

Introduction

All subcontract partners are expected to use The Council management information system (Maytas) for maintaining course and learner records and keeping them up to date. Training and support are available to allow staff to make best use of the system.

Course Records

Courses must be set up on Maytas prior to delivery; see dates set out in the Subcontract Partner Handbook 2021/22. This is a minimum and the expectation is that courses will be entered well in advance of starting to allow The Council staff to monitor planned and actual performance against allocations and targets. Course descriptions must also include progression routes. Subcontract partners will be informed by email if any changes are required to allow suitable time to make any necessary modifications.

Individual Learner Records

Learner records will be entered onto Maytas in advance of, or at the latest two weeks after, starting the course. All courses should start with a minimum of ten enrolments unless given written permission to start with fewer. All errors identified in validation reports or by warning message in Maytas need to be corrected promptly and learner records regarding destination and progression should be completed after learners have completed their courses.More guidance on methods and platforms for enrolment will be available in Subcontract Partner Handbook and Maytas guides.

Etrack

All subcontract partners must record learner attendance using Etrack and this should be kept up to date (weekly) throughout the course so both The Council and subcontract partner can monitor attendance and check where any courses have fallen below minimum attendance of eight for three consecutive weeks. Where minimum attendance levels are not maintained the subcontract partner must communicate with The Council to gain permission to continue the course and courses may be paid at the lower rate.


Appendix 8: Children and Young People’s Plan

Helping deliver the Best Council Plan and our Best City Ambition of a strong economy in a compassionate city.

What we'll do

One vision

Our vision is for Leeds to be the best city in the UK and the best city for children and young people to grow up in. We want Leeds to be a child friendly city.

Through our vision and obsessions, we invest in children and young people to help build an increasingly prosperous and successful city. We aim to improve outcomes for all our children whilst recognising the need for outcomes to improve faster for children and young people from vulnerable and deprived backgrounds.

Three obsessions

  1. Safely and appropriately reduce the number of children looked after
  2. reduce the number of young people not in education, employment and training (NEET)
  3. Improve achievement, attainment and attendance at school

Five outcomes

Conditions of wellbeing we want for all our children and young people. All children and young people:

  1. are safe from harm
  2. do well at all levels of learning and have skills for life
  3. enjoy healthy lifestyles
  4. have fun growing up
  5. are active citizens who feel they have a voice and influence

Eleven priorities

  1. Help children and parents to live in safe, supportive and loving families
  2. Ensure that the most vulnerable are protected
  3. Support families to give children the best start in life
  4. Increase the number of children and young people participating and engaging in learning
  5. Improve achievement and attainment for all
  6. Improve at a faster rate educational progress for children and young people vulnerable to poor learning outcomes
  7. Improve social, emotional and mental health and wellbeing
  8. Encourage physical activity and healthy eating
  9. Support young people to make good choices and minimise
  10. Help young people into adulthood, to develop life skills, and be ready for work
  11. Improve access to affordable, safe and reliable connected transport for young people

How we'll do it

The best start in life for all children

Before and after birth, we will support parents and babies to create the conditions where stress is reduced, positive bonds and attachments can form and language and communication skills develop.

Attaining and achieving

Learning underpins wellbeing; we will place a disproportionate focus on learning, and readiness for learning, so we narrow the gap, and enable all children and young people - particularly those who are vulnerable learners - to realise their potential.

Think family, work family

When working with a child or young person, we will consider their family relationships, the role of adult behaviour, and the wider context such as their friends and the local community, and how these impact on outcomes for children and young people.

Challenging child poverty

In acknowledging the scale and impact of poverty on families, we will work with communities and families to mitigate the impact of poverty on children's outcomes and support children's journeys into secure adulthood in a prosperous city.

Early help - the right conversations in the right place at the right time

Building on what works well, and reorganising more of our services around the Restorative Early Start (RES) approach, we will focus help to where it is needed earlier.

Outstanding social work and support for vulnerable children and young people

Continuing our journey to outstanding following the 2015 Ofsted inspection, our Families First programme, and our investment in social work (e.g. the RES teams), we will ensure consistent quality across all our work with vulnerable children and young people.

A stronger offer to improve SEMH and well-being

We will redesign the whole system of SEMH and wellbeing support, and create simple pathways with clear points of entry to an integrated offer from education, health, and social care services, which is personalised to individual needs.

How we'll know if we've made a difference

  1. Number of children looked after
  2. Number of children and young people subject to a child protection plan
  3. Number of parents experiencing a second or subsequent instance of having a children or children enter care
  4. Number of children and young people with a 'Child in Need Plan'
  5. Percentage of pupils achieving a good level of development at the end of the Early Years Foundation Stage
  6. Infant mortality rates
  7. Percentage of new school places in good and outstanding schools
  8. Attendance at primary and secondary schools
  9. Number of fixed-term exclusions from primary and secondary schools
  10. Percentage of pupils reaching the expected standard in reading, writing, and maths at the end of Key Stage 2.
  11. Progress 8 score for Leeds at the end of Key Stage 4.
  12. Destinations of young people with special educational needs and/or a disability when they leave school
  13. Progress against measures in the Future in Mind dashboard
  14. Prevalence of children at age 11 who are a healthy weight
  15. Proportion of young offenders who re-offend
  16. Under-18 conception rates
  17. Admission episodes for alcohol-specific conditions: under-18s
  18. Percentage of students achieving a level 3 qualification at age 19
  19. Number of young people indicator to be developed after further discussions with young people
  20. Transport for young people indicator to be developed after further discussions with young people

Behaviours that underpin everything we do

  • Use outcome-based accountability and ask the question 'Is anyone better off?'
  • Use restorative practice to work and do with people, not for or to them
  • We listen and respond to the voice of the child
  • We support and prioritise children and young people to have fun growing up

Appendix 9: Digital Curriculum Module Descriptors

This modular curriculum is designed to provide a structured approach to supporting learners to develop a range of digital skills, support progression to accreditation via the National Basic Digital Skills standards where appropriate.

Any subcontract partner that plans to deliver Digital Skills must deliver modules under the Digital Curriculum Framework. Modules available will be listed in the Subcontract Partner Handbook. Any exceptions or additions must be agreed at the contract stage.

It is anticipated that Module 6 – Getting Started with Google Workspace will be incorporated into all provision as part of our commitment to a learner digital entitlement.

Each module is designed to be delivered between 30-36 guided learning hours with the exception of the Getting Started with Google Workspace which is a minimum of 5 GLH. The modules are stand alone, however, learners will be able to take up to four modules in a year (120glh).

Each module includes set objectives which are the minimum that must be delivered.

The curriculum currently consists of the following modules:

Module 1 – Getting Started with Tech

Minimum GLH 30

Topics covered:

Health and Safety when using Tech; recognising and using different devices; turning a device on/off; entering information; connecting to the Internet; using search engines and websites

Module 2 – Creating Documents

Minimum GLH 30

Topics covered:

Finding applications; creating documents; sharing documents; problem solving

Module 3 – Communication

Minimum GLH 30

Topics covered

Communicating safely and securely; Setting up email accounts; Communicating with others using email and other messaging apps; Communicating using on line tools and Social Media

Module 4 – Making Transactions Online

Minimum GLH 30

Topics covered:

Accessing and use public services online; setting up accounts to buy goods and services; using online payment systems; completing online forms

Module 5 – Staying Safe Online

Minimum GLH 30

Topics covered:

Creating secure passwords; using tools to protect your device, information and family; identifying secure websites; recognising suspicious content

Module 6 – Getting Started with Google Workspace

Minimum GLH 5

Topics covered:

Setting up @leedsadultlearning.ac.uk accounts; account security; creating a profile; accessing Google Workspace and navigating to Classrooms; joining a Google meet