Newsletter & Bids 11 2017
This week’s newsletter bids, grants and Funds comes to you in conjunction with SLIC Training. We have 51 pages this week going out to 3,804 organisations and people who are in the Industry.
Well International Women’s day was this week and our Industry could not work without them so I just want to say thank you to all the ladies out there in the training world.
This week it has also been Apprenticeship week and you have all done great events so hats off to you and the Apprentices.
Also on the subject of the Rugby then what a weekend and if you’re from one of the other 5 nations well done, and crazy as it may appear there is still lots to play for with next week’s game.
Fond tributes have been paid to Janette Faherty OBE, a “doyenne” of the employability and skills sector who has died after a short illness. The founder of Avanta Enterprise Ltd, which provided welfare-to-work and skills training services across the UK, was aged 67.
Ms Faherty started her company in 1983 as TNG, but it became Avanta after a merger in 2006. It employed over 800 staff and delivered outsourced government services in employment, vocational skills and enterprise. Avanta was later acquired by Staffline, a national recruitment and outsourcing organisation, for £65.5 million in May 2014.
James Clements Smith, managing director of employability and skills provider Prevista, where Ms Faherty was also a board member, had known her for almost 20 years. He said: “Janette was an inspirational leader, she never compromised her belief that women entrepreneurs could be that: women.
Indeed for my part I knew and worked with her many years ago over at TNG on a couple of projects and I like James knew her tenacity for the cause of the women entrepreneurs.
Next the world of SFA running left right and in fact it appears they do not know what they are doing according to some reports but they have said: This is a broadcast message to all organisations that have applied to the register of apprenticeship training providers.
• Preparations for the publication of the Register of Apprenticeship Training Providers are on track. We expect to let you know the results during the week commencing 13 March.
• Feedback will be communicated through the Bravo e-tendering portal. If you have any questions relating to your application, please raise these through the portal.
• We plan for the register to re-open by the end of March for further applications, and quarterly thereafter, to give further opportunities for providers to apply
Regards Apprenticeship Procurement Team
SFA tell us following the publication of the Apprenticeship Funding and Performance Management Rules 2017 to 2018 some employers have raised concerns about approaches providers have made to them. Some providers are proposing incentives by offering to refund payments or to fund ineligible costs. Examples include:
- re-funds of the employer co-investment
- employers as subcontractors where some of the costs are ineligible
- negotiating higher prices so that non-English apprentices could be funded free of charge
Payments of this kind from providers to employers are prohibited. We will be updating the funding rules to explicitly forbid such practices and will publish the updated rules later this month.
SFA’s Janet Ryland discusses the End Point Assessment in Apprenticeships it appears they do not actually know what some of the rules imposed mean many cannot apply due to the requirement to be QCA approved which means it will only allow Awarding bodies to apply.
Number 3 Loans provider has closed up this one due to a grade 4 Ofsted see more at http://feweek.co.uk/2017/03/10/more-loans-misery-as-provider-goes-under/
Minimum wage rates change Reminder: The Department for Business, Energy and Industrial Strategy National Living and Minimum Wage campaign aims to make sure that employers and employees are aware that the rates will rise on 1 April 2017. This is a part of the government’s commitment to making sure the economy works for all. For apprentices, the rate changes from £3.40 per hour to £3.50 per hour from 1st April 2017. By law, all workers must be paid at least £7.20 an hour if they are aged 25 and over or the National Minimum Wage rate relevant to their age if they are younger. Find out more about wage rates by visiting GOV.UK..
Lifelong learning pilots: Government will spend up to £40 million by 2018-19 to test different approaches to help people to retrain and upskill throughout their working lives.
Lifelong learning was highlighted as an issue in the Industrial Strategy published in January and open for consultation until 17 April: ‘… the increasing pace of technological change means it will be increasingly necessary for people to retrain during their careers. To connect more people to opportunities to retrain, we will test ambitious new approaches to encourage lifelong learning, which could include direct outreach with busy people, particularly where industries are changing or in decline. We will trial the use of ‘contact moments’ people have with the Government to promote opportunities to retrain and we will consider the role of community learning centres as part of this’.
EARLY YEARS EDUCATION Good news regarding Early Years quals as below
Revised Early Years Foundation Stage (EYFS) – FS L2 will now count in L3 staff to child ratios.
The revised EYFS will come into force from 3 April 2017, and will enable staff with an EYE qualification and suitable level 2 English and mathematics qualifications to count in the level 3 staff to child ratios. This change will impact anyone who already holds an EYE qualification, began studying an EYE since September 2014 or takes up an EYE in the future. This means that learners who are currently working towards an EYE qualification (either stand alone or as part of an apprenticeship program) can count in the level 3 ratios if they hold a suitable level 2 qualification in English and maths once they have achieved their EYE qualification.
The Department for Education (DfE) is responsible for defining the level 2 qualifications that are suitable. These are listed in Annex B of the Level 3 Government Response.
I have attached a link to the Level 3 Government Response for your information.
Kind Regards Perry Ingles Regional Account Manager also Perry wanted you to know FUNCTIONAL SKILLS WORKSHOPS. (English, Maths & IT )
Please go to this link to see some Functional Skills Workshops. Once at the page, search Functional Skills. http://qualifications.pearson.com/en/support/training-from-pearson-uk.html
Please note that some of these are free, BUT some do have a small charge for.
The Prevent duty and teaching about British values in the curriculum are important in all Ofsted inspections. Recent Ofsted reports have highlighted weaknesses in the approach to the Prevent duty: “Staff are not confident in explaining and developing apprentices’ understanding of the ‘Prevent’ duty and too few apprentices understand how the duty applies to them at work”
“Learners’ knowledge and attitudes about these important aspects of living today remain largely unchanged throughout their time with the organisation”
Help your teaching staff improve their awareness of their Prevent duty and support them in highlighting British values in their subject teaching in order to meet Ofsted expectations.
Book now for our one day British values and Prevent duty for curriculum leaders course taking place: 4 May 2017 – Newcastle Sixth Form Centre, Newcastle upon Tyne.
The course will help you to understand how you can support your staff in complying with the Prevent duty.
Safeguarding officers; please register your interest in a future Prevent for Safeguarding officers’ course. In-house training: We also offer in-house training at £900 per day plus expenses. Contact firstname.lastname@example.org for further information.
The Skills Funding Letter issued in February 2015 required the Skills Funding Agency (SFA) to further consider the risks that subcontracting presents and how they can be mitigated. The need to ensure value for money was reiterated in the Skills Funding Letter issued in December 2015. 2 In response, our funding agreements for 2016 to 2017 contain a clause about an annual subcontracting assurance requirement.
This clause, along with strengthened subcontracting funding rules, will go some way towards providing the assurance being sought. This assurance requirement excludes new apprenticeship starts from 1 May 2017. The funding rules that apply to training providers delivering the new apprenticeship programme from 1 May 2017 will contain a rule about obtaining an annual report from an external auditor if delivery subcontractors are used. These apprenticeship funding rules will relate to a financial year.
The annual subcontracting assurance requirement clause requires lead providers that will subcontract more than a defined level of provision in 2016 to 2017 to obtain a report from an external auditor that provides assurance on the arrangements in place to manage and control their subcontractors. The clause requires lead providers in scope to supply us with a certificate (provided at Annex A) confirming that the report provides satisfactory assurance. Lead providers will be in scope if they enter into subcontracts with an aggregate value of £100,000 or more in any one contract year. Employers will be in scope if they enter into subcontracts to deliver the provision with an aggregate value of more than 50% of the funding provided under their Agreement in any one contract year.
The purpose of this document is to provide additional guidance on the clause and outline the information we need from you to enable us to place assurance on your subcontracting systems and controls. You must read this guidance alongside the full wording of the clause which can be found in your funding agreement. If you are uncertain whether you are in scope to take any action as a result of reading the clause and this guidance you should contact the Business Operations Service Centre at this email address: email@example.com .
Definitions A subcontractor is a separate legal entity that has an agreement with you to deliver any element of the education and training we fund, or which is funded through Advanced Learner Loans. 6 In relation to this clause, an external auditor is a professionally qualified person from an organisation external to you that is able to provide an independent report on systems and controls and is registered with an appropriate professional body. For the sake of clarity, the external auditor cannot be an employee, director, trustee, shareholder or any other similar party with a vested interest in your organisation, irrespective of whether their normal role is to carry out audit work for you. The external auditor does not necessarily have to be your existing external auditor. Process 7 You must select and engage an external auditor that fulfils the definition above. 8 The external auditor must be able to sign the certificate provided at Annex A.
You must obtain a report from your chosen external auditor that provides assurance on the systems and controls you have in place in 2016 to 2017 for managing subcontracted delivery.
The report must reflect the end-to-end subcontracting process and subcontracting requirements set out in your funding agreement and the funding rules for 2016 to 2017.
It must cover the following as a minimum: 10.1 General subcontracting requirements: • Funding rules A46 to A49 and A63 to A63.10 and associated evidence requirements • Financial Memorandum (FE) – clauses 9.2 and 9.9 • Financial Memorandum (SFC) – clauses 6.2 and 6.9 • Contract for Services – clauses 5.2, 5.9 and 5.10 • Contract for Services (ESF) – clauses 5.2, 5.9 and 5.10 • Conditions of funding (grant) – clauses 4.2, 4.9 and 4.10 • Conditions of funding (grant) (Employer) – clause 4.13 • Conditions of funding (grant) (HEI) – clauses 4.2, 4.9 and 4.10 10.2 Selection and procurement: • Funding rules A50 to A56.3 and associated evidence requirements • Financial Memorandum (FE) – clause 9.6 • Financial Memorandum (SFC) – clause 6.6 • Contract for Services – clause 5.6 • Contract for Services (ESF) – clause 5.6 • Conditions of funding (grant) – clause 4.6 • Conditions of funding (grant) (Employer) – clause 4.17 • Conditions of funding (grant) (HEI) – clause 4.6 10.3 Entering into a subcontract: • Funding rules A57 to A62.3 and associated evidence requirements • Financial Memorandum (FE) – clauses 9.4, 9.5 and 9.7 • Financial Memorandum (SFC) – clauses 6.4, 6.5 and 6.7 • Contract for Services – clauses 5.4, 5.5 and 5.7 • Contract for Services (ESF) – clauses 5.4, 5.5 and 5.7 • Conditions of funding (grant) – clauses 4.4, 4.5 and 4.7 • Conditions of funding (grant) (Employer) – clauses 4.15 and 4.16 • Conditions of funding (grant) (HEI) – clauses 4.4, 4.5 and 4.7 10.4 Monitoring: • Funding rules A64 to A66 10.5 Second level subcontracting • Funding rules A67 to A68 and associated evidence requirements • Financial Memorandum (FE) – clause 9.3 • Financial Memorandum (SFC) – clause 6.3 • Contract for Services – clause 5.3 • Contract for Services (ESF) – clause 5.3 • Conditions of funding (grant) – clause 4.3 • Conditions of funding (grant) (Employer) – clause 4.14 • Conditions of funding (grant) (HEI) – clause 4.3 10.6 Reporting on subcontracting • Funding rules A69 to A70 and associated evidence requirements • Financial Memorandum (FE) – clause 9.1 • Financial Memorandum (SFC) – clause 6.1 • Contract for Services – clause 5.1 • Contract for Services (ESF) – clause 5.1 • Conditions of funding (grant) – clause 4.1 • Conditions of funding (grant) (Employer) – clause 4.12 • Conditions of funding (grant) (HEI) – clause 4.1 10.7 Fees and charges • Funding rules A71 to A77.8 and associated evidence requirements 11 Whilst there are other funding rules and funding agreement clauses that refer to subcontracting and subcontractors, these are not included within the scope of our minimum requirements of the report. 12 We are not prescribing the process that the auditor must follow in undertaking the assignment. It is your role to agree this with the auditor. 13 Once the report has been completed, your accounting officer or senior responsible person must review it. Examples of the senior responsible person are: chief executive, managing director, principal or their equivalent. 14 Your accounting officer or senior responsible person must then complete a certificate. The certificate must also be signed by the auditor. A template of the certificate can be found at Annex A. Transmittal letters or other forms of letter will not be accepted as a replacement for the certificate. 15 When your certificate has been completed, you must send it to this email address: CF.Subcontracting@sfa.bis.gov.uk . You must do this by 31 May 2017. You do not need to send a copy of the report to the SFA, but we reserve the right to request a copy from you for us to review as part of our compliance arrangements. 16 If the external auditor has indicated that an implementation plan is required following their audit, we reserve the right to request a copy of it from you for us to review as part of our compliance arrangements. 17 For the avoidance of doubt, the external auditor will not be liable to us for the work it has undertaken for you
Yes lots of people have problems with Entry Level Functional Skills’ this may help some people look at this differently. If you have an interest please contact firstname.lastname@example.org
A large proportion of learners within the post 16 ‘Access to Music’ educational provision have had negative experiences to learning at their respective schools and which is reflected in their initial low self-esteem and their previous poor educational attainment. Additionally, some of the learners derive from poor socio economic backgrounds and many have additional learning needs.
Describe what your team has done and how this has had a major impact on learning and teaching.
We initially integrated a kinaesthetic style of maths teaching for ‘Entry Level Functional Skills’. Attainment levels for Functional skills Entry 3 excelled and as a consequence these inter linked strategies for maths are now being adopted for all functional and GCSE provisions. The interlinked kinaesthetic techniques are delivered as ‘interactive’ demonstrations and then applied by the learners to consolidate learning outcomes within numeracy sessions. Learner feedback of this style of teaching maths has been very positive and which has re engaged previously disaffected learners. An individual resource booklet has now been developed that fully demonstrates all of the kinaesthetic techniques. This resource has been designed to consolidate and to encourage independent learning.
What makes it unique and innovative?
The use of the kinaesthetic interlinked strategies, to teach and to support students with their basic mathematical skills, swiftly overcomes perceived learner ‘barriers to learning’ i.e. times tables etc.
Many of the learners exposed to these strategies often ask why they were not shown these techniques at school? What were the results? Provide evidence of demonstrable progress or success.
The entry 3 success rates for 2014 – 15 were a legitimate 94% pass rate! Learner feedback was universally positive and which appeared to reactivate learner engagement with the numeracy provision.
What could be the impact if your initiative were adopted more widely?
Each year over 250,000 school leavers fail to achieve grade C or above for GCSE maths. According to the most recent ‘Skills for Life Survey’, almost 17 million people in the UK have numeracy skills below those needed for the lowest grade at GCSE – for literacy the comparable figure is 5 million….
The latest CBI surveys show that roughly a fifth (18%) of employers had to provide remedial numeracy training to school leavers joining their organisation.
(CBI and Pearson. 2013 “Changing the Pace: CBI/Pearson Education and Skills Survey 2013).
The utilisation of these techniques on a national level at secondary level, Further education and adult learner provisions could have an immediate and significant impact raising attainment rates.
Examples of inter-departmental collaboration should be provided.
Tutors and support staff within the provision have been supported with the techniques so that they can support learners and embed the techniques.
What are the key points of your best practice that you would like to share with the sector?
The use of the interlinked kinaesthetic techniques for numeracy appears to have an instant and positive impact upon attainment rates that are significant.
The Marketing Think Tank Forum Hosts Strategy and Marketing for Maximising Potential Hilton Dartford Bridge Hotel, London CROSSING THE ENTREPRENEURIAL AND INVESTMENT DIVIDE WITH MARKETING EXCELLENCE the 17th and 18th of March. I will be one of the guest speakers on the Saturday. Details from email@example.com
Tip of the week I: Get your car washed by firefighters for free. Details
Tip of the week 2: Camp with huskies for £109. Details
Tip of the Week 3: Dine in for two with free wine at M&S. Details
Many thanks and kind regards
Keep safe and keep training from me Steve and all the Team at EEVT, see you also on
https://www.linkedin.com/groups/7492941 in Groups EEVT Limited or
Also via Twitter at https://twitter.com/EevtSteve