Guidance

16 to 19 study programmes guidance: 2025 to 2026 academic year

Updated 16 July 2025

Applies to England

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Summary

This is non-statutory guidance and is intended to help recipients understand their obligations and duties in relation to the provision of 16 to 19 study programmes in their institution. Further information on 16 to 19 funding is also available.

Expiry or review date

This advice is reviewed and updated annually.

Who is this advice for?

This guidance is for everyone involved in the planning or delivery of 16 to 19 study programmes.

It also covers supported internships.

16 to 19 study programmes are also relevant to 19- to 24-year-olds with an Education, Health and Care (EHC) plan.

Main points

All students funded through the 16 to 19 funding methodology must be enrolled on a study programme or T Level programme, which typically combines qualifications and other activities, and is tailored to each student’s prior attainment and career goals.

All study programmes must have a core aim [footnote 1]. This will be tailored to the needs of the individual and typically includes a substantial qualification (academic or technical) or preparation for employment.

There is a separate core aim for students on the T Level foundation year, which reflects the T Level route that they are preparing for.

All study programmes should include English and maths (where required), work experience, and non-qualification activities that complement the other elements of the programme and support the student to progress to further or higher education (HE) or to employment.

Study programmes are flexible programmes built around the needs of individual students. T Levels are different because their components are tailored to the occupational requirements of each T Level, such that they support entry to related employment or to further related study. T Levels are therefore not covered by this guidance. More information about T Levels can be found in introduction of T Levels.

Section 1: Study programmes

Study programmes were introduced in September 2013, to provide breadth and depth to young people’s education, provide experience that would prepare young people for the workplace and future life, and to ensure a focus on English and maths for those with lower prior attainment.

English and maths requirements were introduced as part of study programmes to improve the literacy and numeracy skills of students who did not attain a standard pass in these subjects during their secondary education. Since 2014, the maths and English Condition of Funding requires all students who did not achieve a Grade 4 or higher in English or maths at GCSE to continue studying an appropriate qualification, such as GCSE, Functional Skills Level 2 or another ‘stepping stone’ qualifications.

T Levels were introduced from September 2020 onwards, along with the phased implementation of the T Level foundation year. 

A and AS levels are long-standing level 3 subject-based qualifications designed to support progression to a range of pathways, including undergraduate study.

The Department for Education (DfE) has started reforming qualifications at level 3 and below outside core programmes such as A levels, GCSEs and T Levels. To simplify the qualifications landscape, around 6,000 qualifications at level 3 and below were removed on or before 31 July 2025. These were qualifications that had fewer than 100 enrolments for 3 consecutive years.

140 reformed qualifications at levels 2 and 3 have been approved for first teach from August 2025, in Construction, Digital, Education and early years, Engineering and manufacturing, and Health and science. These reformed qualifications have clearer routes to higher education or skilled employment and are, where applicable, aligned to occupational standards designed by employers (74 at level 3 and 66 at level 2).

Further reformed level 3 qualifications in these routes, Care services, will become available for first teach in August 2026, continuing the process of reforming and improving the quality of qualifications.

Where T Levels exist, they are the level 3 qualification of choice for learners who wish to study a large qualification in that route. The government has reaffirmed its support for T Levels through the continued commitment to remove public funding from large qualifications in T Level routes.

T Levels are based on employer-designed occupational standards and include a 9-week industry placement. They are, therefore, the best option for learners wanting to enter a specific sector or occupation. The government’s recent internal review of qualifications reform, which concluded in December 2024, identified over 100 qualifications that should be retained for longer, either to allow some T Levels longer to embed within the system, or until reformed qualifications can be developed and approved.

Qualifications at level 3 other than T Levels, A levels and the new reformed qualifications continue to be available. Some continue because they are out of scope of the qualification reforms, such as the International Baccalaureate (IB) Diploma, Access to HE Diploma, Core Maths, Extended Project Qualifications, Performing Arts Graded Examinations, Advanced Extension Awards, Level 3 NVQ and Level 3 English for Speaker of Other Languages (ESOL). Some, like Applied General Qualifications, are in scope of the reforms and continue to be available until they have their funding removed as confirmed in The Outcomes of the Review of Qualifications Reform at Level 3 in England.

The Qualifications Reform Toolkit shows how qualifications can be blended, especially in the academic year beginning 1 August 2025 when reformed qualifications and qualifications retained for public funding in 2025/26 will both be available. The Outcomes of the Review of Qualifications Reform at Level 3 in England confirmed that we would not be applying the previously proposed rules of combination and would allow colleges and sixth forms to work with students to devise the best mix for each individual. Qualifications at level 2, other than GCSEs, also remain available. As at level 3, some are out of scope of the reforms, such as Higher Project Qualifications and Performing Arts Graded Examinations. New technical qualifications aligned to occupational standards in Construction, Education and early years, Engineering and Manufacturing and Health and science will be available for teaching from August 2025.

The independent Curriculum and Assessment Review looking at key stage 1 to 5 is due to conclude and publish its findings in the autumn. In their interim report, the review made clear that it wants to build on the work that has already been done to simplify and improve the quality of the qualifications landscape following a principle of evolution not revolution. The government is working with the Review to ensure a qualifications system that provides strong, high-quality options and simpler choices for learners to navigate.

Study programme principles

All 16 to 19 study programmes should be designed to provide students with a structured and challenging learning programme that supports their development and progression in line with their career plans. Study programmes should be individually tailored, but will typically combine these elements:

  1. Substantial qualifications that stretch students and prepare them for education at the next level or for employment. This is slightly different for the T Level foundation year.
  2. English and maths, where students have not yet achieved a GCSE grade 4.
  3. Work experience to give students the opportunity to develop their career choices and to apply their skills in real working conditions.
  4. Other non-qualification activity to develop students’ character, broader skills, attitudes and confidence, and support progression.

Section 2 sets out broad programme characteristics for students taking different qualification pathways. Section 3 offers further guidance on the principles above. The further information section links to research, case studies and other information that providers can refer to.

Core aim of a study programme

Every study programme must have a core aim so that it can be recorded in the Individualised Learner Record (ILR) or school census. This is the principal activity or core purpose of a student’s programme, and it will usually be the component that has the largest number of planned hours. The core aim for most students will be either:

  • one or more substantial academic, applied or technical qualifications which have approved funding and appear on DfE’s list of approved qualifications for 16 to 19 and that will prepare the student for further education (FE) or employment
  • a substantial work placement to prepare the student for an apprenticeship or other employment

The core aim must be agreed between the student and the education provider. It will generally remain unchanged during the year, although exceptions may be made where, for example, a student finds they have made the wrong programme choice and transfers to an alternative programme.

The remainder of the study programme should complement the core aim.

Planned hours

Each study programme will consist of a number of planned hours (meaning hours that have been timetabled and are supervised by the provider). Providers must ensure that the number of hours is realistic and deliverable.

Study programmes are designed to be full-time with a minimum of 580 planned hours per academic year. This is an increase of 40 hours, which is accompanied by an increase in funding and requirements as detailed in the 16 to 19 funding regulations guidance. As per our funding guidance, we expect full-time study programmes for 16- and 17-year-olds to be, on average, 640 hours. This allows sufficient time to deliver the principles above. Part-time study programmes may be agreed where, for example, a student:

  • combines part-time education with full-time employment
  • has a health issue that prevents them from being in education for more than a few hours a week
  • needs a specific small qualification or period of work experience to progress to further education or employment

Any study programme of 150 hours or more must include English and maths if a student has not already achieved level 2 in these subjects, work experience and other non-qualification activity. It is expected that programmes of less than 150 hours will also include these elements, although providers may make exceptions. Work experience, for example, may not be relevant to a student who is combining education with full-time employment.

As part of the additional hours introduced in 2022 to 2023, all institutions are expected to deliver on average 40 more hours on band 5 programmes than in 2020 to 2021.

This may be monitored through ILR and school census returns. We have abolished the requirement to complete an end of year report on additional hours. With previous academic years, institutions should continue to:

  • use additional hours flexibly, broadly in line with this study programme guidance, to best meet the needs of students

  • prioritise maths in the use of additional hours where there is an identified student need, for example where a student without a Level 2 qualification must continue to study maths

  • use additional hours to support areas such as wellbeing, mental health or study skills where these are a barrier for students effectively accessing teaching and learning.

Annex A sets out examples of study programmes.

Flexibilities for students with education, health and care (EHC) plans

To allow more students with EHC plans to continue to receive support for maths and English whilst remaining compliant with the condition of funding, there is a flexibility for institutions to deliver the minimum hours of teaching to them in an alternative format. For example, teaching may be in the format of small group or embedded learning. This includes students with EHC plans on Supported Internships, who may struggle with the mode of delivery due to the unique format for this study programme. In line with the study programme guidance, institutions are encouraged to provide face to face support for students wherever possible.

Students with special educational needs and disabilities (SEND)

The majority of young people with SEND are capable of sustained, paid employment with the right preparation and support. All professionals working with them should share that presumption. As such, the study programme principles apply equally to students with SEND. The SEND Code of Practice sets out the general responsibilities of post-16 providers for young people with SEND, both with and without an EHC plan.

It is important that students with SEND are given the support they need to access their study programme. Providers should take particular care to tailor study programmes to the individual aspirations and needs of students with SEND, in discussion with the student. Where students have an EHC plan, providers should also involve the local authority special education needs (SEN) team where appropriate. While some students with SEND should be on study programmes focused on helping them achieve stretching qualifications, others will gain more benefit from a, supported internship or other study programme that helps them prepare for employment and adult life.

Students with SEND may benefit from being exposed to a workplace setting during their preparation for adulthood and employment. Work experience may therefore be a particularly important element of their study programme to build their skills and confidence.

Providers should consider carefully how the work experience element of a students’ study programme could enable them to develop and demonstrate the skills that will help them gain employment. They should also consider what additional support a student with SEND may need before, during and after the work experience, to fully benefit from it. Providers may find it helpful to read Preparing for Adulthood’s short guide on work experience.

Access to Work (AtW) is a discretionary grant scheme delivered by the Department for Work and Pensions (DWP) that can assist in paying for practical support to enable disabled people or those with health conditions to overcome workplace barriers. Providers should communicate the existence of AtW to students and employers when they are setting up or supporting them to enrol in a supported internship or apprenticeship.

When finding work placements for students with SEND, providers may find it helpful to refer to Disability Confident accreditation. Disability Confident encourages employers to take action to improve how they recruit, retain and develop employees with a disability. A Disability Confident business will often display a badge on its website and company literature. Further information is available on the Disability Confident website.

Exceptionally, for students with severe or complex needs, a study programme to develop independent living skills may be appropriate. This would apply only to students for whom either substantial qualifications or preparation for employment are not, at this stage in their lives, a suitable option. The student’s EHC plan should confirm that independent living is their primary aim.

Section 2: Broad programme characteristics

Technical and applied qualification routes

Students for whom a technical or applied qualification is the most appropriate route to their career goal are expected to study at least one substantial qualification. This should be of sufficient size and relevance to provide a route into a trade, profession or other form of employment, or access to education at the next level.

16 to 18 performance measures

We publish a range of 16 to 18 performance measures on the Compare School and College Performance service. For the progress, attainment and retention measures published here, there are currently 3 groups of technical and applied qualifications for 16 to 19 year olds that count. These qualifications must meet particular requirements in terms of their content, assessment and (for technical qualifications) employer involvement, as set out in the published technical guidance [footnote 2]. The 3 qualification groups are as follows:

  1. Applied General qualifications – level 3 qualifications that allow students to develop transferable knowledge and skills. They are for post-16 students who want to continue their education through applied learning and fulfil entry requirements for a range of HE courses, either by meeting the entry requirements in their own right or being accepted alongside and adding value to other qualifications at level 3 such as A levels.

  2. Tech Level qualifications – level 3 technical qualifications on a par with A levels, which are recognised by employers. These are not the same as T Levels, which we reference below. They are for post-16 students and equip them with specialist knowledge and skills, enabling entry to an apprenticeship or other employment, or progression to a related higher education course. In some cases, these qualifications provide a ‘licence to practise’ or exemption from professional exams [footnote 3].

  3. Technical Certificates – level 2 qualifications for post-16 students wishing to specialise in a specific industry, occupation or technical role where employers recognise entry at level 2. Technical Certificates also provide access to Tech Levels or an apprenticeship. In some cases, a Technical Certificate can provide a ‘licence to practise’ or exemption from professional examinations.

T Levels have been taught since September 2020. We are working to develop a T Level attainment measure which captures overall T Level attainment, and will introduce this in future years. Until the T Level attainment measure is available, T Level outcomes are not included in 16 to 18 attainment, progress or retention measures, but we will publish provider-level data on T Level attainment on Explore Education Statistics for transparency.

Reformed Alternative Academic Qualifications (AAQs) and Technical Occupational Qualifications (TOQs) will be taught for the first time in September 2025. Outcomes from AAQs will be included in the 16 to 18 performance measures in time (as part of data for the 2027/28 academic year at the earliest). We will provide more information on TOQs in due course, along with full details of the process for adding qualifications to the performance tables, performance points and the approach to discounting.

The list of qualifications approved for inclusion in the Department for Education’s schools and college performance tables is reviewed annually. Other qualifications may be taught, providing they are on DfE’s list of approved qualifications for 14 to 19 year olds, but may not be reported in the performance tables.

A level courses

A level students are expected to follow a minimum of 3 A levels, or equivalent qualifications which count as substantial qualifications, for example reformed Alternative Academic Qualifications (AAQs). A level study programmes should also include extension or development, or non-qualification activity such as extended project qualifications, tutorials, work experience, personal or study skills, and support students to progress to employment or HE.

Some A level students may benefit from taking an additional AS size qualification alongside 3 A levels. For example, providers may particularly wish to consider the benefits of a maths AS or core maths for those studying quantitative A level subjects such as psychology, biology or geography, or a 180 guided learning hours (GLH) AAQ in a relevant subject.

Alternative Academic Qualifications (AAQs)

Alternative Academic Qualifications (AAQs) will become available in a range of subjects from 1 August 2025. AAQs are high quality reformed academic qualifications that sit alongside A Levels offering more applied learning that can be taken as part of a mixed study programme. AAQs that have been approved in 2025 are up to 420 GLH in size and include subjects such as Health and Social Care and Applied Science. AAQs are high quality qualifications that provide clear progression to related higher level study, have been endorsed by at least 6 higher education institutions and meet mandatory content requirements.

Technical Occupational Qualifications (TOQs)

From August 2025, the Department for Education has approved funding for new Technical Occupational Qualifications at both level 3 and level 2. These new qualifications are designed to prepare students for entry into skilled occupations. They are high-quality and are aligned to employer-led occupational standards to ensure they deliver the knowledge, skills and behaviours that employers are looking for in students entering the workplace. These qualifications include both:

  • Occupational Entry qualifications, that are based on occupational standards and prepare students to enter a given occupation
  • specialist qualifications, that go into more detail in a particular aspect of a standard and allow students to specialise in a particular area

To date, technical occupational qualifications have been approved in Construction, Digital, Education and early years, Engineering and manufacturing, and Health and science. At level 3, Technical Occupational Qualifications are only approved for 16 to 19 year olds in areas where there is no T Level.

There are no rules of combination for these qualifications and specialist qualifications can be studied alongside an appropriate occupational qualification. Where providers deem it appropriate, they can be combined to create a study programme that best meets the needs and aspirations of the learner.

T Level foundation year

The T Level foundation year is a type of 16 to 19 study programme, specifically designed to help students develop the knowledge, skills and behaviours that will help them to progress to and succeed at a T Level. It is targeted at students who have the potential to progress onto a T Level when supported with the extra support and preparation that the programme can provide. It is the first step on a 3-year path to achieving a T Level for those who need it. We expect the T Level foundation year to be a full-time study programme lasting up to a standard academic year in most cases.

The programme has its own core aim, which records the T Level route that students are preparing for. This means that education providers do not need to include a substantial qualification in their programme. They can use a qualification which can be smaller in size. They can also use non-qualification delivery or a combination of both, to deliver the national technical outcomes developed for the T Level foundation year. See the guidance How to record T Level foundation year programmes for a summary of the recording details that are specific to T Level foundation year programmes.

The T Level foundation year consists of 6 inter-related components, to provide a broad foundation for T Levels:

  • diagnostic, monitoring and guidance to determine students’ learning and support needs, help them decide which T Level route to prepare for, provide ongoing monitoring of students’ progress, and ensure students are well supported to decide their next steps after the programme
  • English and maths for students without GCSE grade 4 in these subjects and basic digital skills where a student needs to develop them
  • experience of the workplace to prepare students for a T Level industry placement
  • technical knowledge and skills relevant to a student’s chosen T Level route, which can be delivered using a qualification or non-qualification-based approach
  • personal development and enrichment opportunities to support students to develop the study skills they will need for success at T Levels and the positive behaviours and key transferable skills for success in the workplace
  • pastoral support that is responsive to individual student needs

The department has introduced a national template that providers can use to issue certificates of participation to students who complete the T Level foundation year. This will sit alongside any qualifications that students achieve on their programmes of study.

For further information and expectations for how this programme should be delivered refer to the T Level foundation year: framework for delivery, which should be read in conjunction with this 16 to 19 study guidance.

Students who are not ready for level 3 qualifications

Students who are not yet ready to begin a qualification at level 3 should be offered a tailored study programme that supports them to progress to education at a higher level or to employment, or prepare for adult life.

Young people who are aiming at an apprenticeship or other employment, and who are capable of achieving this within 6 months, may be offered a tailored study programme to support that progression.

Qualifications at level 1 and below

Progression rates from programmes below level 2 vary widely, depending on what and where young people study.

Research into effective practice identified a number of factors that combine to make an effective programme. These were used to develop a number of ‘principles’ set out in Annex C. Providers delivering qualifications at entry and level 1 are encouraged to follow these principles, and to make use of the effective practice and case studies available.       

Most young people who study at entry and level 1 attract additional funding through the disadvantage element of the 16 to 19 national funding formula. Providers are expected to use this funding to provide additional teaching and support for these students, including SEND support for those who need it.

Research has also shown the importance of taking account of local and demographic factors when choosing which programmes to offer at entry and level 1. Many providers review their provision each year to check that students are completing their qualifications and progressing to further education or employment. All providers are encouraged to do this, working with local and devolved authorities and employer organisations where appropriate. Links to this research are listed in the further information section of this guidance.

Supported internships

Supported internships are a structured, work-based study programme for 16- to 24-year-olds with SEND who have an EHC plan. The core aim of a supported internship study programme is a substantial work placement, facilitated by the support of an expert job coach. Alongside their time with the employer, supported interns complete a personalised study programme that includes appropriate English and maths, and the chance to study for relevant qualifications, where appropriate. Supported internships normally last for up to a year and include unpaid work placements of at least 6 months. The aim is to support the young person into paid employment at the end of the programme.

Read our guidance on providing supported internships for young people with an EHC plan. Further support to help providers develop their supported internship provision is available through the Internships Work consortium.

Section 3: Delivering study programmes

Mode of delivery

Since the COVID-19 pandemic, further education providers have significantly increased their capability to deliver online and use education technology and digital resources to support delivery.

The following guidelines aim to support providers in their use of digital technology to design and deliver their curriculum.

In all circumstances, quality should be the key criterion for determining the use of remote and online learning. Remote or online delivery should not replace face to face provision where the drivers for its deployment are primarily non-educational in nature – for example, cost savings or administrative efficiency.

The criteria for judging quality and sufficiency of provision as set out in the Ofsted Education Inspection Framework and FE and Skills Inspection Handbook, apply to all DfE-funded provision regardless of the mode of delivery. On 11 June Ofsted announced that its response to its consultation on education inspection will be published in September, with Ofsted continuing to respond to feedback and further develop the arrangements and inspection toolkits. Ofsted has confirmed that it is still working to the original timelines for introducing the renewed framework and report cards, which will begin in November as planned. Therefore, the methodology Ofsted will use to inspect the quality of provision will be confirmed in due course.

To ensure students are fully engaged and supported with their learning, it is expected that a significant majority of the planned hours for all 16 to 19 study programmes (and the constituent elements that make up a study programme – for example, substantive qualifications) are delivered face to face, with students attending on-site every week during term time.

Providers should not assume that all students can successfully study remotely and online. It is the responsibility of providers who decide to use online learning as part of their delivery of 16 to 19 study programmes to ensure every student has access to a learning environment, device, and connectivity suitable for learning online or remotely.

Where providers opt to use remote and online delivery, they must ensure that practitioners have access to relevant training, support, and guidance to effectively teach remotely and online.

In making decisions concerning the use of remote and online delivery, providers should also be considerate of the wider socio-economic and wellbeing implications of remote and online learning – for example, parents and students may have legitimate reservations regarding the appropriateness of spending significant amounts of time studying from home (unless this is required through national or local restrictions in response to an emergency or public health incident, such as COVID-19).

English and maths

As per the maths and English condition of funding, students must study maths or English as part of their programme in each academic year. In summary, this applies to students:

  • aged 16 to 18 (and 19 to 25 with an education, health and care (EHC) plan) who do not hold a GCSE grade 9 to 4 (a standard pass grade) or equivalent qualification in these subjects
  • doing a programme of 150 hours or more, which started on or after 1 August 2014

The qualifications that meet the condition of funding are GCSEs, Functional Skills level 2 and other ‘stepping stone’ qualifications.

Students with a grade 2 or below in maths or English can study towards a pass in Functional Skills level 2 or they can study towards a GCSE grade 9 to 4. Once they have achieved this, there is no requirement to undertake further maths or English qualifications to meet the condition of funding. A student does not need to continue studying these qualifications with their current institution if these students have already achieved either with a previous institution. It is expected that a student studying an ESOL qualification will progress onto an English or maths qualification approved to meet the condition of funding.

Part-time students with a grade 3 can study any qualification approved to meet the condition of funding as a stepping stone towards achieving a GCSE grade 9 to 4.

Achieving a level 2 qualification in both maths and English helps students to progress to further study, training, and skilled employment. The maths and English condition of funding ensures that all 16- to 19-year-olds have the best chance of achieving this standard and get the necessary support to do so. This is a study requirement, and institutions are encouraged to work with students to decide when they are ready to sit an exam.

English and maths funding

For the 2025 to 2026 academic year, 16 to 19 funding for English and maths will be available for institutions to use to support students who have not achieved a GCSE grade 4 or above in English and maths. Institutions should use the funding to improve students’ English and maths progress and to reduce the attainment gap at 19. They can provide tailored education or other extra support where needed alongside qualifications.

Level 3 maths qualifications

Mathematical and quantitative skills are important for students’ future study and career prospects. Higher levels of achievement in maths are associated with higher earnings for individuals, and many employers are looking for applicants with advanced mathematical and quantitative skills.

Providers should consider integrating maths into 16 to 19 study programmes that have not previously included it. In particular, providers might wish to consider the benefits of additional maths for students studying quantitative subjects such as psychology, biology, or geography.

We would like to see providers offering a range of level 3 maths qualifications, and the advanced maths premium will help education providers to increase participation here. As well as reformed AS and A levels in maths, statistics and further maths, we also have ‘core maths’ qualifications at level 3. The focus of core maths qualifications is on problem solving, reasoning and the practical application of maths and statistics. These qualifications have been designed with the help of employers and universities to suit students at a grade 4 or above in GCSE maths, and to provide them with the quantitative skills needed in a wide range of jobs. The core maths premium will encourage the provision of core maths qualifications for students who could benefit from them.

Work experience

Work experience is a key component of 16 to 19 study programmes. The term work experience refers to all forms of work-related activity, including work tasters, running a student enterprise, participation in a social action project, volunteering or a placement with an external employer. It aims to give young people the opportunity to develop their career choices and develop the critical employability skills needed for real working conditions. All students are expected to undertake work experience or work-related training as part of their study programme, and for some students, it can be the core aim of the study programme.

Activities must be planned to take account of the student’s needs and future plans. As such, the purpose and nature of work experience are likely to be different for a student who plans to apply for HE when compared with a student who is preparing for employment. This approach is consistent with the Gatsby Benchmarks of Good Career Guidance, which are set out in the statutory guidance on careers and access for education and training providers. Gatsby Foundation has recently updated the Gatsby Benchmarks and published a summary for college leaders.  

The time spent by students on work experience is funded at the same level as qualifications taught in the classroom. This offers schools and providers the flexibility to assign staff to engage employers and secure high-quality work experience opportunities for their students.

Planned hours should normally be delivered within the provider’s normal working pattern. Work placements may include evening, weekend and college holiday hours if that would give students a more realistic experience. The provider must have scheduled and agreed the student’s hours in advance of the activity and the hours must be reasonable for a student of that age. Issues such as late-night transport should also be addressed, and the student should know who to contact if a problem emerges while the college is closed.

More detailed information on how to include and record work experience in study programmes is available in Annex B: Study programme work experience additional guidance.

Although work experience that includes training in a simulated work environment or social action project can help students develop ‘softer’ skills, providers are expected, wherever possible, to offer a work placement with an external employer.

Work placements are often an integral part of students’ qualification hours and will be undertaken in a workplace that is relevant to their course, to build on their employability and sector-specific skills in a practical setting. They can also form a part of the students’ non-qualification hours and can be related to the course towards which they are studying or help them gain experience to progress along their chosen career path.

The requirement for providers to arrange placements with an external employer enables students to experience the real demands of the working environment, independent of their peers and tutors, and put into practice the transferable and sector-specific skills they have learned. Students can often obtain employer references for their performance that provide evidence for their CV, or the offer of a job on completion of their course.

Common principles of a high-quality work placement are that it:

  • is purposeful, offers challenge and is relevant to the young person’s study programme and career aspirations
  • allows the student to apply the technical and practical skills learned in the classroom or workshop
  • is managed under the direction of a supervisor to ensure the young person obtains a genuine learning experience suited to their needs
  • has a structured plan for the duration of the placement that provides tangible outcomes for the student and employer
  • has clear roles, responsibilities and expectations for the student and employer
  • is followed by some form of reference or feedback from the employer based on the young person’s performance

Integrating work placements into study programmes

There is no single ‘correct’ way of planning work experience and work placements – this will depend on the employer’s capacity and could vary considerably by sector. Employers are more likely to respond favourably to providers that are willing to be flexible and work with them to organise placements to suit their requirements. For example, placements could follow a pattern of once a week for the duration of the term, longer block placements, or a rotation of shorter placements at different employers, so that students can experience different aspects of a sector.

Students who have a work placement as the core aim of their study programme must spend a large proportion of their time with an external employer to ensure they develop the employability skills, attitudes and behaviours that are expected in the workplace and progress successfully into paid employment.

The length of placements for other study programmes will vary according to course type and employer preferences. Providers’ assessment of students’ abilities, prior attainment, career goals and work readiness should also determine the level and nature of work experience needed to prepare for progression to employment.

In all instances, education providers should agree the following with both the student and employer:

  • the education and training goals of the placement
  • reasonable expectations about student conduct
  • the role of the employer in providing supervision and training

This agreement can take the form of a short note or email from the education institution to the student and the employer. This is in line with good practice in the provision of work experience as part of a 16 to 19 study programme and to meet DfE audit requirements for the provision of work experience.

In setting up placements providers must consider, in discussion with the student and the employer, whether a young person with SEND needs more support in the workplace to benefit most from the experience.

Providers should prioritise students for whom work experience is their core aim and for those who would benefit most from spending time developing their employability skills in a physical workplace.

Youth social action

Providers are encouraged to incorporate youth social action into study programmes alongside other work experience. Youth social action involves young people taking practical action in the service of others to create positive change.

In a work experience context, social action can take the form of young people improving their work-related skills and behaviours to have a positive community impact. Evidence shows [footnote 4] that young people who participate in social action show robust improvements in the skills and behaviours that employers are calling for, including resilience, problem-solving and a sense of community. Young people participating in social action projects have stronger personal networks, higher life satisfaction and reduced anxiety.

The common principles of a high-quality youth social action project are that it is:

  • youth-led: led, owned and shaped by young people’s needs, ideas and decision making
  • socially impactful: has clear and intended benefits to a community, cause or social problem
  • challenging: stretching and ambitious as well as enjoyable and enabling
  • embedded: accessible to all, and well-integrated into existing pathways to become a habit for life
  • progressive: sustained and providing links to other activities and opportunities
  • reflective: recognising contributions as well as valuing critical reflection and learning

Activities can include volunteering, campaigning, fundraising and mentoring, where the activity has a ‘double benefit’ to both the young people participating and the community they are serving.

National Minimum Wage

Young people undertaking work experience or a work placement are not in employment and are therefore not entitled to the National Minimum Wage. We encourage but do not require employers to meet students’ expenses such as travel or meal costs.

Providers may also make financial support from the 16 to 19 bursary fund available to students if the cost of attending work experience would be a barrier to their participation.

Health and safety

The employer has the primary responsibility for the health and safety of students while they are on work experience or a placement. While education or training providers must satisfy themselves that an employer has assessed the associated risks to workers aged under 18 on their premises and has suitable and sufficient risk management arrangements in place, checks must be kept in proportion with the risk environment. For low-risk environments, assurance can be gained through a conversation with the employer. A physical inspection by an education provider, or requiring the employer to complete lengthy forms, is not necessary.

The Health and Safety Executive has published guidance for work experience placements and providers should refer to this when making arrangements.

Employer’s Liability Compulsory Insurance

The insurance industry has agreed that students on work experience placements should be treated as employees for the purposes of insurance.

An employer or voluntary sector organisation that already has Employer’s Liability Compulsory Insurance cover does not need to buy additional cover.

If a voluntary organisation has only Public Liability Insurance, it will need to obtain temporary Employer’s Liability Compulsory Insurance for the duration of the placement.

The Association of British Insurers has published guidance for employers planning to take on work experience students.

Safeguarding

An employer may request a Disclosure and Barring Service (DBS) check (also referred to as a disclosure check). As such, young people (note that the minimum age at which someone can be asked to apply for a DBS check is 16) intending to undertake work experience should be prepared to undergo a relevant DBS check if it is applicable to the role. The type of work the young person will be doing will determine the level of DBS check, if any, that is asked for. The levels of DBS check are as follows:

  • a basic check, which shows unspent convictions and conditional cautions
  • a standard check, which shows spent and unspent convictions, cautions, reprimands and final warnings
  • an enhanced check, which shows the same as a standard check plus any information held by local police that’s considered relevant to the role
  • an enhanced check with a check of the barred lists, which shows the same as an enhanced check plus whether the applicant is on the adults’ barred list, children’s barred list or both

The employer will need to explain the process of how to obtain the DBS check and the costs associated with it to the young person.

Providers will also need to factor in any costs to the total programme cost and also plan for the time it takes to complete an application, which could be up to 4 weeks.

Providers should note that the rules on DBS checks for those supervising 16- and 17-year-olds are complicated. They should speak to the employer about the arrangements that will be in place to supervise 16- to 17-year-olds and the level of DBS check that supervision staff will have had.

More detailed DBS guidance is available.

Education and training providers should also refer to the statutory framework and guidance for safeguarding that is relevant to the setting in which the student will be working or on a placement:

In addition to the statutory guidance above, there is also non-statutory guidance for out-of-school settings providers in Using after-school clubs, tuition and community activities.

Other non-qualification activity

All students are expected to take part in other meaningful non-qualification activity alongside work experience. This should take account of their needs and career plans, as well as preparation for adult life more generally. For example:

  • activities to develop confidence, character and resilience
  • group work to develop team working, communications skills, leadership and problem solving – skills that employers often say are lacking in school and college leavers
  • tutorials and seminars, including careers education
  • life skills, such as travelling independently, cooking and eating healthily, staying safe, making sustainable choices, managing personal finances, and preparing for adult or university life

Such activities should also help students to build experience for their CV and personal statement. External programmes can be delivered alongside study programmes to offer students additional opportunities to develop their character, skills, attitudes and confidence, and to support progression.

The DfE’s Climate Leaders Award will complement classroom learning and allow students to develop their connection with nature and make a contribution to establishing a sustainable future. It will provide a structured route through existing awards in this area, such as the John Muir Award, The Duke of Edinburgh’s Award, the Junior Forester Award and others. Participation will enable children and young people to acquire credits towards the prestigious Climate Leaders Award, which will be designed to be recognised and valued in supporting progression to employment and further study.

Sexual and reproductive health

A survey for the 2021 Ofsted review of sexual abuse in schools and colleges found that 79% of girls and 38% of boys reported having experienced sexual assault. Therefore, providers may wish to focus some of their time on supporting students to understand what healthy, respectful relationships look like and develop their knowledge, confidence and attitudes around relationships and sex.

National and international evidence is clear that young people who receive effective sex and relationships education prior to becoming sexually active are more likely to have their first sexual experience at an older age, use contraception and condoms, and less likely to have an unplanned pregnancy either as a teenager or in later life (Sex Education Forum, 2015).

Providers should support students to access the information and support they need to have positive relationships and sexual experiences and prevent future unwanted outcomes such as sexually transmitted infections (STI) diagnoses or unplanned pregnancies. By working with local public health teams and voluntary organisations, providers can ensure that they maintain an up to date list of local Sexual and Reproductive Health (SRH) services, including Sexual Assault Referral Centres, where students can seek advice and support on SRH issues.

Providers are also encouraged to proactively signpost students to accurate and youth-friendly online SRH resources. Resources include:

Young people can also call the national Sexual Health Helpline free on 0300 123 7123 Monday to Friday, 9am to 8pm and Saturday and Sunday, from 11am to 4pm. Their call will be treated with sensitivity and in strict confidence.

Participation age

​Young people are required to continue in education or training until at least their 18th birthday. Young people can choose to participate through full-time education, a job or volunteering combined with part-time study, or by undertaking an apprenticeship or supported internship.

Local authorities have a duty to identify young people who are not participating so that they can help them to find a suitable place. In addition, schools, colleges and education and training providers are required to inform local authority support services if a young person (aged 16 or 17) has dropped out of learning so that they can be helped to re-engage. See Participation of young people: education, employment and training.

September Guarantee

The September Guarantee is crucial to ensuring that every young person has a suitable offer of a place in learning by the end of September. It entitles all year 11 students, and year 12 students on one-year courses, to an offer of a place in education or training for the following September. It aims to ensure that all young people, regardless of what they achieved in school, understand the opportunities that will help them progress, and ensure they receive the advice and support they need to find a suitable place. This can include full-time education, an apprenticeship, T Level, Supported Internship or full-time employment or volunteering combined with part-time study.

While local authorities are responsible for delivering the guarantee, they rely on support from providers to identify which students are expected to continue with a 2-year programme, and which are likely to leave or complete their current programme and need to find an alternative place for the following year.

Statutory guidance on young people’s participation in education and training gives further information about the duties, including the role of education providers.

Diploma in Sporting Excellence

The Diploma in Sporting Excellence is a Department for Culture, Media and Sport (DCMS) funded programme. More information is available in DiSE - The path to your sporting future.

Section 4: Funding and accountability

Funding of study programmes

Funding is allocated on a per student and not a per qualification basis, so that providers are funded for all planned hours, including non-qualification activity such as work experience.

For more information on 16 to 19 funding, see the funding rates and formula and funding regulations.

16 to 18 performance measures

16 to 18 performance measures are published to reflect students’ outcomes in their study programmes. Further guidance on accountability and performance measures can be found at 16 to 18 accountability headline measures. Also see further guidance in 16 to 18 performance measures.

Further information

Useful resources and external organisations

Research and practice

Other relevant DfE advice and statutory guidance

Annex A: Examples of study programmes

Academic study programme (per academic year)

Planned hours: qualification hours Planned hours: non-qualification hours Core aim?
A level 1 180 - Core aim
A level 2 180 - -
A level 3 180 - -
Tutorials - 40 -
Preparation for HE - 10 -
Work experience - 40 -
Social action project - 30 -
Total 540 120 -

Technical study programme

Planned hours: qualification hours Planned hours: non-qualification hours Core aim?
Tech level 280 - Core aim
English GCSE 120 - -
Tutorials - 40 -
Employability skills - 40 -
Work experience - 160 -
Total 400 240 -

Study programme to prepare for employment

Planned hours: qualification hours Planned hours: non-qualification hours Core aim?
Work placement - 240 Core aim
English 80 - -
Maths 80 - -
Employability skills - 100 -
Group activities - 80 -
Tutorials - 60 -
Total 160 480 -

Annex B: Study programme work experience additional guidance

The principles of the 16 to 19 study programme apply to work experience, these are available in Section 3 of the 16 to 19 study programme guidance.

All 16- to 19-year-old students are funded for either a T Level, or an individual study programme. Most study programmes have a core aim which is either a substantial qualification (academic or vocational) or work experience.

Study programmes must be tailored to the prior attainment of each individual student, have clear study or employment goals reflecting the student’s prior attainment and should include:

  • substantial qualifications or work experience
  • maths and English for students who have not achieved GCSE grade 9 to 4 or equivalent qualification in these subjects by age 16
  • planned employability, enrichment and pastoral hours (EEP), including work experience

Common principles of a high-quality work experience placement are that it:

  • is external, with a different employer organisation (not within the training provider’s organisation)
  • is purposeful, offers challenge and is relevant to the young person’s study programme and career aspirations
  • allows the student to apply the technical and practical skills learned in the classroom or workshop
  • is managed under the direction of a supervisor to ensure the young person obtains a genuine learning experience suited to their needs
  • has a key point of contact within the provider for the student and employer during the placement
  • documented monitoring visits by the educational institution appropriate to the length of the placement
  • has clear objectives, roles, responsibilities and expectations for the student and employer
  • has a structured plan for the duration of the placement that provides the student’s learning goals and tangible outcomes for the student and employer, with a record of the student’s weekly hours, start and finish times, and placement duration
  • has a plan, containing key tasks and activities, progress indicators and the expected professional workplace behaviours and attitudes - this is so the student, the institution, and the employer are clear on their responsibilities - the plan should be a working document, used to self-assess performance, and progress towards these principles and to help all parties understand the consequences if they are unable to meet expectations
  • is followed by some form of reference or feedback from the employer based on the young person’s performance to check the objectives that have been achieved

Work experience as the core aim of a study programme

Where a student has work experience as the core aim of their study programme it must be with an external employer and on a site that is external to the learning environment.

This applies even where the institution has extensive facilities mirroring the workplace. Activity in a simulated work environment may well form a helpful part of work preparation training but will not count as ‘external’ work placements for the purpose of study programmes.

Work experience where it is within a vocational qualification that has work experience as an essential element

Some vocational qualifications have work experience as an essential element of the qualification. Here the purpose of the work experience element is to provide the student with the opportunity to practice skills in a supervised environment. This applied learning and practical training could take place in an institution’s workshop such as a college hairdressing salon, or on a college farm. It could also take place on employer’s premises. The qualification, not the work experience, is the core aim of the study programme.

Work experience as an enrichment activity

External work experience as an enrichment activity can add value to the study programme by preparing students for work. It enables them to explore the careers linked to the academic or vocational subjects they are studying and helps with their choice of further or higher education.

Supported internships and work experience

Supported internships are available to students with an EHC plan. A supported internship is a structured study programme where the student is based primarily with an external employer for extended work placement. Supported internships are intended to help students obtain sustainable paid employment by equipping them with the skills for work through learning in the workplace. The internship normally lasts for a year and includes an unpaid work placement of at least 6 months.

A work placement within a supported internship study programme has to be planned, organised and supervised by the institution as with any other work experience.

Internal work experience

Activities that reproduce aspects of the work environment, including working environments such as college restaurants, hairdressing salons or car repair centres, can take place within the educational institution and will be funded. This could be an option for a student who needs support in going from a safe school or college environment to the workplace. It can be a valuable part of work preparation training.

This can apply in hazardous occupations, such as agriculture or forestry, where skills and experience need to be developed under supervision on college farms or estates, so that students can operate safely on external work experience. It can also meet awarding body requirements for accreditation.

More information about recording work experience hours in the ILR and School Census is available within this guidance.

Students who work part-time and work experience

Part-time paid work, such as evening or weekend work, does not qualify for work experience funding. In no circumstances can the hours of the student’s employment be included in any data returns.

Students often think their part-time work does count as funded work experience, but this is not the case because the main purpose is for the student to earn money, not the learning. Also, the institution has not organised it in conjunction with the employer, therefore it is not based around what the student will learn by being in a work environment.

There may be exceptions such as students in studio schools, who may undertake paid employment, in such cases the main objective remains work experience (rather than earning money), learning objectives are agreed and the full criteria for funding planned hours is to be met.

Work experience organised by the student

Any work experience organised by the student without the involvement of their institution should not be included as either a learning aim or within the student’s planned hours. This is because it does not meet the requirements for funding planned hours.

Work experience within local authorities

A number of local authorities have a training arm, but direct provision of training is not the local authority’s core business. In these circumstances work experience within local authority departments, which are separate to the training arm, is fundable and is counted as external work experience.

Local authorities offering work experience within their organisation must be able to evidence whether or not the work experience opportunities they offer are sufficient to meet the purpose of external work experience. They should ensure that the evidence is sufficient to satisfy any challenge and to satisfy Ofsted.

How work experience is funded within study programmes

Work experience is funded as part of the total planned hours for each student’s study programme that attracts the standard 16 to 19 national funding rate.

Qualifying for funding

To qualify for funding, hours for work experience included in planned hours must:

  • be directly relevant to the student’s study programme
  • be evidenced by documentation that it is planned, realistic and deliverable and explicit and detailed in the student’s timetable or learning plan
  • be within the normal pattern of attendance at the institution
  • be supervised or organised by a member of staff

Funding and recording work experience

Work experience is funded and recorded differently depending on the type of study programme being undertaken.

You can find more information about recording the work experience placement in the Census.

Withdrawing from part of a study programme

A student who withdraws from part of their study programme after the first 6 weeks but is continuing with the rest of their programme, should engage in other meaningful activity during those hours that supports the purpose of the study programme. This alternative activity should be arranged by the institution and can be either qualification or non-qualification hours.

For example, for a student starting a two-year course in September, if a summer external work placement is no longer available and the work experience cannot be rearranged and included for planned hours for either year 1 or year 2, the student should be offered alternative supported education, so the planned delivery is both realistic and deliverable.

In these circumstances the learning agreement should also be updated to reflect the change.

Annex C: Study programmes below level 2 – principles

  1. Assessment – identify the student’s needs, plan their provision, and ensure that appropriate support is in place to meet these needs. While most students are currently assessed on entry, evidence shows that too many providers fail to make effective use of the assessment to plan the student’s learning programme.

  2. Support to make informed choices – lower-achieving students typically arrive at college with unrealistic career plans or limited understanding of the opportunities available to them. If programmes are to be designed to maximise progression, students need realistic education and career plans. This should, in turn, reduce the number who ‘drop out’ because they find they have an inappropriate choice.

  3. Practical, hands-on teaching in a workshop environment can enthuse a student who struggled in school - basic skills can be embedded into vocational programmes, making them more appealing than separate classes. An introduction to their chosen occupational area will also help students progress to further learning, an apprenticeship, or employment at an elementary level.

  4. English and maths in line with DfE policy, and which supports, where appropriate, the level the student needs to have achieved to progress to their chosen level 2 programme, apprenticeship or occupation.

  5. Engagement with employers and work-related activity to introduce students to the opportunities available and the behaviours that employers expect. A structured work placement may be right for some, but others working at entry level or level 1 may benefit more from experiencing a variety of different employment-related activities.

  6. The programme must be flexible if it is to meet the needs of this diverse group, and to respond to some inevitable changes in the student’s longer-term plans. As such, the balance between the elements above must be individually tailored to student needs.

  7. Pastoral and specialist support to help students to remain engaged and progress. A high proportion of students will have special educational needs or personal and social issues and will have received additional support when they were in school. Failure to provide sufficient support post-16 risks students ‘dropping out’ of education, so it is important that providers address any special educational or other needs so these students can benefit fully from the study programme.

  8. All programmes must focus on progression to the next stage of education or employment. Students should be encouraged to move on in less than one year if they are ready and have been offered other training or employment.

  1. The core aim is the principal or ‘core’ activity in a student’s programme. It must be a learning aim so that it can be recorded in the Individualised Learner Record (ILR) or school census. Institutions returning the ILR identify the core aim for each programme. For the school census, institutions must only return the core aim for students studying vocational programmes, or mixed programmes with a vocational core. ↩

  2. The process for approving technical and applied qualifications for inclusion in performance tables has been suspended. No new qualifications will be accepted for consideration on performance tables for at least 2 years following the publication of the 2020 performance tables list (September 2018). Qualifications included in performance tables are still subject to the post-16 level 3 and below review of qualifications in England. DfE (2019). ‘Reforms to post-16 qualifications at level 3 in England’. ↩

  3. See 14 to 19 qualifications technical guidance: 2024 performance tables for information on performance tables. ↩

  4. DfE (2016): Evaluating youth social action ↩

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