Guidance

Qualification achievement rates 2025 to 2026

Published 22 July 2026

Applies to England

Overview  

This guidance outlines how we calculate the qualification achievement rates (QAR) for the 2025 to 2026 funding year which runs between 1 August 2025 to 31 July 2026.  

This guidance explains how we process data from the individualised learner record (ILR) to produce the QAR dataset. It also explains how we generate the data displayed in the QAR dashboard on view your education data (VYED). 

Read this guide alongside the ILR technical documents, guidance and requirements.

Terms used in this guidance

‘We’ or ‘us’ means the Department for Education (DfE) and their staff. 

The terms ‘you’ or ‘providers’ includes:

• colleges
• training organisations
• local authorities
• employers
• strategic authorities, formally Mayoral Combined Authorities (MCAs)
• the Greater London Authority (GLA)
• advanced learner loan recipients for delivering education and training

We use the term ‘learning aims’ to describe education and training records, and the term ‘apprenticeship’ refers to both frameworks and standards, unless specified.

About QARs  

QARs give one measure of how well further education (FE) colleges and other training organisations perform each year. QARs use individualised learner record data to calculate what proportion of learning was successfully completed and the result is shown as a percentage figure. 

QAR can be used for: 

• national statistics 
• monitoring activities by funding organisations such as DfE and Strategic Authorities 
• inclusion in wider accountability and performance tools such as the apprenticeship accountability framework and FE provider performance dashboard 
• performance management discussions with partners such as Ofsted and the FE Commissioner 
• self-assessment (training providers analysing their own performance) 

We include the following learning aims from the ILR in the QAR calculations.

Aim 1: 19+ education and training funded via adult skills budget including devolved delivery. Both devolved and non-devolved delivery under funding model 38 (‘Adult Skills’).

Aim 2: 16 to 19 programmes under funding model 25.

Aim 3: tailored learning aims under funding model 11.

Aim 4: advanced learner loans under funding model 99 (Non- funded) using the learning delivery funding and monitoring code ‘ADL’.

Aim 5: apprenticeships, which includes all standards and frameworks through funding models 35 (Adult Skills), 36 (Apprenticeships) and 81 (Other Adult) for providers listed on apprenticeship provider and assessment register (APAR) at the start of the academic year.

We do not produce a QAR for Skills Bootcamps (reported under funding model 37).

For more information on QARs generally, previous reporting period guidance, and how to access QAR data, please visit Introduction to Qualification Achievement Rates (QARs).

Policy changes from 2024 to 2025 

T Levels have been given a time-limited exclusion in QARs since introduction in 2020 in recognition of the phased roll out of courses and to support take up. With T Level results now being published in a separate release, we have reviewed this position and will now include these aims in QARs going forward. QAR data in R10 will only include T Level data at the programme level, with further breakdowns to be included later during the release cycle.

Foundation apprenticeships were introduced from 1 August 2025, with typical durations of 8 months, which means that completions and achievements will occur in this year’s QARs cycle. In an effort to avoid additional complexity we have decided to include foundation apprenticeships in your QAR this cycle. This is with the understanding that this is a new programme and that intervention will not be taken in this funding year if these new programmes have a negative impact on your achievement rates. Intervention based on apprenticeship accountability framework metrics may still be possible, however, if there are other areas that are below standard.

Apprenticeship units are short, flexible training courses based on existing apprenticeship standards, designed to address specific skills gaps. As a new offer introduced in April 2026, they are in a test-and-learn phase, we have decided to exclude them from QARs for 2025 to 2026. Further reporting arrangements will be set out in future guidance, but we will initially focus on straightforward completion rates and basic start measures while delivery beds in.

We will publish campus level data for QARs for the first time for colleges that already hold campus identifier (CampusID) codes from this funding year. This follows a previous public commitment to publish this data but is particularly focused on giving prospective learners more information to enable then to make informed choices. This extra level of data, which has been available to those with current CampusID codes for a number of years via VYED, will show performance for individual colleges and campuses rather than just corporation level. To support future releases we have also reviewed the current list of CampusIDs and will be issuing new codes to reflect the current sector landscape. While these new codes will be available in the ILR this year, they will not be used in published performance measures until 2026 to 2027.

As stated in the skills white paper, the government has committed to reviewing 16 to 19 English and maths QARs to ensure providers are recognised for the progress their students make towards a level 2 qualification. We are currently seeking views on how QARs could be amended to support and recognise progress and achievement in the most appropriate way as part of a wider 16 to 19 performance measures consultation. To read more about the proposals and share your views please visit the consultation site. Pending the outcome of the consultation we will confirm any changes with appropriate notice.

Technical changes from 2024 to 2025 

There have been some new attributes added to the QAR datasets this year. These are:

• campus_name

• is_foundation_apprenticeship_flag

Technical elements have also been updated to match current model terminology.

Please refer to the ‘Contents of the QARs dataset’ section for more information.

At the start of the 2025 to 2026 QAR cycle, we will decommission and archive historic dashboards and data. This is in line with the department’s migration to the new Databricks platform. 

QAR dashboards will be decommissioned and removed from VYED for:  

• 2017 to 2018
• 2018 to 2019
• 2020 to 2021
• 2021 to 2022
• 2022 to 2023
• 2023 to 2024

Users will only maintain access to the 2024 to 2025 and incoming 2025 to 2026 QAR dashboards. 

From the 2026 to 2027 QAR cycle onward, the VYED platform will retain QAR dashboards for the 3 latest academic years. We will decommission dashboards older than 3 years.  

ILR final data downloads will be archived for:  

• 2017 to 2018
• 2018 to 2019
• 2020 to 2021
• 2021 to 2022
• 2022 to 2023
• 2023 to 2024

These data downloads will remain available on the VYED platform as part of a new QAR archive product.

ILR data downloads related to in-year releases and provisional data will be decommissioned and removed from VYED.  

In-year and final data downloads for the 2024 to 2025 QAR product will remain available and we will roll these out for the 2025 to 2026 product as usual. 

From the 2026 to 2027 QAR cycle onward, the VYED platform will retain in-year data downloads for the 3 latest academic years. We will archive ILR final and decommission in-year data downloads older than 3 years.

What we produce, share and publish 

What we will share with providers 

We will produce: 

• provider-level QARs and comparison values for education and training and apprenticeships covering 2023 to 2024, 2024 to 2025 and 2025 to 2026, where applicable 
• overall QARs for subcontracted apprenticeship and education and training 
• national value data for benchmarking of QARs following final publication 
• quartile benchmarking for apprenticeship providers in the apprenticeship accountability framework 

We will share data with you through VYED (VYED). The below is the proposed schedule for 2025 to 2026 for data releases onto VYED: 

Date	Data
July 2026	in-year release using the R10 ILR
September 2026	in-year release using the R12 ILR
November 2026	provisional release using the R14 ILR
Q1 2027	final release using the R14 ILR (alongside national achievement rate tables (NARTs) publication)

The in-year and provisional releases give you the opportunity to review your data and to check we have applied the QAR methodology correctly. It is important that your data is correct as it cannot be changed after the R14 ILR collection.

What we will share with external stakeholders 

We share provider level QARs securely with: 

• the FE Commissioner  
• Ofsted 
• relevant Strategic Authorities and Greater London Authority for devolved adult skills fund provision

What we will publish 

We publish QARs data as part of the further education and skills and apprenticeships releases on the ‘explore education statistics’ platform. We will continue to publish provider-level QARs for 2025 to 2026.

QAR methodology 

This section contains all the aspects of the QAR methodology including: 

• calculating QARs
• QAR process
• identifying aims (apprenticeships only) 
• matching learning aims across years 
• processing learner reference number changes 
• hybrid end years 
• withdrawals 
• how to calculate the ‘Qualification_Type’ field in the QAR dataset 

Where relevant, information is structured in the following way to illustrate each aspect of the methodology: overview, illustrative scenario, technical details.  

Any information that refers specifically to apprenticeships or education and training is contained under separate headings.

Calculating qualification achievement, pass and retention rates

We use the following fields from the QAR dataset for calculations.

Hybrid end year (Hybrid_End_Year): this field is the latest of the Achievement_Year, Actual_End_Year, Expected_End_Year, or the reporting year.

Leaver: this field shows whether the aim has ended, is an overdue continuing learning aim or an overdue continuing planned break.

Achiever: this field shows whether the aim has been achieved (achieved learning aims have an Outcome of 1).

Completer: this field shows whether learning activities for an aim have been completed (completed learning aims have a Completion Status of 2).

To determine the QARs, we use the following calculations:

QAR percentages

For each funding year we use the number of courses that have been achieved, divided by number of programmes that have ended, multiplied by 100.

For each hybrid end year (Hybrid_End_Year) we use the number of aims where Achiever is 1, divided by number of aims where Leaver is 1, multiplied by 100.

Pass rate percentages

For each funding year we use the number of aims that have achieved, divided by number of aims that have been successfully completed, multiplied by 100.

For each hybrid end year (Hybrid_End_Year) we use the number of aims where Achiever is 1, divided by number of aims where Completer is 1, multiplied by 100.

Retention rate percentages

For each funding year we use the number of aims that have successfully completed, divided by the number of aims that have ended, multiplied by 100.

For each hybrid end year (Hybrid_End_Year) we use the number of aims where Completer is 1, divided by number of aims where Leaver is 1, multiplied by 100.

QAR process  

Data submitted using the ILR for the last 5 years is used to create a QAR dataset for reporting. 

The flow diagram below shows how we process ILR information for multiple funding years to produce the QAR data.

The QAR process can be described using the following steps:

Step 1. R14 single ILR standard files from:

• 2021 to 2022

• 2022 to 2023

• 2023 to 2024

• 2024 to 2025

• 2025 to 2026

Step 2. Identify apprenticeships and education and training aims.

Step 3. Update provider identifiers as a result of college mergers and apply learner reference number changes.

Step 4. Match aims from the 5 years’ R14 ILR standard files. Discard records of previous years’ aims.

Step 5. Calculate or derive the other fields needed for reporting QARs, including postcode lookup, LARS data file and provider details file. Identify which aims are excluded from QARs.

Step 6. Create the QAR dataset, containing a record of each apprenticeship programme aim, education and training aim aim expected to end, or actually ended, in the last 3 years.

Step 7. Calculate QARs.

Step 8. Produce QAR dashboard and data extracts

Identifying apprenticeship aims  

We identify apprenticeship programme aims in the ILR dataset by using the criteria:

• aim type is 1 (programme aim)  
• programme type is 2, 3, 10, 20, 21, 22, 23 or 25 

These definitions follow the ILR standard file specification. 

We use the component aims of an apprenticeship framework programme to determine whether you have subcontracted the competency aim. We add this information to the programme aim, although we exclude the component aims themselves from the achievement rates dataset. 

We identify the component aims where: 

• aim type is 3 (component aim) 
• programme type is 2, 3, 10, 20, 21, 22, 23 or 25

Matching learning aims 

Many courses last more than one year. This means that the same learning aim for an apprentice or learner can appear in multiple ILR files. 

The matching records process relies on the: 

• UKPRN (UK Provider Reference Number)
• unique learner number (ULN) or, if not available, the learner reference number  

• programme type 

• aim reference, apprenticeship framework or standard code

• learning start date 

We do not use apprenticeship pathway code in this combination. 

Once we have matched aim records, we discard earlier records, leaving only the latest information for each aim in the QAR dataset. 

We use ULNs to match all aims except in cases where there is: 

• more than one distinct learner reference number recorded with the same ULN by the same provider (same UKPRN) within a year 
• more than one distinct LearnRefNumber_orig recorded with the same ULN by the same provider (same UKPRN) and with the same LearnAimRef, within a year 
• an aim submitted with the same learner reference number and UKPRN, but with a ULN of 9999999999 
• the UKPRN, learner reference number, programme type, aim reference or apprenticeship framework or standard code, and learning start date all match

Processing learner reference number (LRN) changes 

Changes to the LRN should be avoided, if possible, between years for continuing learners. 

If a learner’s LRN changes within a funding year or between years, you must record this using the LRN in previous year field. 

We use the information in this field to update previous records to the learner’s new LRN. We keep the original LRN in the QAR dataset in the ‘LearnRefNumber_Orig’ field. 

If you do not complete the LRN in previous year field when there has been a change, we may not match the learner’s aims correctly. This can create 2 records for the same aim in the QAR. One with the old LRN and one with the new LRN. If the earlier record does not include achievement data, it can reduce your QAR. 

On the other hand, if you use the LRN in previous year field when there has not been a change in the learner’s LRN, it can prevent us from correctly matching the learner’s aims. 

You must remove the data from this field between years, as detailed in the ILR specification, otherwise the learners will not match correctly.

LRN management scenario

The following scenario illustrates what could happen without correct LRN management.

In 2023 to 2024 learner 2 enrols in a digital marketing fundamentals course. She is assigned the LRN: LR12345. She starts the course and makes good progress.

In 2024 to 2025 learner 2 decides to continue her learning with an advanced social media marketing course at the training provider, Learn Right Skills. Due to an administrative error or a system update, her LRN is mistakenly changed to LR67890. Learner 2 is still the same person, but the system now sees her as a new learner.

If learn right akills does not record LR12345 in the LRN in previous year field for learner 2’s “LR67890” record, the system will treat her as 2 separate learners. When QARs are calculated:

• LR12345 will have learner 2’s initial course data but possibly no achievement data for the second course
• LR67890 will have learner 2’s second course data
• the system might see LR12345 as an incomplete aim, negatively impacting Learn Right Skills’ QARs

The solution with correct LRN management:

When learn right skills enters Learner 2’s LR67890 record, they must also enter LR12345 in the ‘LRN in Previous Year’ field. The system will then:

• recognise that LR12345 and LR67890 refer to the same learner
• update all of Learner 2’s records to LR67890
• store the original LR12345 in the ‘LearnRefNumber_Orig’ field
• accurately calculate Learner 2’s achievements across both courses

At the start of the next funding year, 2025 to 2026, the LRN in previous year field is cleared.

The outcome in this situation is that:

• learn right skills’ QARs will accurately reflect learner 2’s achievements
• the system will have a complete and accurate learning record for learner 2

Hybrid end years

Apprenticeships 

We base QARs on the hybrid end year, which determines which learners’ data we include in the QARs calculations. The 2025 to 2026 QARs include apprenticeships with a 2025 to 2026 hybrid end year.  

The hybrid end year is the latest of the: 

• planned end date of the learning 
• actual end date (AED) of the learning 
• date the qualification was achieved 
• first year you reported the qualification as complete

Here is an example apprenticeships scenario for learner 1:

• apprenticeship programme: digital marketing
• planned end date: July 31, 2025
• AED (learning): June 15, 2025
• achievement date (end point assessment (EPA) completion): September 10, 2025
• reporting year: the standard reporting year which runs from August 1 to July 31

The hybrid end year for learner 1 is calculated by taking the latest of the:

• planned end date: 31 July 2025 (within the 2024 to 2025 reporting year)
• AED (learning): 15 June 2025 (within the 2024 to 2025 reporting year)
• achievement date (EPA completion): 10 September 2025 (within the 2025 to 2026 reporting year)

Even though learner 1 finished the learning portion of the apprenticeship in June 2025, the achievement will be recorded in the 2025 to 2026 QARs. This is because the achievement date (the date that qualification was awarded) falls into the 2025 to 2026 reporting year.

As a result, the provider’s QARs for the 2024 to 2025 reporting year will not include Learner 1’s successful completion. It will be included in the 2025 to 2026 QAR instead.

Apprenticeships technical details 

Achievement years apply only to apprenticeship standards under funding model 36.

To understand the logic that hybrid end year uses, it is important to highlight the derived variables that we use to calculate the hybrid end year. The following examples relate to the 2025 to 2026 QARs dataset, and we refer to this as the current QARs.

Key derived variables	Meaning
Achievement year	Same as Achievement_Year
Actual end year	Same as Actual_End_Year
Planned end year	Same as Expected_End_Year
Reporting year	The academic year in which you submitted the learning aim to us
Overdue continuing aim	Same as Overdue_Continuing_Aim
Overdue planned break	Same as Overdue_Planned_Break
Year first reported completed	This refers to the academic year you first reported the record with a completion status of code 2 (‘Complete’) or 3 (‘Withdrawn’). If the academic year you first reported the record with a completion status of code 2 or 3 is after the current QAR year, then we set this variable to 2024.5 (for example, if you report the learning aim in 2025 to 2026)

We then implement 2 steps to calculate the hybrid end year.

Step 1 for calculating the apprenticeships hybrid end year

The initial values we assign records in step 1 are based on the derived variables:

• achievement year (Achievement_Year) 
• actual end year (Actual_End_Year) 
• planned end year (Expected_End_Year) 

The following table explains the conditions we use to set the values. If the data does not meet the first condition, then we apply the second condition. If the data does not meet the second condition, then we apply the third condition.

Condition	Outcome	Example
The programme type is 25, the funding model is 36, and one of the following applies: - the achievement year is unpopulated, and the ILR data was last reported in 2025 to 2026. - the achievement year is populated, and the ILR data was last reported with a 2025 to 2026 achievement date.	The hybrid end year is set as 2025.5 (future).	N/A
The programme type is 25 and the funding model is not 36; or the programme type is not 25; and the actual end year is unpopulated.	The hybrid end year is set as 2025.5 (future)	N/A
The planned end year is greater than or equal to the actual end year and achievement year.	The hybrid end year is set equal the planned end year.	The planned end date is August 31, 2025, meaning the planned end year is 2025. The AED is May 30, 2025, meaning the actual end year in 2024.  The achievement date is August 30, 2025, meaning the achievement year is 2025.  2025 is greater than 2024, so the hybrid end year is set to 2024.5 (future).
The achievement year is greater than or equal to the actual end year.	The hybrid end year is set equal the achievement year.	The AED is May 30, 2026, meaning the actual end year is 2025. The achievement date is August 30, 2026, meaning the achievement year is 2026. 2026 is greater than 2025, so the hybrid end year is set to 2025.5 (future).
All other situations	The hybrid end year is set equal to the actual end year.	N/A

Step 2 for calculating the apprenticeships hybrid end year

We use the output from step 1 for step 2, when we account for the other derived variables.

Condition	Outcome	Example
The record is marked as an overdue continuing aim.	The hybrid end year is set to the maximum value recorded in the actual end year, planned end year and reporting year derived variables.	The record is marked as an overdue continuing aim. The reporting year is 2023 but the actual end year is unpopulated, with the planned end year recorded as 2025. The hybrid end year is set to 2025.
The record is marked as an overdue planned break and the hybrid end year from step 1 is after the current QAR year.	The hybrid end year is set to 2025.5.	N/A
The record is marked as an overdue planned break and the hybrid end year from step 1 is not after the current QARs year.	The hybrid end year is set to the hybrid end year from step 1 plus one year.	The record is marked as an overdue planned break, the planned end year is 2024 and the actual end year is 2023. The hybrid end year from step 1 is 2024, the hybrid end year in step 2 is set to 2024 plus one year, so the hybrid end year is set to 2025.
The year first reported completed is after the hybrid end year from step 1.	The hybrid end year is set to equal the first year reported complete.	The record is marked as an overdue planned break, the planned end year is 2024 and the actual end year is 2023. The hybrid end year from step 1 is 2024, the hybrid end year in step 2 is set to 2024 plus one year, so the hybrid end year is set to 2025.
All other situations.	The hybrid end year is set to the value from step 1.	N/A

Further examples for calculating the hybrid end year

The following gives some more examples using the steps given above. 

Example	Key criteria	Hybrid end year and explanation
1	Planned end date is 20 May 2026 AED is 20 May 2025 AED first reported in 2025 to 2026	2025 to 2026 because the later of the 3 dates is in the 2025 to 2026 funding year
2	Planned end date is 20 May 26 AED is 25 July 26 AED first reported in 2025 to 2026	The hybrid end year and explanation would be 2025 to 2026 because the later of the 3 dates is in the 2025 to 2026 funding year
3	Planned end date is 20 August 2026 AED is 25 July 2026 AED first reported in 2025 to 2026	The hybrid end year and explanation would be 2026 to 2027 because the later of the 3 dates is in the 2026 to 2027 funding year.
4	Planned end date is 22 June 2025 AED is 26 April 2025 AED first reported in 2024 to 2025 Achievement date is 06 December 2025	The hybrid end year and explanation would be 2025 to 2026 because achievement date is the later of the dates and is in the 2025 to 2026 funding year

Education and training hybrid end year 

We base QARs on the hybrid end year, which determines which learners’ data we include in the QARs calculations. The 2025 to 2026 QARs include learning aims with a 2025 to 2026 hybrid end year.  

The hybrid end year is the latest of the: 

• actual end year of a learning aim 
• planned end year of a learning aim 
• first year you reported the learning aim as complete

Here is an example scenario for education and training.

Course: diploma in adult care
Planned end date: 30 June 2025
Actual end date (Learning): 20 September 2025
Reporting year: the standard reporting year runs from 1 August to 31 July

The hybrid end year is determined by taking the latest of the:

• planned end date: 30 June 2025 (within the 2024 to 2025 reporting year)
• actual end date (learning): 20 September 2025 (within the 2025 to 2026 reporting year).

Learner 1 completed their learning in September 2025. As a result, their successful completion will appear in the 2025 to 2026 QARs calculations.

Education and training technical details

To understand the logic that hybrid end year uses, it is important to highlight the derived variables that we use to calculate the hybrid end year. The following examples relate to the 2025 to 2026 QARs dataset, and we refer to this as the current QARs. 

Key derived variables	Meaning
Actual end year	Same as Actual_End_Year
Planned end year	Same as Expected_End_Year
Reporting year	The academic year in which you submitted the learning aim to us
Overdue continuing aim	Same as Overdue_Continuing_Aim
Overdue planned break	Same as Overdue_Planned_Break
Year first reported completed	The academic year in which you first reported the record with a completion status of code 2 (‘Complete’) or 3 (‘Withdrawn’). If the academic year in which you first reported the record with a completion status of code 2 or 3 is after the current QAR year, then we set this variable to 2024.5 (for example, if you report the learning aim in 2025 to 2026).

We then implement 2 steps to calculate the hybrid end year:

Step 1 for calculating the education and training hybrid end year

We assign all records an initial value in step 1, based on the derived variables: 

• actual end year (Actual_End_Year) 
• planned end year (Expected_End_Year) 

The following table explains the conditions that we use to set the values. If the data does not meet the first condition, then we apply the second condition. If the data does not meet the second condition, then we apply the third condition.

Condition	Outcome	Example
The actual end year is unpopulated.	The hybrid end year is set to 2025.5 (future).	N/A
The planned end year is greater than or equal to the actual end year.	The hybrid end year is set equal to the planned end year.	The planned end date is August 31, 2026, meaning the planned end year is 2026. The actual end date is May 30, 2026, meaning the actual end year in 2025. 2026 is greater than 2025, so the hybrid end year is set to 2025.5 (future)

Step 2 for calculating the hybrid end year

We use the output from step 1 for step 2, when we account for the other derived variables.

Condition	Outcome	Example
The record is marked as an overdue continuing aim.	The hybrid end year is set to the maximum value recorded in the actual end year, planned end year and reporting year derived variables.	The record is marked as an overdue continuing aim. The reporting year is 2023 but the actual end year is unpopulated, with the planned end year recorded as 2025. The hybrid end year is set to 2025.
The record is marked as an overdue planned break and the hybrid end year from step 1 is after the current QAR year.	The hybrid end year is set to 2025.5.	N/A
The record is marked as an overdue planned break and the hybrid end year from step 1 is not after the current QAR year.	The hybrid end year is set to the hybrid end year from step 1 plus one year.	The record is marked as an overdue planned break, the planned end year is 2024 and the actual end year is 2023. The hybrid end year from step 1 is 2024, the hybrid end year in step 2 is set to 2024 plus one year, so the hybrid end year is set to 2025
The year first reported completed is after the hybrid end year from step 1.	The hybrid end year to equal the first year reported complete.	The planned end year is 2024, the actual end year is 2023, the year first reported complete is 2025. The hybrid end year from step 1 is 2024, the year first reported complete is after this, so the hybrid end year is set to 2025.
All other situations.	The hybrid end year is set to the value from step 1.	N/A

Further examples for calculating the hybrid end year

The following gives some more examples using the steps given above.

Example	Key criteria	Hybrid end year and explanation
1	Planned end date is 20 May 2026 AED is 20 May 2025 AED first reported in 2025 to 2026	2025 to 2026 because the later of the 3 dates is in the 2025 to 2026 funding year
2	Planned end date is 20 May 2026 AED is 25 July 2026 AED first reported in 2025 to 2026	2025 to 2026 because the later of the 3 dates is in the 2025 to 2026 funding year
3	Planned end date is 20 October 2026 AED is 25 July 2026 AED first reported in 2025 2026	2026 to 2027 because the later of the 3 dates is in the 2026 to 2027 funding year

Withdrawals 

A withdrawal happens when a learner leaves their course or learning aim before completing it. This could be due to transferring to another course, personal circumstances, or other factors.  

A withdrawal can also refer to an aim which has not been returned correctly, resulting in a situation where the aim is treated as a withdrawal without the learner having left their course. An example of this includes when an aim becomes overdue.

Overdue continuing aims 

If a learning aim is recorded with a Completion status of 1 (‘Learner is continuing or intending to continue the learning activities leading to the learning aim’) in the R14 ILR return for a funding year but does not appear in following funding year’s return, it will be treated as a withdrawal. 

For example, if the year you submitted the record in the 2024 to 2025 R14 ILR and there is no corresponding record in 2025 to 2026 R14 ILR return: 

• the hybrid end year is set to the maximum value recorded in the actual end year, planned end year and reporting year derived variables 
• leaver is set to 1 
• achiever is set to 0 

If you return the record in a future ILR, we will exclude it from your QAR so that we do not count the same record twice.

Overdue planned breaks 

We also treat learning aims as withdrawals in the QAR methodology where they have a completion status of 6 (‘learner has temporarily withdrawn from the aim due to an agreed break in learning’) and where either: 

• they do not have a corresponding restart record in the same funding year 
• they do not have a corresponding restart record or continuation of break record in the following funding year 

If this scenario happens, we will set the reporting year to 1 year after the later of either:  

• the expected end year  
• the actual end year 

For example, if you recorded an aim with a planned end date in July 2025 that had a break in learning beginning in April 2024, this will be a withdrawn aim in the 2025 to 2026 funding year if there is no restart record or continuation of break record in either:  

•  the R14 ILR return in 2024 to 2025
•  the R14 ILR return in 2025 to 2026  

When we treat records as withdrawn due to the situation described they become flagged and described as ‘overdue planned breaks’. 

An ILR record is a restart record if it has a learning delivery funding and monitoring type of ‘RES’ with a learning delivery funding and monitoring code of 1 (learning aim restarted). 

We match restart records to planned break records by matching the UKPRN, unique learner number and the original learning start date on the restart or continuation of break record where it matches either the:  

• learning start date 
• original learning start date (to allow for situations where the planned break was itself a restart) of the planned break record for either: programme type, framework code or standard code for apprenticeships or learning aim reference for other aims

Apprenticeships withdrawals example

Learner 3 has started a business administration level 3 apprenticeship in September 2023. His learning was planned to finish in June 2025.

Due to unforeseen family circumstances, learner 3 had to take an agreed break in learning starting in October 2024. Learner 3’s training provider correctly recorded learner 3’s ‘completion status’ as ‘6’ (learner has temporarily withdrawn from the aim due to an agreed break in learning) in their ILR data for the 2023 to 2024 funding year.

As the 2024 to 2025 funding year begins, learner 3 has returned to his apprenticeship in September 2025. However, learner 3’s training provider incorrectly recorded learner 3’s restart record by leaving the original learning start date field blank.

When the training provider submits their R14 ILR data for the 2024 to 2025 year, learner 3’s restart record will not match to their planned break record and the planned break record will become marked as an ‘overdue planned break’ According to the rules described because:

• learner 3 had a ‘completion status’ of ‘6’ in the final R14 of 2023 to 2024
• there is no valid restart of them in the R14 of the following year (2024 to 2025)
• the original learning start date of the restart record is not the same as the original learning start date or learning start date of the planned break record

Learner 3’s apprenticeship aim will be treated as a withdrawal in the 2024 to 2025 reporting year and their restart aim will be treated as a new, separate aim for QAR purposes.

Education and training withdrawals example

Learner 3 has started a 2 year level 3 extended diploma in performing arts at an FE college in September 2024. Their learning was planned to finish in June 2026.

Due to a serious illness in their family, learner 3 had to take an agreed leave of absence from their studies starting in April 2025. The college correctly recorded learner 3’s status in their internal system for the 2024 to 2025 academic year as “Temporarily Withdrawn” due to an agreed break.

As the 2025 to 2026 academic year begins, learner 3 has returned to his performing arts course in May 2026. However, learner 3’s college incorrectly recorded the restart record by leaving the original learning start date field blank.

When the college submits their R14 ILR data for the 2025 to 2026 year, learner 3’s restart record will not match to their planned break record and the planned break record will become marked as an ‘overdue planned break’.

When applying the principle because:

• learner 3 had a ‘completion status’ of ‘6’ in the final R14 of 2024 to 2026
• there is no valid restart of them in the R14 of the following year (2025 to 2026)
• the original learning start date of the restart record is not the same as the original learning start date or learning start date of the planned break record.

Learner 3’s performing arts aim will be treated as a withdrawal in the 2025 to 2026 reporting year. Their restart aim will be treated as a new, separate aim for QAR purposes.

Calculating the Qualification_Type field in the QAR dataset 

We derive Qualification_Type from the LearnAimRef, LearnAimRefType, BasicSkillsType, MapCode, RegulatedCreditValue, and CreditBasedFwkType fields held on the LARS data file.

The Qualification_Type derivation of ‘Award’, ‘Certificate’ and ‘Diploma’ include qualifications of equivalent size based on RegulatedCreditValue as detailed below.

For aims where CreditBasedFwkType is 1, 2 or 3 and RegulatedCreditValue is not zero, Qualification_Type is set as follows:

• set to ‘Basic Skills Maths and English’ if BasicSkillsType is 29 or 30
• set to ‘GCSE Maths and English’ if BasicSkillsType is 33 or 34
• set to ‘ESOL’ if BasicSkillsType is 36, 37, 38, 39, 40, 41 or 42
• set to ‘QCF unit’ if LearnAimRefType is 1448 (QCF Unit) and BasicSkillsType is not 29, 30, 33, 34, 36, 37, 38, 39, 40, 41 or 42
• set to ‘Award’ if RegulatedCreditValue is 1 to 12, LearnAimRefType is not 1448 and BasicSkillsType is not 29, 30, 33, 34, 36, 37, 38, 39, 40, 41 or 42
• set to ‘Certificate’ if RegulatedCreditValue is 13 to 36, LearnAimRefType is not 1448 and BasicSkillsType is not 29, 30, 33, 34, 36, 37, 38, 39, 40, 41 or 42
• set to ‘Diploma’ if RegulatedCreditValue is 37 or more, LearnAimRefType is not 1448 and BasicSkillsType is not 29, 30, 33, 34, 36, 37, 38, 39, 40, 41 or 42

For aims where CreditBasedFwkType:

• is -1 or -2; or
• is 1, 2 or 3 and the RegulatedCreditValue is less than 1, 0 or blank; or has no value

Qualification_Type is set as follows:

• set to ‘Access to HE’ if LearnAimRefType is 1440 or 1460
• set to ‘A Level’ if LearnAimRefType is 0002, 1413, 1414, 1415, 1417, 1418, 1430, 1431, 1434, 1435 or 1453
• set to ‘AS Level’ if LearnAimRefType is 0001, 1416, 1432 or 1433
• set to ‘Basic Skills Maths and English’ if BasicSkillsType is 01, 02, 19, 20, 21, 23, 29 or 30 and LearnAimRefType is not 0001, 0002, 0003, 1081, 1401, 1413, 1414, 1415, 1416, 1417, 1418, 1422, 1430, 1431, 1432, 1433, 1434, 1435, 1440, 1441, 1442, 1443, 1444, 1448, 1453, 1460 or 2999
• set to ‘Diploma’ if LearnAimRefType is 1401, 1441, 1442, 1443 or 1444
• set to ‘ESOL’ if BasicSkillsType is 22, 26, 27, 28, 36, 37, 38, 39, 40, 41, 42 and LearnAimRefType is not 0001, 0002, 0003, 1081, 1401, 1413, 1414, 1415, 1416, 1417, 1418, 1422, 1430, 1431, 1432, 1433, 1434, 1435, 1439, 1440, 1441, 1442, 1443, 1444, 1448, 1453, 1460 or 2999
• set to ‘GCSE Maths and English’ if LearnAimRefType is 0003, 1081, 1422 or 2999 and MapCode is B1220137 (English language) or B0220076 (mathematics)
• set to ‘GCSE Maths and English’ if BasicSkillsType is 33 or 34 and LearnAimRefType is not 0001, 0002, 1401, 1413, 1414, 1415, 1416, 1417, 1418, 1430, 1431, 1432, 1433, 1434, 1435, 1440, 1441, 1442, 1443, 1444, 1448, 1453 or 1460
• set to ‘GCSE Other’ if LearnAimRefType is 0003, 1081, 1422 or 2999 and MapCode is not B1220137 (English language) or B0220076 (mathematics)
• set to ‘QCF unit’ if LearnAimRefType is 1448
• set to ‘Award’ if LearnAimRefType is 1452
• set to ‘Certificate’ if LearnAimRefType is 0009, 0016, 0028, 0030, 0031, 0065, 0073, 0084, 0086, 0128, 1424, 1446 or 1455
• set to ‘Diploma’ if LearnAimRefType is 0006, 0017, 0024, 0029, 0032, 0059, 0060, 0071, 0111, 0117, 0125, 1423, 1425, 1426, 1428 or 9007

For aims where CreditBasedFwkType:

• is -2, X, -1, NA; or
• is 1, 2 or 3 and the RegulatedCreditValue is less than 1, 0 or blank; or has no value

Qualification_Type is set as follows:

• set to ‘Other Reg’ if LearnAimRefType is 1328 or 1436; or the first character of LearnAimRef is 1, 5, 6 or Q; or the first 4 characters of LearnAimRef are ‘CUNA’, ‘ZUNA’, ZUQA’ or ‘ZUXA’

For any learning aim not classified using the rules above, set to ‘Other Non-Reg’.

Exclusions 

Apprenticeships dataset

We monitor and analyse whether providers are correctly excluding aims in QAR calculations. Where we identify large volumes or proportions, we will contact you to discuss these and may require evidence to confirm these exclusions. 

We may exclude apprenticeships to improve result credibility, including: 

• circumstances with agreed exceptions (for example, provider transfers due to intervention) 
• non-funded apprenticeships 
• apprentices transferring to a new apprenticeship within 120 days of completion 

The following information describes the scenarios where we exclude apprenticeships.

Apprenticeships scenario 1

An apprentice has transferred to a new provider because of intervention from us.

Rules for identifying the excluded apprenticeship:

Programme aims where withdrawal reason is 7 (learner has transferred to a new provider forced by DfE intervention or to support a specific government strategy)

Apprenticeships scenario 2

An apprentice has transferred to a new provider due to college merger.

Rules for identifying the excluded apprenticeship:

Programme aims where withdrawal reason is 47 (learner has transferred to another provider due to college merger), and the learning actual end date’ is less than the learning start date on the new UKPRN (matching on unique learning number). 

The learning start date on the new UKPRN must be within 30 days or less than the learning actual end date on the original UKPRN.

Apprenticeships scenario 3

An apprentice has transferred to a different apprenticeship with the same provider.

Rules for identifying the excluded apprenticeship:

Programme aims where completion status is 3 (the learner has withdrawn from the learning activities leading to the learning aim), the withdrawal reason is 40 (learner has transferred to a new learning aim with the same provider) and the learning actual end date is before 1 August of the relevant year. 

Where an apprentice has transferred to a different apprenticeship, as above, the learning start date for the new apprenticeship programme (matching on unique learner number and UKPRN) must be 120 days or less than the learning actual end date of the original programme. 

We will not exclude transfers from apprenticeships to other learning aims.

Apprenticeships scenario 4

An apprentice has temporarily withdrawn from the apprenticeship due to an agreed break in learning.

Rules for identifying the excluded apprenticeship:

Programme aims where completion status is 6 (learner has temporarily withdrawn from the aim due to an agreed break in learning). 

Under certain circumstances, we do not exclude programme aims where the learner has temporarily withdrawn from the aim due to an agreed break in learning. Further detail can be found in withdrawals.

Apprenticeships scenario 5

Apprenticeships where the learner has withdrawn from the apprenticeship within the funding qualifying period and has not achieved the learning aim.

We do not exclude apprentices who restarted with the same provider in this exclusion rule, as the original instance of learning will have passed the funding qualifying period. 

Apprenticeships where the learner has withdrawn from the apprenticeship within the funding qualifying period and has not achieved the learning aim.

This does not apply to trailblazer pilot standards.

Rules for identifying the excluded apprenticeship:

Programme aims where: 

• the planned duration is 168 days or more 
• the actual duration is less than 42 days 
• the completion status is 3 (withdrawal)
• the restart indicator is 0 (not a restart)

Combined programme aims where:

• planned duration is between 14 and 167 days 
• actual duration is less than 14 days
• completion status is 3 (withdrawal)
• restart indicator is 0 (not a restart)

Combined programme aims where: 

• planned duration is 168 days or more 
• actual duration is less than 42 days 
• completion status is 3 (withdrawal)
• restart indicator is 1 (restart)
• the new learning start date is greater than the original learning actual end date of the apprenticeship on the original UKPRN 

Combined programme aims where: 

• planned duration is between 14 and 167 days 
• actual duration is less than 14 days
• completion status is 3 (withdrawal)
• restart indicator is 1 (restart)
• new learning start date is greater than the original learning actual end date of the apprenticeship on the original UKPRN 

The planned duration of the aim, in days, is the difference between the learning start date and the learning planned end date. 

The actual duration of the aim, in days, is the difference between the learning start date and the learning actual end date.

Apprenticeships scenario 6

Apprenticeships with a planned end date after the last day of the QAR reporting period (31 July 2026).

Rules for identifying the excluded apprenticeship:

Programme aims where the learning planned end date is later than 31 July 2026.

Apprenticeships scenario 7

Changes to records previously submitted 2 or more years ago. 

The example given is for aims reported in 2023 to 2024. The exclusion also applies to aims reported in 2022 to 2023 or 2021 to 2022 that meet the same conditions for the corresponding earlier years

Rules for identifying the excluded apprenticeship:

For aims reported in the 2025 to 2026 ILR, that were previously reported in the 2023 to 2024 ILR or earlier, and not reported in the 2024 to 2025 ILR.

They can also be identified where the: 

• actual or planned end dates are not in 2025 to 2026 or later
• the record was first reported complete in the 2025 to 2026 ILR  
• record is not an update to a learning aim, which would otherwise have been an overdue planned break, counted in the 2025 to 2026 hybrid end year

Apprenticeships scenario 8

Single individualised learner record exclusion

Rules for identifying the excluded apprenticeship:

Aims in the QAR specification that do not meet the definition of an apprenticeship programme aim.

Education and training  

We exclude some learning aims from QARs to ensure the results are more credible and appropriate. This includes if it: 

• is part of a new programme of learning, such as a new pilot, that providers need time to get used to delivering 
• is affected by circumstances where we have agreed an exception 
• does not have a DfE funded aim
• is not financed by an advanced learner loan 
• features a learner that is transferred to a new provider due to intervention from us

The information below describes the scenarios where we exclude learning aims.

Education and training scenario 1

A learner has transferred to a new provider due to a college merger.

Rules for identifying the excluded learning aim:

Aims where the withdrawal reason is 47 (learner has transferred to another provider due to a college merger), and the learning actual end date is less than the learning start date on the new UKPRN (matching on unique learner number). 

The learning start date on the new UKPRN must be within 30 days or less than the learning actual end date on the original UKPRN.

Education and training scenario 2

A learner has transferred to a different aim with the same provider.

Rules for identifying the excluded learning aim:

Aims where the completion status is 3 (learner has withdrawn from the learning activities leading to the learning aim), the withdrawal reason is 40 (learner has transferred to a new learning aim with the same provider); and a new aim is recorded (matching on unique learner number and UKPRN) with a learning start date that is 120 days or less after the learning actual end date of the original aim.

Education and training scenario 3

A learner has temporarily withdrawn from the aim due to an agreed break in learning.

Rules for identifying the excluded learning aim:

Aims where the completion status is 6 (learner has temporarily withdrawn from the aim due to an agreed break in learning). 

Under certain circumstances, we do not exclude programme aims where the learner has temporarily withdrawn from the aim due to an agreed break in learning..

Education and training scenario 4

A learner has transferred to a new provider because of intervention from us.

Rules for identifying the excluded learning aim:

Aims where the withdrawal reason is 7 or 41 (learner has transferred between providers due to intervention by or with the written agreement of the Education and Skills Funding Agency or, learner has transferred to another provider to undertake learning that meets a specific government strategy).

Education and training scenario 5

A learner has withdrawn from the learning aim within the funding qualifying period and has not achieved the learning aim. 

We exclude learners who restarted with the same provider in this exclusion rule, as the original instance of learning will have passed the funding qualifying period.

Rules for identifying the excluded learning aim:

• the planned duration is 168 days or more 
• the actual duration is less than 42 days 
• the completion status is 3 (learner has withdrawn from the learning activities leading to the learning aim) 
• the restart indicator is ‘true’ (not a restart) 

Use combined aims where: 

• the planned duration is between 14 and 167 days 
• the actual duration is less than 14 days 
• the completion status is 3 (learner has withdrawn from the learning activities leading to the learning aim) 
• the restart indicator is ‘false’ (not a restart) 

Use combined aims where: 

• the planned duration is 168 days or more 
• the actual duration is less than 42 days 
• the completion status is 3 (learner has withdrawn from the learning activities leading to the learning aim) 
• the restart indicator is ‘true’ (restart) 
• the new learning start date is greater than the original learning actual end date of the learning aim on the original UKPRN 

Use combined aims where: 

• the planned duration is between 14 and 167 days 
• the actual duration is less than 14 days 
• the completion status is 3 (learner has withdrawn from the learning activities leading to the learning aim) 
• the restart indicator is ‘true’ (restart)
• the new learning start date is greater than the original learning actual end date of the learning aim on the original UKPRN 

There is no qualifying period for aims with a planned duration of less than 14 days. The planned duration of the aim, in days, is the difference between the learning start date and the learning planned end date. 

The actual duration of the aim, in days, is the difference between the learning start date and the learning actual end date.

Education and training scenario 6

Component aims (except for those in diplomas, progression pathways and foundation learning programmes).

Rules for identifying the excluded learning aim:

Aims where the learning delivery aim type is 3 (component learning aim within a programme) and the programme type is not: 

• 15 (diploma – level 1 (foundation)) 
• 16 (diploma – level 2 (higher)) 
• 17 (diploma – level 3 (progression)) 
• 18 (diploma – level 3 (advanced))

Education and training scenario 7

Programme aims, such as those for diplomas, foundation learning programmes and progression pathways.

Rules for identifying the excluded learning aim:

Aims where the aim type is not 3, 4 or 5 (component learning aim within a programme, learning that is not part of a programme, or core – 16 to 19 (excluding apprenticeships) funded learning aims only respectively).

Learning aims exclusion scenario 8

Learning aims that have not been funded by us, or not financed by an advanced learner loan.

Rules for identifying the excluded learning aim:

Includes aims where:

• if D_FEFund is not 1 (DfE formula funding), not 2 (DfE non-formula funding) or not 3 (no DfE funding financed by advanced learner loan)
• the programme type is 24, and the aim type is not 3 (component learning aim)
• the programme type is 24, the aim type is 3, and the traineeship aim type is ‘Work Placement’, or the programme type is not 24

Education and training scenario 9

Aims delivered through learning technologies pilots and 18 to 21 work skills pilots.

Rules for identifying the excluded learning aim:

Aims where any of the learning delivery monitoring codes is:

• 332 (18- 21 Work Skills Pilot)
• 337 (Learning Technologies pilots-online learning)
• 341 (18-21 Work Skills Pilot)

Education and training scenario 10

Supported internship

Rules for identifying the excluded learning aim:

Aims where the learning aim reference is ‘Z0002347’.

Learning aims exclusion scenario 11

Work experience or work placement aims.

Rules for identifying the excluded learning aim:

Aims where the learning aim reference is:

• ‘Z0007834’ to ‘Z0007838’
• ‘ZWRKX001’ to ‘ZWRKX009’

Education and training scenario 12

Changes to records previously submitted 2 or more years ago. 

The example given is for aims reported in 2023 to 2024. The exclusion also applies to aims reported in 2022 to 2023 or 2021 to 2022 that meet the same conditions for the corresponding earlier years.

Rules for identifying the excluded learning aim:

For aims reported in the 2025 to 2026 ILR, that were previously reported in the 2023 to 2024 ILR or earlier, and not reported in the 2024 to 2025 ILR.

Where the actual or planned end dates are not in 2025 to 2026 or later and the record was first reported complete in the 2025 to 2026 ILR.

The record is not an update to a learning aim, which would otherwise have been an overdue planned break, counted in the 2025 to 2026 hybrid end year.

Education and training scenario 13

Non-formula funded community learning provision

Rules for identifying the excluded learning aim:

Aims identified by funding model 10 (community learning).

Education and training scenario 14

Offender Learning and Skills Service (OLASS) learning aims.

Rules for identifying the excluded learning aim:

Aims identified by learning delivery monitoring code 34 (OLASS offenders in custody).

Reference files for QARs

We use the following reference files in some derivations.

• the 2025 to 2026 framework lookup file – this file holds programme aim information from the learning aim reference service (LARS) as at the hard close of the 2025 to 2026 ILR (22 October 2026)
• the 2025 to 2026 standard lookup file – this file holds programme aim information from the LARS at the hard close of the 2025 to 2026 ILR (22 October 2026)
• the 2025 to 2026 provider details file – this file holds providers’ details from the provider and organisation information management system (PIMS), as of 31 July 2026
• the 2025 to 2026 funded provider details file – this file holds details of providers who received funding for the funding year

We obtain the lookup used to determine the delivery region and delivery local authority of a delivery location postcode from the National Statistics Postcode Lookup (UK) May 2026. This will be available to download from the Office of National Statistics website.

Contents of the Apprenticeships dataset 

Contents of the apprenticeships QAR dataset can be found listed below including the name, description of the data field and source of the data:

learning_achievement_date

Description: The achievement date (DDMMYYYY). Only collected for apprenticeship standards.

Source (ILR): ILR standard files

Derivation: Set to achievement date

age_group

Description: A banding of the age on the start of the apprenticeship programme.

Data values: ‘Under 19’, 19-23, 24+

Source (ILR): Derived

Derivation:

The derivation should be set to:

• ‘Under 19’ if D_AgeAimStart is 0 to 18
• ‘19-23’ if D_AgeAimStart is 19 to 23
• ‘24+’ if D_AgeAimStart is 24 or greater, or unknown

apprenticeship_level

Description: The level of the apprenticeship.

Source (ILR): LARS lookups

Derivation: If the programme type is 25, set to the level from the standard lookup. Otherwise, set to the level from the framework lookup

campus_identifier

Description: The campus identifier of the programme aim.

Source (ILR): ILR standard files

Derivation: Set to campus ID

campus_name

Description: The campus name of the programme aim.

Source (ILR): ILR lookups

Derivation: Set to the campus name that is linked to the campus ID

completion_status_code

Description: The completion status of the programme aim.

Source (ILR): ILR standard files

Derivation: Set to completion status

learner_age_start_of_aim

Description: The age of the apprentice on the start date of the programme aim.

Source (ILR): ILR standard files

Derivation: Set to the value of the ILR derived variable D_AgeAimStart

data_source

Description: The source of the record on the QARs dataset.

Data values: ILR

Source (ILR): Derived

Derivation: Set to ‘ILR’

delivery_location_postcode

Description: The postcode of the delivery location.

Source (ILR): ILR standard files

Derivation: set to delivery location postcode

delivery_region

Description: The delivery location postcode government office region.

Source (ILR): Postcode lookup

Derivation: Obtained from the National Statistics Postcode Lookup (UK) May 2025

delivery_local_authority

Description: The delivery location postcode local authority district.

Source (ILR): Postcode lookup

Derivation: Obtained from the National Statistics Postcode Lookup (UK) May 2025

ethnicity

Description: The apprentice’s ethnic background.

Source (ILR): ILR standard files

Derivation: Set to ethnicity

apprenticeship_type

Description: Indicates whether the apprenticeship is a framework or a standard.

Data values: Framework or standard

Source (ILR): Derived

Derivation: Set to ‘Standard’ if the programme type is 25. Otherwise set to ‘Framework’

free_meals

Description: Indicates that the learner is eligible for free meals or is eligible and receiving free meals. Learners that are 19 years old and over are not eligible for free meals.

Source (ILR): Derived

Derivation: If the learner funding and monitoring type is ‘FME’ and the learner funding and monitoring code is 1 or 2 (14 to 15 year old learner is eligible for free meals or 16 to 19 year old learner is eligible for and in receipt of free meals), set to the learner funding and monitoring code description, otherwise set to –1 (not applicable/not known)

funding_qualifying_period_excl

Description: Indicates that the learner has withdrawn from a learning aim before the qualifying number of days for funding has been met.

Note: The qualifying period for funding aims with a planned duration of less than 14 days is 1 day, ‘funding_qualifying_period_excl’ is always set to ‘false’ for aims with a planned duration of less than 14 days. This does not apply to trailblazer pilot standards.

Data values: ‘true’ or ‘false’

Source (ILR): Derived

Derivation: The planned duration of the aim, in days, is the difference between the learning start date and the learning planned end date, inclusive of the last day. 

The actual duration of the aim, in days is the difference between the learning start date and the learning actual end date. 

Set this exclusion rule to ‘true’ if the following five criteria are met:

• the learning aim has an actual end date
• the completion status is 3
• the programme type is not 25; or the programme type is 25 and the funding model is not 81
• the learner withdrew early from their programme, meeting one of the following two criteria:
  • the actual duration is less than 14 days, the planned duration is between 14 and 167 days
  • the actual duration is less than 42 days, the planned duration is at least 168 days
• the learning aim meets one of the two restart criteria:
  • the restart indicator is ‘false’
  • the restart indicator is ‘true’, and the learner (identified through the ULN) participated on the same apprenticeship with a different provider, where the actual end date at the original provider is less than the new learning start date

Otherwise set to ‘false’

apprenticeship_code

Description: The apprenticeship code.

Source (ILR): ILR standard files

Derivation: Set to FworkCode for frameworks and StdCode for standards

high_needs_students

Description: Indicates that the learner is a high needs student in receipt of element 3 ‘top-up’ funding from the local authority.

Data values: ‘true’ or ‘false’

Source (ILR): ILR standard files

Derivation: Set to L_HNS

learner_home_postcode

Description: The learner’s home postcode.

Source (ILR): ILR standard files

Derivation: Set to L_PriorPcode (Postcode prior to enrolment)

learner_home_region

Description: The learner’s home postcode government office region.

Source (ILR): Postcode lookup

Derivation: Obtained from the National Statistics Postcode Lookup (UK) May 2025

learner_home_local_authority

Description: The learner’s home postcode local authority district.

Source (ILR): Postcode lookup

Derivation: Obtained from the National Statistics Postcode Lookup (UK) May 2025

learning_actual_end_date

Description: The learning actual end date (DDMMYYYY).

Source (ILR): ILR standard files

Derivation: Set to learning actual end date

learning_planned_end_date

Description: The learning planned end date (DDMMYYYY).

Source (ILR): ILR standard files

Derivation: Set to learning planned end date

learner_reference

Description: The learner reference number.

Source (ILR): ILR standard files

Derivation: Set to learner reference number

learning_start_date

Description: The learning start date (DDMMYYYY).

Source (ILR): ILR standard files

Derivation: Set to learning start date

learning_difficulties

Description: Indicates whether the apprentice considers that they have a learning difficulty, disability, or health problem.

Source (ILR): ILR standard files

Derivation: Set to LLDD and health problem description

not_funded_excl

Description: Identifies whether an apprenticeship has ever received funding from us. Non- funded aims are excluded from QARs.

Data values: ‘true’ or ‘false’

Source (ILR): Derived

Derivation: Set to ‘false’ if the funding model is not 99 (No DfE funding) in any year

Otherwise set to ‘true’

original_learning_start_date

Description: The original date that the learner commenced the learning on the original aim. This is only applicable where the aim is a restart (DDMMYYYY).

Source (ILR): ILR standard files

learning_outcome

Description: The learning outcome of the programme aim.

Source (ILR): ILR standard files

Derivation: Set to outcome

overdue_continuing_aim

Description: Indicates whether the aim is an overdue continuing aim.

Data values: ‘true’ or ‘false’

Source (ILR): Derived

Derivation: Set to ‘true’ if the aim is an overdue continuing learning aim (as identified in withdrawals)

Otherwise set to ‘false’

overdue_planned_break

Description: Indicates whether the aim is an overdue planned break.

Data values: ‘true’ or ‘false’

Source (ILR): Derived

Derivation: Set to ‘true’ if the aim is an overdue planned break as identified in withdrawals

Otherwise set to ‘false’

achiever

Description: This indicates whether the programme aim has been achieved.

Data values: 0 or 1

Source (ILR): Derived

Derivation: Set to 1 if:

• Learning_Outcome is 1 (achieved)
• the achievement date is not later than 31 July 2025 (where returned on the ILR for learners on programme type of 25 and a funding model of 36)
• the learning actual end date is not later than 31 July 2025 (for all other records that do not meet the above criteria)

Otherwise set to 0

achievement_year

Description: The achievement year of the programme aim (20XX).

Source (ILR): Derived

Derivation: When the completion status is 2 and the achievement date is complete, set to the first calendar year of the funding period the achievement date falls in where returned on the ILR for learners on programme type of 25 and a funding model of 36

When the completion status is 1 and outcome is 8, set to 0

Otherwise set to -1

Example: if the achievement date falls in the 2024 to 2025 funding year, Achievement_Year has the value of 2024

actual_end_year

Description: The actual end year of the programme aim (20XX).

Source (ILR): Derived

Derivation: Set to the first calendar year of the funding period the learning actual end date falls in. Example: if the learning actual end date falls in the 2024 to 2025 funding year, Actual_End_Year has the value of 2024

leaver

Description: This indicates whether the record should be counted towards the QAR.

Data values: 0 or 1

Source (ILR): Derived

Derivation: Set to 1 if:

• learning actual end date is present; and the learning actual end date is no later than 31 July 2025; or
• achievement date is present; and the achievement date is no later than 31 July 2025 – where returned on the ILR for learners on programme type of 25 and a funding model of 36
• Overdue_Continuing_Aim = ‘true’
• Overdue_Planned_Break = ‘true’

Otherwise set to 0

expected_end_year

Description: The expected end year of the programme aim (20XX).

Source (ILR): Derived

Derivation: Set to the value of the first calendar year of the funding period the learning planned end date falls in

Example: If the learning planned end date falls in the 2024 to 2025 funding year, Actual_End_Year has the value of 2024

hybrid_end_year

Description: The hybrid end year of the programme aim (20XX).

Source (ILR): Derived

Derivation: Set to the highest of:

• the achievement year (Achievement_Year)
• the actual learning end year (Actual_End_Year)
• the expected learning end year (Actual_End_Year)
• the reporting year

start_year

Description: The start year of the programme aim (20XX).

Source (ILR): Derived

Derivation: Set to the value of the first calendar year of the funding period the learning start date falls in

Example: If the learning start date falls in the 2024 to 2025 funding year, Start_Year is set to 2024

pathway_code

Description: The pathway of the apprenticeship framework being undertaken.

Source (ILR): ILR standard files

Derivation: Set to PwayCode

pathway_name

Description: The pathway name on the final matched record.

Source (ILR): LARS

Derivation: Obtained from LARS database

pilot_excl

Description: Apprenticeship seasonal worker pilot learning aims are excluded from QARs.

Data values: ‘true’ or ‘false’

Source (ILR): Derived

Derivation: Set to ‘true’ if there is a learning delivery funding and monitoring type of ‘LDM’ with a learning delivery funding and monitoring code of 383 (apprenticeship seasonal worker pilot)

Otherwise set to ‘false’

planned_break_excl

Description: This indicates that the apprentice is on a planned break. Planned break aims are excluded from QAR.

Data values: ‘true’ or ‘false’

Source (ILR): Derived

Derivation: Set to ‘true’ if Completion_Status is 6 (break in learning); Overdue_Plan_Break = 0; and the learning actual end date is no later than 31 July 2025

Otherwise set to ‘false’

primary_lldd

Description: The primary learner disability, learning difficulty or heath problem of the learner.

Source (ILR): ILR standard files

Derivation: Set to LLDDCat where PrimaryLLDD is 1

prior_attainment

Description: The learner’s prior attainment level.

Source (ILR): ILR standard files

Derivation: Set to prior attainment

programme_type

Description: The programme type.

Source (ILR): ILR standard files

Derivation: Set to programme type

provision_type

Description: Identified as apprenticeship aim.

Data values: Apps

Source (ILR): Derived

Derivation: Set to ‘Apps’

restart_indicator

Description: Indicates whether the learner restarted the apprenticeship programme.

Data values: ‘true’ or ‘false’

Source (ILR): ILR standard files

Derivation: Set to ‘true’ if D_Restart = 1

Otherwise set to ‘false’

qar_status

Description: Indicates whether the record is included in the provider’s QAR calculations.

Data values: QAR inclusion QAR exclusion

Source (ILR): Derived

Derivation: Set to ‘QAR Exclusion’ if the aim is not included in QAR calculations

Otherwise set to ‘QAR Inclusion’

For most excluded aims a specific exclusion flag will also be set

sector_subject_area_tier_1

Description: Sector subject area, the broad (tier 1) classification of the subject of the programme aim.

Source (ILR): Derived

Derivation: Set to SectorSubjectAreaTier1 from the framework or standard lookup

sector_subject_area_tier_2

Description: The more specialised classification (tier 2) of the subject of the programme aim.

Source (ILR): Derived

Derivation: Set to SectorSubjectAreaTier2 from the framework or standard lookup.

sex

Description: The apprentice’s sex.

Source (ILR): ILR standard files

Derivation: Set to sex

snapshot_identifier

Description: The return which the aim is being calculated based off.

Source (ILR): ILR standard files

Derivation: Set to Academic_Year followed by the return

subcontractor_name

Description: The subcontractor’s name.

Source (ILR): ILR 2025 to 2026 provider details file

subcontractor_ukprn

Description: The UKPRN of the partner provider that delivered the main assessment aim or competency aim of an apprenticeship.

Source (ILR): Derived

Derivation: Set to the subcontracted or partnership UKPRN of the competency learning aim of the apprenticeship. The competency learning aims are identified from the LARS.

The component aims of an apprenticeship programme are those where:

• aim type is 3 (component learning aim within a programme)
• UKPRN is the same as the UKPRN of the programme aim
• learner reference number is the same as the learner reference number of the programme aim
• framework code is the same as the framework code of the programme aim
• programme type is the same as the programme type of the programme aim
• learning start date is the same as the learning start date of the programme aim

Each component aim of the apprenticeship is checked against LARS. The component learning aim is the competency aim where:

• learning aim reference is the same as LearnAimRef on LARS
• framework code is the same as FworkCode on LARS
• programme type is the same as ProgType on LARS
• apprenticeship pathway is the same as PwayCode on LARS
• FrameworkComponentType on LARS is 1

software_supplier_aim_identifier

Description: The software supplier’s aim identifier of the aim.

Source (ILR): ILR standard files

Derivation: Set to SWSupAimID

transfer_excl

Description: This indicates that the apprentice has transferred to another apprenticeship programme within the same provider.

Transfer aims are not included in QAR

Data values: ‘true’ or ‘false’

Source (ILR): Derived

Derivation: Set to ‘true’ if:

• Completion_Status is 3 (the learner has withdrawn from the learning activities leading to the learning aim), the Withdrawal_Reason is 40 (learner has transferred to a new learning aim with the same provider) and a later programme record exists with a learning start date no more than 120 days after the learning actual end date of the programme with a matching ULN and UKPRN
• Completion_Status is 3 and withdrawal reason is 7, or withdrawal reason is 47 and a programme record exists with a learning start date no more than 30 days after the learning actual end date of the programme matching ULN and a different UKPRN; and the learning actual end date is no later than 31 July 2026

Otherwise set to ‘false’

is_foundation_apprenticeship_flag

Description: This indicates that the apprentice is on a foundation apprenticeship programme.

Data values: ‘true’ or ‘false’

Source (ILR): ILR standard files

Derivation: Set to ‘true’ if apprenticeship standard type code = ‘A0001’

Otherwise set to ‘false’

ukprn

Description: The UK provider reference number.

Source (ILR): ILR standard files

Derivation: Set to UK provider reference number

ukprn_original

Description: The UKPRN of the programme aim before the college merger process was applied to a provider’s data.

Source (ILR): Derived

uln

Description: Unique learner number.

Source (ILR): ILR standard files

Derivation: Set to unique learner number

withdrawal_reason

Description: The reason learning ended.

Source (ILR): ILR standard files

Derivation: Set to withdrawal reason

academic_year

Description: The current academic year for the QARs dataset.

Data values: 2025/2026

Source (ILR): Derived

Derivation: Set to ‘2025/26’

year_aim_submitted

Description: The funding year which the aim was submitted in.

Source (ILR): Derived

Derivation: Set to:

• ‘2021/22’ if from the 2021 to 2022 ILR
• ‘2022/23’ if from the 2022 to 2023 ILR
• ‘2023/24’ if from the 2023 to 2024 ILR
• ‘2024/25’ if from the 2024 to 2025 ILR
• ‘2025/26’ if from the 2025 to 2026 ILR

Contents of the education and training dataset

Contents of the education and training QAR dataset can be found listed below including the name, description of the data field and source of the data:

age_group

Description: A banding of the learner’s age used for reporting. This is based on the age at the learner on 31 August of the year they started the learning aim in.

Data values:  ‘Under 19’, ‘19-23’, ‘24+’

Source (ILR): Derived

Derivation: Set the values to:

• Under 19’ if age_31aug_start_year is 0 to 18
• ‘19-23’ if age_31aug_start_year is 19 to 23
• ‘24+’ if age_31aug_start_year is 24 or greater, or unknown

age_31aug_start_year

Description: The age of the learner on 31 August of the year they started the learning aim in. Only calculated for classroom learning aims.

Source (ILR): Derived

Derivation: Calculate as the difference between the start year (Start_Year) of the learning aim and the date of birth

aim_type

Description: The type of aim.

Source (ILR): ILR standard files

Derivation: Set to AimType

awarding_organisation_code

Description: The awarding body associated with each learning aim record.

Source (ILR): LARS data file

Derivation: Set to AwardingOrgCode for the aim, from the LARS data file

basic_skills

Description: Indicates that the learning aim is considered to be a basic skill aim relating to achievements in literacy, numeracy and language.

Data values: 0 or 1

Source (ILR): LARS data file

Derivation: Set to 1 if BasicSkills for the learning aim, from the LARS data file, is 1

Otherwise set to 0

basic_skills_type

Description: A sub-category of basic skill identifying the type of basic skill, for example, adult literacy and English for speakers of other languages (ESOL).

Source (ILR): LARS data file

Derivation: Set to BasicSkillsType for the learning aim, from the LARS data file

campus_identifier

Description: The campus identifier of the learning aim.

Source (ILR): ILR standard files

Derivation: Set to campus Identifier

campus_name

Description: The campus name of the programme aim.

Source (ILR): ILR lookups

Derivation: Set to the campus name that is linked to the campus ID

component_aim_excl

Description: Indicates that the learning aim is a component aim that is not included in QAR.

Data values: ‘true’ or ‘false’

Source (ILR): Derived

Derivation: The values can be set to:

• ‘false’ if the learning delivery aim type is 3 (component learning aim within a programme) and the programme type is 15, 16, 17, 18 or 24 (diploma – level 1 (foundation), diploma – level 2 (higher), diploma – level 3 (advanced), diploma – level 3 (progression) or traineeship respectively)
• ‘false’ if the learning delivery aim type is 4 or 5 (learning aim that is not part of a programme or core aim - 16-19 (excluding apprenticeships) funded learning aims only)
• ‘true’ if otherwise

completion_status_code

Description: The completion status of the learning aim.

Source (ILR): ILR standard files

Derivation: Set to completion status

learner_age_start_of_aim

Description: The age of the learner on the start date of the learning aim.

Source (ILR): ILR standard files

Derivation: Set to the value of the ILR derived variable D_AgeAimStart

aim_benefit_status_first_day_of_learning_code

Description: The unemployment benefit status code of the learner on the start date of the learning aim.

Source (ILR): ILR standard files

Derivation: Set to the value of the ILR derived variable D_FirstDayLearning_UnemploymentBenefit

aim_benefit_status_first_day_of_learning_description

Description: The unemployment benefit status description of the learner on the start date of the learning aim.

Source (ILR): ILR standard files

Derivation: Set to the correlating description of the ILR derived variable

D_FirstDayLearning_UnemploymentBenefit

full_level_2

Description: Identifies whether the learning aim is a full level 2.

Data values: 0 or 1

Source (ILR): ILR standard files

Derivation: the values can be set to:

• 0 if FullLevel3EntitlementCategory from the LARS data file is 1, 2 or 3 and FullLevel3Percent from the LARS data file is 100 or more
• 1 if FullLevel2EntitlementCategory from the LARS data file is 1 or 4 and FullLevel2Percent from the LARS data file is 100 or more
• 0 if otherwise

full_level_3

Description: Identifies whether the learning aim is a full level 3.

Data values: 0 or 1

Source (ILR): ILR standard files

Derivation: Set to 1 if FullLevel3EntitlementCategory from the LARS data file is 1, 2 or 3 and FullLevel3Percent from the LARS data file is 100 or more

Otherwise set to 0

data_source

Description: The source of the record on the QAR dataset.

Data values: ILR

Source (ILR): Derived

Derivation: Set to ‘ILR’

delivery_location_postcode

Description: The postcode of the delivery location.

Source (ILR): ILR standard files

Derivation: Set to delivery location postcode

delivery_region

Description: The delivery location postcode government office region.

Source (ILR): Postcode lookup

Derivation: Obtained from the National Statistics Postcode Lookup (UK) May 2025

delivery_local_authority

Description: The delivery location postcode local authority district.

Source (ILR): Postcode lookup

Derivation: Obtained from the National Statistics Postcode Lookup (UK) May 2025

diploma_excl

Description: Indicates that the learning aim is a programme aim, such as those used for progression pathways, diplomas and foundation learning programmes.

Programme aims are not included in QAR

Data values: ‘true’ or ‘false’

Source (ILR): Derived

Derivation: Set to ‘true’ if aim type is not 3, 4 or 5 ((component learning aim within a programme, learning aim that is not part of a programme or core aim – 16-19 (excluding apprenticeships) funded learning aims only)), or if the aim reference is ‘‘60333376’’ or ‘‘60333388’’.

Otherwise set to ‘false’

direct_funded_excl

Description: Indicates that the learner is a 14 or 15 year old full-time learner who has been recruited directly by a GEFC or SFC, or learners from September 2013 who are alternative provision census home educated students but funded as 14 - 16s direct in FE.

Data values: ‘true’ or ‘false’

Source (ILR): Derived

Derivation: Set to ‘true’ if there is a learning delivery funding and monitoring type of ‘LDM’ with a learning delivery funding and monitoring code of 320 (14-16 direct funded students in FE) or 321 (14-16 home educated students)

Otherwise set to ‘false’

ethnicity

Description: The learner’s ethnic background.

Source (ILR): ILR standard files

Derivation: Set to ethnicity

free_meals

Description: Indicates that the learner is eligible for free meals or is eligible and receiving free meals. 19+ learners are not eligible for free meals.

Source (ILR): Derived

Derivation: If the learner funding and monitoring type is ‘FME’ and the learner funding and monitoring code is 1 or 2 (14 to 15 year old learner is eligible for free meals OR 16 to 19 year old learner is eligible for and in receipt of free meals), set to the learner funding and monitoring code

Otherwise set to -1

funding_qualifying_period_excl

Description: Indicates that the learner has withdrawn from a learning aim before the qualifying number of days for funding has been met.

Note: The qualifying period for funding aims with a planned duration of less than 14 days is 1 day, ‘funding_qualifying_period_excl’ is always set to ‘false’ for aims with a planned duration of less than 14 days. This does not apply to trailblazer pilot standards.

Data values: ‘true’ or ‘false’

Source (ILR): Derived

Derivation: The planned duration of the aim, in days, is the difference between the learning start date and the learning planned end date, inclusive of the last day. 

The actual duration of the aim, in days is the difference between the learning start date and the learning actual end date. 

Set this exclusion rule to ‘true’ if the following five criteria are met:

• the learning aim has an actual end date
• the completion status is 3
• the programme type is not 25; or the programme type is 25 and the funding model is not 81
• the learner withdrew early from their programme, meeting one of the following two criteria:
  • the actual duration is less than 14 days, the planned duration is between 14 and 167 days
  • the actual duration is less than 42 days, the planned duration is at least 168 days
• the learning aim meets one of the two restart criteria:
  • the restart indicator is ‘false’
  • the restart indicator is ‘true’, and the learner (identified through the ULN) participated on the same apprenticeship with a different provider, where the actual end date at the original provider is less than the new learning start date

Otherwise set to ‘false’

high_needs_students

Description: Indicates that the learner is a high needs student in receipt of element 3 ‘top-up’ funding from the local authority.

Data values: ‘true’ or ‘false’

Source (ILR): ILR standard files

Derivation: Set to L_HNS

learner_home_postcode

Description: The learner’s home postcode.

Source (ILR): ILR standard files

Derivation: Set to L_PriorPcode (postcode prior to enrolment)

learner_home_region

Description: The learner’s home postcode government office region.

Source (ILR): Postcode lookup

Derivation: Obtained from the National Statistics Postcode Lookup (UK) May 2025

learner_home_local_authority

Description: The learner’s home postcode local authority district.

Source (ILR): Postcode lookup

Derivation: Obtained from the National Statistics Postcode Lookup (UK) May 2025

learning_actual_end_date

Description: The learning actual end date (DDMMYYYY).

Source (ILR): ILR standard files

Derivation: Set to learning actual end date

learning_aim_reference

Description: The learning aim reference.

Source (ILR): ILR standard files

Derivation: Set to learning aim reference

learning_aim_description

Description: Learning aim description.

Source (ILR): LARS data file

Derivation: Set to LearnAimRefTitle for the learning aim, from the LARS data file

learning_aim_type

Description: Code used by the learner aims reference system to assign learning aims to certain listed types of learning aim (for example, NVQs and GNVQs).

Source (ILR): LARS data file

Derivation: Set to LearnAimRefType for the learning aim, from the LARS data file

learning_planned_end_date

Description: The learning planned end date (DDMMYYYY).

Source (ILR): ILR standard files

Derivation: Set to learning planned end date

learner_reference

Description: The learner reference number.

Source (ILR): ILR standard files

Derivation: Set to learner reference number

learning_start_date

Description: The learning start date (DDMMYYYY).

Source (ILR): ILR standard files

Derivation: Set to learning start date

learning_difficulties

Description: Whether the learner considers that they have a learning difficulty, disability or health problem.

Source (ILR): ILR standard files

Derivation: Set to LLDD and health problem

not_funded_excl

Description: Indicates that the learning aim is non-funded (not funded or financed by an advanced learner loan).

Non-funded aims are not included in QAR

Data values:  ‘true’ or ‘false’

Source (ILR): Derived

Derivation: Set to ‘false’ if D_FEFund is 1 (formula funded), 2 (non-formula funding) or 3 (no funding financed by Advanced Learner Loan) and  funding_qualifying_period_excl is ‘false’, and: ProgType is 24, and AimType is not 3 (component learning aim); or ProgType is 24, the AimType is 3, and D_TrainAimType from ILR standard files is not ‘Work Placement’; or ProgType is not 24

Otherwise set to ‘true’

notional_nvq_level

Description: A level on the NVQ scale for all learning aims which enables the learning aim to be analysed against the NVQ scale.

Source (ILR): LARS data

Derivation: Set to NotionalNVQLevel for the learning aim, from the LARS data file

original_learning_start_date

Description: The original date that the learner commenced the learning on the original aim. This is only applicable where the aim is a restart (DDMMYYYY).

Source (ILR): ILR standard files

learning_outcome

Description: The learning outcome of the learning aim.

Source (ILR): ILR standard files

Derivation: Set to Outcome

outcome_grade

Description: The learning outcome grade of the learning aim.

Source (ILR): ILR standard files

Derivation: Set to outcome grade

overdue_continuing_aim

Description: Indicates whether the aim is an overdue continuing aim.

Data values: ‘true’ or ‘false’

Source (ILR): Derived

Derivation: Set to ‘true’ if the aim is an overdue continuing learning aim (as identified in withdrawals)

Otherwise set to ‘false’

overdue_planned_break

Description: Indicates whether the aim is an overdue planned break.

Data values: ‘true’ or ‘false’

Source (ILR): Derived

Derivation: Set to ‘true’ if the aim is an overdue planned break

Otherwise set to ‘false’

achiever

Description: This indicates that the learner has achieved the learning aim.

Data values: 0 or 1

Source (ILR): Derived

Derivation: Set to 1 if Age_31AugStYr is 16 or more; Learning_Outcome is 1 (Achieved); and the learning actual end date is no later than 31 July 2025

Otherwise set to 0

actual_end_year

Description: The actual end year of the learning aim (20XX).

Source (ILR): Derived

Derivation: Set to the first calendar year of the funding period the learning actual end date falls in

Example: if the learning actual end date falls within the 2025 to 2026 funding year, Actual_End_Year has the value of 2025

completer

Description: This indicates that the learning aim has been completed.

Data values: 0 = not completed 1 = completed

Source (ILR): Derived

Derivation: Set to 1 if Age_31AugStYr is 16 or more; completion status is 2 (learner has completed the learning activities leading to the learning aim); and the learning actual end date is no later than 31 July 2026

Otherwise set to 0

leaver

Description: This indicates that the record should be counted towards the achievement rate.

Data values: 0 or 1

Source (ILR): Derived

Derivation: Set to 1:

• if Age_31AugStYr is 16 or more; and learning actual end date is populated and the learning actual end date is no later 31 July 2026
• Overdue_Continuing_Aim = ‘true’
• Overdue_Planned_Break = ‘true’

Otherwise set to 0

expected_end_year

Description: The expected end year of the learning aim (20XX).

Source (ILR): Derived

Derivation: Set to the value of the first calendar year of the funding period the learning planned end date falls in.

Example: if the learning planned end date falls within the 2025 to 2026 funding year, Expected_End_Year has the value of 2025

hybrid_end_year

Description: The hybrid end year of the learning aim (20XX).

Source (ILR): Derived

Derivation: Set to the highest of:

• the actual learning end year (Actual_End_Year); or
• the expected learning end year (Expected_End_Year); or
• the reporting year

start_year

Description: The start year of the learning aim (20XX).

Source (ILR): Derived

Derivation: Set to the value of the first calendar year of the funding period the learning start date falls in.

Example: if the learning start date falls within the 2025 to 2026 funding year, Start_Year is set to 2025

pilot_excl

Description: Indicates that the learning aim is learning technologies pilot aim or an 18-21 work skills pilot aim.

These aims are not included in QARs

Data values: ‘true’ or ‘false’

Source (ILR): Derived

Derivation: Set to ‘true’ if any of the learning delivery monitoring codes is 332, 337 or 341 (18-21 work skills pilot, learning technologies pilots-online learning or 18- 21 work skills pilot - Black Country).

Otherwise set to ‘false’

planned_break_excl

Description: This indicates that the learner is on a planned break. Planned break aims are not included in QAR

Data values: ‘true’ or ‘false’

Source (ILR): Derived

Derivation: Set to ‘true’ if: Completion_Status is 6 (break in learning); Overdue_Plan_Break = ‘false’; and the learning actual end date is no later than 31 July 2026

Otherwise set to ‘false’

primary_lldd

Description: The primary learner disability, learning difficulty or heath problem of the learner.

Source (ILR): ILR standard files

Derivation: Set to LLDDCat where PrimaryLLDD is 1

prior_attainment

Description: The learner’s prior attainment level.

Source (ILR): ILR standard files

Derivation: Set to prior attainment

programme_type

Description: The programme type.

Source (ILR): ILR standard files

Derivation: Set to ProgType

provision_type

Description: Identified as education and training learning aim.

Data values: ET

Source (ILR): Derived

Derivation: Set to ET if the learning aims chosen from the ILR are those where:

• the aim type is not 1 (programme aim)
• the programme type is not 2, 3, 10, 20, 21, 22, 23, 24 or 25 (advanced level apprenticeship, intermediate level apprenticeship, higher apprenticeship, higher apprenticeship – level 4, higher apprenticeship – level 5, higher apprenticeship – level 6, higher apprenticeship – level 7+, traineeship, apprenticeship standard respectively)

qualification_type

Description: A grouping of aims based on the QCF sizes of ‘unit’, ‘award’, ‘certificate’ and ‘diploma’ used to categorise learning aims.

Source (ILR): Derived

Derivation: See calculating the Qualification_Type field in the QAR dataset for further details

qar_status

Description: Indicates whether the record is included in the QARs calculations.

Data values: QAR inclusion QAR exclusion

Derivation: Set to ‘QAR Exclusion’ if the aim is not included in QAR calculations

Otherwise set to ‘QAR Inclusion’

For most excluded aims, a specific exclusion flag will also be set

report_level

Description: Derived from notional NVQ level.

Source (ILR): LARS data

Derivation: Set to:

• ‘Entry and Level 1’ if the notional NVQ level code is either 1 or E
• ‘Level 2’ if the notional NVQ level code is 2
• ‘Level 3’ if the notional NVQ level code is 3
• ‘Level 4 or Higher’ if the notional NVQ level code is 4, 5 or H
• ‘Level Unknown’ if the notional NVQ level code is M, U or X

restart_indicator

Description: Indicates whether the learner restarted the learning aim.

Data values: ‘true’ or ‘false’

Source (ILR): ILR standard files

Derivation: Set to D_Restart

sector_subject_area_tier_1

Description: Sector subject area – the broad (tier 1) classification of the subject of the learning aim.

Source (ILR): LARS data

Derivation: Set to SectorSubjectAreaTier1 for the learning aim, from the LARS data file

sector_subject_area_tier_2

Description: The more specialised classification (tier 2) of the subject of the learning aim.

Source (ILR): LARS data

Derivation: Set to SectorSubjectAreaTier2 for the learning aim, from the LARS data file

sex

Description: The learner’s sex.

Data values: F or M

Source (ILR): ILR standard files

Derivation: Set to sex

snapshot_identifier

Description: The return which the aim is being calculated based off.

Source (ILR): ILR standard files

Derivation: Set to Academic_Year followed by the return

source_of_funding_description

Description: If an aim is funded by a Strategic Authority (formally a Mayoral Combined Authority), this indicates which one.

Source (ILR): ILR standard files

Derivation: Set to SOF and include its description

subcontractor_name

Description: The subcontractor’s name.

Source (ILR): ILR 2025 to 2026 provider details file

subcontractor_ukprn

Description: The UKPRN of the partner provider that delivered the learning aim. The subcontractor UKPRN is not entered in the ILR for most 16 to 19 year-old provision.

Source (ILR): ILR standard files

Derivation: Set to the subcontracted or partnership UKPRN

supported_internship_excl

Description: Indicates that the learning aim is a supported Internship.

Supported Internships are not included in QAR

Data values: ‘true’ or ‘false’

Source (ILR): Derived

Derivation: Set to ‘true’ if the learning aim reference is ‘Z0002347’

Otherwise set to ‘false’

software_supplier_aim_identifier

Description: The software supplier’s aim identifier of the aim.

Source (ILR): ILR standard files

Derivation: Set to SWSupAimID

transfer_excl

Description: This indicates that the learner has transferred to another learning aim within the same provider. Transfer aims are not included in QAR.

Data values: ‘true’ or ‘false’

Source (ILR): Derived

Derivation:

• set to ‘true’ if Completion_Status is 3 (the learner has withdrawn from the learning activities leading to the learning aim), the Withdrawal_Reason is 40 (learner has transferred to a new learning aim with the same provider) and a later record exists with a learning start date no more than 120 days after the learning actual end date of the aim with a matching ULN and UKPRN)
• or set to ‘true’ if Completion_Status is 3 and withdrawal reason is 7 or 41, or WithdrawalReason is 47 and an education and training aim exists with a learning start date no more than 30 days after the learning actual end date of the original aim matching ULN and a different UKPRN); and the learning actual end date is no later than 31 July 2026

Otherwise set to ‘false’.

ukprn

Description: UK provider reference number (UKPRN).

Source (ILR): ILR standard files

Derivation: Set to UK provider reference number

ukprn_original

Description: The UKPRN for the learning aim before the college merger process was applied to a provider’s data.

Source (ILR): Derived

uln

Description: Unique learner number.

Source (ILR): ILR standard files

Derivation: Set to unique learner number

withdrawal_reason

Description: The reason learning ended.

Source (ILR): ILR standard files

Derivation: Set to withdrawal reason

work_experience_excl

Description: Indicates that the learning aim is a work experience or work placement aim.

Work experience and work placement aims are not included in QAR

Data values: ‘true’ or ‘false’

Source (ILR): Derived

Derivation: Set to ‘true’ if the learning aim reference is ‘Z0007834’ to ‘Z0007838’ or ‘ZWRKX001’ to ‘ZWRKX009’

Otherwise set to ‘false’

academic_year

Description: The current funding year for the QAR dataset.

Data values: 2025/2026

Source (ILR): Derived

Derivation: Set to ‘2025/26’

year_aim_submitted

Description: The funding year which the aim was submitted in.

Source (ILR): Derived

Derivation: Set to:

• ‘2021/22’ if from the 2021 to 2022 ILR
• ‘2022/23’ if from the 2022 to 2023 ILR
• ‘2023/24’ if from the 2023 to 2024 ILR
• ‘2024/25’ if from the 2024 to 2025 ILR
• ‘2025/26’ if from the 2025 to 2026 ILR

is_non_regulated_flag

Description: Identifies with education and training aims are non-regulated.

Data values: ‘true’ or ‘false’

Source (ILR): Derived

Derivation: Set to ‘true’ if the awarding organisation of external accreditation is none

Otherwise set to ‘false’

Summary of key terms

Key term	Definition
Achievement rate	Percentage of students who complete a qualification, pass the final assessments and meet all their educational objectives.
Retention rate (completion rate)	Percentage of students who enrol in a qualification and complete it, regardless of the outcome (pass or fail).
Pass rate	Percentage of the students who complete a qualification who go on to pass the final assessment.
Standard reporting year (1 August to 31 July)	The time period when the achievement rates are being calculated and reported.
Actual end year	The academic year (1 August to 31 July) in which a learner completes, pauses or leaves their learning aim or qualification.
Planned end year or date	The date that the provider and learner initially expect the learning for a qualification will be completed.
Hybrid end year	Determines which year a learner’s outcome is counted for achievement rate calculations, ensuring accuracy for qualifications with varied timelines. The hybrid end year is the latest of the following, the planned end date of the learning, the actual end date of the learning, the reporting year in which the aim is first reported as complete. And for apprenticeships, the date the qualification was achieved.
Past planned end date	Refers to a situation where a learner’s actual end date or the current reporting year falls after the academic year initially planned for their qualification’s completion.
Leaver	A learner who has ended their engagement with a course or learning aim during the reporting period, regardless of whether they achieved the qualification or the reason for the aim ending. A leaver can be an achiever, a completer or a withdrawal.
Achiever	A learner who has successfully completed their course or learning aim and achieved the qualification.
Completer	A learner who has reached the planned end date of their course or learning aim, regardless of whether they achieved the qualification or not.
Withdrawal	A learner who has left their course or learning aim before completing it.
Planned break	When a learner temporarily pauses their learning with the intention to return. If the ILR submissions do not record the learner as either having returned or continuing with their break, the aim is then classified as overdue.
Overdue aims	Learning aims that have not been consistently reported in the ILR by R14 of the following year, or they have been reported in a way where the aims fail to match up, for example, invalid planned break restarts.
Exclusion	Specific learning aims that are removed from the QAR calculation.
Derived variables	Anything that we are calculating, for example hybrid end year.

Customer help portal details 

Contact us via the Customer Help Portal if you have any questions relating to QARs. If your question is about specific learner queries, download, complete and submit the data query form from Introduction to Quality Achievement Rates (QARs) for the relevant academic year.