Information for institutions on maths and English condition of funding.
Achieving a GCSE grade 9 to 4 (reformed grading) or A* to C (legacy grading) in both maths and English helps students to progress to further study, training and skilled employment. The maths and English condition of funding ensures that all 16 to 19 year olds have the best chance of achieving this standard, and are given every opportunity and the necessary support to do so.
Students must study maths and/or English as part of their study programme in each academic year. This applies to students aged 16 to 18 and 19 to 25 with an Education, Health and Care Plan (EHCP) who do not hold a GCSE grade 9 to 4, A* to C or equivalent qualification in these subjects. This applies to students starting, or who have already started, a new study programme of 150 hours or more, on or after 1 August 2014. This requirement is a condition of funding.
Funding will be removed from future allocations for students not meeting the condition of funding. This will be the full time national funding rate or the relevant part time funding rate for that student for the relevant year. The other elements of the funding formula will not be affected.
For 2017 to 2018 funding allocations, a tolerance of 5% was applied to funding reductions for institutions with the total number of students (calculated by value) without A* to C GCSE in maths and/or English that did not enrol on an approved qualification in these subjects. Funding for these institutions was removed for each student above the 5% tolerance level at half the national funding rate. Institutions should not assume that the tolerance applied in 2017 to 2018 will apply in future years. An example of how the funding deduction is calculated is set below.
The approved qualifications for meeting the condition of funding are either a GCSE or an approved stepping stone qualification, with the full list of approved qualifications on the hub.
Full time students starting their study programme on or after 1 August 2015 who have prior attainment of a grade 3 or grade D in GCSE or equivalent in maths and/or English must be enrolled on a GCSE course to meet the condition of funding. Enrolment on a stepping stone qualification will not meet the condition of funding for these students.
Part time students who have a grade 3 or grade D GCSE or equivalent in maths and/or English can be enrolled on either a GCSE or an approved stepping stone qualification in order to meet the condition of funding.
Students with prior attainment of a GCSE grade 2 or below or grade E or below can either enrol on a GCSE or an approved stepping stone qualification in order to support them as they work towards a GCSE.
Full time students are those on a study programme of at least 540 planned hours if aged 16 to 17, or at least 450 hours if aged 18 and not identified as having high needs (such as, in receipt of element 3 top up funding from local authorities).
Part time students are those on a study programme of under 540 hours if aged 16, 17 or 18 and over with high needs, or those on a study programme of under 450 hours if aged 18 and over and not high needs.
To recognise the progress that students make in maths and English, a headline progress measure is included in performance tables that will hold schools and colleges to account for the progress of students in maths and English where they did not achieve at least a GCSE grade 4, grade C or equivalent by the end of Key Stage 4. The methodology of this progress measure is aligned as closely as possible with the condition of funding rules. Revisions to the measure will be included in the Technical Guide: 16 to 19 accountability headline measures published on GOV.UK.
The requirements for meeting the condition of funding for maths and English are incorporated into the funding regulations.
Aligning the condition of funding with the reformed GCSEs
GCSEs in England are changing to ensure that young people have the knowledge and skills they need to succeed in the 21st Century. The new, more challenging GCSEs are designed to match standards in the strongest performing education systems in the world and will ensure that pupils leave school better prepared for work or further study.
GCSEs in England will have a new 9 to 1 grading scale, to better differentiate between the highest performing pupils and distinguish clearly between the new and old exams. The government will no longer be reporting on the ‘good pass’. Instead it will distinguish between a grade 4 ‘standard pass’ and a grade 5 ‘strong pass’ and report on both.
For pupils, the expectation will be that a ‘standard pass’ at grade 4 or above will be a similar level of achievement to a grade C or above using the current grading scale. This is the level that pupils must achieve in order not to be required to continue studying English and maths post 16, and is therefore a credible achievement for a young person, which should be valued as a passport to future study and employment.
The government has made clear in messages to employers, colleges and universities that a new grade 4 will continue to have real currency for pupils as they progress to further study and employment.
The government’s decision to make the grade 5 ‘strong pass’ or above a headline performance measure for schools reflects its commitment to raise standards. This is a benchmark comparable with the strongest performing education systems in the world, and is intended to allow parents, Ofsted and others to see which schools are getting the best results from pupils and ensure the government can provide more support to those schools that need it.
Grade 3 or grade D requirement to the condition of funding
Full time students starting their study programme who have a GCSE grade 3, grade D or equivalent qualification in maths and/or English must be enrolled on a GCSE to meet the condition of funding. Full time students are those on a study programme of at least 540 planned hours if aged 16 to 17 or at least 450 hours if age 18 and not identified as having high needs. These students are required to continue to study both these aims until they achieve at least a GCSE grade 4 or until they are no longer funded from 16 to 19 funding by the Education and Skills Funding Agency (ESFA).
Students with prior attainment of a GCSE grade 3, grade D or equivalent qualification in maths and/or English, including those with special educational needs and/or disabilities should be capable of improving their GCSE grade with the right teaching and support. To meet this requirement individual institutions should use the flexibilities available to tailor a study programme so that each student is enabled to improve in maths and/or English to the best of their ability.
All full time students who attained a GCSE grade 3, grade D or equivalent qualifications in maths and/or English, who are not enrolled on a GCSE in these subjects will result in funding reductions for the institution in future years.
Qualifications equivalent to GCSE grade 9 to 4 or A* to C in maths and English for the purposes of prior attainment
The following qualifications in maths, English language and literature are treated as equivalent to GCSE grade 9 to 4 or A* to C. Students who have studied in England or elsewhere in the United Kingdom (Wales, Scotland or N Ireland) holding the following qualifications will not be required to study maths and/or English to meet the condition of funding:
- international GCSEs, regulated or unregulated, or equivalent level 1/level 2 certificates grade A* to C/9 to 4
- GCSEs grade A* to C obtained in Wales
- GCSEs grade A* to C obtained in Northern Ireland
- Scottish Intermediate 2 certificates grade A to C
- Scottish Standard Grades (credit level) grade 1 to 2
- Scottish National 5 certificates grade A to C
- international O levels grade A* to C
- A and AS levels at any pass grade
- full International Baccalaureate (IB) level 3 Diploma (LARS reference 50034157)
- International Baccalaureate Certificate in maths
- core maths qualifications at level 3
International GCSEs for the purpose of recognising prior attainment
International GCSEs, regulated or unregulated, or equivalent level 1/ level 2 certificates in maths and English all count as equivalent to GCSEs for the purposes of recognising prior attainment in the 16 to 19 maths and English condition of funding.
Students who hold these qualifications in maths and English at GCSE grade 9 to 4 or A* to C will not have to continue their study of these subjects.
Students aged 19 and over
The current condition of funding policy will not change in 2017 to 2018 for those students aged 19 and over who are continuing the study programme they started before their 19th birthday.
A student who has been home educated and wishes to attend an FE institution will need to comply with the condition of funding. This will apply to those who enrol on a study programme of 150 hours or more at an institution.
Students who speak limited English studying maths qualifications
A student who speaks limited English will still need to have maths in their study programme, at a suitable level. This could be phased into the study programme as their ability in English improves. For example, a student could study an ESOL qualification in the first term and enrol on a maths qualification in the second term.
Students on short study programmes
To ensure those that want to study short courses are not discouraged from doing so, there is flexibility for those on small part time study programmes of less than 150 planned hours. Students on these study programmes are not required to study maths and English qualifications, but institutions should include some maths and English content in courses taken by such students to facilitate their learning.
For all study programmes of 150 planned hours or more, students without prior attainment of a GCSE grade 9 to 4, A* to C or an equivalent qualification will need to continue to study approved maths and/or English qualifications, in each academic year, at an appropriate level until they achieve at least a grade 4 GCSE or until they are no longer funded from 16 to 19 funding.
Students achieving a GCSE grade 9 to 4, A* to C or equivalent qualification outside of their study programme If a student achieves a GCSE grade 9 to 4, A* to C or a qualification deemed as equivalent by other means, for example, entering for, and studying a qualification outside of their study programme, then they will have met the condition of funding for the remainder of their study programme.
Students on a traineeship
Students on traineeships are subject to the condition of funding. This means that trainees who do not hold a GCSE grade 9 to 4 or A* to C in maths and/or English are required to study an approved stepping stone qualification in maths and/or English. The condition of funding grade 3 or grade D requirement does not apply to traineeships as they are treated as part time students.
Apprenticeships are not subject to the maths and English condition of funding. However, similar requirements are in place to ensure all apprentices have good literacy and numeracy skills. Advanced apprentices must hold or obtain Level 2 English and maths qualifications. Examples of acceptable Level 2 qualifications include GCSE grade C or 4 or Functional Skills Level 2 pass. Intermediate apprentices must hold or obtain Level 1 English and maths qualifications and work towards Level 2 qualifications. Examples of acceptable Level 1 qualifications include GCSE grade E or 2 or Functional Skills Level 1 pass. Students that leave the study programme before the end of the maths and/or English qualifying period to start an apprenticeship will be recorded as meeting the condition of funding. Apprenticeship providers may decide that they want the student to continue their maths and/or English courses as part of the apprenticeship programme.
Students on supported internships are not automatically exempt from the condition of funding. An exemption may be granted by the institution if the conditions for an exemption are met. Students on supported internships with an exemption should still be studying maths and English at an appropriate level, even if they are not able to work towards a stepping stone qualification or GCSE.
Qualifications approved for teaching to 16 to 19 year olds who meet the condition of funding
To meet the condition of funding, a student must be enrolled on an approved qualification; these include GCSE or an approved stepping stone qualification. Full time students who have a GCSE grade 3 or grade D are required to enrol on a maths and/or English GCSE only.
Approved stepping stone qualifications include Functional Skills Level 2 and below, ESOL and other qualifications nominated by institutions and approved by the department, that meet pre-defined criteria. The approved list of qualifications is maintained on the Learning Aim Reference Service (LARS). Institutions must check the status of qualifications using LARS before enrolling students on them to ensure the qualification is valid at the point of enrolment. All qualifications on the approved list are also approved on section 96.
- the student must be timetabled to attend lessons or appropriate blended learning and be progressing in the subject
- the student must also pass a qualifying period for each maths and English qualification (6 weeks for a qualification with a planned length of 24 weeks or more, and 2 weeks for a qualification with a planned length of less than 24 weeks) before it counts
- the condition of funding relates to enrolments rather than exam entries. This provides an institution flexibility to determine when best for a student to be entered for and sit an exam or assessment
Please note the following:
- following the Ofqual announcement in March 2016, no further re-sits of the legacy GCSEs are possible beyond summer 2017
- English Literature and English Literature and Language qualifications are not approved for teaching for the purpose of meeting the condition of funding
- international GCSEs are no longer approved for teaching for the purpose of meeting the condition of funding, however they do continue to count as equivalent to GCSEs for the purposes of recognising prior attainment
Table showing what students can and must study
A summary of what qualifications students must be studying is given in the table below.
|The student||What a student must study to meet the condition of funding|
|Student without GCSE grade 9 to 4, A* to C on short study programmes, defined as studying less than 150 hours||Condition of funding does not apply|
|Full time student (540 hours or more 16 to 17, or 450 hours or more 18+) with GCSE grade 3 or grade D||GCSE ONLY|
|Part time student (between 150 and 539 hours aged 16 to 17 and between 150 and 450 hours if aged 18+) with GCSE grade 3 or grade D||See approved list of qualifications|
|Full time student (540 hours or more aged 16 to 17, or 450 hours or more if aged 18+) with GCSE grade 2 or below, grade E or below, or no GCSE||See approved list of qualifications|
|Part time student (150 hours and 539 hours if aged 16 to 17 and between 150 and 450 hours if aged 18+) with GCSE grade 2 or below, grade E or below, or no GCSE||See approved list of qualifications|
|Student aged 16 to 19 on a traineeship||See approved list of qualifications|
|Full time or part time student with overseas qualification GCSE grade 9 to 4, A* to C equivalent||Exemption applies|
|Full time student (540 hours or more aged 16 to 17, or 450 hours or more if aged 18+) with overseas qualification equivalent to GCSE grade 3 or grade D||GCSE ONLY|
|Part time student (between 150 hours and 539 hours if aged 16 to 17 and between 150 and 450 hours if aged 18+) with overseas qualification equivalent to GCSE grade 3 or grade D||See approved list of qualifications|
|Full time student (540 hours or more aged 16 to 17, or 450 hours or more if aged 18+) with overseas qualification equivalent to GCSE grade 2 or below, E or below or no GCSE equivalent||See approved list of qualifications|
|Part time student (between 150 hours and 539hours if aged 16 to 17 and between 150 and 450 hours if aged 18+) with overseas qualification equivalent to GCSE grade 2 or below, grade E or below, or no GCSE equivalent||See approved list of qualifications|
|Student with statement of SEN/EHC plan AND institution assessment that confirms they are not able to study either GCSE or stepping stone qualifications||Exemption applies|
|Student with statement of SEN/EHC plan with NO assessment||See approved list of qualifications as exemption does not apply|
How the grade 3 or grade D requirement applies with respect to GCSE English qualifications held
|English Language GCSE grade held||English literature GCSE grade held||What student can and must study|
|9 to 4 or A* to C||9 to 4 or A* to C||Condition of funding met for English, no requirement to continue study of subject|
|9 to 4 or A* to C||3 or D||Condition of funding met for English, no requirement to continue study of subject|
|3 or D||9 to 4 or A* to C||Condition of funding met for English, no requirement to continue study of subject|
|3 or D||3 or D||GCSE only|
|3 or D||2 or below, E or below, or no grade||GCSE only|
|2 or below, E or below, or no grade||3 or D||See approved list of qualifications|
|2 or below, E or below, or no grade||2 or below, E or below, or no grade||See approved list of qualifications|
Level 3 qualifications
A range of level 3 maths and English qualifications such as A and AS levels, core maths, Pre-U and the International Baccalaureate can be taught as an alternative to GCSE where an institution deems it appropriate.
Students retaking maths and English qualifications
A retake is defined as a qualification retaken by a student, including learning and attending lessons other than revision lessons. Students are funded to retake maths and/or English until they achieve a GCSE grade 9 to 4.
Students withdrawing from their study programme - qualifying periods
Where a student has enrolled on a maths and/or English qualification that meets the condition of funding but does not complete it, provided they have studied the qualification for a minimum of 2 weeks (for a qualification with a planned length of less than 24 weeks) or 6 weeks (for a qualification of more than 24 weeks), they will still meet the condition of funding and will not incur a funding reduction. If a student’s core aim was maths and/or English and the student drops out entirely then funding is reduced through the retention factor in the usual way. More information on core aims in study programmes is available on GOV.UK.
Exemptions to the condition of funding
There are 2 exemptions to the condition of funding:
- students with special educational needs and/or disabilities, who are assessed as not able to study either GCSE or stepping stone qualification
- students with overseas qualifications that are established as equivalent to GCSE grade 4 or grade C
Students with special educational needs and/or disabilities exemption
Where a student with special educational needs (SEN) or disabilities does not hold a GCSE grade 9 to 4, A* to C or equivalent qualification in maths and/or English and they are able to do so, every effort should be made to enable them to achieve these valuable qualifications. Where a student is not able to study a GCSE they should be supported to achieve a stepping stone qualification. There are a small number of students who are not able to take any of these qualifications, particularly those with multiple and complex needs. These students can be exempt from studying qualifications but appropriate literacy and numeracy should still be included in their study programme at an appropriate level and institutions should recognise and record their progress and achievement. All exemptions must be considered on a case by case basis. There is no blanket exemption for whole institutions.
An institution may decide that a student with SEN and/or a disability cannot study maths or English at GCSE or stepping stone qualification. In this case, in addition to the student’s statement of SEN or Education, Health and Care (EHC) plan, the institution must hold an evidenced assessment that the student is not able to study these subjects. This assessment needs to be authorised by an appropriate professional in the institution, such as the head of SEN or Student Support.
The assessment should be structured and documented. We do not expect to give further detailed advice on the format or on who should conduct the assessment. This is for institutions to decide. Exemptions will be monitored from the data institutions submit rather than on an individual basis.
Institutions should keep evidence that justifies their decision that a student is exempt. This information must be available to auditors appointed to test the use of ESFA funding and to Ofsted inspectors.
There are a range of approved qualifications available for students from entry level upwards, including Functional Skills at the appropriate level depending on the students’ needs and ESOL qualifications. Institutions can enrol a student on a course for up to 3 years, or longer if the student is in learning to age 25. This range of qualifications gives institutions scope to offer the student opportunities to progress to the appropriate level in maths and English.
Students with overseas qualifications exemption
Students who have studied in a country that does not provide GCSEs are potentially exempt from the condition of funding where the overseas qualifications they hold are established as equivalent to GCSE grade 4 or grade C.
Institutions are required to establish that the qualification is in fact equivalent to GCSE grade 9 to 4 or A* to C. This is determined by using the UK’s national agency responsible for providing information and opinion on academic, vocational and professional qualifications from across the world, the National Academic Recognition Information Centre (UK NARIC).
As well as confirmation from UK NARIC that an overseas qualification is equivalent to GCSE grade 4 or grade C, institutions also need to ensure that the student possesses the necessary competence in maths and English to benefit from their study programme. Should any teaching be required to ensure the student can function on their study programme, then this should be planned into the study programme and is fundable as planned hours.
Recording and monitoring of exemptions
To avoid funding being withdrawn unnecessarily, institutions need to inform ESFA of students who do not meet the condition of funding due to them being exempt. Institutions should maintain a record which states which exemption applies such as, special educational needs and/or disability or holder of an overseas qualification.
There is no need to inform ESFA that a student is out of scope for the maths and English condition of funding because they are studying for less than 150 hours in the academic year.
Recording exemptions on the Individualised Learner Record
Institutions should notify ESFA of students who are exempt from the condition of funding through the Individualised Learner Record (ILR) by entering the codes ECF 1, 2 or 3 and/or MCF 1, 2 or 3 in the Learner funding and monitoring fields. Please refer to the ILR guidance on GOV.UK.
Recording exemptions on the school census
Schools and academies will use the school census to indicate students who are exempt from the condition of funding by entering the codes L, O, U or N.
Demonstrating progression in maths and English
Institutions must be able to demonstrate progression for students enrolled on maths and/or English qualifications and where possible ensure students are aiming to achieve a higher qualification than they have already attained. If not, then institutions should be able to record evidence of good reasons for any individual students enrolled on a maths and/or English qualifications which does not provide sufficient stretch or progression.
Institutions cannot charge tuition fees for retakes or sitting an exam in maths and English or any other subject. They can charge for repeat exam fees or seek voluntary contributions, but any such contributions cannot be used by institutions to excuse students from meeting the condition of funding. The details on fees and charging are in the funding regulations paragraph 16c and/or 16d.
Impact on reconciliation for Commercial and Charitable Providers (CCPs)
Full details on how the maths and English condition of funding will impact on reconciliation for CCPs can be found on GOV.UK.
Collaboration between institutions to ensure students are meeting the maths and English condition of funding
Where one or more institutions have agreed collaboration arrangements to ensure students are meeting the condition of funding, it is the responsibility of the home institution to ensure these students are meeting the condition. In a small number of instances there will be students for whom their continued study in maths and/or English is with another institution. In these circumstances we would expect the home institution to have taken steps to ensure that students are compliant with the condition of funding.
To ensure the home institution receives funding for students where they have worked collaboratively with another institution, they must complete a business case template to include the following information:
- the numbers of students that have studied or retaken a maths and/or English qualification at another institution, (we would not expect that individual named student data is included)
- the name of the institution(s) where they have studied
- the maths and/or English qualifications studied
- a statement that collaboration has taken place with brief details
- accounting officer confirmation that the information is correct
From the academic year 2016 to 2017 onwards, institutions are able to record students meeting the condition of funding through collaborative arrangements in the ILR using the learner FAM types ECF/MCF and FAM code 4. This coding will be taken into account in condition of funding report calculations from 2016 to 2017 onwards and will be accounted for in allocations compliance calculations from academic year 2018 to 2019.
Audit and Inspection
Institutions will be subject to risk-based compliance audit to ensure the data submitted for maths and English participation and prior attainment and evidence for exemptions are sound. On inspection, Ofsted will establish that students are on the most suitable study programme and that any exemptions from studying maths and English are appropriate.
Auditors appointed to test the use of ESFA funding will be checking when institutions claim a student is exempt; to ensure the exemption reason is valid. Institutions must ensure that when they consider that either of the 2 exemptions apply to an individual student, then adequate evidence is kept to justify that decision. The ESFA will analyse data to monitor exemptions.
Application of tolerance to 2017 to 2018 academic year allocations
Ministers decided not to impose the full funding reductions to 2017 to 2018 funding allocations in recognition of the continued efforts of post-16 providers to deliver the 16 to 19 maths and English policy. Institutions should not assume that the tolerance applied in 2017 to 2018 will apply in future years.
For 2017 to 2018 funding allocations, funding reductions for non-compliance with the condition of funding only applied to institutions where more than 5% of students by value without a GCSE grade A* to C in maths and/or English did not enrol on an approved qualification in these subjects in the 2015 to 2016 academic year. The funding reductions for these institutions were at half the national funding rate above the tolerance. An example of how the funding deduction is calculated is set out below.
An example of how the funding deduction is calculated
Funding reductions (applied to 2017 to 2018 allocations) only applied to institutions above a tolerance of 5% of total students (calculated by value) for students without a GCSE grade A* to C in maths and/or English who did not enrol on an approved qualification in these subjects. Funding for these institutions was removed for each student above the tolerance level at half the national funding rate, rather than 100% as originally announced. Institutions should not assume that the tolerance applied in 2017 to 2018 will apply in future years.
The 5% tolerance was calculated by determining the value of the non-compliant students in 2015 to 2016 based on the 2017 to 2018 national rate by individual student band, as a percentage of funding for all students in 2015 to 2016 based on the national rate by individual student band.
For students who are non-compliant above the tolerance, funding was removed at a reduced rate of 50% of the 2017 to 2018 national funding rate for the band. Only funding above the 5% tolerance was removed. The example below describes how funding reductions relating to the 2015 to 2016 academic year were applied to 2017 to 2018 academic year allocations.
To calculate the value of non-compliance (E) the number of non-compliant students from end year 2015 to 2016 data (C) was multiplied by the appropriate national funding rate (A) according to their total planned hours, (values for students in the 0-279 band was calculated as a proportion of the full time national rate based on their total planned hours divided by 600).
To calculate the total value of 2015 to 2016 students (D) the total number of students in each band (B) was multiplied by the appropriate national funding rate (A). Data was from the final return of the ILR or the Autumn Census for the 2015 to 2016 academic year.
In the example below the value of non-compliant students (E) is £676,098; the value of all students (D) is £8,266,920. This is non-compliance of 8.17%.
|A||B||C||D (B x A)||E (C x A)|
|Funding Band||National Rate for 2017 to 2018||2015 to 2016 Total Students per band||2015 to 2016 non-compliant students||National Rate per student: value of all students||National Rate per student value of non-compliant students|
|Full Time Students (at least 540 hours)||£4,000||1,207||94||£4,828,000.00||£376,000.00|
|Full Time Students 450+||£3,300||88||27||£290,400.00||£89,100.00|
|Part Time Students (450-539 hours)||£3,300||765||45||£2,524,500.00||£148,500.00|
|Part Time Students (360-449 hours)||£2,700||124||21||£334,800.00||£56,700.00|
|Part Time Students (280-359 hours)||£2,133||60||1||£127,980.00||£2,133.00|
|Part Time (up to 279 hours)||£4,000||132||3||-||-|
|Part Time (up to 279 hours) - FTE||£4,000||40.31||0.92||£161,240.00||£3,664.55|
We calculated 5% of the total value for all students at the national funding rate (D) to calculate the financial value of the tolerance (F). The tolerance is then discounted from (E) the condition of funding reduction to calculate the in scope reduction (G). The final reduction (H) is then calculated by taking 50% of (G) of the in scope reduction.
|5% of 1516 National Rate per student funding (D x 5%)||Non-Compliant Students Total less 5% (E - F)||Final Condition of funding removal at 50% (G x 50%)|
|(£8,266,920 x 5%) = £413,346||(£676,098 - £413,346) = £262,752||(£262,752 x 50%) = £131,376|
In this example the tolerance (F) is £413,346 the in scope reduction (G) is £262,752 and the final reduction is £131,376. If the value of non-compliant students in this example (E) was less than £413,346 the institution had no withdrawal of funding.
The reduction in funding was through a cash adjustment to 2017 to 2018 allocations.
Other useful information
An interactive tool for school census users has been published to assist census users to understand how the condition of funding works within the census. It provides specific examples of how to check qualifications that do not meet the condition of funding and the impact this will have for including non-compliant or out of date qualifications. The data can be altered and the effects of changes on funding are shown. There is a tab for the condition of funding (COF tab) and a code table worksheet with all the field names and definitions.
The Funding Information System (FIS) will help further education (FE) providers validate their ILR data. This gives the maths and English status of every student, showing whether they have achieved at least a GCSE grade 4/or grade C in each subject and whether they are currently studying for a valid qualification in the subject. Those recorded as exempt from the condition of funding are also shown.
The Education Training Foundation (ETF) continues to offer a range of opportunities and resources for teachers, trainers and leaders to supporting practitioners to confidently teach maths and English.
The Excellence Gateway provides a wide range of resources relating to the teaching of maths and English.
The requirements for meeting the condition of funding for maths and English are incorporated into the funding regulations.
Queries on the condition of funding
Contact form https://form.education...
For all enquiries for the Education and Skills Funding Agency
This document is Version 10.0 the content was published July 2017. Version 1 was first published in December 2014.
This document will be reviewed 6 months from publication.
Published: 4 December 2014
Updated: 20 July 2017
- Page updated for 2017 to 2018 academic year
- Information added about the maths & English condition of funding questionnaire on barriers to meeting the condition of funding.
- Updated to include information about condition of funding tolerance.
- This has been updated to show the extension to the timetable for final legacy GCSEs and IGCSE re-sits and re-takes.
- General update and new information added on institutions that have worked collaboratively with another institution to ensure their students meet the condition of funding.
- Update information added on how the grade D requirement applies with respect to GCSE English qualifications held.
- Additional information on the impact 2016 to 2017 academic year allocations has been added and a general update.
- Additional information updated to reflect the recent announcement on a good pass for the new GCSEs.
- amendment to flowchart
- Updated version added
- First published.