16 to 19 further education allocation calculation toolkit: 2023 to 2024
Updated 6 September 2023
Applies to England
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1. Introduction
We have published details of the funding arrangements for the academic year 2023 to 2024 for students aged 16 to 19 and students aged 19 to 25 with an education, health and care (EHC) plan.
This includes details of changes in 2023 to 2024 concerning:
- national funding rates
- high value courses premium
- programme cost weightings
- advanced maths premium
We calculate 16 to 19 funding allocations using data that you returned previously. In this case, we are using primarily 2021 to 2022 data to calculate funding elements affecting your allocation for 2023 to 2024.
The allocation calculation toolkit (ACT) shows you the data we have used to calculate your funding elements. You can use it to check that the data is calculating the factors and other values used in your funding allocation as you expect it to. This may show you where there are errors in your data returns, and therefore highlight instances where you might want to submit a business case. You should submit a business case relating to the data within the ACT after you have received and reviewed your allocation statement. The deadline for submitting cases is 28 April 2023, as published in the allocations timeline.
This guide explains the practical detail of how we have used your data within the 16 to 19 further education (FE) ACT to calculate the various elements of the funding formula for your institution. When we refer to an FE institution in this guide, it includes general FE colleges, sixth-form colleges, local authority providers, independent learning providers and higher education institutions delivering FE provision.
If you have any queries about the information in this guide, please contact us using our online enquiry form.
2. Your 16 to 19 FE allocation calculation toolkit
To show you how we have used your data to calculate the funding elements used in your 2023 to 2024 allocation, we have prepared a 16 to 19 FE ACT for you. The ACT includes 8 separate sheets:
- Information – a front sheet to confirm the contents of the file
- Funding elements – a summary of the key elements calculated from your 2021 to 2022 R14 data that we will use to calculate your 2023 to 2024 funding
- Programme – student-level data that shows information such as age, funding band, condition of funding status, and programme information such as programme type and core aim in 2021 to 2022
- Aims – the individual learning aims from your 2021 to 2022 R14 data return, identifying for each student which learning aim is the core/programme aim
- Glossary – a technical description of each column in both the Aims, Programme and T Level Lookup sheets of the workbook. You can use this sheet to identify the specific data fields we have used when looking at your data
- T Level Lookup - lookup table for T Levels to add the Occupational Specialism to the programme sheet and used in the Funding Band calculation
- PCW Lookup – lookup table to add the programme cost weighting (PCW) factor value to programme sheet
- Comments – a tool to enable you to add notes to the data on the Aims and Programme sheets when reviewing the information shown
If we do not have a full set of 2021 to 2022 data for your institution, then we have not produced an ACT file for you. In this case, you can still see how we make the calculations by reviewing our example ACT which is available alongside this guidance.
3. What’s new in ACT
We have made some changes to ACT this year:
- removal of the flag to identify students on high value courses for school or college leavers, as the Covid recovery policy is no longer in place which identified students to be treated differently in the calculation of funding band proportions and retention factors
- funded T Level students are now included in the calculation of the funding elements with the exception of the students counting towards the condition of funding and capacity and delivery (CDF) industry placements volumes
- we have added a new sheet, T Level lookup, to support the calculation of the funding band on the programme sheet for T Level students using their pathway codes
- we have added a new sheet, PCW lookup, to provide the information required to add the programme cost weighting (PCW) factor value to the program sheet for use in calculating the PCW factor
- bursary element 2b, Student costs - we have split industry placements into 2 elements:
- Element 2bi Capacity and Delivery Fund (CDF) Industry Placements
- Element 2bii T Level Industry Placements
This is to ensure that bursary to support student costs is allocated appropriately as T Level Industry Placement delivery grows and CDF industry placements are phased out
4. Features of the 16 to 19 revenue funding methodology
4.1 What data have we used in ACT?
Individualised Learner Record (ILR) return: 2021 to 2022 R14 data.
4.2 Why do we use 2021 to 2022 data?
Your 2021 to 2022 R14 data is the last full-year set of data that you returned. We use it to understand the characteristics of your institution and its delivery.
You can find a detailed description of data sources in the glossary sheet of your ACT.
4.3 Who counts?
We fund students aged 16 to 19, students aged 19 to 25 who have an EHC plan and 19+ continuing students. We include students’ 16 to 19 funded learning aims in the calculation of funding factors for your 2023 to 2024 funding allocation when the students count as valid starts in the 2021 to 2022 dataset. Students count as starts when they complete the appropriate qualifying period, which is based on the duration of the study programme.
4.4 Table 1: Student qualifying period
| Study programme planned hours and planned length in-year | Qualifying period | |
|---|---|---|
| 450 hours or more | 6 weeks (42 days) | |
| Fewer than 450 hours | 24 weeks or longer | 6 weeks (42 days) |
| Fewer than 450 hours | 2 to 24 weeks | 2 weeks (14 days) |
Programmes with a planned duration of less than 2 weeks and students who are in summer schools (aged 15 or under with a start date on or after 1 June 2022) are not counted.
5. Core/programme aim and study programme type
In the 2021 to 2022 ILR, institutions record a core aim for every 16 to 19 funded student and, for traineeship students, a programme aim. We use this information to:
- determine whether the programme is academic, vocational, Traineeship, T Level or T Level transition
- calculate programme cost weighting
- calculate the high value courses premium
- calculate the level 3 programme maths and English payment
Where a student has multiple core or programme aims recorded across the academic year, we use the latest core aim for calculation purposes.
If the core aim qualification is one of these types, the study programme is academic:
- A level (excluding General Studies or Critical Thinking)
- GCSE
- International Baccalaureate
- Pre-U Diploma
- Free Standing Maths Qualification (FSMQ)
- Access to HE
If the student’s core aim in the ILR is not one of the listed types, the student’s programme is categorised as vocational unless they are identified as on a Traineeship, T Level or T Level transition programme.
6. The 16 to 19 revenue funding formula
All institutions are funded in the same way to teach 16- to 19-year olds and high needs students up to the age of 25. We use a funding formula to calculate funding allocations for 2023 to 2024.
6.1 Figure 1: 16 to 19 funding formula
Please note that it is likely that not all of the funding elements are relevant to your institution. An overview of 16 to 19 funding is available on GOV.UK.
We have simplified this guidance document to only include detailed chapters for the elements of the funding formula above that have corresponding data in your ACT file. Further details on the areas not covered are available below:
7. Student numbers
We count the number of students and look at the size of their programmes to measure the learning your institution delivers.
We start by calculating your lagged student numbers to decide how many students your funding for 2023 to 2024 should include. We have published the data sources and methods we will use to calculate your lagged student number.
Your ACT does not include your lagged student number; your allocation statement will confirm this number.
8. Student funding bands
We fund at different rates depending on the size and type of the programme your students are studying, and in some cases their age and high needs status.
8.1 Table 2: Student funding bands for allocation calculations
| Band | Annual planned hours | Category |
|---|---|---|
| 5 | 540+ hours | 16- and 17-year-olds and Students aged 18 and over with high needs* |
| 4a | 450+ hours | Students aged 18 and over who are not high needs |
| 4b | 450 to 539 hours | 16- and 17-year-olds |
| 3 | 360 to 449 hours | All ages |
| 2 | 280 to 359 hours | All ages |
| 1 | Up to 279 hours | All ages |
*For these purposes, the definition for an 18+ high needs student is where the ILR indicates that a local authority has paid element 3 ‘top-up’ funding for the student (learner funding and monitoring (FAM) type = HNS and learner FAM code = 1). There is a column on the programme sheet ‘High Needs Student’ (column H) that shows which students are classified as high needs students.
Your ACT contains a table showing the distribution of students by funding bands based on your 2021 to 2022 data. Note that the allocation of proportions of students to funding bands is based on the annual planned hours that applied during 2021 to 2022 as shown in table 2. We use data from the programme sheet (column S shows the funding band) to calculate these volumes.
We calculate T Level students bands by first looking at their T Level Pathway code returned in the ILR; where this is not available and an occupational specialism has been recorded, we will use that instead. We then compare the band to the total planned hours, and where the planned hours are below the minimum hours for the pathway/occupational specialism band, the lower corresponding band will be assigned. If no pathway or occupational specialism is returned, then they will default to band 6.
T Level students who are shown on the programme sheet as bands 6 to 9 (column S) will be counted in band 5 on the funding elements sheet for the purpose of calculating the funding band proportions as T Level bands are then applied later in the allocation process as set out below.
We will apply the proportions calculated from these volumes (shown in table 1 on the funding elements sheet) to your lagged student number for the 2023 to 2024 academic year.
For institutions delivering T Levels in 2023 to 2024, your funding statement will show students funded in higher bands than displayed on the funding elements sheet in the ACT file. When we calculate your allocation, we will remove the number of T Level students attracting funding (continuing plus planned new starts) from band 5 and fund them at the appropriate higher band.
9. Retention factor
When calculating the retention factor, we first calculate a retention rate at student level. We use different criteria to calculate the rate, depending on the programme.
- vocational programmes: students must have completed or be continuing to study their core aim
- academic programmes: students must have completed or be continuing to study at least one of their academic aims
- traineeship programmes: students must have either completed or be continuing to study their programme aim or have withdrawn with a positive progression into full-time employment or education recorded
- T Level programmes: students must have completed or be continuing to study their core aim
Students on a 2-year programme who complete the first year will count as retained in that academic year. We define completing the first year as still being in learning on the last working day of June, that is 30 June 2022 in this case.
9.1 Table 3: Retention criteria
| Student’s completion status | Percentage of annual funding earned |
|---|---|
| Student leaves before qualifying period | 0% |
| Student leaves and is not recorded as completed | 50% |
| Student retained and is recorded as completed | 100% |
We use these values to convert your retention rate to a retention factor. This is because we recognise that there is a cost to your institution, and an inherent value to educating young people, even if they do not complete their course.
10. Calculation
We use your retention factor based on 2021 to 2022 data to calculate your 2023 to 2024 funding. You can see which of your students were retained on their study programme in the column ‘retention’ (column Y) on the programme sheet.
| overall retention rate | = | sum of students flagged ‘Yes’ in retention (column Y) where funded student (column I) is marked as ‘Yes’ | ÷ | sum of students marked ‘Yes’ in funded student (column I) |
We then convert your retention rate to a retention factor.
retention factor = (retention rate ÷ 2 ) + 0.5
You can see the result of this calculation on the funding elements sheet in table 2 (cell F21).
11. Programme cost weighting (PCW)
This part of the funding formula reflects the fact that some courses are more expensive to teach than others. We use sector subject areas (SSA) and T Level pathway codes to determine weightings.
We determine whether to apply a weighting, and if so, what the value should be, using the core aim for vocational programmes.
Academic programmes are base weighted except where the programme contains 2 or more A level qualifications on this list. Where this is the case, we give a weighting of 10%.
There are 6 weightings which provide an extra 10%, 20%, 30%, 40%, 50% or 75% above the base rate.
T Level transition programme PCWs are an average of the programme cost weightings assigned to the T Level occupational specialisms within the associated route. This averaging can, in some instances, result in a programme cost weighting value that sits outside the range set out above.
Columns Z to AB on the programme sheet show the programme cost weighting (PCW) for each of your students.
12. Calculation
You can see your overall programme cost weighting on the funding elements sheet in table 2 (cell F22).
The calculation of the overall PCW uses data on the programme sheet to weight the factors for individual students based on their programme size:
- we determine the funding band (column S) using the total planned hours in the funding year (column R), the age of the student (column B) and whether the student is a high needs student (column H), for T Level programmes we also use the T Level Pathway (column K) and T Level Occupational Specialism (column L)
-
for students in funding bands 9 to 2, we derive a weighting value using set hours for each band (see tables 4a and 4b), and we record this as the weighting multiplier (column U)
- for students in funding band 1, we use the total hours (column R) as the weighting multiplier (column U)
12.1 Table 4a: Weighting values for allocation calculations – study programmes
| Funding band | Annual planned hours | Weighting value used for calculation |
|---|---|---|
| 5 | 540+ hours | 600 |
| 4a | 450+ hours | 495 |
| 4b | 450 to 539 hours | Mid-point 495 |
| 3 | 360 to 449 hours | Mid-point 405 |
| 2 | 280 to 359 hours | Mid-point 320 |
| 1 | Up to 279 hours | Total hours |
12.2 Table 4b: Weighting values for allocation calculations – T Levels
| Funding band | Minimum planned hours for the programme | Average planned hours for the programme | Weighting value used for calculation |
|---|---|---|---|
| 9 | 1,650 hours | 1,750 hours | 875 |
| 8 | 1,500 hours | 1,600 hours | 800 |
| 7 | 1,300 hours | 1,450 hours | 725 |
| 6 | 1,100 hours | 1,250 hours | 625 |
We calculate a weighted student-level programme cost weighting factor.
| weighted cost weighting factor (column AB) | = | weighting multiplier (column U) | × | cost weighting factor value (column AA) |
We then use the weighted student-level programme cost weighting factors to calculate the overall programme cost weighting factor for your institution.
| programme cost weighting factor | = | sum of weighted cost weighting factor (column AB) where funded student (column I) is marked as ‘Yes’ | ÷ | sum of weighting multiplier (column U) for all students who meet the funding eligibility criteria (funded student = ‘Yes’ in column I) |
13. Disadvantage funding
Disadvantage funding has 2 elements: one based on the home postcode of your students, the other based on prior attainment of your students in English and maths GCSE at age 16.
Your disadvantage factors are on the funding elements sheet in table 2:
- block 1: economic deprivation
- block 2: prior attainment in GCSE English and maths
14. Block 1: economic deprivation (factor)
We determine whether to allocate disadvantage funding based on where your students live. To do this, we look up their home postcode in the Index of Multiple Deprivation (IMD) 2019.
The IMD is an official government index that uses education, crime, health, employment and income statistics to tell us how deprived areas are. We assign an uplift to those students who live in the 27% most deprived areas of the country.
Column AC in the programme sheet shows the disadvantage uplift factor for each student. If a student is not eligible for block 1 disadvantage funding, this column shows 1.00000.
14.1 Calculation
You can see your overall economic deprivation factor on the funding elements sheet (cell F23).
The calculation of the overall economic deprivation factor uses the data on the programme sheet to weight the factors for individual students based on their programme size:
- we determine the funding band (column S) using the total planned hours in the funding year (column R), the age of the student (column B) and whether the student is a high needs student (column H). For T Level programmes, we also use the T Level Pathway (column K) and T Level Occupational Specialism (column L)
- for students in funding bands 9 to 2, we derive a weighting value (see tables 4a and 4b) using set hours for each band, and record this as the weighting multiplier in column T
- for students in funding band 1, we use the total hours (column R) as the weighting multiplier (column U)
We calculate a weighted student-level disadvantage uplift.
| weighted disadvantage uplift (column AD) | = | weighting multiplier (column U) | × | student’s disadvantage uplift factor (column AC) |
We then use the weighted student-level disadvantage uplift to calculate the overall block 1 disadvantage factor for your institution.
| block 1 disadvantage/ economic deprivation factor | = | sum of weighted disadvantage uplift (column AD) minus sum of weighting multiplier (column U) where funded student (column I) is marked as ‘Yes’ | ÷ | sum of the weighting multiplier (column U) for all students who meet the funding eligibility criteria, (funded student = ‘Yes’ in column I) |
15. Block 1: economic deprivation (instances per student)
We calculate part of the 16 to 19 tuition fund based on the number of students from the 27% most economically deprived areas of the country based on their home postcode in the IMD 2019. The other part uses the Block 2 instances per student.
Column AC in the programme sheet shows the disadvantage uplift factor for each student, where this value is above 1.00000 the disadvantage instance value in column AE is set to 1.
We calculate the disadvantage block 1 instances per student in the following way:
| disadvantage block 1 instances per student | = | sum of disadvantage instances (column AE) where funded student (column I) is marked as ‘Yes’ | ÷ | total funded students (where column I is marked as ‘Yes’) |
The funding element sheet (cell F24) shows the calculated instances per student.
16. Block 2: prior attainment
Disadvantage block 2 provides funds to support students with additional needs including moderate learning difficulties and disabilities. We base disadvantage block 2 funding on low prior attainment in maths and English.
We use data from the 2021 to 2022 ILR to calculate the average block 2 instances per student to be used in the calculation of your funding.
16.1 Calculation
We look at the grades your students attained in GCSE English and maths by the end of year 11. We take this information from the ILR FAM field eligibility for disadvantage funding (EDF).
We calculate for each student the number of instances where English and/or maths was not achieved by year 11. A student can therefore be worth a maximum of 2 instances.
16.2 Table 5: Block 2 instance example
| Example | GCSE English below A*-C/9-4 | GCSE maths below A*-C/9-4 | Student instance value |
|---|---|---|---|
| Student 1 | No | No | 0 |
| Student 2 | Yes | No | 1 |
| Student 3 | No | Yes | 1 |
| Student 4 | Yes | Yes | 2 |
We calculate the disadvantage block 2 instances per student in the following way:
| disadvantage block 2 instances per student | = | sum of total instances (column AH) where funded student (column I) is marked as ‘Yes’ | ÷ | total funded students (where column I is marked as ‘Yes’) |
The funding element sheet (cell F25) shows the calculated instances per student.
17. Discretionary bursary funding
16 to 19 discretionary bursary allocations reflect financial disadvantage and student needs across the county.
18. Element 1: financial disadvantage
We determine whether to allocate discretionary bursary financial disadvantage funding by looking at where your students live. To do this, we look up their home postcode in the IMD 2019 as we do for disadvantage block 1 funding. We assign an instance value to those students who live in the 27% most deprived areas of the country.
18.1 Table 6: Financial Disadvantage Instance Values
| IMD Deprivation of Home Postcode | Instance Value |
|---|---|
| Top 9% most deprived (<=9%) | 1.0 |
| Next 9% most deprived (>9% to <=18%) | 0.8 |
| Next 9% most deprived (>18% to <=27%) | 0.6 |
Column D in the programme sheet shows if the student is living in the top 27% most deprived areas, and column AQ shows the instance value for each student. If a student is not in the top 27% and does not qualify for discretionary bursary financial disadvantage funding, or if the postcode is unknown, this column will show ‘Not in top 27%’.
18.2 Calculation
This uses the data on the programme sheet to calculate an average number of instances per funded student.
We calculate this in the following way:
| discretionary bursary element 1: financial disadvantage instances per student | = | sum of financial disadvantage instances (column AR) where funded student (column I) is marked as ‘Yes’ | ÷ | total funded students (where column I is marked as ‘Yes’) |
You can see your instances per student on the funding elements sheet (cell F28).
19. Element 2a: student costs – travel
Element 2a – student costs for travel – provides funding to support students from the top 60% most deprived areas (based on IMD 2019) with their travel costs. We do not include residential students (where column F in the programme sheet = ‘Yes’).
Column D in the programme sheet shows if the student is from the top 60% most deprived areas. We show how we have calculated the instance value for each student in columns AS to AV.
If a student is not eligible for discretionary bursary funding to support travel, we will state why in the columns.
The maximum total instance value for a student is 1 (column AV on the programme sheet). We base the instance value on 2 parts:
- rurality, where we class a student’s current postcode (column E) as a rural area we give an instance value of 0.5 (column AS)
- the distance travelled between the student’s postcode for travel (column E) and the delivery location of their learning (column X), the table below shows the instance value given (column AT) based on the straight line distance between the 2 postcodes
19.1 Table 7: distance travelled instance values
| Distance travelled | Instance value |
|---|---|
| > = 20km | 0.500 |
| > = 10km and < 20km | 0.333 |
| > = 3km and < 10km | 0.167 |
| < 3km | 0.000 |
If the student is resident and learning in London, they can take up the Transport for London (TfL) offer; where this is the case, we will halve their instance value based on the above. Column AU on the programme sheet indicates where this is the case.
Column AV shows the student’s total instance value for travel.
19.2 Calculation
The calculation uses the data on the programme sheet to calculate an average number of instances per funded student.
We calculate this in the following way:
| discretionary bursary element 2a: student costs - travel instances per student | = | sum of travel costs total instances (column AV) where funded student (column I) is marked as ‘Yes’ | ÷ | total funded students (where column I is marked as ‘Yes’) |
You can see your instances per student on the funding elements sheet (cell F29).
20. Element 2bi: student costs – CDF Industry Placements
Element 2bi (previously 2b) – student costs for Capacity and Delivery Fund (CDF) Industry Placements – provides funding to support students from the top 60% most deprived areas, based on IMD 2019, who are undertaking an Industry Placement via the Capacity and Delivery Fund.
Column D in the programme sheet shows if the student is living in the top 60% most deprived areas.
If the student’s study programme makes them eligible for CDF Industry Placement funding via CDF (column AZ) and they are from the top 60% most deprived areas, we will give them an instance value of 1 in column BA.
We will only allocate funding for CDF Industry Placements to institutions who submitted an approved plan, opted in and meet the criteria set out on GOV.UK.
20.1 Calculation
The calculation of this value uses the data on the programme sheet. We calculate this in the following way:
| discretionary bursary element 2bi: student costs – CDF industry placement instances | = | sum of industry placements instances (column BA) where funded student (column I) is marked as ‘Yes’ |
You can see your total instances on the funding elements sheet (cell F57).
21. Element 2bii: student costs – T Level Industry Placements
This year, we have introduced Element 2bii, student costs for T Level Industry Placements. Previously, bursary funding to support students on industry placements was linked only to CDF funding.
CDF funding is being phased out (2023 to 2024 will be the last year). We have therefore introduced element 2bii to provide funding to support students from the top 60% most deprived areas based on IMD 2019 who are undertaking an Industry Placement as part of their T Level programme.
We will use the proportion of total funded students living in the top 60% most deprived areas to calculate how many of your funded T Level students are eligible for funding.
We will only allocate bursary funding for T Level Industry Placements to institutions who are funded for T Level delivery in the 2023 to 2024.
21.1 Calculation
The calculation of this value uses the data on the programme sheet. We calculate this in the following way:
| discretionary bursary element 2bii: student costs – T Level Industry Placement – proportion of funded students from the 60% most deprived areas | = | count of element 2bii – top 60% IMD (column AW) = ‘Yes’ where funded student (column I) is marked as ‘Yes’ | ÷ | total funded students (where column I is marked as ‘Yes’) |
You can see your proportion of funded students from the 60% most deprived areas on the funding elements sheet (cell F62).
22. Level 3 programme maths and English payment
We give extra funding to providers to deliver maths and English to students doing substantial level 3 study programmes and T Levels.
We determine the number of students eligible for additional funding in the first year of a level 3 programme when they have not yet attained a GCSE grade 9 to 4 (or equivalent) in maths and/or English, and their study programme meets at least one of these criteria:
- it includes at least 2 A levels
- it includes level 3 qualification of at least 360 guided learning hours (GLH)
22.1 Table 8: Funding rates for maths and English in level 3 programmes
| Programme length | Payment per subject |
|---|---|
| 1-year programme | £375 |
| 2-year programme | £750 |
We pay an instance of funding for each subject in which a student does not hold a GCSE. This means that a student who has not achieved either English or maths will receive one instance, and those without both GCSEs will receive 2 instances.
We only pay the 2-year rate for students who are continuing at the end of the first year. Otherwise, we pay the rate for a 1-year programme.
We use historic information from the latest full year’s data to determine which students are eligible for the extra funding. For the 2023 to 2024 allocations, we use data from 2021 to 2022.
More information on maths and English study in level 3 programmes is available on GOV.UK.
22.2 Calculation
We look at:
- the level of study programme using the qualification aims taken matched to LARS
- the study programme planned length to determine if 1- or 2-year
- the prior attainment of your students attained in GCSE maths and English (we take this information from the ILR EngGrade, MathGrade and condition of funding fields (ECF and MCF)) to determine if we should award instances
Where a student is on a qualifying level 3 programme, we calculate for each student the number of instances where English and/or maths was not achieved before starting their study programme (and whether they are on a 1-year or 2-year programme). A student can therefore be worth a maximum of 2 instances.
22.3 Table 9: Level 3 programme maths and English instance example (applies to either 1- or 2-year)
| Example | GCSE English below A*-C/9-4 | GCSE maths below A*-C/9-4 | Student instance value |
|---|---|---|---|
| Student 1 | No | No | 0 |
| Student 2 | Yes | No | 1 |
| Student 3 | No | Yes | 1 |
| Student 4 | Yes | Yes | 2 |
If a student is not eligible for the payment, we will state why in columns AK and AN on the programme sheet with further explanation on the glossary sheet.
We calculate for each student the number of instances where English and/or maths was not achieved by year 11. A student can therefore be worth a maximum of 2 instances.
We calculate the level 3 programme maths and English payment instances per student for 1-year programme instances per student in the following way:
| level 3 programme maths and English payment - 1-year programme instances per student | = | sum of 1-year programme total instances (column AK) where funded student (column I) is marked as ‘Yes’ | ÷ | total funded students (where column I is marked as ‘Yes’) |
The funding element sheet (cell F26) shows the calculated instances per student.
We calculate the level 3 programme maths and English payment instances per student for 2-year programme instances per student in the following way:
| level 3 programme maths and English payment - 2-Year programme instances per student | = | sum of 1-year programme total instances (column AN) where funded student (column I) is marked as ‘Yes’ | ÷ | total funded students (where column I is marked as ‘Yes’) |
The funding element sheet (cell F27) shows the calculated instances per student.
23. 16 to 19 Free Meals
We use the 2021 to 2022 ILR to identify which students to include in the 16 to 19 free meals calculation, those that are eligible for and those that have taken free meals in the academic year. We use the proportion of students taking free meals in the 2023 to 2024 funding calculation. Students aged 14 or 15 that are eligible for free school meals elsewhere are not included.
Where there are no students eligible for and taking 16 to 19 free meals in the data for 2021 to 2022 (shown as 0% on the funding elements sheet), we will use the proportion of students who received free meals in 2020 to 2021 to calculate your 2023 to 2024 allocation. If both years’ data show 0 students, we will use 0% for your allocation calculation. We will show the final percentage used on your funding statement.
23.1 Calculation
The calculation uses the data on the programme sheet to calculate the percentage of students taking free meals.
We calculate this in the following way:
| proportion of students on free meals | = | sum of 16 to 19 free meals taken (column AY) where funded student (column I) is marked as ‘Yes’ | ÷ | sum of students included in 16 to 19 free meals calculation (column AX) where funded student (column I) is marked as ‘Yes’ |
You can see your proportion of students on free meals based on 2021 to 2022 R14 on the funding elements sheet (cell F33).
24. Maths and English condition of funding (CoF)
Students who do not hold a GCSE grade 9 to 4, A* to C or equivalent qualification in these subjects must study maths and/or English as part of their study programme in each academic year. There may be an impact on your 2023 to 2024 allocation when these students are not enrolled on either maths and/or English GCSE or stepping stone qualifications (where applicable) in academic year 2021 to 2022, and are not recorded as exempt.
We have published full details of how we will apply the condition of funding.
The Condition of Funding (CoF) table on the funding elements sheet (students not meeting CoF, column F) shows how many students you had that did not meet the condition of funding in 2021 to 2022 compared to the total students. We have split the data by funding band.
The Condition of Funding (CoF) table does not include any students who are 19+ continuers who were previously funded through the adult budget (19+ continuers not in sixth form colleges) or T Level students as they are not currently in scope for the condition of funding.
You can see which students did not meet the condition of funding on the programme sheet (column AQ = No). We have derived this from the ILR using the FAM fields ECF (English condition of funding) and MCF (maths condition of funding), EngGrade (GCSE English grade), mathGrade (GCSE maths grade) and the learning aims studied.
Column AO shows the student’s English status, and column AP shows their maths status. Where either of these columns equals ‘Doesn’t have and not studying’ or ‘Has Grade D and not studying’, the student does not meet the condition of funding.
25. Care Standards: residential accommodation for young people aged under 18
Care Standards funding is available to specialist colleges and other individual institutions where students are in residence because similar provision is not available locally.
To be eligible for Care Standards funding an institution must:
- be registered with Ofsted or the Care Quality Commission (CQC) for inspection under the Care Standards regulations
- have a minimum of 12 students funded under the 16 to 19 young people’s model aged under 18 in residential accommodation on campus, as recorded in the ILR
The funding rates and formula guidance has further details on care standards funding.
The programme sheet shows which students are living in institutions-run residential accommodation (Residential Student, column F) on the ILR. Column G indicates whether the student is eligible for care standards funding based on column F and the criteria outlined above. Cell F49 on the funding elements sheet shows the total number of students eligible for care standards funding in 2023 to 2024.
26. Capacity Delivery Fund (CDF) – Industry Placements
CDF is to facilitate the build-up of capacity and capability to deliver substantial industry placements and deliver such placements. We first paid CDF in the 2018 to 2019 academic year. The placements are for students on vocational and technical study programmes at level 2 and level 3. We recognise that the delivery of significant numbers of industry placements as part of T Levels is a significant step change for the sector. As industry placements are a compulsory part of T Levels, CDF funding is available for providers to build their capacity during the roll out which started in 2020. We have published further information about CDF on GOV.UK.
Column AZ on the programme sheet shows which students are potentially eligible for CDF subject to meeting the criteria below. Cell F54 on the funding elements sheet shows the total number of students eligible for CDF funding in 2023 to 2024.
We will only allocate CDF funding to institutions who have students studying eligible programmes in 2021 to 2022 that have submitted an approved plan, opted in and meet the criteria set out on GOV.UK. Only a small number of institutions remain in scope in 2023 to 2024 under the latest criteria. The allocation statement will confirm the CDF funding.
27. High Value Courses Premium (HVCP)
The High Value Courses Premium (HVCP) supports providers to increase the number of students studying substantial programmes in particular subjects.
The premium is £600 per eligible student.
We pay the premium for full and part time programmes that meet one of the following criteria:
- substantial A level programmes – those including at least 2 qualifying A levels,
- substantial vocational programmes – those including a qualifying qualification of at least 360 GLH, or
- T Levels [in the specified subject areas]
We have published a full list of the qualifications that qualify for the premium.
27.1 Table 10: Subjects and SSAs for the HVCP
| A level subjects | Sector subject areas (SSAs) for vocational courses and T Levels |
|---|---|
| Biology | SSA 2.2: Mathematics and statistics |
| Chemistry | SSA 4.1: Engineering |
| Computer science | SSA 4.2: Manufacturing technologies |
| Design and technology | SSA 4.3: Transport operations and maintenance |
| Electronics | SSA 5.2: Building and construction |
| Further mathematics | SSA 6.1: ICT for practitioners |
| Mathematics | |
| Physics | |
| Statistics |
We use historic information from the latest full year’s data to determine which students are eligible for the extra funding. For the 2023 to 2024 allocations, we use data from 2021 to 2022.
More information on HVCP is available on GOV.UK.
27.2 Calculation
The aims sheet shows the study programme qualifications for each student. Column F shows if the qualification is on the qualifying qualifications list.
The calculation uses the data on the programme sheet to calculate the number of students qualifying for HVCP.
We calculate this in the following way:
| HVCP qualifying students | = | sum of qualifies for HVCP funding (column BB) where funded student (column I) is marked as ‘Yes’ |
You can see your total qualifying students on the funding elements sheet (cell F66).
28. Area cost allowance
Some areas of the country are more expensive to teach in and the area cost allowance reflects this.
We normally base the area cost uplift on the delivery location of the institution’s provision. Where institutions deliver provision across local authorities with different uplifts, we will calculate the area cost factor, using a weighted average of the area cost uplift for each delivery postcode.
We review the area cost factors for institutions that return ILR data every year. This review identifies institutions that have dispersed delivery and/or an area cost factor, based on delivery postcodes, that is significantly different from the factor in the previous year.
When institutions merge, we will review their area cost uplift factors. In the first year, we will calculate the area cost uplift factor for the merged institution as the weighted average of the factors for the predecessor institutions. After that, we will use the weighted average method for geographically dispersed delivery.
There is more detail on the area cost calculation for geographically-dispersed delivery in the funding rates and formula guidance.
The area cost factor for your institution is on the funding elements sheet in table 2 (cell F30).