Data collected in the learning event funding and monitoring entity is used to identify additional attributes of the learning event that will either inform funding of the learner or additional monitoring.

Instances at providers in England where Instance.FESTUMK = 1, 3 or 4 and Instance.REDUCEDI = 00 or 01.

The LearningDeliveryFAM.LEARNDELFAMTYPE identifies the type of data to be collected and is recorded with an associated FAM code. Both a LearningDeliveryFAM.LEARNDELFAMTYPE and LearningDeliveryFAM.LEARNDELFAMCODE are required for this data to be unique.

If the LearningDeliveryFAM entity is returned then both the LearningDeliveryFAM.LEARNDELFAMTYPE and LearningDeliveryFAM.LEARNDELFAMCODE must be recorded.

The following table shows the requirement for this field:

Source of funding Max no. of occurrences: 1

The source of funding identifies the organisation which has directly funded the learning aim and that passes funds directly to the provider. No attempt should be made to use this field to indicate sources beyond the one directly providing the funds.

The source of funding is closely linked to the funding model recorded for an aim. The following table gives an indication of the most likely code combination between the Funding model and Source of funding codes.

Other sources of funding

• If Instance.FUNDMODEL is completed with code 99 (No Skills Funding Agency or Education Funding Agency (EFA) funding for this learning aim) then this field must not contain codes 105 (Skills Funding Agency) or 107 (EFA).
• Code 108 should be used to record funding from the Skills Funding Agency (for Community Learning) that is paid through local authorities.
• If the learning aim is financed by a 24+ Advanced learning loan, this field is not required and should not be returned.
• If the learner or employer is paying the full cost of the learning aim, this field is not required and should not be returned.

Full or Co-funding indicator (FFI) Max no. of occurrences: 1

This field is collected for Instance.FUNDMODEL = 35.

LearningDeliveryFAM.LEARNDELFAMCODE = 1 should be used where the learning aim is fully funded by the Skills Funding Agency.

Code 2 should be used where the learning aim is co-funded by the Skills Funding Agency.

If the learning aim does not attract any funding from the Skills Funding Agency, this should not be returned.

This field is not collected for learning aims which are funded by Other Skills Funding Agency funding (Instance.FUNDMODEL = 81). It is not required for Trailblazer apprenticeships.

Workplace learning Max no. of occurrences: 1

This field is collected when Instance.FUNDMODEL = 35, where applicable. It is not required for Trailblazer apprenticeships.

This should be used to indicate that the learner is undertaking workplace learning as defined in the Skills Funding Agency funding documentation.

Eligibility for Enhanced Apprenticeship funding (EEF) Max no. of occurrences: 1

This field is collected for Instance.FUNDMODEL = 35 or 81, where applicable.

Code 2 should be used where the learner is re-starting a programme on or after their 19th birthday but is entitled to 16 - 18 funding due to a break in learning (LearningDeliveryFAM.LEARNDELFAMTYPE = ALN). The Restart indicator must be recorded in the Learning delivery funding and monitoring fields (LearningDeliveryFAM.LEARNDELFAMTYPE = RES). Code 2 should also be used for apprentices who are aged 19-24 and have an EHC plan or LDA.

If code 2 is recorded in this field, then code 1 'Fully funded' must be recorded in the Full/co-funding indicator field (LearningDeliveryFAM.LEARNDELFAMTYPE = FFI).

If the learner started an Apprenticeship programme aged 18 and then started one of the learning aims within that programme aged 19+, this field is not required.

Code 3 should be used where the learner is re-starting a programme on or after their 25th birthday but is entitled to 19-24 funding due to a break in learning. If code 3 is recorded in this field, then code 2 'Co-funded' must be recorded in the Full/co-funding indicator field. (LearningDeliveryFAM.LEARNDELFAMTYPE = FFI).

Restart indicator (RES) Max no. of occurrences: 1

This should be used to indicate that the learner has re-started a learning aim or Apprenticeship programme. It should only be used if the learner has transferred from another provider or has had a break in learning.

If the learner has re-started the entire Apprenticeship programme then the re-start indicator should be recorded against the programme aim and all the learning aims within the programme. If only one of the aims within the programme has been re-started then the Restart indicator is only recorded against that aim.

Where a learner has already undertaken some of the learning towards an Adult Skills funded or Other Skills Funding Agency funded aim and is restarting it then the Funding adjustment for prior learning field should be used to reduce the amount of funding claimed as applicable.

This indicator is used in the validation of the apprenticeship minimum duration rules and so it is important that it is completed accurately.

Learning support funding (LSF) Max no. of occurrences: unbounded

This field is collected when Instance.FUNDMODEL = 35 and Instance.AIMTYPE = 1, 4 or 3 where applicable; or where Instance.FUNDMODEL = 81 and Instance.AIMTYPE = 1 or 4 where applicable.

This field must be completed by all providers for Adult Skills Budget funded learning (Instance.FUNDMODEL = 35) aims where learning support funding is being claimed.

Learning Support is provided to help providers to work flexibly and provide support activity to meet the learning needs of learners with an identified learning difficulty and/or disability. This will enable these learners to achieve their learning goal. Learning Support also provides funding to meet the cost of reasonable adjustments as set out in the Equality Act 2010.

See the Skills Funding Agency funding documentation for further details about learning support funding and evidence requirements.

For programmes funded by the Adult Skills Budget funding model, this information is recorded only on the programme aim. If the Traineeship programme aim is closed and there is a continuing component aim, then the Learning support funding must be recorded on the continuing component aim, AimType = 3. See the Traineeship section in the Provider Support manual for further details.

In addition to recording this Funding and monitoring type for this learning aim, the Learning Delivery Funding and Monitoring Date applies from and Date applies to fields must also be completed.

If the learner’s LSF status changes during their learning, a new Learning Delivery Funding and Monitoring record for LSF should be created detailing the date that it applies from and to. The learning aim record remains unchanged. See the Provider Support manual for further details and examples.

24+ Advanced learning loan indicator (ADL) Max no. of occurrences: 1

This field is collected when Instance.AIMTYPE = 1 or 4 where applicable.

This should be used to indicate that the learning aim is financed by a 24+ Advanced Learning Loan.

For this learning aim Instance.FUNDMODEL should be completed with 'No Skills Funding Agency or EFA funding', code 99.

If the learning aim is sub-contracted out to another provider, the 24+ Advanced Learning Loan indicator should only be returned by the lead provider who receives the funding from the Student Loan Company and not by the provider delivering the provision.

24+ Advanced learning loan indicator (ALB) Max no. of occurrences: unbounded

Code ALB1 should be used for low-cost learner support, not including childcare and residential.

Code ALB 2 should be used for learning support recognising that the learner could have Learner Support needs as well.

Code ALB 3 should be used for residential or childcare support recognising that the learner could have other learning support or Learner Support needs as well.

Contract funded providers can use any of the three codes as applicable. Grant funded providers can only use code ALB 2.

See the Skills Funding Agency funding rates and formula document for further details.

In addition to recording this funding and monitoring type for this learning aim, the Learning Delivery Funding and Monitoring Date applies from and Date applies to fields must also be completed. If the learner's ALB funding band changes during their learning, a new Learning Delivery Funding and Monitoring record for ALB should be created detailing the date that it applies from and to.

Community learning provision type (ASL) Max no. of occurrences: 1

Where you are using your Adult Skills Budget (Instance.FUNDMODEL=35) to deliver Family English, Maths or Language (FEML) learning aims, you should record this using the new LearningDeliveryFAM.LEARNDELFAMTYPE of FLN.

You should continue to record Family English, Maths and Language programmes funded through the Community Learning funding model (Instance.FUNDMODEL=10) using this field.

Family English, Maths and Language programmes must fulfil all the following requirements. They must:

• aim to improve the English, Maths or Language skills of parents or other carers
• aim to improve parents’/carers’ ability to help their children learn
• aim to improve children’s acquisition of English and/or Maths and/or Language.

Learners’ children must be under 18.

From 1 August 2015, this field does not need to be completed for the Community learning mental health pilot.

Family English, Maths and Language (FLN) Max no. of occurrences: 1

It should be completed for both continuing learners and new starters in 2015 to 2016.

The purpose and context for all learning aims recorded as Family English, Maths and Language must be to support children’s learning and improve the home learning environment.

Family English, Maths and Language programmes must fulfil all the following requirements. They must:

• aim to improve the English, Maths or Language skills of parents or other carers
• aim to improve parents’/carers’ ability to help their children learn
• aim to improve children’s acquisition of English and/or Maths and/or Language.

Learners’ children must be under 18.

Where FEML programmes are funded through the Community Learning funding model (Instance.FUNDMODEL=10) then providers must record this using the existing Community Learning provision type (ASL).

Learning delivery monitoring (LDM) Max no. of occurrences: 4

This field should be collected for all aims where applicable.

The Learning delivery monitoring codes document is available online, and contains all of the valid codes available for this field. It is not teaching year specific. The 'Valid from' column should be used to determine whether the code is valid for use.

Unassigned codes will fail validation and must not be used until they have been authorised for use and have been published.

The Skills Funding Agency or the EFA directorate responsible for running the project or pilot will inform providers involved of the code that should be used.

All learning aims starting on or after 1 August 2013 delivered through funding models 81 and 82 should be identified using a Learning Delivery Monitoring code. Providers will be informed of which code to use. This does not apply to Trailblazer apprenticeships.

Special projects and pilots (SPP) Max no. of occurrences: 1

This field should be collected for all aims where applicable.

The Special projects and pilots codes are available online. This contains all of the valid codes available for this field, but is not teaching year specific. The 'Date valid from' column should be used to determine whether the code is valid for use.

Unassigned codes will fail validation and must not be used until they have been authorised for use and have been published.

The Skills Funding Agency or EFA directorate responsible for running the project or pilot will inform providers involved of the code that should be used.

National Skills Academy indicator (NSA) Max no. of occurrences: 1

This field is collected for all Skills Funding Agency funded or Non-funded Instance.AIMTYPEs = 1 or 4 where applicable.

National Skills Academies (NSAs) are centres of excellence dedicated to driving up skills and becoming the lead for employers and providers for their sector. They are national centres developing networks of training providers including some Training Quality Standard accredited providers and Centres of Vocational Excellence.

The NSA network is continuing to expand with a view to developing an academy in each major sector of the economy.

NSAs represent a large investment of public funding and will deliver both funded and non-funded provision. In order to evaluate the NSA network and demonstrate impact and value for money there is a requirement to produce achievement and success rate data at the individual NSA provider level.

Please view The Individualised Learner Record (ILR) specification for more details.

Work programme participation (WPP) Max no. of occurrences: 1

This field should be collected for all aims where applicable.

This should only be completed where the learning aim is delivered as part of a DWP Work Programme contract.

Please view The Individualised Learner Record (ILR) specification for more details.

Percentage of online delivery (POD) Max no. of occurrences: 1

Adult Skills Budget aims recorded with an Instance.AIMTYPE = 3 or 4 and not workplace learning (Instance.FUNDMODEL = 35 and LearningDeliveryFAM.LEARNDELFAMTYPE is not WPL.

This field must be returned for all classroom based learning aims funded through the Adult Skills funding model that start on or after 1 August 2014. This data is collected on a voluntary basis for 2015 to 2016.

Please view The Individualised Learner Record (ILR) specification for more details.

Trailblazer Apprenticeship standard (TBS) Max no. of occurrences: 1

All aims that are part of an Apprenticeship Trailblazer.

The valid codes for Trailblazer apprenticeship standards are available in the LARS database.

Unassigned codes will fail validation and must not be used until they have been authorised for use and have been published.

Household situation (HHS) Max no. of occurrences: 2

The household situation must be collected for all ESF funded learning aims that start on or after 1 August 2015.

• This data must also be returned for match funding purposes for all Adult Skills funded and Other SFA funded learning aims that start on or after 1 August 2015.
• The household situation recorded is the status that applies at the start of the learning aim and does not need to be updated if it changes before the end of the learning aim.
• For apprenticeship and traineeship programmes, this data should be collected at the start of the programme and is recorded once on the programme aim. It does not need to be recorded on individual component aims.
• This information must be collected in the form of a self-declaration from the learner, signed by the learner to confirm that it is correct. You should refer to the provider support manual for further details of how to collect this data.
• You can record up to two HHS records. You can record either codes HHS1 or HHS2 but not both of these. Code HHS3 may then apply in addition to code HHS1.

Use code HHS1 when:

• No household member is in employment, i.e. all members are either unemployed or inactive and;
• The household includes one or more dependent children. I.e. those aged 0-17 years or 18-24 years if inactive and living with at least one parent. The latter category of older dependent children excludes people who are unemployed (because they are economically active) but includes full-time students.

Use code HHS2 when:

• No household member is in employment, i.e. all members are either unemployed or inactive and;
• The household does not include any dependent children
• No household member is in employment, i.e. all members are either unemployed or inactive.

Use code HHS3 when:

• The household includes only one adult (individual aged 18 or above), irrespective of their employment status and;
• The household includes one or more dependent children, i.e. those aged 0-17 years or 18-24 years if inactive and living with at least one parent. The latter category of older dependent children excludes people who are unemployed (because they are economically active) but includes full-time students

What is a household?

A household is defined as a housekeeping unit or, operationally, as a social unit:

• having common arrangements;
• sharing household expenses or daily needs;
• in a shared common residence.

A household includes either one person living alone or a group of people, not necessarily related, living at the same address with common housekeeping, i.e. sharing at least one meal per day or sharing a living or sitting room.

Exclusions: Collective households or institutional households (e.g. hospitals, old people’s homes, residential homes, prisons, military barracks, religious institutions, boarding houses, workers’ hostels, etc.)

Who are to be considered as household members?

The following persons are regarded as household members:

• Persons usually resident, related to other members;
• Persons usually resident, not related to other members;
• Resident boarders, lodgers, tenants (for at least six months or without private address elsewhere);
• Visitors (for at least six months or without private address elsewhere);
• Live-in domestic servants, au-pairs (for at least six months or without private address elsewhere);
• Persons usually resident, but temporarily (for less than six months) absent from the dwelling (and without private address elsewhere);
• Children of the household being educated away from home;
• Persons absent for long periods, but having household ties;
• Persons temporarily absent (for less than six months) but having household ties
• Further detailed information can be found in Annex D - Practical guidance on data collection and validation, paragraph 5.6.1 on Page 52 and Programming Period 2014-2020, Monitoring and Evaluation of European Cohesion Policy, European Social Fund Guidance

Please view The Individualised Learner Record (ILR) specification for more details.