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Recording T Level Programmes on the ILR and Schools Census webinar

This webinar offers guidance on how to correctly code your
T Levels on the ILR or School Census. The webinar was delivered on 12 May 2021.

 

Video transcript

Right, I think it's probably time to get started then. So welcome to, everybody, to this, uh, session on recording T Level programmes on the ILR and School Census. Uh, we are going to record this minute, so uh oh, it's already started, which is excellent. So if we can move on just to the housekeeping please?

Now if people could please put themselves on mute? If you're not already on mute, we will probably mute you. So, Sophie, maybe you could do that for those who are? Thank you. So, it's really important I think to keep yourself on mute when you're not speaking, to make sure that we cut down on the background noise. But then if you want to say something at the point where we have some questions, then please do put your hand up and you obviously can speak. If you, as we go through the presentation, we'll go right the way through the presentation and then have questions at the end, but as things occur to you and you have questions, then please do use the chat function to write those down and we will make sure that we take account of all of those as we go through. Um, this session, as I said, is being recorded and we will share it with everyone through the Support with Delivering T Levels website. Now, I'm hoping that nothing crashes as we go through and that technically we'll be fine. Obviously if something does, if you get thrown out, then please try to reconnect again. That occasionally happens. And if you do have a problem with it, then as you can see, there's a mailbox mentioned here: Readiness.TE@education.gov.uk where you can email us quickly to try to resolve it. Now everything that we say is is under Chatham House rules here for, um, any discussions that come up. So this is something that is just for within this, this group of people and those that will have access to it. Not that I think when we talk about data we're going to have anything particularly sensitive necessarily, but you never know. So my name is Lynne Tabone and I'm responsible for the implementation of T Levels on the ground. I'm not going to talk you through the data but if we can move on to the next slide please Vicci. I will introduce those who are, and your speakers for today are Elizabeth Baines. Elizabeth, if you'd like to wave hello to people? And also Paul. I think it's you Paul isn't it?

It is me, Lynne, yes.

Yes, okay, sorry. I was just checking for a minute, I hadn't got it wrong. So uh, yes, Paul is also uh, delivering. So if you want to also introduce yourself. And then uh, it's probably important to say that this session we are delivering mainly because we have identified that there are some challenges with recording this year in these ILR and census for those 2020 T Level providers who started delivery in September. This is always a challenge where we introduced new features into the ILR and census, and people don't quite know how to record things, So we thought it was really helpful to do a session like this so that people did understand what the common issues are, but also how to to do a better job at the end of this year and also to record things correctly for the next academic year. So, those are the things we'll focus on and I will hand over to Elizabeth and Paul now. And if we can move on to the next slide, Vicci, thank you.

Hello as Lynne has said, I'm Elizabeth Baines and I have responsibility to for the development of 16 to 19 funding of which T Levels is, is one of them um, in addition to study programmes and things. So really, really pleased, um, the number of people that been have been able to join us, uh, today and I'm just going to give really a bit of an introduction and a bit of background and the actual technical bit and the data bit. Um, equally I'm going to pass over to Paul, uh, to be able to describe, um, that to you. So in the session we will cover the, the process that we have for including T Level numbers and therefore try to highlight particularly, um, the impact that errors are made when, when errors are made in recording, and what data should be recorded, and changes to T Levels and validation and recording for 21/2022. They are separate bullet points I think, so they've got a bit merged I'm afraid. Um, common recording errors that were found in the 2020 to 2021 data and then also information available to support your recording of your data. And then really I suppose trying to be as open as possible to say we are here, um, to try and help and support, uh, and once you know who we are, and then you can come directly and to us to ask questions, but through the enquiry service. Uh, can we move on to the next slide please? So really the little bit of background around T Level student numbers. So obviously, T Levels are new and as a consequence, although the total number of lagged students still apply in the same way they do to study programmes, they are an ‘of which’ and it's a term that we use, so I just wanted to include that in case you hear us saying that. But we would have taken the lagged student numbers and we also look at, um, historical data to be able to determine the number of students and bands that the students will fall into across the board for 16 to 19 allocations. But because T Levels are larger programmes, there was no historical data that we could use for that. So the way that we have applied this is to capture estimated numbers from you and then as a consequence of capturing estimated numbers, then we have reconciled those numbers against the first data return that there is at the beginning of the year for both the ILR and the school census. So taking your estimated numbers that have been included in the allocation and then looking at the actual data and comparing, um, those two bits of information. And as a consequence of that, when we did that against the first data return, it was apparent that things weren't quite as they needed to be. And so we didn't actually make the amendment to allocations based on that data because we believed that if things weren't right, it wasn't appropriate for us to be making changes to allocations based on that data, which is why we have made approaches, um, via Lynne and the team to be able to say this is what we found and we won't be making that amendment to allocations until a later date a return for the ILR. Obviously from a school census point of view, there isn't another data return until the autumn, but that that is the reason why we haven't made the changes to allocations as we have published in our guidance. Could you move to the next slide please?

So, having looked at that data and believed that things weren't quite right and not making the allocations, really I suppose the impact of if had we applied, um, against that data then potentially it appeared as though from an under delivery point of view that it looked as though there was some significant under-delivery against the estimated numbers. And therefore, we haven't, by making those changes, we haven't funded any of the additional students where there appeared to be growth because we thought that the under-delivery was sufficiently significant not to make the changes. Now just to reinforce the method that we will apply is from an under-delivery point of view, we will apply a tolerance of 40 per cent and therefore convert T Level students back to a band five and so the difference in the the funding is the difference between a band 5 funding rate and the T Level funding rate. So what we found from the review of the data return was that it looked as though things weren't wholly right and we thought that had we made those changes, we would have recovered more T Level student numbers than we would. We felt that possibly we ought to be doing, knowing the conversations that Lynne and the team were having with those of you who are delivering, um, T Levels in 2020/2021. So, we didn't want to recover more than we thought was was appropriate but of course as a consequence, we didn't fund any growth either. And therefore by delaying, um, the, the reconciliation, the comparison and then making the allocations by delaying that, the growth won't be funded until potentially the beginning of the next academic year.

I mean a good rule for me to volunteer after volunteering just to see what's available.

Um, thank you.

Um, and obviously, this census suggests adjustments can't be made, um, until the final return which again is at the beginning of the next year. And so that really is the background, um, of as not making changes to allocations as we should have done, and those allocations won't be made until now much later in the year and potentially at the beginning of the next academic year.

Could you move on to the next slide please? So I'm going to pass over to Paul who will now talk about the, the technical details about what the, um, the T Level programme structure looks like and why it's important then to record in a certain way. So I'll mute myself. Thank you very much.

Thanks Elizabeth. Um, hello everyone. Um, my name is Paul Harrington, um, I work on 16 to 19 funding and specifically the data and calculations elements of 16 to 19 funding. Um, so, what I'm looking to talk to you about today um, is firstly just to look at the sort of T Level programme structure, an example of what that then looks like in your data, um, we'll then, uh, have a look at um some of the changes that are going to come in for 2021/22, just so you know what's coming over the horizon. Uh, we'll then have a quick look at some of the common errors that we had, um, in 2020, uh, 21, uh that Elizabeth has mentioned already. Um, and then, I'll talk through the reports that are available to you, um, ways you can sort of check that your data is accurate, um, and then, uh, link you to some of the sort of useful guidance that's published on Gov.uk that will point you in the right direction. Now I'm conscious there's a there's a lot of people on the call and and I know we also have a mix of of institutions who use the ILR and who use the school census. And whilst the data requirements are pretty similar for T Levels between the two, they're not exactly the same. So I've tried to structure these slides in a way that shows you the differences without hopefully being too uh, complicated. Um, so, bear with me and and do shout to put your hands up if anything isn't clear but hopefully it will be. So to begin with, um, I thought I'd just step through um the sort of T Level program structure and set out what we expect every T Level programme to have in the data that you return to us. So first and foremost, the T Level qualification. So the actual regulated qualification that's on the Ofqual register um, that represents the T Level core and specialist content, and we need to have that at the beginning of the of the T Level programme. That's got to be recorded at the start, otherwise we don't know what T Level student is doing. Um, there is then a T Level occupational specialism. So every student must undertake a specialism as part of their T Level programme. Now from 2021 onwards, um, the occupational specialism will largely determine the level of funding a student attracts for their T Level. So it's very important that we can identify which specialism each student is doing. Each occupational specialism has a learning aim, um, so they're all set up as learning aims in the learning aim reference service. Um, they will be in uh, QWS for the school census, um, from autumn 2021, um and I'll talk more about how they were done in the census as I get further through the slides, Um, but from 2021, the ILR and the census will have the exact same requirements of returning a specific learning aim for occupational specialisms for each T Level student. So Vicci, if you could move the slide on for me please? Thank you.

Each T level must also have a substantial industry placement. And again, the industry placement has a specific learning aim in the data which is ZWRKX003 um, and that is in LARS and in QWS. So again, we would expect that to be in the student’s programme that can be recorded in the first or the second year of the T Level programme um, as we understand that industry placement might be in either year. Um, so it doesn't have to be there at the beginning but we'll have to be there by the end. Um, there's then a T Level programme aim. So programme aim is an overarching um, a programme level learning aim that spans the whole of the programme, start to end, and we do use that to calculate programme level elements you know in our funding calculations, which is why it's important. Um, again it has a specific learning aim reference uh, ZPROG001 and that must be there at the beginning of the T Level programme. And finally T Level planned hours. So, we need to know how many hours are planned for each student and very importantly which is why I put it in bold, and more on this later. Those hours should reflect the whole programme and that is different to the hours recorded for study programmes, uh, where you give us the planned hours for the academic year, not the whole programme. So that's the fundamental difference between T Levels um, and study programmes where planned hours are concerned. Um, because of that, we wanted to to make sure that the T Level hours were recorded in a different field to the study programme, one, so there was some separation. So there are specific um, T Level hours fields uh, for T Levels that are separate to the study programme ones. Vicci if you could move on to the next slide please? Thank you. Um, so this was just two sort of brief examples um, that try to explain what I've just talked through and show you what that means in data. Now there are two examples, as I said at the beginning, because the school census and the ILR are slightly different. Um, you'll see they're very similar but not quite the same. So looking at the first example, you will see that all the components I talk through are recorded in there. So the first one is the ZPROG001 programming, the second is the T Level qualification. So that's the actual regulated qualification in this example, um, the one for design surveying and planning, so the Pearson qualification, then a T Level occupational specialism, and in this case, it's the surveying and design for construction specialism. Um, then, we have the T Level industry placement and uh, two things that I didn't mention in the requirements because these are only required if the student doesn't already have them - which is GCSE Maths and English. So that may be in a T Level programme, it may not, depending on whether the student needs to do it or not. The other thing you'll notice, the programme type um, which is uh, one two three four five six fields along. Um, they're all set to programme type 31. So every learning aim within a T Level programme must be programme type 31, which tells us it's a T Level. Uh, you'll also notice that the T Level um, qualification, the second learning aim in that example is the core aim.

So that's how we want that to be recorded. You'll then notice, and this is where one of the differences comes. In the school census, we have T Level planned learning hours and T Level planned EEP hours as separate fields to the study programme ones. So you'll see they're separately recorded there. Um in the ILR example, um, they, they aren't separate between learning hours and and EEP hours. Um, we, instead, we use the planned hours field uh, that up, up till now until 2020/21 was used for apprenticeships. So in the ILR, you give us the T Level hours in the planned hours field, and you return it against the programming, uh, which is what that example shows you. Um, so, that's just a very brief example to sort of show you what we expect the data to look like when you've recorded a T Level programme. Um, the one difference um, that I alluded to earlier is in the school census. Um, in in autumn 2020, um, we didn't have a specific learning aims for occupational specialisms. So the third learning aim in that first example said TLOS001. Um, it doesn't exist in QWS, it will do from autumn 2021. And so that's why I wanted to put it in the example here. So for more than 2021, any students starting at T Level will need to have the occupational specialism recorded. For those who are continuing, they'll continue to be recorded as they were in autumn 2020. Uh, I think I've just seen a question pop up which I can answer now because we're talking about data which is, where do you find the pathway code? They're in LARS. Um, so they'll only be required for the ILR and I will talk about it a bit later but um, yeah, they're they're already published in LARS um in the frameworks table. So you can see them in there. Okay, Vicci, if we could move on please?

Um right. So the um, main changes for 2021/22. Um, so, first two are fairly obvious ones. There will be seven new T Levels, so we will have 10 in total. That means seven new um, regulated qualifications um, for T Levels, and then alongside those seven T Levels, there will be 24 new occupational specialisms as well. So again, there will be 24 new occupational specialism learning aims um, for those specialisms. As I mentioned earlier, the spec.. The occupational specialism has more to do with driving funding in 21/22 uh and primarily it will it will dictate which funding ban the T Level is funded in. Um, and primarily, that is because some of the later T Levels have a lot of specialisms in them compared to those in wave one, and uh, some of those specialisms are quite different sizes to others and therefore sit in different funding bands. So depending on which specialism a student is doing, they can be in one or other funding band. So the occupational specialism uh, is more important in dictating funding from 21/22 onwards.

And, the T Level technical qualification in Education and Child Care, which was a wave one T Level, uh, which was funded in band seven in 2020, will be funded in band six from 2021-22 onwards. So just a reminder there. I think that was in the fact sheet from from last year that that would happen uh, but just a reminder that, that will be a change. Those are the main changes. Uh, other than that, there's there's really not a great deal else uh, that that that does change. Um, Vicci if you could move the slide on for me, please? Um, so, uh, one of the things I wanted to mention was about validation uh, the validation on your data and how that will differ um, from 20, from 21/22. Um, so, there isn't a great deal that's changing in the validation um, and mostly, the validation changes will be to the ILR, um, not to the school census. Uh, so I actually have a meeting at the end of this week about school census validation um, but um, at the moment I don't think there's likely to be much that changes compared to last year. In the ILR, there's not a great deal that changes. Um, the main changes will be about framework and pathway codes. So from 21/22, framework and pathway codes will be switched on for T Levels in the ILR. And primarily, that's to try to make sure that with a growing number of T Level qualifications and occupational specialisms, the pathway code will help you make sure you pick the right ones and it will make sure that whatever occupational specialism you pick is valid for the T Level that you've you've put in. So, the validation will help ensure that that works um, by using the the framework and pathway codes. Uh, so that's one change to validation. And the second one um, relates to something I'll talk about in a minute, um, which is about the recording of hours um, in the ILR. Um, so, there will be some tightening of the, the, the um, the validation around um, the T Level planned hours and the study programme plans hours fields. So in 2020/21, there isn't a validation rule that stops you recording um, both, both sets of hours and from 21/22, the validation will actually look at the different programmes that a student is doing. If they're only doing a T Level programme, it will only let you record T Level hours and won't let you record study programme hours. And conversely, if you are only doing a study programme and not a T Level it won't let you record um, T Level hours, and if you're doing both, it will let you record both. So I think uh, not having a validation rule that did that in 2020/21 has probably led to some of the recording areas that we had at RO4. So with that in mind, Vicci if you could uh, move me on to the next slide please?

Um, oh okay, right thank you. Okay, right yes. Changes to recording for 21/22. Um, sorry I think these slides have got slightly out of order actually, so apologies for that. But um, it will all link up. So um, changes to recording in 21/22. Um, as I've said already, occupational specialisms will be recorded using a specific qualification number in the census in autumn 2020. You didn't do that. They were actually recorded as different discount codes or subject classification codes against the main T Level column. From autumn 2021, that will change, and you will actually put a specific learning aim in for each occupational specialism which will then make the ILR data and the census data the same, which is helpful when trying to analyse T Level data and calculate funding off it. Um, it also makes it clearer in your data return I think what students doing um without having to go and look discount codes up. Um, framework and pathway codes, as I've said already, will be recorded in the ILR for all T Level programmes and that will help with the validation that I've just described. The other change will be that all T Level learning aims will need to be part of the student's programme. So that includes those that were completed in the student’s first year. So any second year students in 21/22 will need all their learning aims from year one, even if they finished in year one. And some of the reason behind that is um, the occupational specialism as we said is is quite important to know, and if we're trying to calculate funding off it if the student did the occupational specialist content in year one, and therefore isn't in year two, that's going to make it rather difficult to calculate funding from a single year's ILR. So um, I believe the ILR migration guidance is being updated as is the school census guidance to set out that um that all the learning aims need to be there um, in each year for the students programme, which of course we didn't need in year one uh, because it was their first year. So um, that will be a slight change, Okay Vicci, if you can uh, move on to the next slide please.

So I just wanted to talk briefly about um, common errors uh, in 2020/21, and I'll preface this um, with a thank you to all of you um, uh, for um, having uh, jumped on some of the errors in the data and correcting them. Uh, we we're very appreciative that you've done that um, I had a look at R06 and I've had a look at R08 in the ILR and can already see that most of the issues that we saw at R04 have already been corrected. So thank you, and that's going to be a big help for when we um, pick the data up in R10. Um there are still some in there though so um, if any of you haven't um, double checked your data against this, then please do so, because as Elizabeth has mentioned, we will be using your data from the ILR later this year for reconciliation and uh, we and you want to make sure it gives the right answer. So the good news is there were really only two uh, sort of errors that we saw uh, that were um, that were causing trouble. Um, and the main one was that we had um, in the T Level um, planned hours, we were seeing annual hours being recorded rather than the hours for the whole programme. Um, as I said earlier, um, for T Levels uh, you should record the the hours for the whole programme in that field, uh, not for the academic year. Um, so in effect, what this has done uh, has put a lot of students being in band five or lower when I think in most cases they were probably supposed to be in band seven. Um, we didn't really expect any students in the first year to be below band seven although it is possible that some would be, but we were seeing several hundred of them. So that that clearly wasn't right um, and uh, certainly having looked at R06 that number has dropped quite substantially to around about um, 40 odd students now. So that that's obviously a big a big change. Um, but if you do still have any students um, sitting in bands below band seven you don't think that looks right, then you might want to go and look at the hours that's been that have been recorded. Uh, the second thing that we saw was that for students whose only programme was at a level uh, they'd had both the T Level um, hours and the study programme hours recorded and I suspect that is partly responsible for the first error uh, in that once you put study programme hours in, you get into the mindset of doing study programme hours and then record the T Level ones annually. So I think they are, they are linked. Um, second one doesn't actually cause any any problems from a funding point of view but obviously they shouldn't be there um, and consequently that's why we're putting a vowel rule in to make sure that we that we close that loop up for 21/22. But uh, yes, those are the main two errors that we found um, in the data and the ones to focus on for correcting for R10 um, this year. Uh, and uh, the example in there really just sort of highlights um, uh, in the two um, yellow fields and uh, the the blue field that says planned hours only, that they've got study programmers in there and therefore that puts them in band five not the T Level band that I'm sure most of you were expecting. So Vicci, if you could just move on to the next slide, please. So, um, what I just wanted to talk through a little bit was um, the guidance and and the reports that are available to try to help you um, make sure that your data is accurate.

So, um, the 16 to 19 funding claim report um, for the ILR and the 16 to 19 funded student summary report for the census, um, both have separate sections for study programmes and T Levels. Um, so uh, the um, showing the the the total number of T Level students and the funding bands they're assigned to um, according to the T Level planned hours you have recorded. So um, my general advice would be that's your starting point go and have a look at those reports and because not only will they tell you how many T Level students we're counting, it will also tell you what bands we're counting them against. So that should give you a pretty quick indicator as to whether your data is telling you the right things or not. If that looks anomalous, I would then suggest you look at the summary of funding by student report for the ILR or the student detail report for the census. In effect what that does is break the high level report down into student level. So those will actually tell you which students we're counting as T Level students and show you, not only the band that we've put them in, but the hours you've recorded as well. So the combination of those two reports should help you identify if anything looks a bit wrong and why that might be. Um, so we we do recommend that you you use those reports just to make sure that you're you're happy that um, uh, that the data you've recorded is right and the students are falling into the correct categories. Um, the ILR provider support manual and the school census recording guidance, um, uh, as well as the interactive school census tool all have specific sections on how to record T Levels. Um so, I'm sure by now most if not all of you have read through those but um, please do if you haven't um, as we tried to make sure that we covered all of the things that I've told you about already today in that guidance. Um, so it should give you a good reference guide as to what you need to do when you're looking at returning that data um, and similarly we will update all of those things for 21/22 to reflect some of the changes um that I've talked about already. Okay Vicci do you want to move on to the next slide? So, uh, the other thing I, I thought it might just be helpful to talk through were just some sort of simple data error checks that you can do. So if you um, do see some of your students not displaying quite as you'd um, as expected, um, here's some things you can do just to check. So obviously check have you recorded a valid T Level qualification. Have you got the um the regulated qualification in there? Um, if not, that obviously needs to be there. Um, so make sure it is please. Um, two, uh, this is probably more for 21/22 in terms of errors but make sure you've also got a valid T Level occupation, occupational specialism recorded in your data. Um check that you've recorded a programme name um, spanning the whole uh, length of the the T Level programme, all of the T Level components. Um, check that all your learning aims in that T Level programme have been coded as programme type 31 i.e. uh, T Level. Obviously, if if any components haven't been recorded programme type 31, then they won't be counted within the T Level programme. So, just make sure they're all lined up that way. Um, for our funding calc's point of view, and this is more for the ILR than the school census, um, we look at the latest programme recorded for a student. Um, so to be counted as a T Level student, their latest programme must be a T Level programme. So make sure that your T Level programme is the latest programme recorded for them for 16 to 19. Otherwise, we won't count them as a T Level student. So that's another thing to check. And finally, um, just following on from what I was talking about with errors, make sure you've recorded the programme level hours for the T Level, and not the annual hours. Um, that will make sure that the student falls into the right band. So hopefully some fairly simple checks that you can do when you're just looking over your data and doing that in conjunction with looking through the reports I've mentioned should give you a pretty good go at getting the data accurate. Um, okay Vicci, if you can move over please? So I think Elizabeth you were going to cover this one, if I'm not mistaken?

Yes, thank you. Um, so our next steps really we wanted to just confirm, as I've already mentioned, um, that we will be reconciling the T Level numbers against R10 and making adjustments to, sorry excuse me, making adjustments to allocations where there is either over or under delivery and within the principles of the guidance that we've already published, and obviously reconcile T Level numbers in the school census against the autumn 2021 data, um, because of the timing of the returns that we get for the school census. But what I wanted to reaffirm is although in for this year having looked at the data, we felt it was appropriate to delay the reconciliation. Um, I did want to alert everybody to the fact that we won't be doing that for the 2021/2022 delivery. So we will be reconciling against the first data return of the year and because of doing it in this way, what it has done is required almost um this action being taken twice. So we did the reconciliation at the beginning of the year against the early data and having to do it again, so obviously from a sensible resource point of view, um, that isn't um, how we would want to operate, but we do think it's right to have done it this way this year. But I just want now to take the opportunity to alert you and reinforce that the reconciliation will be against the first data return and for next year's delivery. Um, thank you. Um, recording T Levels in the ILR and 2021/2022 ILR R0 fault, yes, yes please yes, just to confirm that.

Um, and then, move on to the next....

So Vicci, I think there is a final slide isn't there which is me?

Yeah

Yeah. So, uh yes, uh, just to sort of reiterate things that I've said earlier on in the guidance and obviously when the slides are posted around, this slide will be of much more use to you, um, than it is on the screen because it actually has all the links. But this is really just a sort of useful links page to point you to the bits of guidance that have all the things that I mentioned earlier in them. So there's the overarching how T Levels are funded um, guidance on Gov.uk, um, which is uh, provides a lot of information about how the actual funding will be calculated and how things will work for each year. There's in the ILR provider support manual with which I'm sure you're all very familiar, and there is a section specifically about T Levels in there and the codes to use. Um, similarly, the ILR specification, then we'll give you the details of the coding for the fields for T Levels. Uh, the same is in the school census guidance. Um, so obviously, please do make sure you look at the um, post 16 learning aims section of that and within there there is a section on recording T Levels. Um, the school census interactive tool um, whenever I do any talks about data with schools and academies, I mention this one a lot um, because I uh, I think there's still quite a few schools and academies who don't know that tool exists and I would thoroughly recommend you go look at it if you've not looked at it before. Um, the the interactive tool will cover all aspects of 16 to 19 funding. It covers every element of the of your programme funding calculation, it tells you what data we use to calculate it and how we use that data. But most importantly, what that tool does is it tells you what happens if you get your data wrong and how to try to avoid that happening uh, in an interactive way. So we've, we've tried to make it a tool that sort of is quite helpful um, in, in seeing how uh, the sort of internals of the calculation work from the census. And we did update that last year to include T Levels and we will uh, update the T Level examples for 21/22 as well. So um, I would if you if you have not used that tool before, please do get it. It's it's up on (dot) Gov.uk. It's an Excel spreadsheet and it's fairly intuitive to use and interactive as I've said, and it may help you in just making sure that your data is right, obviously in conjunction with all of the reports that we put out through um, Collect. And then finally, um, I know there are some questions in the sidebar that haven't answered yet so we'll get to those in a second but if you do have any questions after watching this webinar, then obviously do pop them through the ESFA um, inquiry form and the chances are they'll probably find their way to me, um, and or Elizabeth, depending on what they are. I think I'm right in saying Vicci - that's the last slide. Is that right? Yes. So, right, questions.

Thank you Paul and Elizabeth, we do have some questions in the chat. So Paul is, most of them seem to....

Yeah I had a quick look, yeah, do you want me to go through them there?

Yeah you might as well - starts at 1351 and then if anyone else also wants to add questions, then please do or put up your hand and we will get to them all. So Paul, over to you, really.

Yes, okay. So I'll start with the first one which is, why do you have codes in framework code and pathway code?

I think that was probably talking about the example slide I'd put up, and that's because I wanted to highlight that they'll be required for 21/22 but they are not required for 2020/21. Um, yeah so I I think that's where that question might have come from.

Um, is the field not still going to be used for apps?

So i think Catherine that probably relates to the planned hours field, if so? Yes, it is still used for apprenticeships. It's just now also used for T Levels as well. I think that's probably what that question was from. Neither field has those values at present. No, Isla, the framework and pathway codes won't do it present, uh, it's for 21/22. Sorry if, uh, it needs, I needed to get through the whole presentation before that was clear. So, um, sorry if that caused you some confusion. Um, uh, what do we have? Other framework codes are required for this year. No Harry, they're not a requirement for this year. They'll be from 21/22 onwards. As per the ILR spec. You're right. Uh, if we haven't added occupational specialism aims in for 2020/21 in our ILR, do we need to? So I think what we said for 2021 uh, was that they didn't need to be there at the beginning, um, but they will need to be there by the end. So by R14, we will need to have them in your 2021 data. From 21/22 onwards, they are going to need to be there from the start and because they are part of the calculation that works out which funding band a student sits in, so obviously without that specialism calculation's not going to know where to put them. Um, so hopefully, that answers your question. Uh, where did we go, it's referring to… Oh yeah, that one's been answered. Uh, we have recorded all aims as two-year duration as that was what was advised by the ESFA. I mean I think generally, we we probably would expect most of them to be two years in duration um, it's possible that some won't be um, but yeah I think if that's the case for you, that's fine um, that's not a problem. And I think that's probably come off the back of me saying that we'd need all the learning aims in the programme, regardless of which year they were in. Uh, for 2021 starts where we haven't yet enrolled the specialism uh, getting enrolled in 21/22, will they get through the ILR without the framework code and pathway? Okay. Um...

You've just answered that, so don't worry.

I have, oh great, lovely, Thanks Isla. Wonderful. Um, what do we have 21/22 ILR RO4? So yes that was just relating to what we use for reconciliation 21/22. Yes and it will be RO4 and the autumn census for 2021. Uh, clarify whether the tech qual and the occupational specialism should both have two year dates, or if the aim start and end dates need to reflect the delivery for each learning aim. So yes, we, it's the second of those Caroline. We would expect them generally to reflect what you're planning to deliver for them and if they're if one's in one year and one's in another year, that's what the date should show, um. But we'll need both of them to be in each year of the student's record. Um, so hopefully, that was clear from what we were saying earlier, um, but if not, do pop another one in the chat. Why are the T Level occupational specialism codes not available in find the learning aim? Um, good question. Um, the reason for that is they're not actual qualifications. Um, the the actual occupational specialism is part of the the main T Level qualification but the main T Level qualification can't tell us which optional bit a student's gone down. So they are set up as um, learning aim class codes. So they are in LARS the learning aim reference service and from autumn 2021, they will be in QWS as well as learning aims. Um, but um, they're actually I'm just saying this, find a learning aim. Uh, they should actually be in find a learning aim. I've just realised what the question was, sorry. The pennies just dropped, yes they should be there um…

I, I haven't checked myself so I'd need to go and have a look. I don't I don't know Bash if you're still there. Um, if you're still on the call…

Perhaps with that question Paul, we can go away and check.

Yeah, I'll go into a check but my expectation is there would be there. Sorry yes, I was thinking of another page that only has external qualifications on but finding a learning aim, they should be there.

Okay, you can always clarify that when we send out the link to the the presentation.

Uh okay, thank you. Uh, Ruth, does this apply to all transitions? I'm not sure what that question means...

I'm assuming that the question is about transition programmes which are not recorded the same as T Levels.

Uh, no, they're not. They're recorded quite differently. Um, so, if that's what that question was Ruth, in the same guidance, I've talked about for T Level recording. There is also sections about how to record transition program as well. They're recorded much more like a study programme, with the exception that they do have a specific learning aim that links them to a T Level. Um, so aside from that, they look like study programmes. Um, if a T Level student completes in June and then progresses to an apprenticeship in the same academic year, would they therefore not be counted as a T Level student? Um from a calcula… 16 to 19 calculation point of view, they would still be classed as a T Level student because once they move on to an apprenticeship, they're no longer 16 to 19 funded. Um, so, the our funding calculation would still class them as a T Level student because it it doesn't deal with apprenticeships, the apprenticeships are dealt with in the adult funding calc. Um, so yes, they would be, to answer your question. Uh, will the recording be okay...

Could I just add something to that though please? Because I think if you're saying if the student has left a T Level and gone to an apprenticeship within the period that they were on supposed to be doing a T Level, then it would impact on the T Level retention.

Yes, it would, yeah. I mean they would effectively be withdrawn, wouldn't they?

Yes.

Yep. That's right. So, yes, they would be classed as a T Level student and Elizabeth is right but they wouldn't be retained. Um, so it would impact retention, that's right. Uh...

On the recording question which comes next, yes, we're recording this at the moment and we will share that through the Support with Delivering T Levels website, and we will send out a link to that to everyone.

Okay, thanks. Um sorry, the questions keep moving up, so yeah, we got to… I think James was the next question. Do I need to go back to the students this year and amend their records if they are wrong or get it right for next autumn census? So the autumn census actually covers both. I could, it covers two academic years. So if you did get anything wrong in autumn 2020, you can still correct their 2021 record in autumn 2021. See what I mean? So in the autumn 2021 census, you should be able to correct any learning aim-based errors that you had made in the previous autumn census. Uh, similarly, you can correct the hours as well if the if the error was in hours. So the answer is is kind of yes, you do need to get it right for next autumn but that will allow you to correct the previous autumn's data. Um, so hopefully, that answers that question. You mentioned discount codes, not sure what these are or where they should be recorded? So, um Claire, presumably you use the school census. Um, if you don't, you don't need to worry about discount codes. Um, discount codes have changed their name, um, as I've discovered earlier this week. They're now called subject classification codes. Uh, they're primarily used, um, for performance tables. Uh, we don't use them in funding actually. Um, but it's a four-digit code that is recorded against the learning aim and some qualifications have multiple pathways in them. And I think what that can do is, um, mean that they have ,um, different subjects within them. You can do a single qualification and do different subjects within that qualification. So I think the discount codes were a way of allowing institutions to record different subjects within a single qualification. So the way that the occupational specialisms were set up for autumn 2020 was that um, specific discount codes were set up for the occupational specialisms within a single T Level qualification. So that's why you needed to record. Uh, you'd effectively record the T Level qualification, then you'd record it again with a different discount code to tell us which occupational specialism it was. Um, I, I didn't find that was a particularly clear way to do it. So for 20, for autumn 2021, uh, we'll mirror what the ILR does, which is there will be specific learning aims for occupational specialisms. You won't need to worry about discount codes anymore. So that will just be something for autumn 2020 and those students who carry on in autumn 2021 from the previous year. After that you won't need to worry about discount codes anymore. But there is some guidance upon (dot) Gov.uk about subject classification codes that tells you more about them than I could probably tell you because I don't know a great deal about them myself. Um, but hopefully that answers your question. Uh, I checked during the session and didn't get a result back not quite sure what you meant there, Bash. But I think I answered a question that you had earlier, so hopefully that covers that one.

Uh that’s to find a learning aim I think.

Oh right, okay, yes. Sorry, yes, that was the one, wasn't it?

Yeah, Gary mentions it just below, saying he's just checked some of the class codes...

Yes, yeah, okay. So some of them won't be in there yet. So the 2021 codes probably won't have landed in find a learning aim just yet. I suspect they will fairly soon. I have to double check with um, Kevin Fisher when they will land because the downloadable version of LARS does have them in now, but I don't know what the refresh time is for the website. Um, I'm afraid I don't work on find a learning aim. So I'm not quite sure but I would expect them to be there if they're not there now, they should be there fairly soon I think. But certainly, all the wave one, ones should be there. But as Lynne said, I'll I'll check all of that out outside of this, and we can we can post an update up just to to cover that one off.

Um, Ruth, I think is next.

Yes, yeah, T Level transitions say they require ZPROG but otherwise like a study programme, why the ZPROG? Um, a transition programme kind of span, uh, there's some, they're halfway between a study programme and a T Level. Um, so, they they borrow a bit of the recording from T Levels and quite a lot from study programmes. But the the generic class code that we needed, um, for transition programme was primarily to try to link them to the T Level that the students going to transition to. And, um, Ruth, do you record, would you return the census or the ILR, if you're still here?

I don't wish you are still here.

ILR, it seems - I think that's Ruth again.

Right, okay, yep. Uh, I'm trying to remember off the top of my head, I ought to know this, and I can't remember if I do. I, I didn't think we asked for ZPROG for a transition programme, I don't think we do we don't ask for a programme aim for transition programme. I don't think, do we? Yes, we do. Sorry. Yes, we do, because we ask for a programme type of 30, yes. And it was really just to try, um, to make sure that we could, we wanted to switch the programme type on so that we could record a programme type for all the learning aims within a transition program - to separate it out from a T Level and make sure it didn't look exactly the same as a study programme. Um, and I think some of that structure was probably because we needed to make sure we had all the things we thought we would need for transition programme. Well, some of the policy on transition program was still being set up. Um, it might be that we need to review that, but I think the programme aim probably is still going to be needed um, to switch the programme type on, so we can classify all the components within that programme as a transition programme. Um, so, hopefully that answers your question.

Ruth is saying that it does, yes

Okay, wonderful, good.

We've got a handful questions left. We've only got a few minutes. So Harry is next.

Harry, yes? If we've received the usual our study programme hours against the student but they are doing only T Level presumably have to remove. Exactly right, Harry, yes. Yeah, if you knock the, um, the study programme hours out, make sure you've got the T Level programme hours in the planned hours field, and make sure they cover the whole programme, not just the year. Uh, and yes, you are quite right. Uh, just yet finally, oh yes - covered Gary's one. Isla, even if they achieved the T Level, they still wouldn't show as achieved.

This was the question about progression to an apprenticeship which in the academic year…
Um…

Isla's asking if they achieve their T Level, but then move on, immediately to an apprenticeship.

Uh, well in that case, they, they would because you won't have withdrawn them. Uh, in, in that case, I don't think, would you? Um, if they've completed and achieved their T Level. That's what you should record them as having done. Um, sorry, I think we'd assumed that it was a moving off a T Level, having not finished it onto an apprenticeship. So, um, yes, it would show it’s achieved if they've completed and achieved their T Level. You should record them as that. Um, no discount codes for me? Good good news Claire. There you go wonderful. Um, 21/22 provider support manual doesn't appear to explain that T Levels need a framework and pathway. It's against those fields in the ILR aspect but easy to miss can that be added to the PSM. Uh that's a good spot Ruth. Um, I'll have a chat with Jody Laffar on Mark Shield’s team who, who manages the pride provider support manual. Um, but I think the simple answer that question is yes, it can and will be added to the PSM. So uh, yeah, we'll make sure that's in there. Uh, pathway specialisms don't appear to have a qual ref number to put in the ILR, that's why i haven't yet enrolled anything. Um, so, um the I'm not… Sorry Isla, I'm not quite sure what you mean by that. but… Um,

I can clarify a little bit if you like.

Yeah yeah, go for it. Yes.

So, we're supposed to enroll the the qualification, the work placement and the specialisation for 2021 but the courses don't have any qual reference number to go in the ILR. So all they have is a pathway code which isn't required or even included in the 2021 field.

Right?

How do I get them in the ILR?

Okay so you're talking about the occupational specialism?

Occupational specialisms, yeah.

Okay. So so, the occupational specialisms do all have a learning aim reference. They all start um Z-T-L-O-S. So, if you search for anything in LARS that starts with ZTLOS, you'll find them all. Um, yeah. They're all set up against against that their class code set up in LARS. Um, for 2020/21, I can't remember how many of them there are, I think there's about six. Um, there's not that many of them for 2021 because there's only three T Levels and most of those T Levels didn't have many specialisms. But yep, they are all in there. I think I can run this off with the earlier question. I will double check exactly what is in and they knew what to put in and then I'll update and we can probably put a list of them around, because there's not that many at the moment, if that would help.

Now that others are mentioning that they can't find that at the moment as well.

All right. So there's clearly something we need to put out about that.

You do need to put a star after the ZTLOS that's right.

Yeah, it's a wild card search, yeah exactly that. Okay I think I've covered all the questions well.

Well done for galloping through them and we have reached the end. So uh, thank you everyone for attending, I hope it's been useful. And thanks particularly to Paul and Elizabeth who've explained all of that really clearly. I think this session, as I said, has been recorded and Vicci will make sure that that goes out to everyone in, um, and linked to the, uh, site where we store its Support with Delivering T Levels. So I can't see there are any other questions.

So I would just like to say thank you very much for attending and have a good afternoon.

Goodbye everyone.

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