Guidance Guidance for those who provide unpaid care to friends or family
General advice
What you should be doing to prepare
Where you or the person you care for have no symptoms then please refer to the
guidance on hygiene on the NHS
website.
We advise all carers to create an emergency plan with the person they care
for, to use in circumstances where help from other people to deliver care may
be needed. Depending on the circumstances, this could be help from family or
friends, or a care provider.
In order to create an emergency plan that fits the needs of the person you
care for, you will need to set out:

the name and address and any other contact details of the person you look after
who you and the person you look after would like to be contacted in an emergency
details of any medication the person you look after is taking
details of any ongoing treatment they need
details of any medical appointments they need to keep

You should also ensure that it is in a format that can readily be shared with
other people who will need to discuss the plan with the person you care for.
Further information can be found at Carers
UK.
You may be able to arrange help and support from family and friends, but it
can be reassuring to have the involvement of your local authority or
healthcare provider in case informal
arrangements fall through. It may also be helpful to contact your local carers
support organisation who can help with contingency planning. You can find out
about local carer organisations at Carers UK.
You can also find information out about local services on the Carers Trust
website.


Guidance Guidance for those who provide unpaid care to friends or family
General advice
If you need time off work to care for a relative who has symptoms or is self-isolating
You should talk to your employer about your caring needs and what arrangements
can be put in place. Information regarding statutory sick pay entitlements can
be found in the Guidance for
employees.
Some people may be entitled to benefits as a carer, such as Carer’s Allowance.
You should check on GOV.UK for further details.


Guidance Guidance for those who provide unpaid care to friends or family
If you or the person you care for has symptoms
If you are a carer and you have symptoms
If someone in your household has symptoms you should follow the Stay at home
guidance which states that if you live alone and you have symptoms of
COVID-19, however mild, stay at home for 7 days from when your symptoms
started.
If you live with others and you are the first in the household to have
symptoms of coronavirus, then you must stay at home for 7 days, but all other
household members who remain well must stay at home and not leave the house
for 14 days.
The 14-day period starts from the day when the first person in the house
became ill. For anyone else in the household who starts displaying symptoms,
they need to stay at home for 7 days from when the symptoms appeared,
regardless of what day they are on in the original 14-day isolation period.
However, we appreciate this may not be easy to achieve where you provide close
contact care for a spouse or relative such as washing and bathing.
If you care for a person in a clinically ‘vulnerable group’ do not visit if
you are unwell and make alternative arrangements for their care with family
members and friends. If you cannot organise alternative care you can contact
your local authority or NHS
trust.
If you care for a person in a clinically ‘extremely vulnerable group’, you
should strictly avoid contact with the person you care for and, where
possible, ask friends and family who can support you for help in providing
care. You should distance yourself from the person you care for as much as
possible and follow the above guidance.
If you cannot organise alternative care you can contact your local
authority or health care
provider. If you do not know how to do
this, you can contact NHS 111. It may also be helpful to contact your local
carers support organisation. You can find out about local carer organisations
at Carers UK.


Guidance Guidance for those who provide unpaid care to friends or family
General advice
If the person you care for is concerned about their usual paid carer coming in and out of their home and the risk of infection
The government has issued guidance to home care providers to ensure that
appropriate levels of hygiene are achieved to reduce the risk of infection.
Speak to the care provider about the processes they are following to maintain
good hygiene.
If the person you care for receives regular health or social care from an
organisation, either through your local authority or paid for by themselves, inform their care provider that they
are reducing social contacts and agree on a plan for continuing their care.
As a carer, the Guidance on social distancing for everyone in the UK and
protecting older people and vulnerable
adults provides advice on the extra precautions
you can take to help keep the person you care for safe.


Guidance Guidance for those who provide unpaid care to friends or family
General advice
If the person you care for is in a care home
If you have no symptoms, you should keep in contact with the care home to
understand any local arrangement to keep in touch with residents and follow
the Guidance on social distancing for everyone in the UK and protecting older
people and vulnerable
adults. This guidance includes tips on how to
maintain contact with relatives or friends such as staying in touch via phone
or post where you are unable, or it is not advisable, to visit.


Guidance Guidance for those who provide unpaid care to friends or family
General advice
Accessing alternative care quickly if you are unable to provide care
Having to organise alternative care can be difficult and concerning. Where
possible, you should contact friends and family who may be able to give
immediate help in providing care. You should follow the guidelines set out in
the Stay at home
guidance and the Guidance on social distancing for everyone in the UK and
protecting older people and vulnerable
adults to protect those coming into the home of
the person who needs care.
If you cannot organise alternative care you can contact your local
authority or health care
provider.
If you do not know how to do this, you can contact NHS 111.


Guidance Guidance on shielding and protecting people who are clinically extremely vulnerable from COVID-19
Staying at home and shielding
If you’re clinically extremely vulnerable, you’re strongly advised to stay at
home at all times and avoid any face-to-face contact to protect yourself.
This is called ‘shielding’ and the advice is:

Do not leave your house.
Do not attend any gatherings, including gatherings of friends and families in private spaces, for example, family homes, weddings and religious services.
Strictly avoid contact with someone who is displaying symptoms of coronavirus (COVID-19).

The Government is currently advising people to shield until 30 June 2020 and
is regularly monitoring this position.


Guidance Guidance on shielding and protecting people who are clinically extremely vulnerable from COVID-19
If you develop symptoms
If you think you have symptoms of coronavirus (COVID-19), seek clinical advice
using the NHS 111 online coronavirus service or call
NHS 111. Do this as soon as you get symptoms. Do not visit the GP, pharmacy,
urgent care centre or a hospital but if you need treatment, hospitals are
still there to support and advise you.
In an emergency, call 999 if you’re seriously ill. Explain that you are
clinically extremely vulnerable to coronavirus and are likely to get very
unwell.
Prepare a single hospital bag. This will help the NHS provide you with the
best care if you need to go to hospital as a result of catching coronavirus
(COVID-19). Your bag should include:

your emergency contact
a list of the medications you take (including dose and frequency)
any information on your planned care appointments
things you would need for an overnight stay (for example, medication, pyjamas, toothbrush and snacks)
your advanced care plan (only if you have one)

*[GP]: general practitioner (family doctor)


Guidance Guidance on shielding and protecting people who are clinically extremely vulnerable from COVID-19
Looking after your mental wellbeing
Social isolation, reduction in physical activity, unpredictability and changes
in routine can all contribute to increasing stress.
Many people, including those without existing mental health needs, may feel
anxious. Reasons for increased anxiety may include potential effects on
support with daily living, ongoing care arrangements with health providers,
support with medication and changes in daily routines. It is important that
you take care of your mind as well as your body and that you get further
support if you need it.
If you’re receiving services for your mental health, learning disability or
autism and are worried about the impact of isolation, contact your key worker
or care coordinator or provider to review your care plan. If you have
additional needs, contact your key worker or care coordinator to develop a
safety or crisis plan.
Understandably, you may find that shielding and distancing can be boring or
frustrating. You may find your mood and feelings are affected and you may feel
low, worried, anxious or have problems sleeping, and you might miss being
outside with other people. Follow the advice that works for you in the
guidance on how to look after your mental health and wellbeing during
coronavirus
(COVID-19). At times like
these, it can be easy to fall into unhealthy patterns of behaviour which in
turn can make you feel worse.
Constantly watching the news can make you feel more worried. If you think it
is affecting you, try to limit the time you spend watching, reading or
listening to media coverage of the outbreak. It may help to only check the
news at set times or limit this to a couple of times a day.
Try to focus on the things you can control, such as where you get information
from and actions you can take to help you feel prepared. The Every Mind
Matters page on anxiety and
NHS mental wellbeing audio guides provide further
information on how to manage anxiety.
If you’re still struggling after several weeks and it’s affecting your daily
life, contact NHS 111 online. If you have no internet
access, you should call NHS 111.
Staying mentally and physically active
There are simple things you can do that may help, to stay mentally and
physically active during this time such as:

you can find free 10 minute workouts from PHE or other exercise videos to try at home on the NHS Fitness Studio
spend time doing things you enjoy such as reading, cooking, other indoor hobbies or listening to favourite radio programmes or watching TV
try to eat healthy, well-balanced meals, drink enough water, exercise regularly, and try to avoid smoking, alcohol and drugs
try spending time with the windows open to let in the fresh air, arranging space to sit and see a nice view if possible, and get some natural sunlight or get out into any private space, keeping at least 2 metres away from your neighbours and household members at all times

*[PHE]: Public Health England


Guidance Guidance on shielding and protecting people who are clinically extremely vulnerable from COVID-19
Unpaid carers who provide care for someone who is clinically extremely vulnerable
If you’re caring for someone who is clinically extremely vulnerable, there are
some simple steps that you can take to protect them and to reduce their risk.
Ensure you follow advice on good hygiene:

only provide care that is essential
wash your hands when you arrive and often, using soap and water for at least 20 seconds or use hand sanitiser
cover your mouth and nose with a tissue or your sleeve (not your hands) when you cough or sneeze
put used tissues in the bin immediately and wash your hands afterwards
do not visit or provide care if you are unwell and make alternative arrangements for their care
provide information to the person you care for about who they should call if they feel unwell, how to use NHS 111 online coronavirus service and leave the number for NHS 111 prominently displayed
find out about different sources of support that could be used; further advice on creating a contingency plan is available from Carers UK
look after your own wellbeing and physical health during this time. See further information from Every Mind Matters

More information on providing unpaid
care is available.


Guidance Guidance on shielding and protecting people who are clinically extremely vulnerable from COVID-19
Handwashing and respiratory hygiene
There are general principles you should follow to help prevent the spread of
airway and chest infections caused by respiratory viruses, including:

wash your hands frequently with soap and water for at least 20 seconds or use a hand sanitiser. Do this after you blow your nose, sneeze or cough, and before you eat or handle food
avoid touching your eyes, nose, and mouth with unwashed hands
cover your cough or sneeze with a tissue, then throw the tissue in a bin
clean and disinfect frequently touched objects and surfaces in the home


Guidance Guidance on shielding and protecting people who are clinically extremely vulnerable from COVID-19
If you do not want to be shielded
Shielding is for your personal protection. It’s your choice to decide whether
to follow the measures we advise.
For example, if you have a terminal illness, or have been given a prognosis of
less than 6 months to live, or have some other special circumstances, you may
decide not to undertake shielding.
This will be a deeply personal decision but we advise calling your GP or
specialist to discuss this.
*[GP]: general practitioner (family doctor)


Guidance Guidance on shielding and protecting people who are clinically extremely vulnerable from COVID-19
Help with food and medicines if you’re shielding
Ask family, friends and neighbours to support you and use online services.
If you cannot get the help you need, the government can help by delivering
essential groceries and support. It may take time for support offered through
this service to arrive. If you have not received a letter from the NHS then
you may not be able to receive the support offered through this service. If
you urgently need food or care, contact your local council.
Getting your prescriptions
Prescriptions will continue to cover the same length of time as usual.
If you do not currently have your prescriptions collected or delivered, you
can arrange this by:

Asking someone who can pick up your prescription from the local pharmacy (this is the best option, if possible).
Contacting your pharmacy to ask them to deliver your prescription to you or to help you find a volunteer (who will have been ID checked) to deliver it.

You may also need to arrange for collection or delivery of hospital specialist
medication that is prescribed to you by your hospital care team.
If you receive support from health and social care organisations, such as
having care provided for you through the local authority or health care
system, this will continue as normal.
Your health or social care provider will be asked to take additional
precautions to make sure that you are protected. The advice for formal carers
is included in the home care
provision.


Guidance Guidance on shielding and protecting people who are clinically extremely vulnerable from COVID-19
Visits from essential carers
Any essential carers or visitors who support you with your everyday needs can
continue to visit unless they have any of the symptoms of coronavirus
(COVID-19). Essential carers coming to your home should follow advice on good
hygiene: wash their hands with soap and water for at least 20 seconds on
arrival to your house and often while they are there (or use hand sanitiser),
avoid touching their face, catch any coughs or sneezes in a tissue (or their
sleeve), and put used tissues immediately in the bin and wash their hands
afterwards. They should keep 2 metres away where close or personal contact is
not required and where this is possible.


Guidance Guidance on shielding and protecting people who are clinically extremely vulnerable from COVID-19
Living with other people
The rest of your household do not need to start shielding themselves, but they
should do what they can to support you in shielding and to carefully follow
guidance on staying alert and safe (social
distancing).
At home you should:

Minimise the time other people living with you spend in shared spaces such as kitchens, bathrooms and sitting areas, and keep shared spaces well ventilated.

Keep 2 metres (3 steps) away from people you live with and encourage them to sleep in a different bed where possible. If you can, use a separate bathroom from the rest of the household. Use separate towels from the other people in your house, both for drying yourself after bathing or showering and for hand-hygiene purposes.

If you share a toilet and bathroom with others, it’s important that they are cleaned every time after use (for example, wiping surfaces you have come into contact with). Consider drawing up a rota for bathing, with you using the facilities first.

If you share a kitchen with others, avoid using it while they’re present. If you can, take your meals back to your room to eat. If you have one, use a dishwasher to clean and dry used crockery and cutlery. If this is not possible, wash them using your usual washing-up liquid and water and dry them thoroughly. If you are using your own utensils, remember to use a separate tea towel for drying these.

Everyone in your household should regularly wash their hands with soap and water for 20 seconds, avoid touching their face and clean frequently touched surfaces.

Encourage the rest of your family or household to follow the advice as far as
they are able. There is no need for them to follow the shielding measures
themselves.


Guidance Guidance on shielding and protecting people who are clinically extremely vulnerable from COVID-19
Letters to clinically extremely vulnerable people
The NHS in England has contacted clinically extremely vulnerable people to
provide further advice.
If you have not received a letter or been contacted by your GP but you’re
still concerned, you should discuss your concerns with your GP or hospital
clinician.
*[GP]: general practitioner (family doctor)


Guidance Guidance on shielding and protecting people who are clinically extremely vulnerable from COVID-19
Symptoms of coronavirus (COVID-19)
The most important symptoms of coronavirus (COVID-19) are recent onset of any
of the following:

a new continuous cough
a high temperature
a loss of, or change in, your normal sense of taste or smell (anosmia)

If you have any of the symptoms above you should self-isolate at
home.


Guidance Guidance on shielding and protecting people who are clinically extremely vulnerable from COVID-19
Register for support
Everyone who has received a letter advising that they are clinically extremely
vulnerable should register online if you need any extra support, for example, essential groceries
delivered to your home.
If you haven’t yet registered, you may receive a call from our call centre on
0333 3050466. The purpose of this call is to see whether you need support and
to help you to register. Please note that this is an outbound call centre
only. To register via a phone call, please dial the number below.
Register even if:

you do not need support now
you’ve received your letter from the NHS

Register for support

register online
call 0800 028 8327

Have your NHS number with you when you register. This will be at the top of
the letter you have received letting you know you are clinically extremely
vulnerable or on any prescriptions.


Guidance Guidance on shielding and protecting people who are clinically extremely vulnerable from COVID-19
Staying connected with family and friends
Use support you might have through your friends, family and other networks
during this time. Try to stay in touch with those around you over the phone,
by post or online.
Let people know how you would like to stay in touch and build that into your
routine. This is also important in looking after your mental wellbeing and you
may find it helpful to talk to them about how you are feeling.
Remember, it is OK to share your concerns with others you trust and in doing
so you may end up providing support to them, too. Alternatively, you might
want to try an NHS recommended
helpline.


Guidance Guidance on shielding and protecting people who are clinically extremely vulnerable from COVID-19
Who is ‘clinically extremely vulnerable’?
Expert doctors in England have identified specific medical conditions that,
based on what we know about the virus so far, place someone at greatest risk
of severe illness from COVID-19.
Clinically extremely vulnerable people may include the following people.
Disease severity, history or treatment levels will also affect who is in this
group.

Solid organ transplant recipients.

People with specific cancers:

people with cancer who are undergoing active chemotherapy
people with lung cancer who are undergoing radical radiotherapy
people with cancers of the blood or bone marrow such as leukaemia, lymphoma or myeloma who are at any stage of treatment
people having immunotherapy or other continuing antibody treatments for cancer
people having other targeted cancer treatments which can affect the immune system, such as protein kinase inhibitors or PARP inhibitors
people who have had bone marrow or stem cell transplants in the last 6 months, or who are still taking immunosuppression drugs

People with severe respiratory conditions including all cystic fibrosis, severe asthma and severe chronic obstructive pulmonary (COPD).

People with rare diseases that significantly increase the risk of infections (such as severe combined immunodeficiency (SCID), homozygous sickle cell).

People on immunosuppression therapies sufficient to significantly increase risk of infection.

Women who are pregnant with significant heart disease, congenital or acquired.

People in this group should have been contacted to tell them they are
clinically extremely vulnerable.
If you’re still concerned, you should discuss your concerns with your GP or
hospital clinician.
Check this is the right guidance for you
If you are not clinically extremely vulnerable.

you do not have any of the conditions that makes you clinically extremely vulnerable
you have not been told by your GP or specialist that you’re clinically extremely vulnerable or received a letter

You should follow the guidance on staying alert and safe (social
distancing)
[COPD]: chronic obstructive pulmonary disease
  [SCID]: Severe combined immunodeficiency
  *[GP]: general practitioner (family doctor)


Guidance Guidance on shielding and protecting people who are clinically extremely vulnerable from COVID-19
Hospital and GP appointments if you’re shielding
Everyone should access medical assistance online or by phone wherever
possible.
However, if you have a scheduled hospital or other medical appointment during
this period, talk to your GP or specialist to ensure you continue to receive
the care you need and determine which of these appointments are absolutely
essential.
Your hospital may need to cancel or postpone some clinics and appointments.
You should contact your hospital or clinic to confirm appointments.
*[GP]: general practitioner (family doctor)


Guidance Guidance on shielding and protecting people who are clinically extremely vulnerable from COVID-19
If your main carer becomes unwell
Speak to your carers about back-up plans for your care in case your main carer
is unwell and/or needs to self-isolate.
You should have an alternative list of people who can help you with your care
if your main carer becomes unwell. You can also contact your local council for
advice on how to access care.


Guidance Maintaining education and skills training provision: further education providers
Specific advice for learners with special educational needs and disabilities (SEND)
EHC plans – temporary legislative changes
Coronavirus (COVID-19) may make it more difficult for a local authority or
health commissioning body to secure or arrange all the elements of the
specified special educational and health provision in an EHC plan as required
by section 42 of the Children and Families Act 2014. Due to the unprecedented
circumstances presented by coronavirus (COVID-19), the section 42 duty has
been temporarily modified, so that local authorities and health commissioning
bodies can discharge this duty by using their ‘reasonable endeavours’. We have
published detailed guidance on these temporary legislative
changes.
The duty on education settings – including colleges and other providers – to
co-operate with the local authority in the performance of its SEND duties
remains in place. Close working and communication between all parties is a
central element in ensuring that young people do receive appropriate
provision.
[EHC]: education, health and care
  [SEND]: special educational needs and disabilities


Guidance Maintaining education and skills training provision: further education providers
Working together to safeguard young people
Colleges, other providers, social workers, local authorities and other
professionals will want to work together to ensure adequate and appropriate
arrangements are in place to keep in touch with vulnerable young people
(whether they are attending provision, or not attending for an agreed or non-
agreed reason).
Local authorities have the key day-to-day responsibility for delivery of
children and young people’s social care. Social workers and Virtual School
Heads (VSH) will continue to work with vulnerable young people in this
difficult period.
Where vulnerable young people with a social worker do not take up their place
in educational settings or discontinue attendance, the provider should notify
their social worker.
If there are challenges contacting and engaging looked after children,
providers should discuss concerns with their local virtual school heads (VSH)
in the first instance.
Colleges and other providers are encouraged to share their lists of vulnerable
young people who should be attending provision with their local authority.
It is particularly important for college and provider staff to work with and
support children’s social workers and the local authority VSH for looked-after
and previously looked-after children.
Colleges and other providers should continue to have regard to statutory
safeguarding guidance on inter-agency working, set out in Working Together to
Safeguard Children. Providers should also refer to Keeping
Children Safe in Education
2019
and Coronavirus (Covid-19): safeguarding in schools, colleges and other
providers.
*[VSH]: virtual school head


Guidance Maintaining education and skills training provision: further education providers
Funding
19 funding arrangements (grant-funded providers)
As we will use data from the 2019/20 academic year to calculate 16 to 19
allocations for 2021/22, the ESFA may need to apply a different approach to a
number of elements within 16 to 19 funding. Where appropriate we will
therefore use alternative data sources to calculate allocations for 2021/22 to
ensure as far as possible that there is not a disproportionate impact on
funding.
*[ESFA]: Education Skills Funding Agency


Guidance Maintaining education and skills training provision: further education providers
Regulation, accountability and audit
We have suspended routine Ofsted inspections and FE Commissioner Intervention
visits and non-critical ESFA intervention. The Secretary of State for
Education has allowed Her Majesty’s Chief Inspector to do
this.
Guidance from Ofsted has confirmed that urgent inspections where specific
concerns have been raised can still go ahead. This will allow Ofsted to
prioritise the immediate safety of young people where necessary.
[FE]: further education
  [ESFA]: Education Skills Funding Agency


Guidance Maintaining education and skills training provision: further education providers
Mental health
Many learners will be feeling uncertain and anxious and it is vital that they
can still access the mental health support they need. Providers will need to
consider their learners’ mental health and wellbeing and identify learners who
may need additional support.
All NHS mental health trusts are setting up 24/7 helplines and seeking to use
digital and virtual channels to continue delivering support during the
pandemic.
Social connections, alongside exercise, sleep, a healthy diet and routine, are
important protective factors for mental health. Resources to promote and
support mental wellbeing are included in the list of online
resources we have published to help children
and young people to learn at home.
Public Health England have also published more extensive
guidance on
supporting children and young people’s mental health and the Department of
Health and Social Care (DHSC) is providing £5m of additional funding for
mental health charities (to support adults and children).
Digital support includes:

an educational resource for adults about children and young people’s mental health, which is relevant for teachers, other professionals working with children, volunteers, parents and carers
The Every Mind Matters platform from Public Health England has specific advice on maintaining good mental wellbeing during the outbreak
The Association of Colleges has produced a coronavirus resource hub

Mental health is also covered in the interim safeguarding
guidance, and the principles in Keeping children
safe in
education
(KCSIE) continue to apply. Below are some suggestions as to how providers have
supported their learners with their mental health:

Making effective use of remote one-to-one counselling.
Encouraging young people to identify their own self-care strategies during this uncertain time; online resources can help with this. Some providers are running live mindfulness classes to improve learner wellbeing.
Completing welfare checks at the start of each session to ensure that all learners are engaged and supported.
PHSE lessons have been delivered remotely and focused on topics relevant to learners being at home, including mental health awareness, healthy living and online safety.
There are many studies which have shown that doing physical activity can improve mental health. Sport England has enlisted 450 School Games Organisers to help deliver a programme of free daily digital content to help keep young people active.


Guidance Maintaining education and skills training provision: further education providers
Traineeship flexibilities
Impact on benefit claimants for extended programmes
People receiving benefits do not have to attend Jobcentre appointments for 3
months, starting from Thursday 19 March 2020. People will continue to receive
their benefits as normal, but all requirements to attend the Jobcentre in
person are suspended. People can still make applications for benefits online
if they are eligible. Trainees in receipt of benefits should not attend the
Jobcentre unless directed to do so for an exceptional purpose.
Benefit claimants therefore are eligible to participate in longer spells of
learning in accordance with extending traineeship duration as part of this
guidance - where the learning forms part of their traineeship, and where there
are clear advantages in doing so, in relation to a claimant’s future job
goals.
For more information see employment and benefits
support.


Guidance Maintaining education and skills training provision: further education providers
Adult education budget (AEB) and advanced learner loans bursary contract for services
Education and Skills Funding Agency (ESFA), adult education budget (AEB) funding (grant funded providers) and advanced learner loans bursary fund
Year-end reconciliation
For 2019 to 2020 only, the ESFA will not carry out the final reconciliation
for grant funded providers in receipt of ESFA funded AEB (adult skills,
community learning, learner and learning support and 19 to 24 traineeships)
and the advanced learner loans bursary fund. These providers will be funded in
line with the current agreement schedule with no clawback.
Providers must:

continue to deliver learning online wherever possible including for ESFA funded AEB via existing subcontracting arrangements to support existing learners to successfully complete their courses/qualifications or retain evidence where this is not possible
support furloughed workers to enhance existing or develop new skills

Where it is not possible to deliver online, for example where learning
requires physical access to specialist equipment or materials, providers
should keep and provide records of where this applies and keep evidence of
efforts made to remain in contact with learners and prepare them for a return
to learning in the future.
However, there will be exceptions for grant funded providers who had already
forecast significant under-delivery in their mid-year returns for ESFA funded
AEB and/or advanced learner loans bursary fund, in advance of the impact of
coronavirus (COVID-19). ESFA will contact affected providers to discuss their
forecasts and potential clawback. We also reserve the right to clawback funds
where it can be demonstrated that a grant funded provider has not sought to
continue delivery wherever possible online or otherwise, either directly or
for ESFA funded AEB through their existing subcontractors.
When planning ESFA funded AEB allocations for 2021 to 2022, we will consider
how we set a fair baseline given our default position would have been to use
funded delivery in 2019 to 2020.
[ESFA]: Education Skills Funding Agency
  [AEB]: adult education budget


Guidance Maintaining education and skills training provision: further education providers
Ongoing learning
Support for young people unable to access remote education
On 19 April, the Secretary of State for Education announced new support for
schools, colleges and young people to access remote education. 16 to 19 year
olds in education without a suitable device and/or connectivity to study
remotely, and whose family cannot afford these costs, will be eligible for
support via the 16 to 19 Bursary Fund. Providers should consider supporting
them, for example, by providing a device where necessary to access remote
education.
As set out in 16 to 19 Bursary Fund guidance, decisions on support should
continue to be made on the basis of an individual assessment, in line with
bursary fund rules that all support must be based on individual circumstances
and needs.
Providers should use their existing 16 to 19 Bursary Fund (and any spare
resources from their FE free meals grant) to pay for this support. Where
providers need additional resources to support young people to access
education remotely, they should submit a business case to the
ESFA setting out:

the amount of bursary fund and/or free meals funding carried forward from previous years
the amount of funding already spent in the 2019 to 2020 academic year
the amount of funding already irrevocably committed but not yet spent
the amount of funding the provider has available to support disadvantaged students, in line with the criteria above
the number of students assessed as requiring additional support
the support and funding the provider has assessed is required to support the needs of individual students, in line with the criteria set out in the 16 to 19 Bursary Fund guidance

Local authorities will receive devices for children and young people who have
a social worker or are care leavers. 16 to 19 education providers should work
with local authorities to ensure that any students in these categories can
access education and to ensure that support for them from the local authority
and education institution is co-ordinated.
[FE]: further education
  [ESFA]: Education Skills Funding Agency


Guidance Maintaining education and skills training provision: further education providers
Traineeship flexibilities
Reduced work experience duration
The unprecedented impact of coronavirus (COVID-19) has meant that it is
currently extremely difficult for providers to continue to organise and
deliver work placements within traineeships. We are therefore relaxing the
required work placement duration.
If the trainee has completed more than 70 work experience hours AND the
provider is satisfied that the learner has gained sufficient work skills, then
providers can record the work experience learning aim as complete within the
ILR and census returns during this temporary period of coronavirus (COVID-19)
social distancing measures. This should be evidenced in the learner file. The
trainee should continue with other traineeship learning aims via alternative
methods such as online learning in order to complete these elements of their
traineeship.
If the trainee has completed less than 70 work experience hours, or the
provider is not satisfied with their progression, given these exceptional and
unprecedented circumstances, providers will not be penalised for not
delivering the required 100 hours for this academic year.
Providers should demonstrate how they have continued to support trainees to
develop their work experience skills in the absence of a work placement in the
learner file and we may ask for this evidence through monitoring processes.
Activities we would expect to continue to go ahead:

preparing students for work and/or work placements through alternative distance and online training that develops their skills for work
continuing to build relationships with employers and developing engagement strategies for different industries for apprenticeships and other employment
developing traineeship content that aligns with apprenticeship provision to facilitate smooth transitions from traineeship to apprenticeship
developing matching processes for when students can go on placements again

These are temporary flexible measures that apply while learners are unable to
undertake work placement activity due to social distancing measures.
*[ILR]: individualised learner record


Guidance Maintaining education and skills training provision: further education providers
Dependants of critical workers
Parents whose work is critical to the coronavirus (COVID-19) response include
those who work in health and social care, in the education and children sector
(including further education) and in other key sectors outlined in the
critical worker list.
We recommend you ask for simple evidence that the parent in question is a
critical worker, such as their work ID badge or pay slip. It would be overly
burdensome on key sectors at this critical time to ask employers to write a
letter on behalf of their employees.


Guidance Maintaining education and skills training provision: further education providers
Ongoing learning
Due to the need to maintain social distancing, FE providers will continue to
deliver much of their provision remotely. Over time, as restrictions are
lifted, providers will begin to re-introduce classroom and workshop-based
learning. For many learners, this will mean a transition from remote learning
to blended learning (e.g. a combination of remote and traditional classroom,
workshop or workplace learning).
Given resources are finite - estate, equipment and staff - the varied needs of
different learner groups and courses will need to be balanced, providers will
need flexibility in deciding the optimal mix of online and face to face
content across their curriculum to maximise learner engagement, support
vulnerable learners, and enable the provider as a whole to minimise the
transmission risk. Providers will also need to take account of learners who
may have family members who are shielding and therefore do not wish to
physically attend.
Two DfE grant funded organisations - Jisc and The Education and Training
Foundation (ETF) – are well-placed to advise and support colleges and staff
regarding remote teaching and learning.
Support available includes free content, blogs, and community support. The
ETF’s Enhance Digital Learning Platform offers free training to teachers in
how to use technology to support the continuity of teaching and learning. ETF
is also running webinars for FE providers
on how to make the most of online learning.
Providers’ strategies for ongoing learning should be informed by the needs of
teachers and students, and their respective home teaching and learning
environments. Where possible, colleges and other providers should:

Prepare staff on remote learning practice through bitesize/refresher training sessions focused on how to use college virtual learning environments (VLEs), communication tools and digital and non-digital resources.

Use tools already available at your college including physical and digital resources, and how to make use of cloud storage systems (for example, Office 365 or Google G Suite). Ensure staff and students have log-in details and know how to access online content.

Provide students with accessible guides on remote learning, focusing on where, when and how they are expected to engage and demonstrate their learning and how assessment and feedback will be delivered. Consider how to support disadvantaged learners.

Consider provision for partnership working with the relevant agencies (including Health and Social Care) to help ensure support for vulnerable children and children with special educational needs and disabilities.

Consider how you will deploy your staff to ensure safeguarding, Prevent and security policies are maintained. The National Cyber Security Centre (NCSC) provides guidance on how to work from home while adhering to these policies.

Consider lesson capture to allow students to dip in and out of lessons at their own pace.

Be sensitive and adaptive to the wellbeing and wellness of both students and teachers, recognising that health and caring responsibilities will disrupt the teaching delivery and learning journey for individuals during the closure period. Jisc has produced a guide to the Digital Wellbeing of Learners which curates a number of resources and guides.

We understand that what providers can offer during this period will vary. Some
colleges and FE providers have shifted much of their provision online and are
delivering classes and other teacher led activity to a regular timetable. This
is excellent practice if it can be reasonably maintained.
The local ESFA teams will also provide support and you can submit enquiries
through the ESFA enquiries service.
Richard Atkins, the FE Commissioner (FEC), and his team of highly experienced
deputy FECs and FE advisers have offered their services to college leaders
that would like to talk through plans, concerns and issues. Our pool of
National Leaders of Governance (NLGs) also stand ready to offer any support
they can. If you would like to arrange a phone conversation between yourself
and a member of the FEC team or a NLG, email
FEC.OPERATIONS@education.gov.uk.
We continue to collect examples of good practice and will share these through
our usual communications channels.
[FE]: further education
  [DfE]: Department for Education
  [ETF]: Education and Training Foundation
  [VLEs]: virtual learning environments
  [NCSC]: National Cyber Security Centre
  [ESFA]: Education Skills Funding Agency
  [FEC]: further education commissioner
  [NLGs]: National Leaders of Governance
  *[NLG]: National Leader of Governance


Guidance Maintaining education and skills training provision: further education providers
European Social Fund
For European Social Fund (ESF) provision, the following easements have been
agreed.
Delivery postcode for remote learning
The managing authority has confirmed that where delivery is occurring
remotely, ESF providers can now use the postcode of their physical base within
the local enterprise partnership (LEP) area relating to the contract as the
delivery postcode recorded on the ILR. This means that where remote delivery
is taking place that is now falling outside the LEP area relating to the
contract, it will be considered eligible.
Evidencing remote enrolment and remote learning
Currently projects must have wet signatures from participants, on both
enrolment forms and any contact sheets, demonstrating they are in receipt of
support and to declare relevant information. The ESF managing authority
recognises that this is not possible given current social distancing measures.
Therefore, ESF providers can, from 1 February 2020, provide participant
verification by alternative means, such as email.
progression requirement
It is a requirement of the ESF programme, that all programme progression
related deliverables are achieved within 28 days of leaving the ESF programme.
This timeline starts when all ESF funded intervention / activity has ceased.
Providers may wish to consider how they utilise non-regulated activity to
continue to engage and support learners regularly during the coronavirus
(COVID-19) outbreak.
Contract extensions
It is still our intention to extend ESF contracts to March 2023, where funding
is available and with consideration to contract performance. It is planned to
action this as part of the April 2020 performance management process. This is
currently in development, along with the associated timelines which we will
share as soon as possible. We are proposing to implement a simplified and
streamlined process to minimise the burden and input required from the
provider base during this challenging period.
External audit testing
The Government Internal Audit Agency (AS GIAA the ESF Audit Authority (AA)),
has agreed that all provider level (AA based) audit testing, relating to ESF
provision, funded through the ESFA, will be temporarily paused until the
current restrictions are lifted. This extends beyond physical visits to cover
remote audit testing approaches, based on the wider potential impacts. We will
update providers in due course regarding the resumption of this work, as it
continues to constitute a key requirement within the current regulatory
framework.
Compliance and performance reviews
Compliance and performance visits (unless previously agreed) have been
suspended until further notice. This is in recognition of the difficulties in
accessing physical documentation and premises currently.
[ESF]: European Social Fund
  [LEP]: local enterprise partnership
  [ILR]: individualised learner record
  [ESFA]: Education Skills Funding Agency


Guidance Maintaining education and skills training provision: further education providers
Traineeship flexibilities
Extending 19 to 24 adult education budget and 16 to 18 traineeships without 16 to 19 study programme funding
Where learners need longer than originally planned to complete their
traineeship, programme providers should stretch their existing planned
learning aims over a longer duration.
The planned end date must not under any circumstances be changed or extended
within the ILR. Providers should continue to record the end date of the
programme using ‘Learning Actual End Date’.
Additional funding demand in 2020 to 2021, as a result of the programme’s
actual end date extending from the original planned end date in 2019 to 2020,
may impact on the availability of growth in 2020 to 2021 if there is not
sufficient budget available to support demand. It is your responsibility to
ensure you meet the cost of trainees that continue into the following year
within your funding year allocation.
This is a temporary measure that applies only in this period of social
distancing and while students are not able to access work placement activity.
For more information, we are publishing a traineeship addendum to the ESFA
adult education budget funding rules 2019 to
2020 on 13 May.
[ILR]: individualised learner record
  [ESFA]: Education Skills Funding Agency


Guidance Maintaining education and skills training provision: further education providers
Toolkit for engaging vulnerable young people
We have collected examples from providers who are successfully engaging
vulnerable young people: both keeping in contact to ensure vulnerable young
people working remotely are safe and engaging vulnerable young people in
learning.
This information is intended to provide an opportunity for colleges and other
providers to learn from each other’s emerging practice and develop their
approach to engaging vulnerable learners in education.
Keeping in contact with vulnerable learners
Providers have found that the most effective method of communication can vary
by learner, but could take place via telephone, video call, email, text or
social media. In some cases, providers have reported that social media has
been more effective than traditional channels, although appropriate safeguards
must be applied.


Guidance Maintaining education and skills training provision: further education providers
Changes to delivery
On-site provision should continue to be offered to vulnerable young people and
the children of key workers in accordance with the published definitions, and
this should have priority over other learning.
From the week commencing 1 June at the earliest, FE providers should offer
some face to face contact for 16 to 19 learners on the first year of two-year
programmes (e.g. a two year vocational course, equivalent to year 12 in
schools), alongside the provision they are offering to priority groups.
This will primarily impact schools and colleges, but will also include a small
number of Local Authority providers, specialist post-16 institutions and
independent training providers.
We understand that there may need to be some flexibility in place due to the
variety of learners and courses offered in FE settings, therefore:

although the main face to face contact is for 16 to 19 learners, there may be some courses that include learners within a class that are over 19
some 16 to 19-year-olds will have been due to finish this academic year, but not been able to because their assessments have been deferred (typically where they involve a license to practice). These learners can be included in on-site delivery if they would benefit from face to face contact;
we will be expecting colleges and providers to treat 16 to 19-year-old apprentices consistently with other learners for their off the job training where possible and appropriate, so that they can be offered some face to face contact;
in addition to colleges, this guidance also applies to the smaller proportion of 16 to 19 learners in other further education settings – including Local Authority delivery, Special Post-16 Designated Institutions and independent providers

In order to determine what level of attendance is appropriate within any of
the options stated above, colleges and other providers should conduct risk
assessments in order to understand:

the number of learners and staff likely to be included in a learning space
whether they can be safely accommodated in accordance with guidance to implement protective measures
the availability of teaching and non-teaching staff and required ratios, including contingency plans should individuals be shielding or self-isolating
supporting services required in increasing the number of individuals on-site (for example, catering) and how they can be safely provided
what measures in addition to those that have already been undertaken during the current lockdown will need to be in place to accommodate additional numbers (including additional cleaning required of spaces and equipment following use)

Learners will need to stay within their new class/group wherever possible and
we will ask settings to implement a range of protective
measures
including increased cleaning, reducing ‘pinch points’ (such as at the start
and end of day), and utilising outdoor space. Any additional costs arising
from wider opening, such as personal protective equipment (PPE) will be funded
from existing college budgets. Staff and learners will be eligible for testing
if they become ill with coronavirus symptoms, as will members of their
households. A negative test will enable learners and staff to get back to
their education. A positive test will ensure rapid action to protect their
classmates and staff in their setting. Those who are clinically vulnerable, or
are living with someone who is, should follow our protective measures
guidance.
In line with implementing protective measures and reducing contacts, colleges
and other providers should limit the attendance of learners in the setting at
any one time and keep learners in small groups. They should also consider ways
to minimise use of public transport to get to and from the FE provider at peak
times in consultation with local authorities. We will be consulting with
sector representatives in order to develop some ‘models’ of how this could
operate, and this will be published along with further guidance for secondary
schools and colleges and other providers in the week commencing 18 May.
The Department’s guidance on implementing protective measures in education
and childcare
settings
contains detailed advice on:

cleaning, including supplies of cleaning and handwashing products
testing and tracing
PPE
what settings should do in response to a case of coronavirus being confirmed

We recognise that for some programmes, online learning will be working
effectively with a high degree of learner engagement (while some families may,
for example, include family members who are shielding and therefore learners
are not able to physically attend). Colleges and other providers will have
flexibility to decide the appropriate mix of online and face to face content
for each programme, reflecting what will maximise learner engagement as well
as supporting more vulnerable learners, and enabling the provider as a whole
to minimise transmission risk.
For 16 to 19-year-old learners eligible to return, in balancing on-site and
online delivery, colleges may consider the following issues:

Which learners are most at risk of disengagement through online learning (typically at lower academic levels).
Learners that require on-site provision in order to undertake technical instruction which requires the use of equipment.
The impact on the risk of transmission (for example it may be easier to undertake instruction in outside settings or larger spaces). Some types of vocational instruction may be more challenging where they by their nature involve personal contact.
Where online learning is working well with high engagement, colleges may wish to maintain a larger element of online delivery.
It may be advantageous to offer all learners some face to face contact, even if to varying degrees.

[FE]: further education
  [PPE]: personal protective equipment


Guidance Maintaining education and skills training provision: further education providers
Regulation, accountability and audit
Alternative evidence for wet signatures
This guidance applies to evidence for learners who are funded through
apprenticeship, 16 to 19 education, adult education budget (AEB) and advanced
learner loans funding rules.
It is expected that where providers already have a digital/electronic
signature process, they must continue to utilise their existing processes in
accordance with the respective funding rules above for 16 to 19, adults and
apprenticeship learners.
A wet signature is created when a person physically ‘marks’ a document. Where
a provider has no digital or electronic systems and processes in place to
capture a learner or employer signature, then under normal circumstances a wet
signature is required for recruitment and evidence of continuing learning.
It is recognised that providers delivering training and/or recruiting learners
during the coronavirus (COVID-19) outbreak will experience difficulty in
obtaining learner and employer wet signatures. Therefore, for the funded
programmes listed above, where providers do not have systems and processes in
place for electronic/digital signatures, during the Covid-19 restrictions, we
will allow confirmation / evidence to be obtained through email as detailed
below.
For the purpose of audit evidence, we expect a record of acknowledgement or
adoption of a genuine electronic message or document. Acceptable alternative
evidence includes:

an email from the learner and/or employer email address with details of the confirmation and their typed name at the end of the message
a typed name on an electronic form or document emailed from the learner and/or employer
a signed scanned document attached to an email from the learner and/or employer
a photo taken on a camera/digital medium of the signed document attached to an email from the learner and/or employer

We are allowing providers to use this type of electronic confirmation (as
detailed above) during the period of restrictions due to coronavirus
(COVID-19) only where no other usable digital or electronic processes exist.
This is not to be used as alternative evidence as part of the provider’s
business as usual process once the coronavirus (COVID-19) restrictions are
lifted.
Following the period of coronavirus (COVID-19) restrictions, providers using
the above alternative evidence must resume their usual process for obtaining
wet signatures on relevant documentation. Providers must ensure that all
alternative evidence replacing wet signatures received during the coronavirus
(COVID-19) restrictions is genuine and irrefutable, and the evidence is
retained for audit purposes.
*[AEB]: adult education budget


Guidance Maintaining education and skills training provision: further education providers
Adult education budget (AEB) and advanced learner loans bursary contract for services
Devolved AEB
From 1 August 2019, the AEB is apportioned between the ESFA and 6 mayoral
combined authorities (MCAs) and the Greater London Authority (GLA) and the
ESFA is no longer accountable for administering AEB in those devolved areas.
The MCA or GLA will be responsible for agreeing arrangements with their
providers in respect of devolved AEB.
[AEB]: adult education budget
  [ESFA]: Education Skills Funding Agency
  [MCAs]: mayoral combined authorities
  [GLA]: Greater London Authority


Guidance Maintaining education and skills training provision: further education providers
Information on vulnerable young people
Vulnerable children and young people for the purposes of continued educational
provision during the coronavirus (COVID-19) outbreak are those across all year
groups who:

are assessed as being in need under section 17 of the Children Act 1989, including children who have a child in need plan, a child protection plan or who are a looked-after child and are up to age 19
have an education, health and care (EHC) plan up to age 25 and it is determined, following risk assessment, that their needs can be as safely or more safely met in the educational environment
have been assessed as otherwise vulnerable by educational providers or local authorities (including children’s social care services), are up to age 19 and who are therefore in need of continued education provision. This might include children on the edge of receiving support from children’s social care services, adopted children, those at risk of becoming NEET (‘not in employment, education or training’), those living in temporary accommodation, those who are young carers and others at the provider and local authority’s discretion.

More information, including the expectations around attendance and encouraging
attendance for different groups of vulnerable young people, can be found in
Supporting vulnerable children and young people during the coronavirus
(COVID-19) outbreak.
From the week commencing 1 June at the earliest, we will be asking colleges
and other providers to invite increasing numbers of young people to return to
on-site provision, alongside priority groups (vulnerable young people and
children of critical workers). Special post-16 institutions will work towards
a phased return of more young people without a focus on specific year groups.
The government has set out guidance on staying alert and safe (social
distancing) to help educational settings support safe provision
for everyone who attends.
Many colleges and other providers have already taken steps to support
vulnerable young people, and the children of critical workers who cannot be
supported elsewhere, and we are grateful to providers for the vital role they
are playing in supporting the national response to coronavirus.
Specifically, we are asking that colleges and other providers:

continue to provide a safe space and encourage attendance: Being in an educational setting can be an important lifeline for many vulnerable young people, particularly where their needs cannot be met safely at home or where they may be at risk of harm.

There is a continuing expectation now and throughout the period from the week commencing 1 June at the earliest that vulnerable young people – regardless of year group – will attend educational provision, where it is safe and appropriate for them do so.

From the week commencing 1 June at the earliest, young people in returning year groups – including vulnerable young people - are strongly encouraged to attend their educational setting where possible, unless they are ill, or guidance says they should not attend.

Providers are expected to follow the process set out on encouraging, enabling and monitoring attendance and following up on non-attendance, see Supporting vulnerable children and young people during the coronavirus (COVID-19) outbreak.

We appreciate that decisions on attendance will likely be based on finely balanced discussions between the education provider, the parent/carer and others, including social workers, local authorities and other relevant professionals where applicable. The decision might be taken that the learner should attend the educational setting on a full-time or part-time basis, depending on the needs of the individual. We also appreciate that circumstances do change and therefore attendance decisions should be kept under review. For young people with an education, health and care (EHC) plan, colleges and other providers should ensure that existing risk assessments are up to date.

Where vulnerable young people are already attending educational settings, they should continue to do so. Where young people are currently not attending but attendance is appropriate, we expect providers and local authorities to consider how to encourage their attendance.
If it is not possible for a vulnerable young person to attend a provider due to public transport routes being closed, then providers should speak to the local authority to consider what alternative transport arrangements could be put in place.

Make alternative arrangements: We are asking colleges and other providers that have been closed to work towards wider opening from the week commencing 1 June at the earliest, so we expect the number of colleges and other providers that are closed to decline. However, in the meantime if a college or another provider is closed, the provider should notify the local authority/social worker. Providers should work with the local authority to ensure that the vulnerable young people who normally attend can be found a place in another educational setting. Providers can also contact their local ESFA team to discuss wider opening and which other local providers it may be possible for them to work with.
Keep in contact with all vulnerable learners: As per the existing guidance on vulnerable children and young people, all vulnerable young people continue to be expected and encouraged to attend educational provision where it is appropriate for them to do so. Colleges and other providers which are currently closed are being asked to work towards wider opening from the week commencing 1 June at the earliest.
However, where it is not safe for vulnerable learners to attend, or vulnerable learners cannot be persuaded to attend education settings, colleges and other providers should maintain regular communication with social workers, vulnerable leaners and their families to ensure they know where their vulnerable learners are and that they are safe. Colleges and other providers should continue to encourage attendance where appropriate. The frequency of contact required will depend on the individual’s circumstances and needs and will be based on the assessment of risk. Social workers will remain in contact with vulnerable learners and their families, including remotely if needed.

Section 15 below is a collection of examples from providers who are
successfully engaging vulnerable young people. It is intended to provide an
opportunity for colleges and other providers to learn from each other’s
emerging practice and develop their approach to engaging vulnerable learners
in education.
Colleges and other providers should continue to comply with the Keeping
children safe in education statutory
guidance. There is further information on safeguarding in Coronavirus
(COVID-19): safeguarding in schools, colleges and other
providers.
[EHC]: education, health and care
  [ESFA]: Education Skills Funding Agency


Guidance Maintaining education and skills training provision: further education providers
Traineeship flexibilities
Extending 16 to 19 study programme traineeships
Our funding guidance sets out that planned hours should not be changed after
the qualifying period unless correcting an error or starting a new study
programme in-year. However, we recognise that in the current circumstances
some students may need more hours than originally planned in order to complete
their traineeship programme.
Where learners need longer than originally planned to complete their
traineeship programme, we expect, in most cases, stretching their existing
planned hours over a longer duration should provide the flexibility providers
need.
In exceptional circumstances, where a learner with part-time hours requires
significant extra delivery, while they are unable to deliver work experience
with an employer, providers can increase the planned hours. Providers should
record where an increase of planned hours is required in the learner file and
demonstrate the need for increased hours to ensure learners remain engaged. We
may ask for this evidence through monitoring processes.
The planned end date must not under any circumstances be changed or extended
within the ILR. Providers should continue to record the end date of the
programme using ‘Learning Actual End Date’.
We expect providers to arrange alternative provision to cover the delivery
that cannot take place. The alternative delivery needs to be above the already
planned work experience hours as these cannot be funded again within the same
time period.
This is a temporary measure that applies only in this period of social
distancing and while students are not able to access work placement activity.
*[ILR]: individualised learner record


Guidance Maintaining education and skills training provision: further education providers
Governance
Holding meetings online or by telephone
Some FE and sixth form college corporations, and other providers which are
charities, may not be able to make amendments to their governing documents to
allow for board meetings online or by telephone, rather than face to face. We
recommend following the Charity Commission advice to record your decision to
proceed with other ways of meeting in the interests of good governance.
Using reserves and restricted funds
We recommend that FE and sixth form college corporations, together with other
providers which are charities, read the Charity Commission guidance on using
reserves to cope with the current
crisis. The guidance also tells you about the
limitations on using any restricted funds.
*[FE]: further education


Guidance Maintaining education and skills training provision: further education providers
Adult education budget (AEB) and advanced learner loans bursary contract for services
Advanced learner loans
With regard to advanced learner loans, the Student Loans Company (SLC) will
continue to make scheduled fee payments to all providers with a loans
facility. Providers must continue to inform the SLC if and when a learner’s
circumstances change.
*[SLC]: Student Loan Company


Guidance Maintaining education and skills training provision: further education providers
Funding
High needs funding for students with special educational needs and disabilities (SEND)
Colleges and other providers will continue to receive from the ESFA
allocations of high needs place funding (at £6,000 per place per annum) for
the remainder of the academic year 2019 to 2020.
Local authorities will also continue to receive their high needs funding for
the financial year beginning April 2020, and should continue to pay high needs
top-up funding to colleges, special post-16 institutions and other providers
at the rates they have determined. This will ensure that the institution’s
employment and payment of staff supporting students with special educational
needs and disabilities (SEND) can continue. If placements for the summer term,
and top-up funding, were anticipated but have not yet been agreed, the local
authority should consider funding the institution on the basis of previous
patterns of placements and commissioning, so as to make sure that the staff
can remain in employment and be available for when the special provision is
needed. Staff in institutions who support vulnerable students should also be
available for redeployment if their services are needed elsewhere, or they can
provide support in different ways. Co-ordination between institutions, and
with local authorities, will be important in arranging this.
[ESFA]: Education Skills Funding Agency
  [SEND]: special educational needs and disabilities


Guidance Maintaining education and skills training provision: further education providers
Regulation, accountability and audit
Audit
Prior to the Prime Minister’s announcement of the new coronavirus (COVID-19)
restrictions on Monday 23 March 2020, we made the decision to pause the start
of any new routine funding audits for all post-16 providers for the short
term, as a result of the coronavirus (COVID-19) outbreak. We have now extended
this pause to cover the period for, at least, the duration of the lockdown.
Where funding audits and investigations were already in progress, we have
sought to complete the work, taking into account providers’ capacity to
resolve any issues. We understand the challenges providers face as a result of
the coronavirus (COVID-19) outbreak and have been sensitive to these
challenges when contacting providers.
It may be necessary for the ESFA to contact providers during the coronavirus
(COVID-19) outbreak in order to continue to maintain effective oversight and
protection of public funds. Where such contact is necessary, we will continue
to be sensitive to the challenges providers face as a result of coronavirus
(COVID-19).
We will continue to monitor and review the situation in the light of the
circumstances. When the coronavirus (COVID-19) restrictions are reduced and
there is a return to office-based working across the country, we will assess
when it is appropriate to restart routine funding audits.
*[ESFA]: Education Skills Funding Agency


Guidance Maintaining education and skills training provision: further education providers
Increasing attendance in FE colleges and other providers: a checklist
On 11 May, the Department for Education published guidance on a phased wider
opening of schools, colleges and
nurseries and setting out actions for education and
childcare settings to prepare for wider
opening. Because the transmission rate of coronavirus (COVID-19) has
decreased, we anticipate that with further progress, from the week commencing
1 June at the earliest, more 16-19 learners in key assessment years, in
addition to vulnerable learners and the children of critical workers, will be
able to attend further education settings. We are therefore asking schools,
colleges and childcare providers to plan on this basis.
Provision would also continue for:

vulnerable learners (as defined)
children of critical workers (as defined) in any year group
colleges are also asked to work towards provision for certain groups of learners, as identified in the Maintaining education and skills training provision: further education providers guidance published by the Department for Education.

This checklist is intended to provide support to colleges preparing their
short term response to increasing attendance and face-to-face contact for some
groups of learners. The list is not exclusive and should be seen as a set of
guiding principles for college leaders and governing bodies to assist their
decision making when approving their detailed plans for extending attendance
of learners in their college. The checklist outlines considerations that need
to be taken account of in order to ensure that appropriate assessment of risk
has been taken to secure the safety of learners and staff, as well as ensuring
that due consideration has been given to any wider impact on the college’s
area and community.
Implementation of the checklist may well have financial implications; care
must be exercised to ensure these are taken into account with due regard for
the impact on the college’s overall budget and financial position. Regular
updates should be provided to the Education and Skills Funding Agency ESFA
territorial teams as appropriate.
Given the varied nature of colleges it is not possible for the government to
be prescriptive and provide a blueprint that could apply to every college. A
tailored approach, within these guiding principles, will be required to ensure
an approach that is practicable, safe and which meets, as far as is possible,
the needs of the learners, staff and wider community. This guidance will not
be exhaustive and there may be particular circumstances which necessitate the
consideration of factors not covered here.
It is recognised that many college leaders and boards have already been
scenario planning for this eventuality, taking measures to risk assess and
prepare in general terms, whilst awaiting further detail of proposals. This
guidance aims to further assist preparations.
Guidance documents that this should be read in conjunction with this are:

Safe working in education, childcare and children’s social care
Supporting vulnerable children and young people during the coronavirus (COVID-19) outbreak
Coronavirus (COVID-19): safeguarding in schools, colleges and other providers
Keeping Children Safe in Education 2019
Working Together to Safeguard Children

In addition the following documents published on 11 May provide updated
information:

Press notice
Actions for educational and childcare settings
Implementing protective measures in education childcare settings
Information for parents and carers

Further guidance will be published as appropriate.
Colleges should also be aware of support and advice that may be available from
trade associations, and the Health & Safety Executive.
Checklist theme
1.0 Governance and leadership
Key consideration
Ensure that there is a comprehensive plan for increased numbers of learners
attending and associated risk plan in place. The plan should be approved by
the governing body and should also be endorsed by the Head of Health and
Safety at the college
Notes
Governing bodies will need to demonstrate that they have acted appropriately
and have taken due account of health and safety matters
Checklist theme
1.1
Key consideration
Consider establishing a coronavirus governance and leadership group which
meets regularly to monitor the board approved plan and consider any required
adjustments and/or circumstances that may have arisen that require an
immediate policy response. The group’s membership, role and relationship to
the full board should be agreed by the board, along with regular reporting
protocols
Notes
This group would monitor progress against the plan and be advised of decisions
that may be required to be taken by the Principal and senior leadership team
SLT. It should include the Head of Health and Safety and the designated
safeguarding lead. The group needs to consider financial implications and
direct as appropriate. Consider extending the role of the Health and Safety
committee and their responsibility. Provide a clear line of accountability for
decision making.
Checklist theme
1.2
Key consideration
Ensure that there is regular communication with all essential external key
contacts and, in particular, those that are required to enable the safe
delivery of the plan for increased numbers of learners attending.
Notes
For example, the local authority and their coronavirus task groups which are
likely to include the local NHS, the local authority designated officer (
LADO), transport companies, catering companies ESFA.
Checklist theme
1.3
Key consideration
Ensure there is clarity regarding named on site leadership for decision
making, with a nominated individual each day where the CEO/principal is not in
college.
Notes
Likely to be a member of the SLT and/or the Head of Health and Safety where
the CEO/principal is not present.
Checklist theme
1.4
Key consideration
Ensure that there is a mechanism in place to record and monitor the costs of
implementation of the plan for increased numbers of learners attending.
Notes
The cost of increased numbers of learners attending will need to be monitored
and reviewed
Checklist theme
2.0 Learners and Learning
Key consideration
Clarify the numbers of learners who will be returning, plan for their likely
additional and/or enhanced well-being /pastoral support needs (eg counselling)
and identify resources required
Notes
Consider options / alternatives for residential and other learners where daily
travel is impractical and returning to live on site is either too high risk or
is not acceptable to learners. Consider options for staggered/reduced
attendance across the week and providing learners with a combination of taught
sessions at college and online learning. Consider liaison/communication
strategy with local neighbours/business
Checklist theme
2.1
Key consideration
Agree what returning support is available for vulnerable and/or disadvantaged
learners, updating the safeguarding arrangements and policy where required.
Notes
Agree ongoing approach for learning offer for vulnerable young people and
children of critical workers who are not in the returning year groups. Make
appropriate use of bursary / student support funds.
Checklist theme
2.2
Key consideration
Put in place provision for the return of learners with special educational
needs and disabilities (SEND)
Notes
Maintain close contact with the LA
Checklist theme
2.3
Key consideration
Consider how and where food can be available - minimising the need for
learners to visit central refectory/canteen facilities/ and ensuring any
queues can be avoided or socially distanced
Notes
Review access / safe use of vending machines. Retention and application of
meal voucher scheme; breakfast clubs
Checklist theme
2.4
Key consideration
Communicate plans and behavioural expectations to learners (and carers/social
workers/ guardians/ parents as appropriate) and review strategies to ensure
these are adhered to, with appropriate responses to non-compliance
Notes
_Update any behavioural policy. Increase the level of supervision/security to
ensure learners maintain social distancing. Consider the benefit of online
induction resources for staff and learners returning to college. Note that
some learners will need this to be communicated in accessible format/ will
need support to understand the plans/ expectations
Checklist theme
2.5
Key consideration
Undertake a comprehensive review of travel and transport arrangements and
advice for learners especially capacity and social distancing requirements
Notes
Due consideration of the wider implication in the community of where this will
place demand on public transport/ parking/ and any required revisions to
college transport arrangement. Liaise with LA where transport is provided for
young people with EHCPs. Implications of new arrangements for safeguarding
Checklist theme
2.6
Key consideration
Any residential provision necessary for returning learners will need to be
appropriately risk assessed, with measures taken to address and limit use of
any communal areas, ensuring social distancing and appropriate levels of
cleaning.
Notes
Clear guidance will be required for learners to advise on safe behaviours in
their leisure time/ ways to limit their social contacts
Checklist theme
2.7
Key consideration
Issue clear guidance for learners coming into college to move straight to
classrooms and limit any congregation points
Notes
Consider guidance for learners on private study arrangements during free
periods. Review policy on tutorials and large gatherings on campus. Note that
some learners will need this to be communicated in accessible format/ will
need support to understand the plans/ expectations
Checklist theme
2.8
Key consideration
Agree online learning offer / options for eligible learners who can’t attend
college
Notes
Checklist theme
2.9
Key consideration
Ensure attendance recording and monitoring processes are in place and capture
as appropriate any learners absent due to coronavirus symptoms
Notes
Checklist theme
2.10
Key consideration
Consideration of policies on learners and staff attending college where they
are living with people who fall into clinically vulnerable categories (i.e.
risk of learners taking the virus home)
Notes
Include arrangements to include further enhancements as appropriate eg
emerging thinking on BAME
Checklist theme
2.11
Key consideration
Impact assessment on learners with protected characteristics
Notes
Checklist theme
2.12
Key consideration
Policies and approach to testing of learners for coronavirus
Notes
Checklist theme
3.0 A safe environment
Key consideration
Steps to ensure risks are minimised- enhanced hygiene care and limited
movement: entry/exit points, corridor management, staggered start and end and
break times, toilet use / cleaning, use of communal areas minimised, hand
sanitisers in key places and classrooms, arrangements for the very small
number of cases where personal protective equipment (PPE) supplies will be
needed: if your staff provide intimate care for any children or young people
and for cases where a child or young person becomes unwell with symptoms of
coronavirus while in their setting and needs direct personal care until they
can return home
Notes
Guidance ‘Steps to limit risk in educational settings’ should be noted.
Nominated first aiders training updated. Ensuring external essential service
providers are operating eg sanitary products
Checklist theme
3.1
Key consideration
Review building(s) capacity from social distancing perspective
Notes
_Strategies to manage corridors connecting learning spaces
Checklist theme
3.2
Key consideration
Reconfigure timetabling, patterns of attendance and delivery methodology for
any face to face delivery to facilitate: small group sizes reduced student
movement around campusreduced contacts overall
Notes
Consideration of ways to limit movement/social contacts and demands on public
transport
Checklist theme
3.3
Key consideration
Update health and safety policy and conduct revised coivd-19 specific risk
assessments of areas particularly facilities / provision where physical
contact is normally involved (e.g beauty therapy, sport). An amended fire and
evacuation procedure needs to be in place.
Notes
Ensure changes to policies are clearly communicated to staff.
Checklist theme
3.4
Key consideration
Reconfiguring room and equipment layout to ensure social distancing
Notes
Checklist theme
3.5
Key consideration
Enhanced cleaning schedules and procedures for shared equipment/workshops
Notes
Checklist theme
3.6
Key consideration
Arrangements regarding PPE need to be put in place as appropriate
Notes
Particular consideration may be required for learning support assistants
attached to learners needing personal / medical care
Checklist theme
3.7
Key consideration
Clarity as to how safety measures and priorities will be displayed/messaged
across campus
Notes
Checklist theme
3.8
Key consideration
Check that all suppliers and subcontractors (transport providers/grounds
maintenance etc) are following appropriate social distancing and hygiene
measures
Notes
Checklist theme
3.9
Key consideration
Appropriate planning in case someone falls ill on site/or becomes ill after
having been on site.
Notes
Clear contingency plans should be considered to respond to situations where
staff or learners on-site report symptoms of coronavirus
Checklist theme
3.10
Key consideration
Consider revised access / opening times for learning resources centres and
open study areas with appropriate modifications in place to provide for
adequate social distancing
Notes
Consideration should be given to multiple use of IT hardware (e.g. keyboards)
and appropriate cleaning requirements. Changing facilities
Checklist theme
3.11
Key consideration
Review planned capital / maintenance work to ensure essential works only take
place and that safe working practices are being implemented by contractors
Notes
Liaise with your ESFA contact where you are reviewing government-funded
planned capital work
Checklist theme
3.12
Key consideration
No unannounced external visitors to the college at this time, with planned
visits from external visitors limited to those deemed essential by senior
leaders
Notes
Checklist theme
4.0 Staff
Key consideration
Agree any flexible working arrangements needed by staff to support any changes
in delivery patterns
Notes
Home working policy; implications for case loading
Checklist theme
4.1
Key consideration
Identify staff who can’t return to college (shielding/self
isolating/clinically vulnerable) and their alternative contribution
Notes
_Strategies for recording supporting evidence. Consider options for cover for
absent staff to minimise the risk of unstaffed classes and/or learners with
unplanned free periods
Checklist theme
4.2
Key consideration
Communicate plans and expectations to staff and arrange for training, pre
briefing and support as appropriate.
Notes
Checklist theme
4.3
Key consideration
Put in place measures to check on staff’s well being, including for leaders.
Notes
Specific HR policies may be needed / amended
Checklist theme
4.4
Key consideration
Consider revised travel and transport arrangements and advice for staff
Notes
Due consideration of the wider implication in the community of where this will
place demand on public transport/ parking/ and any required revisions to
college transport arrangements.
Checklist theme
4.5
Key consideration
Confirm policy / approach to testing of staff for coronavirus
Notes
Checklist theme
4..6
Key consideration
Reconfiguration of staff offices where appropriate to conform with social
distancing guidance
Notes
Checklist theme
4.7
Key consideration
Impact assessment on staff with protected characteristics
Notes
*[ESFA]: Education Skills Funding Agency


Guidance Maintaining education and skills training provision: further education providers
Funding
We recognise that the coronavirus (COVID-19) outbreak carries financial
implications for many providers, and we are working to make changes where we
can. We set out below the flexibilities we are introducing to support grant
funded providers to continue to deliver learning.
To help manage the financial implications, we can confirm that the Education
and Skills Funding Agency (ESFA) will continue to pay grant funded providers
their scheduled monthly profiled payments for the remainder of the 2019/20
funding year.
ESFA allocations for 2020/21 have been confirmed, and payments will be made in
line with the national profile which will be confirmed in the relevant 2020/21
Funding Rules.
*[ESFA]: Education Skills Funding Agency


Guidance Maintaining education and skills training provision: further education providers
Regulation, accountability and audit
Qualification achievement rates
As part of steps taken to fight the spread of coronavirus (COVID-19), the
government announced that all exams due to take place in schools and colleges
in England in summer 2020 are cancelled, and that it will not publish any
school or college level educational performance data based on tests,
assessments or exams for 2020.
The Department for Education will not hold schools/colleges to account on the
basis of exams and assessment data from summer 2020 and data will not be used
by others, such as Ofsted and local authorities, to hold schools/colleges to
account. Further information can be found at Coronavirus (COVID-19): school
and college performance
measures.


Guidance Maintaining education and skills training provision: further education providers
Examinations and assessments
No exams will be taking place in schools and FE providers this summer.
Our priority is to ensure that learners and adult learners can move on as
planned to the next stage of their lives, including starting university,
college or sixth form courses, or apprenticeships in the autumn or getting a
job or progressing in work.
Learners who were due to sit A level, AS level or GCSE exams this summer will
receive a calculated grade, as set out in Ofqual’s guidance on awarding GCSE,
AS and A levels, which includes the implications for non-exam
assessment. Ofqual has consulted on aspects of the new system and will be
publishing a response shortly.
There is a very wide range of vocational and technical qualifications as well
as other qualifications for which learners were expecting to undertake final
assessment and/or sit exams this summer. These are offered by a large number
of awarding organisations and have differing assessment approaches.
On 9 April, the
department and
Ofqual set out further detail in relation to the approach to
Vocational and Technical qualifications, and Ofqual consulted on these
measures, their response to which will be published shortly.
As far as possible, vocational and technical qualifications used for
progression to higher and further education will be treated in a similar way
to GCSEs, AS and A levels, with learners receiving a calculated result.
Similarly, learners due to take assessments for Functional Skills
qualifications before the end of the summer will receive a calculated result.
For other qualifications, adapting assessment may be a more appropriate
approach. But for some qualifications, for example those which have a narrow
occupational focus, adapting assessments may not be appropriate. The
department continues to work with Ofqual and the awarding organisations to
agree, in these cases, what the best approach is to ensure that learners are
not disadvantaged.
As part of supporting the exceptional arrangements for assessment and grading
of vocational and technical qualifications and other general qualifications
which Ofqual has announced, Ofqual has confirmed it will extend the regulation
end date for legacy Functional Skills qualifications in English and
Mathematics to 31 December 2020. This is to allow learners who are currently
on these qualifications, but who are yet to certificate, an opportunity to
complete their qualification. Once Ofqual has confirmed the certification end
date has been extended on the Register of regulated qualification, we will
similarly extend the validity and funding end dates for these qualifications
for continuing learners on the Learning Aims Reference Service (LARs). It
remains the case that new starts of these qualifications is not permitted.
We are aware that currently some awarding organisations (AOs) are not issuing
formal certificates for learners who have achieved qualifications. We
recognise the need for this to be the case as a result of logistical impacts
of coronavirus (COVID-19), on AOs and consider completion confirmation emails
to be a valid recognition of a learners’ completion of their qualification.
The hard copy qualification certificate will be dispatched when the AO is able
to do this. These completion confirmation emails should also show learner
details, certification run date and unique number.
Ofqual and AOs are working through the detail, with further information to be
issued in the coming days and weeks.
*[FE]: further education


Guidance Maintaining education and skills training provision: further education providers
Adult education budget (AEB) and advanced learner loans bursary contract for services
For providers funded through a contract for service for AEB and Advanced
Learner Loans Bursary, we will remove the financial year controls set out in
the funding and performance management rules for 2019 to
2020.
This means we will pay any over delivery in the August 2019 to March 2020
period by utilising the April 2020 to August 2020 period funding, up to the
full 12 month contract value. The commitment to fund delivery up to 103% of
adult skills and 110% of traineeships contract values will still apply over
the full funding year.
*[AEB]: adult education budget


Guidance Maintaining education and skills training provision: further education providers
Funding
In year recruitment of learners
We currently use the profile of recruitment throughout the year to determine
the lagged student numbers used in 16 to 19 allocations. For providers who
recruit learners later in the year rather than purely at the beginning of the
academic year, and whose enrolment of new learners in the summer term will
have ceased, we will determine a way to ensure this does not have an unfairly
detrimental impact on future allocations. For example, we could still apply
the current approach of identifying what proportion of student numbers were
recruited after we take the initial data return in the autumn but use full
year data from 2018/19.
Student prior attainment in English and/or maths GCSEs
Three elements within the 16 to 19 funding formula use students’ prior
attainment in English and/or maths, namely:

the condition of funding
disadvantage funding - block 2
level 3 programme maths and English payment

We anticipate that these will continue to be calculated as now following the
alternative plans that have now been published to award grades to students in
the absence of GCSE exams this summer, and so providers will still be
allocated additional funding for young people with low prior attainment in
GCSE English or maths. As further details are published for how the
replacement for exams will work, we will consider these elements in more
detail.
Funding to prepare for and deliver T levels
Allocations have been made to providers who will be delivering the first wave
of T levels in 2020 to 2021 based on planned T level student numbers. We have
already published the approach for applying a tolerance where enrolment of T
level students is below the planned number.
Due to the lagged student number approach, where the level of T level students
recruited means the tolerance would be implemented, only the numbers above the
tolerance would be converted to a full-time band 5 student. Read more about
the tolerance in the How T levels will be funded in 2020 to
2021 guidance.
We will monitor the suitability of this approach over the coming months as we
get nearer to the introduction of T levels.
Industry Placement Capacity and Delivery Fund (CDF) 2019 to 2020
The unprecedented impact of coronavirus (COVID-19) has meant that it is
currently extremely difficult for providers to continue to organise and
deliver industry placements through the Capacity and Delivery Fund (CDF).
Given these exceptional and unprecedented circumstances, providers will not be
penalised for missing specific CDF industry placement targets this academic
year. Funding will not be clawed back if providers can demonstrate how the
funding has and will continue to support your work on industry placement
delivery. We want to make sure that providers are able to maximise the
activity that they are able to carry out during this period to continue to
support the delivery of placements, and to prepare to deliver placements in
2020 to 2021. Activities we would expect to continue to go ahead:

continuing to build relationships with employers and developing engagement strategies for different industries
preparing students for placements (such as through virtual training for work programmes)
ensuring alignment between curriculum planning and industry placement provision
developing matching processes for when students can go on placements again

We will ask for evidence of this through the usual autumn CDF monitoring
process in order to minimise reporting burdens, and we will still look to claw
back funding under the usual arrangements should providers fail to demonstrate
they have continued to support the delivery of industry placements. Providers
must avoid the risk of double funding. We will seek to claw back funding
should providers furlough staff involved in these activities.
Free meals in further education
We expect further education institutions to continue to support students who
are eligible for, and usually receive, free meals in further education, or are
newly eligible, whether they are continuing to attend the provider or are
studying remotely due to coronavirus (COVID-19) related issues. Read further
guidance on free meals in further education funded institutions for 2019 to
2020.
*[CDF]: Capacity and Delivery Fund