Qualification achievement rates and funding monitoring reports.
We publish the Qualification Achievement Rates (QAR) data on both:
• the HUB through a data extract that allows you to analyse your data in detail; and
• the Business Intelligence (BI) dashboards – these include both the national and provider type QARs for benchmarking your rates. To benchmark your rates against other providers, use the published National Achievement Rate Tables for 2016 to 2017.
We also monitor data reported to us as part of our assurance work and publish a suite of funding rules monitoring (FRM) reports each month on the Hub. We publish guidance with these reports indicating what you must do with the data in the FRM reports.
There are FRM reports in the Funding Rules Monitoring 1718 suite that identify data issues that affect your QARs. You must review these reports to ensure your data is accurate, these reports are:
1. FRM03 – Continuance Issues
This relates to continuing learners from 2016 to 2017 who do not appear in the 2017 to 2018 ILR.
Continuing learning aims in the R14 2016 to 2017 ILR that do not have a corresponding record in 2017 to 2018 will be treated as a withdrawal for the overall QAR methodology.
The 2017 to 2018 ILR must include aims that are continuing (‘Completion status’ = 1 and the ‘Learning actual end date’ is null). If data is incorrect after R14 of the previous year due to an administrative error, then you should correct the data and continue to return this for the duration of 2017 to 2018.
If the learner was reported as continuing in 2017 to 2018 but has since been identified as having withdrawn before 1 August 2017, then you must record the ‘Learning actual end date’ as the last day the learner was in learning (this date will be in the previous ILR year – do not use 1 August 2017).
For traineeship and apprenticeship programmes, the ILR must include the programme aim and all the associated component aims, even if the component aims are completed and closed.
As this report matches data on the ‘Learning start date’, you must check this report in conjunction with FRM07 (Learning start date changes) and action accordingly.
2. FRM05 – Actual End Date Changes
This relates to changes to the ‘Actual end date’ between years
You must not change or update the ‘Learning actual end date’ between years. As we will not be able to match the learners between years this will affect your QARs and may affect your funding. You must record the ‘Learning actual end date’ that was reported in the previous funding year.
In the scenario where a learner undertakes an aim, finishes learning, takes the final assessment and fails, you should close the aim and record it as not achieved. Where this learner is then identified as needing further support or additional learning to pass the assessment, then a new learning aim should be recorded as a restart with the ‘Funding adjustment for prior learning’ completed to account for the new learning required to pass the resit. You must not reopen a completed learning aim record.
3. FRM06 – Planned End Date Changes
This relates to changes in the ‘Learning planned end date’ between funding years.
You must not change or update the ‘Learning planned end date’ after the funding qualifying period has passed, even if the learner continues on the learning aim beyond that date. As we will not be able to match the learners between years this will affect your QARs and may affect your funding.
You must not change this data between funding years.
If the planned end date is significantly incorrect after R14, you must:
• Set the ‘Completion status’ to code 3 ‘withdrawn’ and complete the ‘Withdrawal reason’ using code 40 ‘Learner has transferred to a new learning aim with the same provider’.
• Record a ‘Learning actual end date’ of 1 August 2017.
• Record a new learning aim with the same ‘Learning aim reference’ and a ‘Learning start date’ of 1 August 2017 and the correct ‘Learning planned end date’. Record this aim as a restart (Learning Delivery Funding and Monitoring Type = RES), and where applicable complete the ‘Funding adjustment for prior learning’ field with the percentage of learning that is still to be delivered.