1. Home
  2. Provider Support Manual
  3. Recording learning aims: completing the Learning Delivery entity
Provider support manual:

Recording learning aims: completing the Learning Delivery entity

Recording learning aims: completing the Learning Delivery entity

The Learning Delivery entity contains information such as learning start and planned end date, funding information, and learning outcome.

For certain types of programme (as listed in the Programme type field), a Learning Delivery record is returned to describe the programme being followed. This is known as the ‘programme aim’. The programme aim contains information about the overall learning programme being followed and comprises a subset of data fields required for a learning aim.

The following entities, linked to the Learning Delivery entity, contain data that may not be required for all learners:

  • Learning Delivery Funding and Monitoring – additional data to support funding and learning delivery monitoring

  • Learning Delivery Work Placement – additional data about work placements/work experience learning aims

  • Apprenticeship Financial Record – additional data to support funding for apprenticeships

  • Learning Delivery Provider Specified Monitoring – additional provider data used as required and specified by the provider

  • Learning Delivery HE – HE data fields

Recording programme aims

A programme aims must be recorded for the following programmes:

  • Traineeships

  • Intermediate-level, Advanced-level, and Higher apprenticeship frameworks

  • Apprenticeship standards

  • T level programmes and T level transition programmes

A programme aim is not recorded for a 16-19 funded study programme unless it is a traineeship or T level.

The Aim type field distinguishes programme aims from other learning aims. Programme aims must be recorded with Aim type code 1 and Learning aim reference code ZPROG001.

The programme aim records the start date, planned end date, actual end date, and completion and outcome data relating to the overall programme.

For apprenticeships, new starts on or after August 2019: the planned end date must only include the learning related to the learning aim and not include the end point assessment period.

Not all Learning Delivery fields need to be returned for a programme aim.

Searching for learning aims

The LARS database holds information about learning aims and their validity, as well as funding data where applicable. It is maintained by the ESFA. Updates to the database are made regularly.

Each learning aim on the database has a reference code that is used to record it in the Learning aim reference field on the ILR. The database holds all the learning aim specific information that you will need.

A form to request a new HE learning aim is available on GOV.UK. This form is not required to request the addition of a unit into the LARS database for non-funded learning; you should raise a call with the Service Desk and give them the Ofqual reference number of the unit required.

You can record a learning aim on the ILR once it has been accredited by the awarding organisation and approved for funding.

The validation rules will only allow aims with start dates after the funding validity start date and before the last date for new starts in the LARS database to be recorded.

You should ensure that the Learning start and Learning planned end dates for the learning aim are within the validity start and end dates in the LARS database.

Recording non-regulated provision

The Learning Aim Class Codes guidance details how non-regulated provision should be recorded.

Generic learning aim references are used to record non-regulated provision or in a small number of circumstances for regulated learning for which there is no other learning aim reference listed in the LARS database.

Please note:

  • You should only use non-regulated provision in areas already identified and agreed by the ESFA as detailed in the published funding documentation.

  • The LARS database holds details of all learning aims but their funding eligibility is determined by the funding policies of the ESFA.

The full set of generic learning aim codes can be found in the LARS database.

You should only use generic learning aim codes if there is no appropriate, regulated qualification learning aim available for the learner.

The generic learning aims have sequential numeric codes prefixed by the letter ‘Z’; these generic learning aim references are also known as class codes. You will need to search the LARS database using the sector subject area, level and, where applicable, funding band to identify the correct code to use.

For example, the learning aim code Z0001543 is for the following learning aim: Non regulated Adult skills formula funded provision, Entry Level, Preparation for Work, 101 to 196 hrs, PW A.

You can search for class codes using the Learning Aims search on the old ‘Hub’ the Category search filter (see screenshot below) can be found within the ‘Additional filters’ section on the Learning Aims search page.

PSM-IMAGE - Learner Aims Search Page

The example in the image above shows the Category L class code highlighted. This search will produce all of the learning aims that are available within Category L.

Recording proxy learning aims

If there is a delay with the publication of information in the LARS database for a learning aim code that had been accredited by the awarding organisation, then you can temporarily enter the nearest equivalent aim code (in terms of type of provision and funding rate) into the Learning aim reference field.

Code LDM118 must be recorded in the Learning Delivery Funding and Monitoring fields for this aim to indicate that the learning aim reference recorded is being used as a proxy for the actual learning aim that is being undertaken.

Once the actual learning aim reference is published, you must update the code recorded in the Learning aim reference field and remove code LDM118 from the Learning Delivery Funding and Monitoring fields.

In all cases, the proxy aim details must be removed, and the actual aim details recorded before the end of the teaching year or before the learner completes or withdraws from the learning aim, otherwise the data will be rejected.

There is no guarantee that aims accredited by the awarding organisation will be approved for funding, so you should use proxy learning aims with caution.

Subcontracted or partner UKPRN

The Subcontracted or partner UKPRN field is completed where you are the lead provider and any part of the aim is subcontracted.

Where the individual parts of the aim are subcontracted to numerous providers, the UKPRN for the provider delivering the greatest proportion of the aim should be recorded in this field.

If the subcontracting partner changes, this field should be updated with the new subcontractor’s UKPRN. No other changes to the record are required. Do not record this as an aim transfer.

If the subcontractor is no longer delivering the aim, then the aim must be closed on the subcontractor’s ILR return with an appropriate Withdrawal reason.

FE colleges who are delivering subcontracted aims on behalf of another provider should include these aims as non-funded learning (Funding model 99) on their ILR and do not complete the Subcontracted or partner UKPRN field.

Additional delivery hours

This field records the additional hours delivered for Adult skills funded and ESF funded ESOL units or qualifications where a learner needs additional learning to that funded through the applicable matrix rate.

The Additional delivery hours field may be used for approved ESOL units or qualifications and must not be used for non-regulated ESOL or any other ESOL qualifications.

Planned hours

For 2020 to 2021, the Planned Hours field will be returned for learners on apprenticeship and T Level programmes.

For apprenticeships, this field will collect the planned off-the-job training hours for the apprenticeship programme. The off-the-job training minimum requirement is 20% of the learner’s apprenticeship programme hours.

Minimum off-the-job training required in hours can be calculated as below:

(X weeks (less statutory leave) x Y hours) x 0.2 = minimum planned hours


Where the apprentice is working 30 hours per week and requires the full content (no prior learning recognised) – 12 months (52 weeks) typical duration:

52 weeks (minus 5.6 weeks statutory annual leave) = 46.4 weeks

46.4 weeks x 30 hours = 1392 hours

1392 hours x 0.2 (minimum 20% off-the-job training) = 278.4 hours

In this example the ILR field would be populated with 278.

This is an example, the ILR field should be based on the individualised contract hours and duration of the specific learner and as recorded on the commitment statement. The duration should be extended if the apprentice is working less than 30 hours per week.

The off-the-job hours recorded may only be less than the minimum if specific exceptions apply. These exceptions are detailed in the rule references in the Apprenticeship Funding Rules.

Apprenticeship planned hours may include:

  • The teaching of theory, for example: lectures, role playing, simulation exercises, online learning and manufacturer training

  • Practical training, shadowing, mentoring, industry visits and participation in competitions

  • Learning support and time spend writing assessments and assignments.

Apprenticeship planned hours must not include:

  • English and maths delivery at level 2 or below

  • Training to acquire knowledge, skills and behaviours that are not required in the standard or framework

  • Progress reviews or on-programme assessment required for an apprenticeship framework or standard

  • Training that takes place outside the apprentice’s normal working hours

For T Level programmes the planned hours must include:

  • the technical qualification

  • Specialist content

  • Non-qualification activity

T Level planned hours must not include:

  • English and maths delivery

  • Industry placements

  • Other qualifications that are not part of the T Level.

For both apprenticeships and T Levels, planned hours are only recorded against the programme aim, are set at the beginning and cover the entire duration of the programme.

It is important to record the data in this field accurately at the being of the programme based on its supporting evidence. Data in this field should not be amended. The exception to this is if you are correcting a recording error.

To correct the error providers are permitted to change the field value to reflect the evidence they have in the evidence pack. This includes changes required after hard close. We will monitor changes to ensure compliance with this field.

Learning start date postcode

This field is completed for:

  • Adult skills (Funding Model 35) excluding traineeships

  • Community Learning (Funding Model 10)

  • Local authority funded Community Learning (Funding model 99 and Source of funding 108)

This field is returned at the start of the learning aim and will continue for the duration of the aim. For example, if the learner is in a devolved area at the start of the learning aim and then moves to outside of a devolved area, this postcode field will not be updated, and the funding arrangement will remain in place by the devolved area for the duration of the aim.

The Learning start date postcode will be validated to ensure it is a valid postcode on the learning aim start date, it is in the complete list of UK postcodes and that it matches the relevant Source of funding indicator.

If the learner's postcode is unknown, providers must return a postcode of ZZ99 9ZZ.

Funding adjustment for prior learning and Other funding adjustment

The Funding adjustment for prior learning field should be completed with the proportion of the learning aim that is still to be delivered if the learner is not undertaking the full scope of the learning aim because of prior learning. This can be because of a break in learning, a transfer from another provider, or because of prior learning when they join as a new learner on a new learning aim.

If you are delivering all of the learning for the aim and no adjustment to funding is required, then the field is not returned.

If the learner is returning from a break in learning or has transferred from another provider, as identified in the ILR as a ‘restart’, then the adjustment is based upon the time they have been in learning as a proportion of the time originally planned for this learning aim. This is based on the percentage difference between the original planned duration and the proportion of that time that they have already been in learning. The funding adjustment is applied to the monthly funding instalments but not to the achievement element.

For a learner who starts a learning aim with prior learning and is not a restart, in other words they do not need to undertake the full scope of the learning, you must record the percentage of learning left to undertake. This calculation is at your discretion and you must retain evidence of the calculation for audit. It could, for example, be based upon the percentage of credits left to deliver, time left to deliver, or learning left to deliver. The funding adjustment is applied to the monthly funding instalments and to the achievement element.

The Other funding adjustment field must only be completed if requested by the ESFA with the amount required to increase or decrease the funding for the learning aim, for reasons other than prior learning. If no adjustment to the funding of the learning aim is required, then this field must not be returned. The ESFA will inform providers of the factor to be used in this field if required.

For Adult skills funded A levels, if a learner undertakes both an AS and an A level in the same subject, you will need to record a funding adjustment on the ILR for the A level to take into account the prior learning completed for the AS learning aim.

Learning planned end date

For new starts on or after 1st August 2019, the planned end date must only include the learning related to the learning aim and not include the end point assessment period.

Learning actual end date

For apprenticeship standards on a programme aim, the Learning Actual End Date will be completed after all learning has taken place and does NOT include the end point assessment period.

Achievement date

For apprenticeship standards, the achievement date must be returned where all learning activities have ended, and the end point assessment has taken place. Once this date is returned the Completion status and associated Outcome must be updated accordingly.

Completion status

The final ILR return of the year should be updated with a status of ‘withdrawn’ (Completion status code 3) for any learners who do not return for a second or subsequent year.

For apprenticeship standards, the completion status ‘1’ must be recorded until the end point assessment is complete.

Withdrawal reason

Use Withdrawal reason 47 when learners withdraw due to a merger.

Use code 48 when an Industry placement learner has withdrawn due to circumstances outside the providers' control.