English Language (ESOL) for Resettlement

The following sections outline: 

• the UK’s current resettlement schemes and other immigration routes of interest
• an overview of key ESOL terms
• information on the main funding streams for ESOL in London
• information on funding for ESOL from central government
• the process for securing ESOL for individuals, including key considerations
• options for people with childcare needs
• guidance on how to use available funding
• information on the ESOL and English as an additional language (EAL) entitlements of children and young people, including unaccompanied asylum-seeking children (UASC). 

Throughout the document, the reader will find ‘top tips’ incorporating learning to date on good practice. This includes lessons helpfully shared by London’s local authority resettlement coordinators and community sponsorship groups; and links to helpful documents and resources on specific topics. 

To use the footnotes, click on the small superscript number in the text to go directly to the corresponding footnote at the bottom of the page. To return to your place in the guidance, click the number shown in the footnote itself. This will take you back to where you were in the text.

We intend for the guidance to be updated annually. More regular updates will be shared in the GLA’s ESOL newsletter for organisations.

We welcome feedback and questions on this guidance. You can get in touch by emailing [email protected].

The UKRS is the successor scheme to the Vulnerable Persons Resettlement Scheme (VPRS), the Vulnerable Children’s Resettlement Scheme (VCRS),Reference:5 and the Gateway Protection Programme.Reference:6 The VPRS, which was introduced in 2014, focused on resettling those fleeing the conflict in Syria. A target to resettle 20,000 people under the VPRS was met in 2021. The VCRS, which was introduced in 2016, targeted ‘at-risk’ children and their families from the Middle East and North Africa. The Gateway Protection Programme was introduced in 2004 to support the resettlement of vulnerable individuals in protracted refugee situations and those in urgent need of resettlement. 

Families resettled under any of the above-mentioned predecessor schemes received, upon arrival, refugee status; a package of support, including accommodation, education, healthcare, ESOL and welcome; and integration support via local authorities lasting between one year (Gateway) and five years (VPRS and VCRS). Refugee resettlement teams within local authorities will continue to support VPRS/VCRS families until their fifth year in the UK, with this support ending in March 2026.Reference:7 

The launch of the UKRS in 2021 brought an end to these predecessor schemes. The intention was to consolidate the existing schemes into a simplified one with a global reach. The UK government pledged an initial target for the UKRS of 5,000 individuals a year.Reference:8 Families resettled under the UKRS are granted indefinite leave to remain (ILR) with refugee status. Individuals resettled under the UKRS are eligible for support from their local authorities for five years, on the same terms as under the VPRS and the VCRS. 

On 1 March 2025, the ARPReference:9 was launched. This brought together three existing Afghan resettlement schemes:

• The Afghan Relocation and Assistance Programme (ARAP).Reference:10 This was a bespoke relocation initiative, launched on 1 April 2021, for current and former locally employed staff who worked for or with the UK government in Afghanistan. Under the policy, anyone from this group, whose life was assessed to be under serious threat, was offered priority relocation to the UK.
• The Afghanistan Citizens’ Resettlement Scheme (ACRS),Reference:11 launched in 2022. Under Pathway 1 of the ACRS, the UK welcomed Afghans who were evacuated from Afghanistan in 2021, and any dependants from whom they were separated during the evacuation (under the Separated Families route, ACRS Pathways 1, Stage 2). Pathway 2 included those identified by the UN High Commissioner for Refugees (UNHCR), based on their vulnerability; these were resettled by the UK as refugees. Lastly, pathway 3 offered protection to at-risk individuals and eligible family members who were in Afghanistan, or the region; and were British Council contractors, GardaWorld contractors or Chevening alumni. 
• The Afghan Response Route (ARR).Reference:12 This was a confidential route established to relocate applicants affected by a 2022 Ministry of Defence data breach, which did not become public until 2025.Reference:13  

The above schemes are closed to new applications as of 1 and 4 July 2025. Any outstanding applications deemed eligible under the ARAP, the ACRS or the ARR will be assessed under the new ARP. People who arrive in the UK under the ARP (including those who arrived before 1 or 4 July 2025, via the predecessor schemes) are granted ILR upon arrival. Only those resettled under ACRS pathway 2 (UNHCR referrals) are considered refugees, and are granted refugee status with ILR.

Prior to the Afghan schemes referred to above, UK government staff in Afghanistan, who were at risk because of their service, could apply to relocate to the UK via the Intimidation policy (in place from 2010 to 2013) and the Ex-gratia Scheme (in place from 2013 to 30 November 2022). These individuals were able to convert their limited leave to remain to ILR.

The package of support agreed for those on the ARP (including its predecessor schemes) includes accommodation; healthcare; education; ESOL; welcome; and integration support costs for three years. 

In addition to the local authority-led resettlement schemes, the Community Sponsorship SchemeReference:14 was launched in 2016. This aimed to respond to civil society groups’ wish to play a greater role in resettling people seeking refuge in the UK. The scheme enables local community groups, where they have consent from the local authority, to welcome and support families directly in their local communities. Voluntary-sector groups apply to the government to: 

• welcome a family
• prepare a home for them
• raise money to cover the family’s initial resettlement costs
• greet the family at the airport
• provide support with learning English, as well as accessing healthcare, benefits and employment for their first year in the UK. 

Responsibility for housing extends to two years.

In March 2024, the Ministry of Housing, Communities and Local Government (MHCLG) introduced Communities for AfghansReference:15 in partnership with Citizens UK.Reference:16 The project is modelled on the Community Sponsorship Scheme; and caters specifically for people who arrived via the ARP. It is a partnership between the government (the Home Office), principal sponsors (Citizens UK), sponsor groups and councils. Support with initial welcome, accommodation, ongoing support, work and benefits, and ESOL is provided to families for three years. Responsibilities and funding are shared between the partners. 

In 2021, a new visa route was launched for holders of, and people eligible for, BN(O) status who are ordinarily resident in Hong Kong or the UK; and their family members. This was in response to China imposing the National Security Law on the people of Hong Kong in July 2020. In 2021, the UK government estimated that between 258,000 and 322,000 BN(O) status holders could take up the BN(O) visaReference:17 and arrive in the UK over the next five years.Reference:18 

In February 2022, the government announced that it would be extending the BN(O) visa scheme to younger Hongkongers. This enabled adults (aged 18 or over) born on or after 1 July 1997, with at least one BN(O) parent, to apply to the route independently of their BN(O) parent. The changes came into effect in October 2022.Reference:19  

From the visa’s introduction on 31 January 2021, to the end of June 2025, approximately 
166,300 people arrived in the UK on the visa. Nearly 600 were granted settlement in the year ending June 2025.Reference:20 While it is difficult to estimate the exact number of BN(O) residents in London, research indicates that it is one of the most popular locations.Reference:21 Reference:22

The Hong Kong BN(O) Welcome ProgrammeReference:23 provides funding to local authorities for destitution and ESOL support.Reference:Reference:23 It also includes a package of support consisting of: 

• 12 virtual, regional ‘welcome hubs’Reference:24 hosted by SMPs
• a dedicated hotline to report hate crime
• national and regional grant schemes that funded a total of 51Reference:25 nationalReference:26 and regional projects.Reference:Reference:26Reference:27   

You can find out more about the projects and organisations funded by the programme in the funding overview accordion, below. The Hong Kong BN(O) Welcome ProgrammeReference:28 is being led by the MHCLG, formerly the Department for Levelling Up, Housing and Communities (DLUHC). 

Since 2022, the government has introduced four schemes to accommodate those seeking sanctuary in the UK from the war in Ukraine. 

• The Ukraine Family Scheme opened on 4 March 2022. It allowed certain groups from Ukraine to come to the UK without having to meet the usual requirements for a family visa. Those joining the scheme were granted leave to remain for three years. Immediate family members were defined as a partner; a child under 18; the parent of a child under 18; a fiancé(e); or a proposed civil partner. Extended family members were defined as a parent; grandparent; grandchild; adult child; sibling; aunt; uncle; niece; nephew; cousin; or the immediate family members of these extended family members. Successful applicants were given leave to remain for three years. The scheme closed to new applications on 19 February 2024. 
• The Homes for Ukraine Sponsorship Scheme, which opened on 14 March 2022, is targeted at people in Ukraine who do not have family in the UK. It allows Ukrainian nationals and their family members to come to the UK, if they have a named sponsor under the Homes for Ukraine Scheme; and if this sponsor is committed to providing accommodation for at least six months. Unaccompanied children are also eligible for this route, although there are additional requirements. Successful applicants are given leave to remain for three years. 
• On 3 May 2022, the government launched the Ukraine Extension Scheme.Reference:29 This allowed Ukrainian nationals and their immediate family members, who were already in the UK on a range of visa types, to apply for leave to stay in the UK for three years. They were required to have a valid UK visa, or to have held one before 1 January 2022. Where a Ukrainian national had qualified under the Ukraine Extension Scheme, a person with immigration permission as their partner or child (and who was not themselves a Ukrainian national) could also qualify. The scheme closed for all but children on 16 May 2024. It closed in its entirety on 4 February 2025.
• On 4 February 2025, a fourth scheme was introduced: the Ukraine Permission Extension Scheme.Reference:Reference:29  Anyone holding status under the three previous schemes, and whose permission to stay is expiring, can extend their permission to stay in the UK for a further 18 months. In September 2025, the Home Office announced that this scheme will be extended by an additional 18 months, with more details to be announced later this year. 

Individuals on all four schemes are free to live, work and study in the UK, and to access public funds. The schemes do not lead to settlement. By December 2024, 218,600 Ukrainians had sought sanctuary in the UK under the Ukraine Family and Sponsorship schemes.Reference:30 Local authorities receive tariff funding, and are required to provide integration support for people arriving via the Homes for Ukraine Sponsorship Scheme.Reference:31 Engagement on the Ukraine schemes is managed by the MHCLG (formerly the DLUHC). 

‘Asylum seekers’ are individuals who flee their home country and seek international protection in another country.Reference:32 Those who are found to have a well-founded fear of persecution based on race, religion, nationality, membership of a particular social group, or political opinion, are granted refugee status.Reference:Reference:32 While waiting for a decision, people seeking asylum in the UK cannot claim benefits. Some will have their own savings, or get support from family or friends. For people seeking asylum who would otherwise be destitute, the Home Office provides an allowance and, if needed, accommodation. 

People seeking asylum in the capital who need a home are accommodated directly by the Home Office in various settings – such as initial accommodation; contingency accommodation (hotel or hostel-type accommodation); and dispersal accommodation. The Home Office uses private contractors (Clearsprings Ready Homes and Corporate Travel Management) to provide accommodation in London. Where people are provided with accommodation, they are entitled to reduced support payments of £9.95 a week if they are in contingency or initial accommodation. If they are in dispersal accommodation, they receive £49.18 a week; this is intended to cover the cost of travel, non-subscription medication and clothing. According to publicly available data, as of June 2025 there were 11,219 people in contingency accommodation; 4,350 people in dispersal accommodation; 390 people in initial accommodation in London; and 1,202 people in receipt of subsistence payments only.Reference:33 

UASC (also known as “unaccompanied children”) are those seeking asylum in the UK alone, having been separated from their parents or carers. While their claim is processed, they are cared for by a local authority. There are more than 1,600 unaccompanied children in the care of London boroughs. Many ‘children in care’ or ‘care leavers’ are, or have been, UASC. London councils run the Pan London Rota to reduce pressure on Croydon, and support a more equal distribution of unaccompanied 16-17-year-olds across London boroughs. Building on the success of the Pan London Rota model, the government introduced the National Transfer Scheme in 2016. The scheme is designed to ensure a more equitable distribution of unaccompanied children across Britain. 

If a person’s claim for asylum is successful, they will be granted refugee status for five years. After this, they may apply for settlement (ILR); or they will be granted Humanitarian Protection. If a person’s claim is refused, they may still be given limited leave to remain or discretionary leave. If the claim is refused and no leave is granted, it is possible to appeal the Home Office’s decision. 

In 2024, people seeking asylum waited, on average, 413 days for an initial decision on their claim for asylum. This is down from 735 days in 2023.Reference:34 On 31 December 2024, around 91,000 asylum applications were awaiting an initial decision. Of those waiting for an initial decision, approximately 50,000 people (55 per cent) had been waiting for more than six months.Reference:Reference:34 If a ‘no study’ condition is imposed by the Home Office, courses that may lead to a qualification for adults is not permitted.Reference:35 Some funding rules for adult education set minimum residency requirements. Volunteering is permitted and encouraged. Employment is not permitted. However, if the claim or appeal has been outstanding for 12 months or more, the person seeking asylum (or their legal representative) can apply to have the employment restriction lifted. If approved, the person seeking asylum will only be allowed to take up a job that is included on the list of shortage occupationsReference:36 published by the Home Office.Reference:37 

Several terms are used to describe the different levels of English-language proficiency of an adult. Within the ESOL sector, the most common are those found in the national adult ESOL core curriculum:Reference:56  

• Entry Level 1 (E1)
• Entry Level 2 (E2)
• Entry Level 3 (E3)
• Level 1 (L1) 
• Level 2 (L2). 

However, other terms are also common. For example, the Home Office uses the terms referenced in the Common European Framework of ReferenceReference:57 (CEFR) when outlining the English-language requirements for different immigration routes: A1, A2, B1, B2, C1 and C2. Employers and professional bodies often refer to grades or scores associated with preferred qualifications – for example, GCSE or Occupational English Test (OET) grades, or International English Language Testing System (IELT)Reference:58 scores. Finally, some (usually informal) providers will simply describe a learner’s proficiency using ‘beginner’, ‘intermediate’ or ‘advanced’. See the following section for information on the term ‘pre-entry’.

The duration and intensity of ESOL provision varies. The most suitable type will depend on several factors, including: 

• mental and physical health
• family or other responsibilities
• prior schooling
• literacy in other languages
• whether the learner already uses the Roman script
• exposure to English before and around their learning
• opportunities to practise outside the classroom
• specific language difficulties and disabilities
• employment and other commitments. 

An initial assessment will establish the level of intensity, and duration, of ESOL that will best suit the learner. However, their options can often depend on the provision available, which is dictated by availability of staff, venues and funding; what point the learner is at in the academic year; demand for provision, including specific levels or types of provision; whether a crèche is needed; and so on. Depending on their starting level, and the provision type, some people will take several years to progress from one level to the next – particularly learners who begin with no literacy in any language. Others can make similar progress within a term (approximately 12 weeks).

ESOL classes will normally cover speaking, listening, reading and writing. However, each term or academic year may have a different focus. Skills development is usually contextualised to be relevant and interesting to learners – for example, going shopping, cooking, talking to teachers or managers, meeting new people, memories, wedding days, helping children with homework, and so on. Some informal provision, including conversation clubs, will focus on speaking and listening only.

Formal ESOL courses, whether accredited or not, follow the adult ESOL core curriculum. This sets out the skills expected, at each level, in speaking, listening, reading and writing. Formal ESOL providers generally require tutors to be qualified at Level 5 or above, and are inspected for quality by the Office for Standards in Education (Ofsted).Reference:59 This means they are expected to have a quality-assurance system in place to ensure teaching and learning is fit for purpose. Most formal providers are funded by the ASF, and are mainly colleges or adult learning departments within local authorities (councils). A small number of community organisations are also funded directly by the ASF. Formal providers usually run both accredited and non-accredited ESOL provision, and have minimum attendance requirements for learners – usually 85 per cent or above.

Informal ESOL providers: 

• are usually funded by other (non-ASF) funding streams
• may or may not use qualified tutors
• may or may not follow the Adult ESOL core curriculum
• are not inspected by Ofsted. 

They can usually be more flexible about attendance, punctuality, duration and design; and may make use of volunteer teachers. Informal ESOL provision may take the form of a conversation club, with or without an embedded activity – for example ESOL and knitting, or befriending. Informal providers do not usually offer accredited ESOL provision; but a few do, where they find learners are exam-ready.

ESOL courses can be accredited (i.e., lead to a qualification) or non-accredited. Several factors will be considered when deciding whether an accredited or non-accredited course is suitable for a learner – including, for example: 

• their prior schooling and transferrable study skills
• exposure to English in their day-to-day life
• at which point in the academic year they register for a course
• whether there are vacancies in the given class
• whether the organisation offers accredited provision
• the learner’s availability
• the learner’s ability to travel
• issues that may impact on their ability to attend classes regularly
• whether they have other needs, such as childcare – including whether they are comfortable leaving their child with a registered childminder, or prefer an on-site crèche.

Each type of provision holds value. Although non-accredited courses do not lead to a qualification, they can be very useful for participants who want to increase their confidence; develop their skills (such as basic literacy); and learn about, and meet, other people in their local area. They can also help learners to develop the study skills necessary to succeed in formal learning – for example, attending lessons on time, taking notes and completing homework. Accredited courses can be useful for proving proficiency for employment and/or further studies. They can also help learners to get a sense of their progress toward proficiency in English, and recognise their achievements.

A typical learner’s ESOL journey will usually be made up of informal, formal, non-accredited and accredited teaching and learning. This process is not always linear. They may begin learning on an informal, non-accredited course; progress onto a formal, non-accredited course; and then progress onto a formal, accredited one. A different learner who begins with formal, accredited provision may have to take a break in learning due to illness or the birth of child. They may then return to informal learning – with a view to progress to formal provision once they can commit to the attendance requirements, or when a class with childcare becomes available. Other learners may need to deprioritise their learning to manage stressful life events, work or caring commitments, or bereavement. In these cases, informal, non-accredited, drop-in provision may be most appropriate and manageable for them. Where possible, complete breaks in learning for prolonged periods should be avoided – this can often lead to the loss of gains achieved, unless the adult makes a concerted effort to review and practise their language skills regularly and independently.

The first stage in securing suitable ESOL provision for adults is a thorough assessment (by a qualified ESOL tutor) of the new arrival’s ESOL levels; needs and aspirations; and employment and educational background. This is usually done face-to-face, and involves assessing a person’s speaking and listening skills through a conversation with the assessor. There is also usually an assessment of their reading (through a set text with questions or word identification) and writing (by asking a learner to write about a set topic, or in a particular text style, as deemed appropriate by the assessor). Qualified tutors can grade their own language, and set the tasks appropriately, to ensure the learner is not placed under too much pressure and is comfortable during the assessment. A thorough initial assessment ensures that the provision offered to the learner will develop their skills effectively; and that the course is neither too difficult nor too easy.

A diagnostic assessment usually takes place once a learner has joined their ESOL course. It may be completed as part of a normal lesson, or several lessons, early on in their course. These assessments are typically only required within formal ESOL provision. They inform how the teacher differentiatesReference:60 course tasks and activities, to ensure every learner can access them and progress in their learning. The assessment involves the ESOL teacher setting a range of tasks to help them establish whether individual learners are ‘emerging’,Reference:61  ‘consolidating’Reference:62 or ‘establishing’Reference:63 their skills. A learner in an E1 course, for example, is assessed for their skills in a range of areas including listening for gist; listening for detail; making requests; obtaining information from texts; and correctly using and spelling personal key words. Diagnostic assessment is carried out against level descriptors set out in the national adult ESOL core curriculum.Reference:64 Speaking, listening, reading and writing are assessed, which gives the teacher a very detailed view of where the learner is at the start of the course. This helps the learner progress to the next level. The findings from this assessment usually inform the goals agreed upon with, and set for, the learner over the course or term.Reference:65  

A person may be told that they have a ‘spiky profile’. This means one or more of their skills is a level higher or lower than another. This is quite common. A spiky profile is usually identified at initial assessment; but may be identified in the diagnostic assessment. See the following section on ESOL basic literacy, where differences are considerable.  

There has been a significant shift in the availability of online ESOL provision since the COVID-19 lockdown. Although many providers have returned to face-to-face teaching, others continue to offer online ESOL provision alongside classroom-based provision. This recognises the fact that, for many people, online ESOL is more accessible (for example, people with caring responsibilities, mobility difficulties or crèche needs). Online provision is also useful when learners are spread across a wide area; or where, to secure sufficient numbers for a particular type of course, it is offered to people across local boundaries (for example, ESOL for nurses, IELTS preparation, etc). Many learners who are new to digital technology and digital literacy can access online learning with additional support.

Nonetheless, for a significant proportion of people with English-language needs, online learning can be difficult or exclusionary.Reference:66 This includes people: 

• with digital and language literacy, but who cannot access devices and/or the internet for reasons including cost
• who are literate in a language but not yet digitally literate – so, even where devices are available, could not make use of them without one-to-one support
• who are not literate in any language –  so, even with digital skills training and devices, would be excluded without additional support or very bespoke provision to develop their literacy first. 

For this last group of people, classroom-based provision – where it is available – may be the most effective way for them to progress in their learning. Some providers supplement in-person ESOL learning with digital learning – for example, through virtual learning environments (VLE).

‘Pre-entry’ is not a term used in the national ESOL core curriculum.Reference:67 It is used in the ESOL Access for AllReference:68 curriculum, which caters for those with learning difficulties and/or disabilities. However, it is commonly used to refer to learners who are beginners in all four skills (speaking, listening, reading and writing), and who do not have any learning difficulties or disabilities. As E1 includes people who are beginner speakers with no literacy skills, it is common to hear learners with this profile described as pre-entry, E1, and E1 basic literacy, depending on the organisation. 

Most pre-entry and ESOL basic literacy courses are not externally accredited.Reference:69 They are designed to give more time and support to learners who are not yet ready to achieve a formal qualification. Some learners are learning to hold pen and form letters of the English alphabet for the first time. Teachers sometimes use the initialism ‘NRW’ (‘new reader writer’) in their records to denote basic literacy needs. 

Learners who are unfamiliar with the Roman script, but who are literate in another language, can normally be successfully catered for in an E1 course. 

ESOL basic literacy

People with a relatively good or functional level of communication skills in spoken English, but who are beginners in terms of reading and/or writing (due to unfamiliarity with the Roman script or not being literate in any language), are referred to as ESOL basic literacy learners. It is common practice to accommodate ESOL basic literacy learners in pre-entry or E1 provision; or a non-accredited version of a course at their level of spoken English where available (for example, an E2 non-accredited course for a learner who speaks English at E2 level, but who has writing skills at E1 level). Some providersReference:70 offer non-accredited classes specifically for people with basic literacy (for example, ESOL E2 basic literacy), although this is less common and depends on a group of learners presenting at the same level, at about the same location, and at about the same time.

Functional skills English courses, also known as ‘literacy courses’, are primarily designed for people who speak English as their first language or fluently. These courses focus on reading and writing; and, although they cover communication skills, assume the learner is a fluent English speaker and listener, and familiar with the UK’s cultural context. Functional skills English is a statutory entitlement (alongside maths (to Level 2) and digital skills (to Level 2)). Therefore, it is free for all those who do not already hold the qualification, and who meet immigration and residency eligibility requirements. As a result, it is common practice to divert these learners to functional skills English provision – particularly where a person with English-language needs would only be co-fundedReference:71 for ESOL, and has a functional level of English speaking and listening (approximately E3 and above). This can prove problematic for people who are not yet fluent in English speaking and listening – once they have achieved a qualification in functional skills English at a given level, they are then unable to access funding for another qualification at the same level or below in ESOL. This information relates specifically to funding via the ASF. Further information on the ASF is included in the following section on ESOL funding in London.

Some ESOL providers offer embedded programmes including ESOL and a vocational element, such as construction, hairdressing, childcare, teaching assistance, motor vehicle maintenance, health and social care, travel and tourism, etc. These courses are normally run at Level 1 and above, with the aim of preparing learners for future studies and vocational qualifications. Embedded ESOL may also be offered at lower levels of ESOL, and can involve embedding another curriculum area (such as ICT, numeracy or family learning) or a particular theme, such as ESOL and art; ESOL and theatre; ESOL and music; ESOL and gardening; or ESOL and sewing, crochet and knitting. Embedded provision that matches an adult’s hobbies, interests and aspirations can be particularly helpful for people who are either keen to join the workplace as soon as possible, or reluctant to start their ESOL learning journey.

New arrivals who have higher levels of English, and wish to pursue higher education or requalify in their profession in the UK, may be required to obtain an IELTReference:72 or OETReference:73  qualification. This is so they can demonstrate their language proficiency for the admissions process. Colleges may also offer preparation for IELTS courses. There are usually costs associated with both courses and tests.

The learner’s immigration permission in the UK may include an NRPF condition. ‘Public funds’ are defined in the Immigration Rules; the benefits and services listed do not include education or any education funding. Therefore, this condition does not affect a learner’s eligibility, which must be decided under the normal eligibility conditions, if any.

Until August 2022, where a course was funded by the Adult Skills Fund (ASF), unless a learner could evidence low incomeReference:76 from employment or income/contribution-based benefits, they were unable to access free courses via the ASF (only). This meant unemployed adults who were not in receipt of state benefits, including those with NRPF, were required to meet part of the cost of their course. In summer 2022, the Mayor of London changed this rule. Unemployed adults who are unable to evidence being in receipt of state benefits are now eligible for full funding where they want to be employed. The evidence requirements are at the discretion of ASF providers. This discretion is to allow for flexibility.

In the case of a person who makes an in-time application to extend or vary their leave, section 3C of the Immigration Act 1971 prevents them from becoming an ‘overstayer’ while they await a decision on their application, an appeal or an administrative review. This rule applies to everyone who is subject to immigration control in the UK, including people seeking asylum.

Any learner or family member who has applied for an extension or variation of their current immigration permission in the UK is still treated as if they have that leave. Their leave will continue where they have appealed or sought an administrative review of their case within the time allowed for them to do so. Therefore, a learner or family member is considered to still have the immigration permission that they held when they made their application for an extension, administrative review or appeal. Their eligibility should be based upon this status – i.e., they should not be penalised for Home Office delays. 

A ‘no study’ condition may be imposed on some visa holders, and people seeking asylum, whose appeal rights have been exhausted and who are on immigration bail.Reference:77 The exception to this is where they are 18 or under, and entitled to education. The Home Office defines ‘study’, for those aged over 18, as ‘courses which may lead to a qualification for adults, including English for Speakers of Other Languages (ESOL) courses’.Reference:Reference:77 Where a ‘no study’ condition is imposed, the learner or their legal representative will need to apply to have the relevant restriction lifted, before they can join an accredited course.Reference:Reference:77  

People seeking asylum are generally not permitted to work in the UK. However, they or their legal representative may apply for the restriction to be lifted, where their claim or appeal has been outstanding for 12 months or more. If approved, the person seeking asylum cannot become self-employed; and can only to take up a job included on the Home Office’s list of shortage occupations.Reference:78 

People seeking asylum are, however, permitted to volunteer whilst their claim is being considered – even where employment is prohibited. People seeking asylum who are volunteering can receive money to cover expenses, such as food, drink, travel or any equipment they need to buy for their volunteering activities.

GuidanceReference:Reference:78 from the Home Office states:

“Asylum seekers are encouraged to volunteer whilst their claim is being considered. Volunteering involves spending time, unpaid, doing something that aims to benefit the environment or someone (individuals or groups) other than, or in addition to, close relatives. By volunteering for a charity or public sector organisation, asylum seekers can support their local community, and this will also assist with their integration if they are granted leave to remain in the UK.”

The DfE’s ASF, previously the Adult Education Budget, aims to help adult learners gain skills – and thereby secure meaningful, relevant and sustained employment. Wider intended outcomes include improved health and wellbeing; parents being equipped to support their children’s learning; and stronger communities.Reference:103 The ASF funds adult skills and training for people aged 19 and over. The DfE has devolved 60 per centReference:104 of the ASF to nine mayoral combined authorities and the GLA.Reference:105 These are required to publish and operate their own systems of rules and principles, which ‘safeguard public funding’;Reference:106 and are instructed to consult representative providers on the approach to funding and performance management (eligibility) rules, funding rates and funding formula.Reference:107 London has traditionally diverged from the DfE-set rules for non-devolved areas, in response to regional priorities and need.Reference:108 While demand outstrips supply in some regions, the ASF continues to be underspent in others.Reference:109  

The London Talent Pathways FundReference:121 is expected to begin delivery in August 2026. This is a Mayoral funding programme that invests in vocational training to help Londoners access good jobs and progress in work. It is delivered through the GLA using ASF and Free Courses for Jobs funding. It supports the aims of the Inclusive Talent Strategy and the London Growth Plan by aligning skills provision with the needs of London’s key growth sectors. The programme funds vocational training at Level 1 and above, and is focused on clear career pathways in seven key sectors: 

• financial and professional services
• the experience economy (including hospitality and retail)
• digital
• creative industries
• construction (including green)
• health and social care
• life sciences. 

Providers must work closely with employers to co-design provision that reflects current and future skills needs.

The fund will prioritise Londoners who are under-represented in these sectors, or face barriers to work. This includes those on low incomes; those who are out of work; young people; disabled adults; older learners; and those without Level 2 qualifications. Up to 35 per cent of vocational delivery can be used for wraparound support such as employability, English, ESOL, maths and digital skills.

The programme aims to create more joined-up routes into good work by bringing together training, employment and employer engagement. It is part of a wider effort to make London’s economy more inclusive, resilient and responsive to change.

The NLCF offers a large and varied funding programme. There are no eligibility requirements for the beneficiaries of projects. Individual organisations may, however, introduce additional restrictions based on local and organisational priorities. The NLCF is one of 12 distributors of money raised by the National Lottery in the UK. In England, these organisations also include Arts Council England, the National Lottery Heritage Fund, UK Sport and the British Film Institute. 

The FSF, available through the DWP, is a discretionary fund, supporting work coaches with extra costs associated with getting into work. Service users do not have automatic right to access this funding. Customers need to be claiming a qualifying benefit such as Universal Credit, Jobseeker’s Allowance, Income Support, Employment and Support Allowance, Carer’s Allowance or Pension Credit. Jobcentre Plus (JCP) users may be able to get support from JCP to help prepare for, find and stay in work. This support includes training; guidance and work placement programmes; work experience; volunteering and job trialling schemes; help with starting their own business; help combining work with looking after children, or caring responsibilities; or extra help for specific problems.

The payment amount is circumstance-dependent; it cannot be used to fund activity that is already funded by another funding source. To apply for the fund, service users must approach their work coach and tell them what they need the payment for; and provide evidence that they cannot pay for it themselves without the fund. In some regions, the FSF has been used to cater for groups of learners with similar ESOL needs, including intensive ESOL provision, where suitable provision was unavailable locally. Furthermore, the FSF has been used to fund UK National Information CentreReference:122 Statements of ComparabilityReference:123  for adults who are seeking employment and have overseas qualifications. 

In summer 2025, World Jewish Relief was awarded the contractReference:124 to deliver MHCLG’s ESOL and Employment Programme.Reference:125 The programme aims to support up to 4,000 eligible Hong Kong and Ukrainian adults living in England, offering free support to help individuals enhance their job skills, prepare for future employment, and improve their English-language skills. English-language provision is delivered online, in partnership with the British Council; and is available from E1 (CEFR level A1) to L1 (CEFR level B2). Courses began in October 2025.Reference:126 The programme is due to run for 12 months, with the possibility of extension.Reference:127  

To be eligible for the programme, learners must be: 

• at least 18
• resident in London
• either unemployed or under-employed
• looking for a job or a better job
• able to commit to the full duration of their course
• in the UK on: 
  • the Homes for Ukraine Sponsorship scheme
  • the Ukraine Family scheme
  • the Ukraine Extension scheme
  • the Ukraine Permission Extension scheme 
  • a Hong Kong BN(O) visa. 

In summer 2025, MHCLG distributed, through SMPs across the UK, funding for its English Language Integration Programme. The programme’s purpose is to improve access and outcomes for those resettled in the UK via: 

• the Homes for Ukraine Sponsorship scheme
• the Ukraine Extension Scheme
• the Ukraine Permission Extension Scheme
• the Ukraine Family Scheme
• the Hong Kong BN(O) Scheme
• the ARP
• the UKRSReference:128  
• the Mandate Resettlement Scheme. 

It will run for one financial year, ending on 31 March 2026. In London, fundingReference:129 has been awarded to the following local authority ASF providers:Reference:130  

• Brent
• Croydon
• Ealing
• Haringey
• Harrow
• Newham
• Waltham Forest. 

Funding will support the delivery of community-based English learning opportunities, such as conversation clubs, peer learning groups, volunteer-led sessions and non-accredited ESOL provision. 

Local authorities engaged in resettling families arriving via the UKRS and ARP are fundedReference:132 to provide support with accommodation, health, education, ESOL and welcome. The schemes are similar, but there are some key differences. 

UKRS funding to local authorities per adult (known as tariff funding) is £20,520, claimed over five years. People on the UKRS also benefit from dedicated ESOL funding: £850 per adult (aged 18 or over)Reference:133 is ring-fenced for ESOL provision; this must be claimed within 12 months of the adult’s arrival. The £850 funding must be claimed by local authorities directly from the Home Office using form ‘Annex A’; this is emailed to local authority refugee resettlement coordinators, with instructions, once an eligible family is allocated. ‘ESOL’ should be entered into column O of the Annex; the standard tariff of £850 should be entered into in column P, against each refugee claiming the funding.

The package of support agreed for those on the ARP (and its predecessor schemes) includes accommodation, health, education, ESOL and welcome, as well as integration support costs for three years. ARP funding, per adult, is £24,110 as of 1 March 2025;Reference:134 this is paid over three years. The funding is for local authorities to support families on the Afghan schemes resettled in their borough, and those in transitional accommodation.Reference:135  The tariff also supports households placed in temporary accommodation by local authorities, where homelessness duties have been accepted following a homelessness presentation by the household (after they have stayed in transitional accommodation provided by the government). Adults arriving via the ARP no longer benefit from ring-fenced ESOL funding.Reference:136 

For both the UKRS and the ARP, funding is not ring-fenced after year one. It can, at the local authority’s discretion, be used to fund ESOL provision to help adults reach self-sufficiency. English-language training funded via the UKRSReference:137 and the ARPReference:138 aims to help adults achieve a level of proficiency so they can function in their everyday life. It also promotes integration; and supports adult refugees on their journey towards self-sufficiency, including being able to access services and/or join the workforce.Reference:Reference:137 The provision can be formal or informal according to the adult’s needs, as identified in the Initial Assessment. Funding instructions for both streams outline the following expectations: 

• an initial assessment must be carried out by a qualified ESOL tutor at the earliest opportunity
• the adult should be made aware of their assessment level
• the assessment must establish whether formalReference:139 or informalReference:140 ESOL provision, or both, would best suit the adult’s needs.

Where it is established that formal ESOL is most appropriate, the following should apply: 

• ESOL provision must be made available within one month of arrival, unless exceptional circumstances prevent this
• at least eight hours of provision per week should be offered 
• ESOL provision should be available to the learner for at least 12 months, or until the learner achieves E3 – whichever is sooner
• at a minimum, the adult must have access to conversational English-language provision.

The initial assessment may find that informal ESOL provision is the most appropriate option – due to, for example, the adult having basic literacy needs, or finding the formal learning environment a barrier to access. In this case:

• the learner should be encouraged to access formal ESOL provision in the future, so they can gain qualifications that are often necessary to access secure employment, further study or training
• at a minimum, the adult must have access to conversational English-language provision.

The available funding can be used in the following ways:

• filling the gap between a learner’s arrival and the start of their substantive ESOL course (ASF or other)
• topping up their substantive (ASF or other) ESOL course to the minimum requirement of eight hours per week (where accredited provision is assessed as being suitable for the learner)
• extending the substantive (ASF or other) course to the required 12 months, where traditional courses run for the 10-month academic year
• commissioning ESOL provision where no suitable provision is available – for example, basic literacy for adults who lack literacy in any language; evening and/or weekend ESOL provision; informal ESOL provision; ESOL provision in a community venue where the formal learning environment is a barrier to access 
• commissioning extra provision, e.g., online learning or resources
• for advanced English speakers, funding English-language-related courses and qualifications that will facilitate entry to employment further or higher education or employment (for example, IELTS, OET or intensive ESOL).

The list is not exhaustive. It is expected that year one funding, and any subsequent funding, will be used alongside the adult’s entitlements to other funding streams, including the ASF. Partnerships between local authorities, and formal and informal ESOL providers, are encouraged – this is essential to ensure the learner can access suitable progression routes and related opportunities. 

Please also see ESOL for under-19s.

Community sponsorship groups are expected to have at least £9,000 available to support each resettled family.Reference:141 Community sponsorship leads can claim additional funding to support English-language provision for adult refugees: £850 of ring-fenced ESOL funding can be claimed for each resettled adult aged 19 or over (as well as those who reach this age within 12 months of arrival).Reference:142  

The £850 funding must be claimed by community sponsorship leads directly from the Home Office. Instructions are shared once an eligible family is allocated to the group.

The Home Office have the following expectations: 

• English-language tuition must be arranged within one month of the adult’s arrival
• the ESOL provision must be formal
• regular informal, conversational English-language tuition must be offered to supplement formal tuition 
• progress must be monitored; the adult is expected to progress to the full level, in all four skills,Reference:143 within the academic year
• adults must be given the opportunity to gain a qualification at the appropriate level.

Please also see ESOL for under-19s.

Government funding for the Communities for Afghans Scheme is split between MHCLG and Citizens UK, according to their responsibilities. Local authorities receive a tariff per eligible person; their responsibilities include the English-language outcomes.Reference:144 The funding is for families resettled in the given borough. Tariff funding for individuals who arrived in Phase 1Reference:145 of the scheme is £15,920 over the three years; for those who arrived in Phase 2,Reference:146 it is £14,000 over the three years. 

The ESOL tariff grant – a one-off payment of £850 per eligible adult – intends to support access to English-language provision, to help adults achieve economic self-sufficiency and integrate into UK society. Councils may use the funding as they see fit; however, the guidance includes some suggestions for using the funding:

• An initial assessment of the adult’s English-language proficiency and training needs should be undertaken at the earliest opportunity.
• Where formal language training is deemed appropriate, at least eight hours of ESOL training per week should be available to the learner, within one month of their arrival; and should continue for at least 12 months, or until the learner achieves E3 – whichever is sooner.
• Commission tailored, formal provision – including advanced classes and preparation for sector-specific English-language proficiency tests, enabling access to employment, or further or higher education. 
• Support the development of ESOL infrastructure, such as teacher training, renting classroom space or buying equipment. 
• Tackling accessibility barriers (such as lack of transport, and caring responsibilities) by, for example, commissioning provision in the evening, at weekends or online. 
• Informal language training where this considered the most appropriate option – because, for example, the learner has basic literacy needs.

Please also see ESOL for under-19s.

People on the Hong Kong BN(O) Scheme are expected to be self-sufficient and have NRPF on arrival. Where there is exceptional need, they may apply to have this condition removed to access welfare support. MHCLG provides demand-led destitution funding (England only)Reference:147 for people on the scheme who are destitute or at risk of destitution. Local authorities can claim funding of up to £2,720 per BN(O) household. It is up to each local authority to decide what assistance can be provided to people on the scheme and their families. Demand-led ESOL funding is also available at a rate of £850Reference:148 per adult, per financial year, for people on the Hong Kong BN(O) Scheme who have been resident in the UK for less than three years.Reference:149 The demand-led ESOL funding is due to be withdrawn in March 2026.Reference:Reference:147 In London, take-up of the funding has been low; only seven local authorities have claimed the funding available since 2021. 

Adults arriving via the Hong Kong BN(O) Scheme can access, via local authority leads (including adult education departments), £850 per adult to support their English-language needs (including ESOL-related childcare and digital costs). Alongside eligibility to ASF-funded provision, they can also access all activities funded by the national and regional voluntary, community and social enterprise (VCSE) funding from MHCLG; and all activities funded by the Hong Kong Welcome Programme more generally. These activities have sometimes included informal English-language provision.Reference:150 

Funding for adults arriving via the Hong Kong BN(O) Scheme aims to help adults improve their English-language skills and confidence. Funding can only be claimed by local authorities, including adult and community learning services within the council, via the MHCLG’s dedicated DELTA system.Reference:151 Payments to local authorities for Hong Kong BN(O) support are made every quarter, retrospectively. 

There are no requirements as to the number of hours, duration or type of provision offered to people on the Hong Kong BN(O) Scheme when using the £850 ESOL available. It is assumed the local authority is best placed to decide which provision type is most suitable for the adults they are supporting. However, funding (up to £850 per adult) can only be claimed once per individual, per financial year, upon course completion. For those on the Hong Kong BN(O) Scheme, funding is only available for their first three years in the UK. Therefore, when planning ESOL provision for learners, its duration and intensity should use the maximum funding available, where this is of benefit to the learner. 

In addition to this funding, VCSEs are being supported through national and regional grant schemes to bolster community-led activities that may include English-language support. English-language training may be formal or informal, accredited or non-accredited. English-language training – which embeds other skills such as literacy, ICT, numeracy and/or social integration activities – is also fundable, as are IELTS and OET preparation courses, excluding examination fees, provided the primary focus is English-language (speaking and listening) development. Funding can cover related administrative costs, childcare and digital access costs, up to £850 per adult. Local authorities may sub-contract or commission delivery of English-language training where this will likely improve engagement and outcomes for Hongkongers.

To ensure that the funding can support as many Hongkongers as possible, the £850 per adult can only be claimed by the local authority where the adult resides. However, exceptions may be made on a case-by-case basis; local authorities are advised to get in touch with their regional Hong Kong Hub where they believe this requirement is a barrier to access.

Please also see ESOL for under-19s.

Local authorities can access funding to support the integration of those arriving via the Homes for Ukraine Sponsorship Scheme.Reference:152 The funding is £5,900 per person when they arrive in the UK.Reference:153 It is not ring-fenced; and the government has confirmed that it can be used to provide education and skills support including ESOL. MHCLG has produced guidance for local authorities on providing ESOL and other training to adults,Reference:154 citing the lack of English as the ‘main barrier to employment and integration’.Reference:Reference:154 Local authorities are strongly encouraged to procure alternatives to existing provision – including courses run to more intensive timeframes, at different times, to be accessible to a wider range of people. This approach considers barriers to access, including location and childcare needs. Only Ukrainians on the Homes for Ukraine Sponsorship Scheme benefit from tariff funding. However, Ukrainians on all four schemes are eligible for ASF in London.

Please also see ESOL for under-19s.

Before adults arrive via the UKRS or the ARP, the Home Office may be able to indicate whether they have English-language needs. Where ESOL will likely be required, some local mapping work of formal and informal ESOL providers may be useful. It is worth checking such a local-mapping resource does not already exist – this can be done by consulting ESOL advice services or networks;Reference:155  the local authority adult-learning service; employment support services; and any other departments or colleagues who work in adult education or with migrant Londoners. The GLA hosts maps of all ASF providers, and all known non-ASF providers, in London.Reference:156  

It is good practice to approach one provider at a time. This will prevent multiple places being held for one person, which would bar other learners’ access. It will also reduce the number of times a learner will be asked to sit for an initial assessment, which can be stressful. You can usually find useful information about each provider’s process on their website. It is worth bearing in mind that the initial assessment is not always where the learner’s class will be held. Many providers, particularly formal ones, will also run provision in outreach venues.

Larger providers (usually formal ones) will normally run a range of ESOL courses in the daytime and the evening; they can usually offer more hours per week than smaller providers. Smaller providers tend to have fewer options related to time of day, level and location. Availability of the offer will vary depending on different factors – including when in the academic year the application is made. Many providers have two intakes a year: in term one (starting in September) and term two (starting in January), subject to spaces being available. Informal providers can often be more flexible and enrol through all three terms (starting in September, January and April). Most providers are closed over the August summer holiday, and many run classes during the local term timeReference:157 only.

You can speed up the process by arranging an ESOL initial assessment date, with a single formal ESOL provider or advice service, ahead of a family’s arrival. In this situation, it can be more efficient to communicate directly with the ESOL curriculum manager or head of service, rather than general enrolment. 

Most providers cannot give details on course days, times and locations until the potential learner has completed an initial assessment has been completed with the potential learner (unless they offer very informal, mixed-level provision). This is because the range of options depends entirely on the learner’s needs, established at the assessment. Informal providers may be able to provide a list of informal ESOL options ahead of the family’s arrival.

There are a limited number of ESOL SPOCs and advice servicesReference:158 in London. Where available, they are a useful first port of call when supporting families to access suitable English-language provision. ESOL advice services usually provide an initial assessment of a learner’s proficiency levels and needs (such as childcare), and work in partnership with the full range of local ESOL providers to find them a suitable course. Some can also support with commissioning dedicated ESOL provision, or securing qualified ESOL tutors, for one-to-one tuition. SPOCs are also often a good source of data on demand for local ESOL provision – this can be useful when considering a commission. The service offered will vary depending on the model,Reference:159 but is usually free of charge. 

In some local areas, digital or paper directories or maps list all the available providers in the given area.Reference:Reference:158  

Some London boroughs have ESOL networks.Reference:160 These are usually made up of organisations and individuals supporting people with English-language needs. They may include formal and informal ESOL providers; VCSE organisations working with people seeking asylum, refugees and migrants; and representatives from statutory bodies, including the local authority and the local Clinical Commissioning Group.

The purpose of these groups can vary depending on the make-up. However, they generally work together strategically to alleviate challenges faced by people with English-language needs, when trying to settle in the UK. This work includes increasing access to ESOL provision. Networks can also bring operational benefits (for example, co-location, co-design, common data collection frameworks, data sharing, sharing good practice and resources, and other cooperation) that improve the outcomes and experiences of people with English-language needs in a given area. ESOL networks are often a good source of information on local ESOL provision, particularly where there are no ESOL SPOCs. Member organisations that support resettled refugees can ensure they capture their experiences, and use this inform any local strategic approach to ESOL.

As a first step in ensuring the individuals you support can access suitable ESOL provision, have a conversation with the individual, in their own language, about their preferences. These can then be relayed to the assessor on their behalf, if needed. A learner may prefer to attend a men-only or women-only class; or want to avoid classes that fall on a Friday afternoon, due to Friday prayers or the Sabbath. They may want to start with an intensive course or a few hours a week; or learn English alongside working. For individuals with childcare needs, they may have preferences about whether their child attends a crèche on-site or off-site; or they may want to attend a class while their child is at school or nursery. It is not always possible for an ESOL provider to cater for all preferences; some preferences may reduce the options available to the learner overall. A learner’s position on the importance of each preference may also change over time. It is useful to have an overview of the individual’s other commitments and their existing schedule – for example, school run duties, DWP appointments, medical appointments and caring responsibilities.

The next stage is to arrange for the adult to attend an initial assessment with a single formal ESOL provider, or a qualified ESOL tutor. Unless engaging a qualified tutor directly, the initial assessment will normally occur face-to-face, at one of the provider’s venues. The adult may need to be accompanied or supported with the travel route, if they are unfamiliar with the area and/or public transport. Accompanying the adult may also help with any anxiety that arises from navigating this system; and ensures that both the learner and the ESOL provider understand arrangements and next steps. Some providers may offer bespoke, on-site initial assessment for groups of learners. An initial assessment will involve establishing an individual’s speaking, listening, reading and writing levels; and key information that impacts on their ability to attend classes (such as their physical and mental health needs, childcare needs and availability).

The assessment of all four skills (speaking, listening, reading and writing) usually takes place in the same sitting. At the end, the assessor can share the learner’s ESOL level with them and anyone accompanying them. There will be a level for each skill; and an overall level that decides which course best suits them. This usually takes into account their prior education and transferrable study skills. An assessment will also be made about the learner’s readiness for an accredited or non-accredited course; and the most appropriate intensity of provision (i.e., the number of hours per week). Please also refer to the chapter on ESOL terms.

Once the individual’s ESOL levels are known, the provider will outline their options. If these are not suitable or immediately available, refugee resettlement coordinators, and education leads at community sponsorship groups can contact other local ESOL providers to check whether they have vacancies that match the learner’s level, and accommodate their needs. The learner will likely be asked to do another initial assessment, once available provision is found. However, this approach means they are less likely to sit these assessments and then be told there are no vacancies at the required level or time of day.

It is helpful to have an interpreter on hand for learners with very emerging levels of English. This will help them gather essential information – including crèche needs, availability, contact information, etc. Where an interpreter is accompanying the adult, they may be asked to leave the room while the tutor ascertains the learner’s level. This is because having assistance can sometimes inhibit adults from communicating. The approach will vary between providers, and additional time may be required for the appointment – so check in advance, where possible.

A limited number of providers, usually colleges, will be able to offer eight or more hours per week (as per Home Office requirements) for some resettled adults; others will offer much fewer. Most providers in London run two sessions per week, each one lasting two or two-and-a-half hours (meaning typical provision is four or five hours per week). Where a learner is identified as being suitable for formal, accredited provision, it may be necessary to enrol adults on more than one course to make up the required number of hours. The total number of hours may be made up to the requirement with formal and informal courses; and/or tuition in a small group or one-to-one. What is possible likely depends on how close the different providers are to each other, the adult’s availability, whether they can travel and navigate independently, etc. 

Generally, enrolling adults on two or more courses funded by the same stream is not permitted; this is referred to as double or duplicate funding. However, the provider will usually ask the necessary questions, if there are restrictions.

If a suitable ESOL course is identified at initial assessment, enrolment can usually take place on the same day. However, this will depend on whether the organisation is carrying out the assessment to fill its own classes; or a third-party organisation is supporting recruitment for a course. At enrolment, depending on how the course is funded, the person may need to bring evidence of their immigration status and income-based benefits; or, if they are working, evidence of their income. The provider will normally outline, before the assessment, what information the learner will need to provide; this usually depends on the funding stream’s requirements. Some providers accept self-declarations.

Should there be a gap between the initial assessment and the start of the course, the provider may be able to signpost the adult to local voluntary-sector organisations for conversation clubs, online resources or other informal provision while they wait.

If a learner joins a course with a formal provider, at the end of their course or the academic year, they will normally be offered a course to move to in the following term or academic year. This may be the next level of ESOL; an accredited version of the course they have been doing; or another adult learning course. Where this course is shorter, or if appropriate progression opportunities are not available, it may be necessary to find an alternative provider. It is important to enquire about progression for the learner before the term ends, so that there is time to make alternative arrangements. Gaps in learning –particularly for more than a few weeks, and where the learner does not regularly use English outside the classroom – can diminish gains and confidence. The provider may be able to carry out a new assessment of the adult’s levels, to help them find progression routes; or signpost to alternative options. Where a learner is progressing out of ESOL to further learning or training funded by the ASF, the transition should be smooth. However, where they are progressing onto learning funded by another funding stream, it is necessary to ascertain whether the adult is eligible under the relevant funding rules. The provider can do this, but must leave enough time to look for alternative options, if required, to prevent gaps in learning.Reference:161 

The individual may need to be accompanied to the initial assessment; and, if the ESOL course is somewhere different, to their first few classes if they are unfamiliar with the area or public transport. ASF providers can use their Learner Support allocation to help students with travel expenses.

Universal Credit claimants may be entitled to travel discounts through the FSF for mandatory provision, where such costs are not met by the provider; or for approved non-contracted provision, where this is previously agreed with DWP staff. A 50 per cent discount is also available to those receiving Jobseeker’s Allowance, Universal Credit, Incapacity Benefit, Employment Support Allowance or Income Support, if they have been unemployed for a certain period.Reference:162  

Both online and face-to-face ESOL provision usually requires some access to digital devices. Many tutors use smartphones and apps such as WhatsApp, MS Teams and Zoom to communicate with learners in between lessons. Support in terms of access to devices and Wi-Fi, and one-to-one tutorials on how to use devices, apps and platforms (e.g., VLEs), may be required. Please see previous chapter on the ASF in London for information on Learner Support, which can be used to help learners access online learning. 

There is a statutory requirementReference:163 for learning providers to offer assessments, and related resources, to ensure reasonable adjustments are made to identify and accommodate people with SEND (including dyslexia). ASF providers should draw on Learning SupportReference:164 for this purpose. Please note, Learning Support is different from Learner Support. All ASF providers can access Learning Support to help them make reasonable adjustments to cater for learners with SEND. 

The Access for AllReference:165 curriculum has guidance for literacy, language and numeracy practitioners on how to make learning inclusive of people who are DeafReference:166 or partially hearing; people who are blind or partially sighted; people who have mental health problems; people with dyslexia and related difficulties; people with physical disabilities; people with learning difficulties; and people with autistic spectrum disorders. 

Where provision is not ASF-funded, or the full cost of necessary resources and support cannot be provided through existing funding for adults arriving via UKRS or ARP, a request for exceptional costs may be made to the Home Office. It is essential to secure prior agreement before incurring any costs. The team can be reached at: [email protected].

It is advisable to map existing local provision, and liaise with local formal and informal adult learning providers, before commissioning. This will avoid duplicated funding; and maximise opportunities for learners and value for money. Working with existing providers can be particularly cost-effective where several resettled families do not arrive at one time, and where pooling funding is not an option. It can also offer the following opportunities:

• Some providers will have unspent funding that can be used to give individuals the required hours of ESOL learning; or to provide eligible groups bespoke learning. This means more funding can be used on extra opportunities to learn English. 
• Other providers will have vacancies in existing classes that can be ‘topped up’ at cost, or at no cost. For adults arriving via the resettlement schemes, this presents a valuable opportunity to connect with people from a range of backgrounds
• Adults will likely be able to access progression routes from one ESOL level to the next across years, and across other learning opportunities (including maths, ICT, and extra-curricular activities and resources). Some providers will be able to offer a certain number of hours at no cost; and to provide additional hours to reach the required eight hours at cost (where formal ESOL is deemed appropriate for the learner), funded by the additional dedicated funding. Timetabling is generally easier where all learning occurs at the same institution.
• Alternatively, where provision must be commissioned, existing providers may be able to recommend work schemes; and/or qualified tutors with a required specialism (such as ESOL basic literacy), who can be either employed directly or funded through the organisation.

Commissioning ESOL provision may be appropriate in the following circumstances:

• where adults arrive outside traditional enrolment periods, and could not otherwise access any ESOL within one month of arrival
• where there are no vacancies in any existing ESOL provision
• where there is no suitable provision available – for example, evening and weekend classes, or courses within an acceptable distance
• to top up provision to eight hours, where this is required
• to provide additional supplementary support to adults – including, for example, online resources
• where the individual’s needs are not easily accommodated by existing provision.

It is also important to gauge the potential learners’ interests and needs before commissioning. This will ensure the provision meets the cohort’s needs in terms of content, location and times. The type of provision commissioned may include social integration projects, such as conversation groups or other informal activities; or specific interventions such as literacy support for new readers and writers, or language training to support access to employment, FE or higher education. 

The local authority’s procurement team and ESOL department may be able to provide information on current suppliers, and the organisation’s procurement process. It is important to include, in the invitation to tender/specification, options for progression for adults at the end of the given course onto further learning, volunteering or employment dependent on their needs and preferences. The tender/specification should also include an overall evaluation of the programme.

It is worth planning ahead for tutor and other costs. The next section has advice on employing one or more tutors directly, whether for one-to-one or group tuition. Note that commissioning a formal provider, rather than independent tutors, can be more costly due to the commissioned organisation’s extra on-costs and overhead expenditure. However, these can vary significantly between providers. The following section provides information on indicative costs.

ESOL funding for an identifiable group of individuals on the UKRS or the ARP, who arrive in a local authority around the same time, can be pooled locally or sub-regionally. Pooled funding can be used to commission bespoke provision; hire a tutor for a small group or individual tuition; or hire a coordinator of volunteer teachers. The best use of pooled funding depends on what is most appropriate for the group of adults. It must benefit the adult it is intended to support.

Tariff funding to local authorities, for adults arriving via the UKRS and ARP, permits other (non-resettlement) adultsReference:167 to benefit from any additional provision procured as a result of tariff funding,Reference:168 where this would aid resettled adults’ English-language development, or improve their access to mainstream provision. For example, a bespoke course or conversation club for resettled adults, funded by the bespoke ESOL funding for resettled communities, can also be open to other community members who have English-language needs.

Online provision should be considered where funding is being pooled across a wide area – for example, to cater for learners with mobility difficulties; or where, to gather enough learners for a particular type of course, it is offered to people across local boundaries.

Pooling is permitted under the UKRS, the ARP, the Community Sponsorship Scheme, the Communities for Afghans Scheme, the Hong Kong BN(O) Scheme and the Homes for Ukraine Sponsorship Scheme. 

Sub-contracting involves any element of the training being funded by a separate legal entity. Sub-contracting for the procurement of ESOL is permitted in the case of the UKRS, the ARP, the Community Sponsorship Scheme, the Communities for Afghans Scheme, the Hong Kong BN(O) Scheme, and Homes for Ukraine Sponsorship Scheme.

The ASF currently fundsReference:169 each learner at the following standard base rate for accredited ESOL:

• speaking and listening: £720 funding, 120 GLH 
• reading: £360 funding, 60 GLH 
• writing: £540 funding, 90 GLH 
• full mode E1-L2: £1,620 funding, 270 GLH.

The standard base funding rate, per learner, includes tutor costs, on-costs, tutor preparation time, rent, management and all the organisation’s related teaching costs. GLH indicates how many teaching hours, on average, a provider will likely need to enable a learner to complete a course. 

Hiring a private tutor may be an option where none of the local provision is accessible or suitable for the adult; or where they have additional needs, such as basic literacy, that require further attention. If planning for private tuition, it is advisable to design the programme ahead of the commissioning process. This includes the necessary learning objectives, timescales and resources, as well as learner needs such as childcare. Local ESOL providers may be able to advise on current tutor rates, qualifications,Reference:170 job descriptions for the role, and how to evaluate learner progress. One-to-one tuition can be provided at home or at another preferred location. Tutors should be DBS-checked.Reference:171 

Classes for groups increase opportunities for social interaction, English-language practice, and social connections/friendships in a way one-to-one and online tuition do not. Where possible, it is encouraged that sessions are arranged for groups of adults from different families across resettlement schemes, where funding can be pooled for identifiable individuals.

Infrastructure funding refers to activity that improves access to ESOL for resettled adults. This could include training new ESOL teachers;Reference:172 buying teaching equipment and resources; and renting classroom space. Funding should be used for infrastructure and capacity building only where it is necessary. It is advisable to liaise with local providers before proceeding, to ensure there is a gap in the local offer. If a lack of available ESOL provision is established, up to 25 per cent may be allocated to co-fund the infrastructure improvement with local providers, especially if the intervention relates to teacher training.

Infrastructure funding is explicitly permitted under the UKRS, the ARP, the Community Sponsorship Scheme and the Communities for Afghans Scheme. Where there is a lack of accessible ESOL provision, and a group of adults for whom funding for ESOL can be pooled, local authorities my use up to 25 per centReference:173 of the pooled tariff funding available to themReference:174 to improve ESOL infrastructure. The aim is to improve access for, and participation from, the families for whom the funding is intended.

Demand-led ESOL funding for people on the Hong Kong BN(O) Scheme cannot be used for developing ESOL infrastructure. 

For more established English-language speakers,Reference:175 consideration should be given to English-language courses and qualifications that will facilitate entry to further or higher education or employment – for example, IELTS or OET for medical professionals.

Using available funding to procure sector specific English-language qualifications and courses is permitted under the UKRS, the ARP, the Community Sponsorship Scheme, The Communities for Afghans scheme, the Hong Kong BN(O) scheme, and the Homes for Ukraine Sponsorship Scheme. 

JCP funding through Working Tax Credit,Reference:179 or FSF, can be used for different forms of childcare. The FSF is a non-recoverable discretionary fund that JCP staff can use to purchase goods or services to supplement mainstream services, and tailor support to the needs of individuals and the local area. The FSF can be used to pay for childcare costs for eligible claimants, where they are performing an activity that brings them closer to the labour market. This includes claimants attending mandatory provision where such costs are not met by the provider, including ESOL courses. 

The National Funding Formula (NFF) is used to allocate funding from the DfE to local authorities.Reference:188 The formula includes 15 allowable funding factors, including EAL or the ‘EAL factor’. For each primary and secondary school pupil whose first language (as identified in the previous October’s school census)Reference:189 is not English, funding is allocated for their first three years in the statutory school system.Reference:190 This funding equates to £595 per eligible primary pupil,Reference:191 and £1,595 per eligible secondary pupil,Reference:192 in 2025-26.Reference:193 The funding allocations to individual primary and secondary schools are determined by the local authority’s local formula.Reference:194  

Schools receive Pupil Premium funding for students from socio-economically disadvantaged backgrounds (i.e., children from households that have received income-based free school meals at any point in the last six years, or children who have been in state or local authority care).Reference:195 Some pupils who have EAL needs may qualify for the Pupil Premium. This funding is not, however, specifically targeted at EAL pupils; and is not a personal budget for individual pupils who meet the funding criteria. Schools may spend the funding in a way that benefits children more widely. Although EAL is not specifically mentioned, schools have the flexibility to use Pupil Premium funding to support pupils’ language development needs. The government’s ‘menu of approaches’Reference:196 includes a range of example activities, including:

• recruitment and retention of teaching staff
• targeted interventions to support language development, literacy and maths
• teaching assistant deployment and interventions
• one-to-one and small-group tuition
• extended school time, including summer schools
• communicating with and supporting parents.

Schools must publish a statement on their website describing how they use their Pupil Premium budget; and how this impacts the attainment of disadvantaged pupils.Reference:Reference:195 Schools can draw on their overall funding to support the language needs of children from reception up to age 16. This includes any funding that the school receives through the EAL factor within the NFF. Neither Pupil Premium, nor funding via the NFF EAL factor, are an entitlement for individual pupils; and schools are not required to spend all their allocated grant on eligible pupils. This means the provision and quality of EAL support in schools can vary. 

Unaccompanied Asylum-Seeking Children (UASC) 
 
UASC have the same educational entitlements as children in care.Reference:197 Virtual school heads (i.e. the local authority officers in charge of promoting the educational achievement of all children in care) are responsible for managing both Early Years Pupil Premium funding,Reference:198 and Pupil Premium funding, for the children they support.Reference:199 Funding per child, per year, is £2,300; and virtual school heads can decide whether to pass on the full amount, or more or less than this, to the school or early years provider. Funding may be pooled to benefit all the local authority’s children in care. Activities can include, for example, funding teacher training, which helps teachers provide better support to children in care; or running an activity for the local authority’s children in care.Reference:Reference:199 
 
UKRS

Education funding for the children of those on the UKRS is available to local authorities for additional education-related costs. This equates to, in year one, £2,250 per child aged between three and four; and £4,500 for children aged between five and 18.Reference:200 

Community Sponsorship Scheme

Children arriving via the Community Sponsorship Scheme attract funding for education at the following rate in year one: £2,250 per child aged between three and four in year one; and £4,500 for children aged between five and 18.Reference:Reference:200 

ARP

Tariff funding to local authorities for children arriving via the ARP is paid at a rate of £2,965 for children aged 3 to 4 years old, and £5,130 for children aged 5 to 18 years old in year one.Reference:201  

Communities for Afghans Scheme 

Tariff funding to local authoritiesReference:202 for children arriving via the Communities for Afghans Scheme is paid at the following rate in year one: £2,250 per child aged between 3 and 4 and £4,500 per child aged between five and 18.Reference:203  

In the case of children arriving via the UKRS,Reference:204 the ARPReference:Reference:201 or the Community Sponsorship Scheme,Reference:Reference:204 where there are compelling circumstances, local authorities may request extra funding, for educational purposes, for children aged 18 or under, and who are in full-time education. Such requests are considered on a case-by-case basis, as an exceptional cost. Payments will be made based on the refugee’s age on arrival in the UK. 

In all cases, local authorities are reminded, in the funding instructions, of their statutory duty to ensure education places are available for school-age children in state-funded establishments. They are also responsible for ensuring that the appropriate level of funding is paid to education institutions that accept resettled children from the relevant age groups. Furthermore, although there is no dedicated funding for education from year one, tariff funding can be used to provide additional educational support to children as well as adults. The funding available may be used to provide additional EAL support in schools, where the mainstream funding entitlement has been fully claimed but is insufficient, or not invested in a way that caters for the child’s EAL needs. 
 
Hong Kong BN(O) Scheme

No additional funding has been provided for the educational needs of children arriving via the Hong Kong BN(O) Scheme. The MHCLG has provided the following guidance in relation to funding for children in their guidance for local authorities:Reference:205  
 
“Where a school age child requires English language support, this will be provided by schools. Funding will come through the National Funding Formula (NFF) for schools, which includes an English as an additional language (EAL) component. The EAL factor applies to state-funded schools in England. Additional funding is allocated for pupils who are recorded in the school census as having entered state education in England during the last 3 years, and whose first language is not English. This equates to an additional £590 per eligible primary pupil and £1,585 per eligible secondary pupil in 2024-25 (rising to £595 per eligible primary pupil and £1,595 per secondary pupil in 2025-26). The NFF will distribute a total of £538 million through the EAL factor in the 2025-26 financial year. Schools have flexibility over how they use their overall funding to support EAL pupils in developing proficiency in English, as they are best placed to understand and respond to the specific needs of their pupils.”
 
Homes for Ukraine Sponsorship Scheme 

Between March 2022 and March 2023, local authorities received separate funding for education and childcare for families arriving via the Homes for Ukraine Sponsorship Scheme.Reference:206 However, this funding has since been withdrawn and no additional funding is available beyond the £5,900 per guest.Reference:207 However, for eligible minors, i.e. Ukrainian children under 18 living in the UK without a parent or legal guardian, the funding available for councilsReference:208 includes a yearly tariff of £10,500 for the first year, and £6,100 for the second and third years of an unaccompanied minor’s stay.Reference:209 The funding is intended to support local authorities in carrying out a range of functions including the provision of education and community integration.Reference:210 

FE for young people aged 16 to 19Reference:211 is funded directly by the DfE. The DfE funds sixth-form colleges, FE colleges, sixth forms in schools and academies, special schools and academies, independent learning providers, local authorities, special post-16 institutions, and some higher education institutions to deliver 16-19 provision.Reference:212 Eligibility for funding is outlined in the DfE’s funding rules for 16-19 provision.Reference:213  

Eligible students are fully funded and should not be charged fees. Many FE and sixth-form colleges offer programmes including ESOL, maths, digital skills and, in some cases, extracurricular activities. Providers are given the following instructions when confirming eligibility for funding: 

“Most students will simply need to confirm on their post-16 enrolment form they have legally lived in the UK for the 3 previous years. For the small number of eligible students who do not meet this test, institutions should take steps to satisfy themselves that the student is legally resident in the UK.”Reference:Reference:213 

Among other groups who are not subject to minimum residency requirements,16-19-year-olds seeking asylum – Reference:214 including UASC,Reference:215 young people with settled status,Reference:216 and the dependants of those holding a work visa or student visa – are eligible for funding. They do not have to meet minimum residency requirements. In addition, people with refugee status, humanitarian protection, discretionary leave, exceptional leave to enter or exceptional leave to remain (and their spouses, civil partners and children) are eligible for funding on arrival. 
 
UKRS

Young people arriving in the UK via the UKRS are granted refugee status. As such, they are eligible for funding on arrival under Paragraph 39a of the 16-19 funding rules.Reference:Reference:213 Funding for young people arriving via the UKRS is also available to local authorities for additional education-related costs, in year one, at a rate of £4,500 for children aged between five and 18.Reference:217 

Community Sponsorship Scheme

Like their UKRS counterparts, young people arriving in the UK via the Community Sponsorship Scheme are granted refugee status. As such, they are eligible for funding on arrival under Paragraph 39a of the 16-19 funding rules.Reference:Reference:213 Furthermore, young people arriving via the Community Sponsorship Scheme attract funding for education at the following rate in year one: £4,500 for children aged between five and 18.Reference:Reference:217 

ARP

Young people arriving in the UK via the ARP are granted either Refugee Status or ILR. As such, they are eligible for funding on arrival under Paragraph 39a or 39b of the 16-19 funding rules.Reference:Reference:213 Additionally, tariff funding to local authorities for young people arriving via the UKRS is paid, in year one, at a rate of £5,130 for children aged 5 to 18.Reference:218  

Communities for Afghans Scheme 

Young people arriving in the UK via the Communities for Afghan Scheme are granted either refugee status or ILR. As such, they are eligible for funding on arrival under paragraph 39a or 39b of the 16-19 funding rules.Reference:Reference:213 Additionally, £4,500 per young person aged between 5 and 18 is available to councilsReference:219 in year one.Reference:220  

In the case of young people arriving via the UKRS,Reference:Reference:217 the ARPReference:Reference:218 and the Community Sponsorship Scheme,Reference:Reference:217 where there are compelling circumstances, local authorities may request additional funding, for educational purposes, for children aged 18 or under, and who are in full-time education. Such requests are considered on a case-by-case basis, as an exceptional cost. Payments will be made based on the refugee’s age on arrival in the UK. 

In all cases, local authorities are responsible for ensuring that the appropriate level of funding is paid to education institutions that accept refugees from the relevant age groups. Although there is no dedicated funding for education from year one, tariff funding can be used to provide additional educational support to children and young people as well as adults.
 
Hong Kong BN(O) Scheme

Young people arriving via the Hong Kong BN(O) Scheme are eligible for funding on arrival under Paragraphs 40a and 40c of the 16-19 funding rules.Reference:Reference:213 No additional funding has been provided for the educational needs of young people arriving via the Hong Kong BN(O) Scheme.
 
Homes for Ukraine Sponsorship Scheme 

Between March 2022 and March 2023, local authorities received separate funding for education and childcare for families arriving via the Homes for Ukraine Sponsorship Scheme.Reference:221 This funding has since been withdrawn; no additional funding is available beyond the £5,900 per guest.Reference:222 However, for eligible minors (Ukrainian children under 18, living in the UK without a parent or legal guardian), the funding available for councilsReference:223 includes a yearly tariff of £10,500 for the first year, and £6,100 for the second and third years of an unaccompanied minor’s stay.Reference:224 The funding is intended to support local authorities in carrying out a range of functions, including providing education and community integration.Reference:225

Young people arriving via the Homes for Ukraine Sponsorship Scheme – alongside their counterparts arriving via the Ukraine Family Scheme, the Ukraine Extension Scheme and the Ukraine Permission Extension Scheme – are eligible for funding on arrival under Paragraphs 40a and 40c of the 16-19 funding rules.Reference:226