Alternative to a GCSE-Only Route
A practical pathway where a learner is not currently ready to access or sustain a traditional GCSE programme.
FUNCTIONAL SKILLS FOR SCHOOLS
Functional Skills English & Maths Built Around the Learner
Reconnect Learning provides personalised Functional Skills English and Maths support for schools seeking a flexible qualification pathway for learners who need additional intervention, an alternative to a GCSE-only route or academic continuity within alternative provision.
Support can be delivered 1:1, in suitable small groups, online, at home or within an agreed education setting, with teaching shaped around starting points, SEND needs, confidence and intended progression.
FUNCTIONAL SKILLS AT A GLANCE
Schools may commission support for:
Functional Skills English
Functional Skills Maths
Learners working below GCSE level
SEND, EBSNA and alternative provision learners
Targeted gap-closing intervention
Assessment-readiness and progression planning
Subject
English
Subject
Maths
Delivery
1:1 & Flexible
Inclusion
SEND-Aware
Evidence
Progress Reporting
A PRACTICAL ENGLISH & MATHS PATHWAY
Not every learner reaches success through the same qualification route
Some learners need more time, different teaching, smaller learning steps or a qualification pathway that feels more relevant to everyday life and future progression.
Functional Skills can provide schools with another route for developing English and Maths knowledge while supporting confidence, practical application and preparation for college, training, apprenticeships or employment.
Our Academic Principle
The right pathway should maintain ambition while giving the learner a realistic opportunity to experience progress and demonstrate what they can do.
WHY SCHOOLS COMMISSION FUNCTIONAL SKILLS SUPPORT
A flexible response to different starting points
Targeted Gap Closing
Focused intervention around specific English or Maths skills identified through baseline activity and school information.
Confidence Rebuilding
Manageable learning goals can help learners re-engage after repeated difficulty or loss of academic confidence.
Alternative Provision
Functional Skills can provide academic structure within a wider personalised AP timetable.
Post-16 Preparation
English and Maths support linked to college, training, apprenticeship and employment progression.
Academic Continuity
Continued English and Maths learning during absence, placement gaps, reduced timetables or reintegration.
FUNCTIONAL SKILLS SUBJECT SUPPORT
English, Maths and assessment readiness
Teaching priorities are selected according to the learner's starting point, agreed level, previous learning and intended pathway.
Functional Skills English
Personalised teaching across relevant English skill areas.
Reading comprehension
Purpose, audience and language
Writing structure and organisation
Spelling, punctuation and grammar
Speaking, listening and communication
Functional Skills Maths
Maths teaching with practical application and problem-solving.
Number and calculation
Fractions, decimals and percentages
Ratio and proportional thinking
Measure, shape and space
Data and problem-solving
Assessment Readiness
Preparation where a qualification and assessment pathway has been formally agreed.
Practice tasks and questions
Assessment-style activities
Time management
Revision planning
Assessment confidence and routines
LEARNER PROFILE
Functional Skills support for learners who need a more personalised academic route
Alternative Provision Learners
English and Maths within a personalised alternative provision timetable.
SEND & EHCP Learners
Adapted teaching, pace, communication and access informed by individual needs.
EBSNA Learners
Flexible academic continuity while barriers to attendance are being addressed.
SEMH Learners
Relationship-led teaching with manageable academic demands and clear routines.
Learners Below GCSE Level
A pathway focused on building secure foundations and practical English or Maths.
Post-16 Learners
Support towards future college, training, apprenticeship or employment requirements.
Low Academic Confidence
Learners who have lost confidence following repeated difficulty with English or Maths.
Learners Awaiting Placement
Structured education while another placement or longer-term pathway is identified.
Targeted Intervention
Focused short-term support around particular English or Maths gaps.
STARTING POINTS & LEVELS
The qualification should follow the learner's evidence
Schools may already have assessment information, previous work, qualification history or curriculum data that helps establish an initial starting point.
Where appropriate, baseline activity can help identify strengths, gaps and teaching priorities before a specific qualification level or assessment plan is confirmed.
Planning may consider:
Previous English and Maths attainment
Existing qualification entries or results
Current school assessment information
SEND and access needs
Learner confidence and engagement
Post-16 or progression requirements
Available time before intended assessment
FUNCTIONAL SKILLS INTERVENTION PROCESS
From referral to clear next-step recommendations
1
Refer
Share attainment, learner needs and intended outcomes.
2
Baseline
Review starting points, strengths and gaps.
3
Plan
Agree subject priorities, delivery and review arrangements.
4
Teach
Deliver personalised English or Maths tuition.
5
Review
Evaluate skill development, engagement and readiness.
6
Progress
Agree continued learning, assessment or next pathway.
SCHOOL COMMISSIONING INFORMATION
Clear information supports better academic planning
What Schools Should Provide
Existing academic and learner information helps avoid unnecessary repetition and supports an appropriate starting point.
Reason for referral and intended outcomes
Current English and Maths attainment
Previous assessments and qualification history
SEND, EHCP and access information
Attendance and engagement information
Known progression or qualification deadlines
Safeguarding and risk information
What Is Agreed Before Delivery
The school and Reconnect Learning should understand the scope of teaching and where responsibility for assessment sits.
English, Maths or both subjects
Learning priorities and intended level
Hours and delivery model
Named school contacts
Attendance and absence procedures
Reporting and review frequency
Exam and qualification responsibilities
FLEXIBLE DELIVERY
Functional Skills can fit around different education plans
1:1 Tuition
Focused teaching adapted to the learner's pace, confidence and academic priorities.
Small-Group Intervention
Targeted delivery where learner levels, needs and intended outcomes are compatible.
Online Tuition
Live structured English and Maths tuition where online delivery is suitable.
Home Tuition
Education in an agreed setting where the learner cannot currently access school-based provision.
School-Based Delivery
Teaching within school where timetable, space and arrangements have been agreed.
Alternative Provision
Functional Skills integrated with wider education, mentoring or reintegration support.
QUALIFICATION PLANNING
Teaching and examination arrangements are not automatically the same service
Reconnect Learning can provide Functional Skills teaching, baseline activity, progress monitoring and assessment-readiness support.
Before a learner is described as being entered for a qualification, the awarding organisation, qualification level, approved assessment centre, registration, exam entry and results arrangements must all be confirmed.
RESPONSIBILITIES TO CONFIRM
Before an assessment pathway begins
Which approved centre will enter the learner?
Which awarding organisation will be used?
Which qualification and level are being targeted?
Who registers the learner?
Who confirms access arrangements?
Where will assessments take place?
Who is responsible for entry and resit fees?
Who receives and distributes results?
REPORTING TO SCHOOLS
Evidence of engagement, skill development and readiness
Attendance
Attendance, punctuality and non-participation against the commissioned timetable.
Engagement
Participation, confidence, independence and willingness to attempt learning.
English Progress
Progress across agreed reading, writing and speaking-and-listening priorities.
Maths Progress
Development across agreed numerical, measure, data and problem-solving skills.
Assessment Readiness
Evidence from practice work and increasing familiarity with assessment expectations.
Next Steps
Recommendations for continued tuition, level review, assessment or progression.
INTENDED OUTCOMES
Progress towards meaningful English and Maths achievement
Improved Confidence
Greater willingness to engage with English and Maths.
Reduced Skill Gaps
Progress in targeted areas identified through starting-point information.
Greater Engagement
More consistent participation and completion of learning activities.
Practical Application
Stronger use of English and Maths in meaningful everyday contexts.
Assessment Readiness
Greater familiarity with tasks, routines and assessment expectations.
Clearer Pathway
A realistic recommendation for continued study or qualification level.
Academic Continuity
Continued learning during absence, alternative provision or transition.
Future Progression
Stronger preparation for college, training, apprenticeships or employment.
SAFEGUARDING & QUALITY
Academic intervention supported by clear professional systems
Safeguarding
Named safeguarding leads, recording procedures and clear escalation routes.
Safeguarding →Safer Recruitment
Appropriate vetting, references, identity checks, induction and deployment controls.
Policies & Compliance →Attendance & Welfare
Attendance is recorded and non-attendance managed through agreed school procedures.
Online Safety
Remote teaching uses agreed communication, safeguarding and platform expectations.
Online Safety & Safeguarding →Quality Assurance
Progress monitoring, learner feedback and review support oversight of tuition.
Data Protection
Learner information is handled for agreed educational and safeguarding purposes.
Policies & Compliance →Qualification, examination and outcome clarity
Functional Skills tuition does not automatically include qualification registration, assessment entry, invigilation, access arrangements, an approved assessment centre or certification. These responsibilities must be confirmed before an examination pathway is described as commissioned.
Reconnect Learning supports learners towards agreed educational outcomes but cannot guarantee a particular qualification result, assessment date or progression outcome.
FUNCTIONAL SKILLS FOR SCHOOLS FAQs
Questions schools often ask
Which Functional Skills levels can you support?
Teaching can be planned around the learner's assessed starting point. The exact qualification level should be agreed with the school and approved assessment centre where an examination pathway is intended.
Can schools refer learners who are currently below GCSE level?
Yes. Functional Skills may provide a suitable alternative or stepping-stone for learners who are not currently ready for GCSE-level study.
Can Functional Skills be delivered 1:1?
Yes. 1:1 tuition can be particularly useful where learners need focused intervention, adapted teaching, a reduced pace or additional support with confidence.
Can you support small groups?
Potentially, where learner starting points, support needs and intended outcomes are compatible and appropriate arrangements can be made.
Can Functional Skills be delivered online?
Yes. Live online English and Maths tuition can form part of the programme where remote delivery is suitable.
Can Functional Skills tuition take place at home?
Yes, where home tuition is appropriate, safely planned and agreed within the learner's education package.
Does Reconnect Learning automatically enter learners for Functional Skills exams?
No. Exam entry is only included where a specific approved centre or partner arrangement has been confirmed. Teaching alone does not automatically include registration or assessment entry.
Who arranges access arrangements?
Formal access arrangements must be agreed with the approved assessment centre responsible for the learner's examination.
Can Functional Skills be part of alternative provision?
Yes. English and Maths can be integrated with wider alternative provision, SEND support, mentoring, wellbeing or reintegration programmes.
How do schools receive progress information?
Reporting arrangements can include attendance, engagement, skills covered, progress from starting points, assessment-readiness information and next-step recommendations.