Provision Type and Level of Learners

The data below shows that the provision type and the level of Functional Skills was evenly spread.

What type of provision do you deliver Functional Skills in?

• Adult Skills Fund or Mayoral Funding – 25%
• 16-18 Study Programmes – 24%
• Pre-16 – 27%
• Apprenticeships – 14%
• Other - 10%

What levels do you deliver?

• Entry Level – 29%
• Level 1 – 37%
• Level 2 – 34%

The Value of Functional Skills

Reviewing the practitioners’ responses, we can see trends in what people saw as the value of the qualifications.

Alternative Qualification Pathway

Functional Skills English serves as a valuable alternative to GCSE English for learners in non-mainstream environments, enabling them to gain recognised qualifications suited to their literacy levels. One practitioner wrote, “It allows some of our KS4 students with SEND - who are unable to meaningfully access the reading portion of...GCSE English Language exams - to engage with a qualification which can much more fairly assess, and attest to, their literacy levels.” Another added, “It's especially valuable for learners who were home schooled or didn't/couldn't access the English GCSE curriculum.”

Finally, another practitioner commented on the value for Pupil Referral Units. “Functional Skills English is highly valuable for our learners within a PRU context, as it provides an achievable and meaningful alternative to GCSE English, which many of our students have previously found inaccessible.”

Confidence and Progression

Functional Skills English acts as a staging post that builds confidence through achievable success, offering progression routes to college, apprenticeships, and employment opportunities. One practitioner commented, “The qualification plays a crucial role in rebuilding confidence for learners who have experienced repeated academic failure, allowing them to experience success and re-engage positively with education. It also provides clear and realistic progression routes, supporting access to college courses, apprenticeships, and employment opportunities that would otherwise be closed without an English qualification.”

Learner Engagement

Functional Skills English can engage and, for post 16 resits, re-engage learners. One practitioner said, “Our learners are often academically capable but reluctant, disengaged, or impacted by social, emotional, and behavioural barriers that have limited their success in traditional exam settings. Functional Skills enables them to demonstrate their literacy, communication, and reasoning skills in a practical and relevant way, rather than being judged solely on exam technique or sustained written output.”

Flexible Assessment

For many, the ability to complete individual components (Reading, Writing, Speaking, Listening and Communicating) both separately and on demand allows learners to gain their qualifications progressively was important, while for others there was the option to adapt the context of some assessments to their learners needs. As one responder commented, “The ability to complete individual components at different times allows our students to gain the accreditation over a number of years if required. It also enables students who, due to their diagnosis are unable to complete a component due to their disability to gain a qualification in their own right.” Another stated the three reasons they value Functional Skills English, “The opportunity to do the Speaking, Listening and Communicating component in BSL; The opportunity to retake only the components that they have failed; The opportunity to adapt contexts, especially when not relevant to a (for example replace "music" festival with "food" festival)”

Real-World Relevance

The qualification suite uses relatable, real-life contexts that are meaningful to learners, avoiding trick questions and fostering practical application of skills. For some, it makes the qualification more accessible. As one tutor commented, “I think it's a really positive way to get students invested in English lessons. They offer more practical skills than the GCSE might do and are a way to help learners understand forms that they may need such as emails and letters. Another said of their learners, “They understand the real-life context.” Other practitioners added, “It boosts their confidence in gaining employability; It helps to build essential life skills and improve confidence and employability; It fosters essential study skills, such as digital engagement, managing workload, independent research.”

Recognition and Transferability

Functional Skills English qualifications are recognised as legitimate achievements that demonstrate tangible progress and transferable skills for everyday life and further study.” I work with SEN students, and it offers a great alternative to the English Language GCSE curriculum which many, if not all, of my students struggle with. My students often go to college after year 11 and so they need a minimum of Entry Level 3 to get a place on a Level 1 course. FS offers a way to help my students progress onto FE and HE.”

The practitioners’ responses highlight a number of clear themes that demonstrate the value of Functional Skills English. I will leave you with one final comment, “Functional Skills English offers significant and practical value to learners because it equips them with real‑world communication skills that are essential for everyday life, further education and employment. Its strength lies in being purposeful, accessible and directly relevant to learners lived experiences.”