What is additional learning support (ALS) in FE? Explained

Additional learning support, usually shortened to ALS, is the everyday name for the help that sits alongside teaching in FE. You will see it on job titles, funding returns and learner records.

What does ALS include?

There is no single legal definition, and different funding streams use the term slightly differently. In practice ALS covers support that helps a learner reach their goals, for example a learning support assistant in class, a note-taker or scribe, a British Sign Language interpreter, assistive technology and training in how to use it, small-group study skills sessions, mentoring or coaching, or adapted materials. It can be delivered in class, in the workplace or remotely.

Good ALS starts from the learner’s own account of what helps, is written down and agreed, is delivered and recorded, and is reviewed. That is the same cycle as the support plans process.

How does ALS apply in FE and apprenticeships?

For 16 to 19 learners, support above a set cost threshold for learners with high needs is funded through the high needs funding system, with the first £6,000 of additional support met from the provider’s funding and the local authority paying top-up funding beyond that. Check the current operational guide for the exact arrangements.

For apprentices, learning support is a separate fixed payment. The funding guidance describes £150 per month for apprenticeships, with provision for higher costs. The learner must need a reasonable adjustment because of a learning difficulty or disability, and the provider must keep evidence, including a written plan the learner has agreed and regular reviews. Our guide on learning support funding for apprenticeships sets this out. Funding rules change each year, so always check the current version.

Adult learners are funded through other routes. Rules vary, so read your funding agreement.

What is a common misconception about ALS?

Many assume ALS is only for learners with an EHCP or a formal diagnosis. It is not. Providers are expected to identify and meet need whatever its source. A second misconception is that funding must be tied to an hours-per-week figure. Often the most effective support is a change in teaching, an adjusted deadline or a piece of equipment, none of which is measured in support hours. Record what was agreed, what was delivered and whether it helped, rather than counting hours.

Where can you find the official source?

For apprentices, read “Support for apprentices with learning difficulties and disabilities” on gov.uk and the apprenticeship funding rules for the current year. For 16 to 19 learners, read the DfE high needs funding operational guide. The ESFA closed in March 2025 and its funding functions now sit with the Department for Education, so older documents may refer to the ESFA.