Flexible Support Fund – Overview
Overview
1. The Flexible Support Fund (FSF) forms part of the overall Jobcentre Plus
(JCP) Pre-work programme offer, replacing a range of previous support which helped claimants enter and remain in work.
2. JCP claimants are eligible for support from the fund provided they are not in the Work Programme or Work Choice. Advisers must also ensure that all other avenues of financial support have been fully explored and it is confirmed that alternatives are not available before committing expenditure.
3. The fund is a key enabler to meet individual needs in order to maximise offflow into work in line with existing policy guidelines. Awards must be appropriate, good value for tax payers’ money and ensure a claimant can move into work sooner than would otherwise be possible. Payments from the FSF may also be considered to enable claimants to address a skills need which will help their immediate prospects of moving into work. This includes supporting those not required to be available for work, or move into employment, for example those claiming IS/ESA/IB.
4. District Managers are responsible for managing expenditure within their budget and in this context determining how the FSF is spent locally. District
Managers may set local priorities and local guidelines/restrictions on limits for certain types of payments and the amount advisers can award.
5. The decision to award a payment from the FSF is the responsibility of the adviser, taking into account any local priorities, guidelines or restrictions.
Advisers must ensure they target the fund appropriately, using it for those claimants who would not be able to move closer to or into work without such assistance. Advisers should refer to and keep up to date with local guidelines.
6. The fund can be used to cover expenses associated with taking up work or training in line with existing policy guidelines. It can be used to fill gaps and add support where DWP provision, non-contracted partner provision or adviser interventions are not sufficient or appropriate to meet local claimant needs.
7. Payments from the FSF must not be seen as a reward or bonus for moving into work. Advisers should familiarise themselves with this guide, which explains when FSF can and cannot be used, as well as the other chapters contained within the FSF Guidance. A table of links to these chapters has been included at the end of this guidance.
Eligibility
8. Support from the fund is available from day one of a new claim for all
Jobcentre Plus claimants who are not participating in the Work Programme or
Work Choice.
Note: Some payments made from the FSF retain specific eligibility, for example
In Work Emergency Payments for Lone Parents and CRB/PVG checks. Always check relevant guidance to ensure eligibility is met before making an award or payment. 9. Partners of claimants receiving benefit (potential second earners) are eligible if they are over 16 and their partner is receiving a qualifying benefit. The qualifying benefits are:
Jobseeker’s Allowance (JSA)
Income Support (IS)
Incapacity Benefit (IB)
Employment and Support Allowance (ESA)
Carers Allowance (CA)
Severe Disablement Allowance (SDA)
Working Tax Credit (WTC)
Pension Credit (PC)
10. People not claiming benefit are eligible in the following circumstances:
Carers in receipt of Carer’s Allowance only, or not in receipt of any benefit, are eligible if they are:
aged 16 years or older and
not working or working less than 16 hours per week
Lone Parents not claiming benefit are eligible if they are responsible for and a member of the same household, as a child or young person and they: are aged over 16
have a dependant child aged under 16
are not working, or
are working less than 16 hours a week, and
are not an asylum seeker (unless they have exceptional leave to stay)
are not required to participate in any mandatory
0 -5715004000500 4457700-1028700Roles and Responsibility The roles and responsibilities in delivering sporting activity are varied, as a sports teacher or instructor you should standardise your delivery practise with other instructors and fully prepare and plan your activity material. Don’t forget to listen, support and guide your class whilst being inspiring and motivating. Ensure the security of your activity participants and maintain sufficient records of the participant’s…
IMPORTANT NOTES: and relevant (assignment) 1. Wednesday 5th September Introductions/Induction Course Information Professional Practice (Kolb) Roles and Responsibilities First sessions: Creating a safe and supportive environment Icebreakers and warmers Group Agreement Giving and Receiving feedback (Maslow) Developing group identify (Tuckman) Roles and Responsibilities: Legislation and Code or Practices Equality Act, H&S, Safeguarding, Codes of Practice. Professional responsibilities & boundaries…
Education and Training - Mark Kendrick Unit 1 Understanding Roles Responsibilities and Relationships in Education and Training Question 1 1.1 Main Role and responsibilities as a teacher/trainer in education and training The main role of a teacher/trainer should be to teach in a way which engages learners and actively engage learning during every lesson irrespective of the environment. In my position as IT manager at Barnsley College there are roles and responsibilities that are set to facilitate personal…
of this information leaflet is to provide you with an explanation of the teaching training roles and responsibilities in education and training. It includes how the role involves working with other professionals and the boundaries to be considered. It also summarises the key points of legislation, regulatory requirements and codes of practice. Your role and responsibilities will follow the following 5 steps of The Teaching & Learning Cycle:- Source: Gravells (2012) 1. Identifying…
This pack comprises ESE 633 Week 4 A Co-Teaching Lesson Plan Business - General Business A Co-Teaching Lesson Plan. Using the My Lesson Plan template, develop a lesson plan that is intended to be co-taught. Your lesson plan should include the curriculum objective, the procedure and student connections (including a detailed description of the co-teaching model that is being used and the role of each teacher), accommodations /modifications for students with special needs (you may make…
Roles, responsibilities and relationships in lifelong learning Teaching within further education is an incredibly demanding, yet rewarding profession. When you actually consider that the future generations coming through colleges today in further education are at stake. This responsibility can weigh heavily on the shoulders of a teacher, as it is not just about future generations, but also the community as a whole. Therefore, it requires skill and training to be deemed professionally competent to…
tuition for funding since the federal government does not provide funding’s. What role does technology play in classrooms to support teaching and learning? School (A) believes that role of technology play a vital role in supporting teaching and learning, because it foster individual learning, new discovers and critical thinking skills. School (B) also believes that technology play an important role in supporting teaching and learning, and students will not succeed without it. One subject that students…
1. Understand the teaching role and responsibilities in education and training 1.1Explain the teaching role and responsibilities in education and training I work as a Trainer/Auditor of NAPPI (non- abusive psychological and physical intervention) for a company that provides nursing and residential care for people with learning disabilities who require twenty hour support to be kept safe. The main role of the teacher is to be able to engage all of their students in such a way as to inspire them to…
Roles ,Responsibilities and Relationships in Lifelong Learning This assignment outlines my roles, responsibilities and relationships as a teacher in the lifelong learning sector. My area of specialism is Foot Health and Chiropody Care and the safe instruction of students undertaking training in this vocational area. As stated by the IFL code of practice Members shall take reasonable care to ensure the safety and welfare or learners and comply with relevant statutory provisions to support their…
Amanda Smith Pttles Teaching Programme Tutor: Joanna Martin Essay Title/ Level 4 Assessment: ‘Review what your role, responsibilities and boundaries as a teacher would be in terms of the teaching/ training cycle’? Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle. Traditionally the role of the teacher has been as a purveyor of information and trusted to be the fount of all knowledge. This suggests that the teacher was…