ASF Grant Delivery Plans 2025-26

Benji Lahai-Taylor, Skills and Employment Insights Team May 2026

1. Introduction

First introduced in 2021, delivery plans are part of the strategic conversation between education providers and GLA provider managers.

The aim of delivery plans is to provide planning information for Adult Skills Fund (ASF) delivery by grant providers in London against Mayoral priorities for upcoming academic years. Providers are asked to write a strategic statement about how their ASF delivery will support Londoners and to provide an overview of the proposed delivery volumes underpinning their plan. The overview of delivery volumes includes forecasts for total learner numbers and total aim enrolments, as well as indicative total economic and social outcomes they expect to achieve.

70 ASF grant providers including colleges, local authorities and institutes of adult learning returned plans for 2025/26 academic year.

Key insights

Providers are expected to deliver a substantial volume of GLA funded enrolments by 2026/27, a trajectory that reflects strong performance at a time when London’s demand for skills continues to rise.
However, in line with real terms decrease in ASF funding over the period, total enrolments are expected to fall slightly between 2024/25 and 2026/27.
Diverse Adult Skills Core participation is expected to continue with high participation from Black, Asian and Minority Ethnic Londoners and those on low wages or unemployed.
ASF providers expect 130,000 sector‑specific enrolments in 2025/26, with Creative Industries and the Experience Economy largest among priority sectors.
ESOL expected to remain a major share of delivery, equivalent to around 29% of total delivery between 2024/25 and 2026/27.
Use of ASF flexibilities is expected to increase across providers.

Contextual information

In February 2025, the Mayor of London and London Councils published London Growth Plan, supported by the Inclusive Talent Strategy launched in October 2025. Building on the Skills for Londoners Strategy, FE colleges, local authority adult learning services and Institutes of Adult Learning will play a central role in developing an inclusive future workforce. The 2025/26 Adult Skills Fund (ASF) grant plans, submitted in June 2025, set out how providers will shape their provision to support these growth ambitions.

Also in February 2025, the Department for Education notified the Mayor of a 3.3% reduction in the national Adult Skills Fund budget. To support London providers, the Mayor will phase this reduction, resulting in a 1.65% cut to 2025/26 allocations compared to indicative values. For planning, providers assume a further 1.65% reduction in 2026/27 to create a new baseline, though future funding levels remain indicative only.

Estimating delivery

Whilst the GLA provide guidance on completing delivery plans, it is worth noting that providers may take different approaches when estimating delivery volumes. Most providers will rely on past delivery numbers and indicative allocations to forecast delivery numbers. Estimates included are as follows:

Forecast 2024/25: Delivery plans were written part way through the 2024/25 academic year, between April and June 2025 and so providers have forecasted delivery volumes for the full 2024/25 academic year.

Planned 2025/26: Providers have estimated their delivery for the 2025/26 academic year based on past delivery and curriculum planning for the upcoming academic year.

Planned 2026/27: Providers have estimated 2026/27 academic year delivery based on the trajectory from the 2025/26 plan assessed together with past delivery and curriculum planning for future academic years.

Estimating learner outcomes is particularly challenging. The GLA recognises that providers may not have consistent methods for measuring outcome indicators and recommends providers use curriculum planning to determine how many learners are likely to achieve each of the economic and social outcomes.

2. Enrolments

Headline insights

Grant providers expect 418,580 enrolments in 2025/26, a 2.6% decrease from the 429,320 forecast for 2024/25. Enrolments are expected to fall again to 416,900 in 2026/27, a 2.9% decrease compared with 2024/25. This is in line with real terms decreases in national ASF funding over the period.

ASF Grant

Source: Greater London Authority.
Delivery plans submitted by grant providers
Note: Grant providers only.

Funding Model

Source: Greater London Authority
Delivery plans submitted by grant providers
Note: Grant providers only.

Click to view definitions

Grant providers – Organisations funded directly by the GLA to deliver ASF provision under a grant funding agreement.
Total Enrolments – Total number of learning aims delivered.
Adult Skills Core (ASC) – Structured, qualification-based training that develops technical, vocational, or essential skills to support employment and career progression. For GLA-funded ASF aims, ASC includes non-regulated essential skills.
Tailored Learning (TL) – Flexible, locally responsive provision designed to engage adults furthest from learning and develop their personal, social, and employability skills, often without leading to a formal qualification.

In 2025/26, providers expect 266,300 Adult Skills Core enrolments (64%) and 152,280 Tailored Learning enrolments (36%). Between 2024/25 and 2026/27, Adult Skills Core enrolments are expected to fall by 3.0%, while Tailored Learning is expected to fall by 2.6% which is in line with real terms decrease in ASF funding over the same period.

3. Learners

Headline insights

ASF grant providers expect the total number of learners to drop between 2024/25 and 2026/27, from 193,750 forecasted in 2024/25 to 191,300 in 2025/26 and 190,670 in 2026/27, a decrease in total learner participation numbers of -1.6%.

Overview

Source: Greater London Authority.
Delivery plans submitted by grant providers
Note: Grant providers only.

Funding Model

Source: Greater London Authority
Delivery plans submitted by grant providers
Note: Grant providers only. Individual learners can be present in both categories (Adult Skills Core and Tailored Learning).

Click to view definitions

Learner Participation – the number of unique learners planned for the year, who will start provision in the given year, or are continuing study which started in a previous academic year. Learning aim start is defined in line with the Individualised Learner Record (ILR) specification.
Adult Skills Core (ASC) – Structured, qualification-based training that develops technical, vocational, or essential skills to support employment and career progression. For GLA-funded ASF aims, ASC includes non-regulated essential skills.
Tailored Learning (TL) – Flexible, locally responsive provision designed to engage adults furthest from learning and develop their personal, social, and employability skills, often without leading to a formal qualification.

Demographics

Learner demographics differ by funding model. Providers expect Adult Skills Core to have more learners from Black, Asian and Minority Ethnic backgrounds, and more low‑wage or unemployed Londoners, compared with Tailored Learning. By 2026/27, Tailored Learning is expected to see more Londoners aged 50+, while Adult Skills Core will have a slightly smaller share of low‑wage learners. According to ASF grant delivery plans, other demographics should remain stable.

Overview

Source: Greater London Authority
Delivery plans submitted by grant providers
Note: Grant providers only. Learning difficulty and/ or disability status is self reported.

Time Series

Source: Greater London Authority
Delivery plans submitted by grant providers
Note: Grant providers only. Learning difficulty and/ or disability status is self reported.

Provider Type

Source: Greater London Authority
Delivery plans submitted by grant providers
Note: Grant providers only. Learning difficulty and/ or disability status is self reported.

Click to view definitions

Learner Demographics – self‑declared background characteristics of learners, which should be consistent with the Learning Records Service.
Special colleges – includes Agriculture and Horticulture Colleges; Art, Design and Performing Arts Colleges; and Specialist Designated Colleges.
Other Public funded providers – includes Central Government Department & NDPBs, Public Corporations & Trading Funds, Local Education Authority, Social Services, Other Local Authority, Police Authority, Fire Authority, Local Authority Dept, Local Authority, NHS-English Foundation Trust, NHS-English Non Foundation Trust, NHS-Other Organisations, Independent school or college, UFI Directly Funded Hub, Dance and Drama School, External Institution, Higher Education Organisation, School Sixth Form, Special learning needs establishment, Other Public Organisation, Charitable, Non-Charitable, Other Voluntary Organisation, LSC Region, Special College, Academies, External Institution, Institution funded by other Govt Dept, University Technology College.

Demographic patterns also vary by provider type. In Adult Skills Core, General FE Colleges are expected to have more young learners, low‑wage learners and short‑term unemployed learners, while other public‑funded providers are expected to have more learners from Black, Asian and Minority Ethnic backgrounds. In Tailored Learning, Special Colleges are expected to have more learners aged 50+ and far fewer learners from Black, Asian and Minority Ethnic backgrounds or on low wages or unemployed.

4. Outcomes

Measuring outcomes

The London Learner Survey

The GLA uses the London Learner Survey to understand the outcomes of ASF funded learners.

It focuses on learners taking GLA‑funded courses and looks at seven outcomes, which can be divided into economic and social outcomes, as approved by the Mayor of London in the Skills Roadmap. The economic outcomes are progression into employment, progression within work and progression into further learning. Meanwhile, the social outcomes are improved health and wellbeing, improved social integration and improved self efficacy.

To measure the outcomes of learning, learners complete the survey twice: once at the start of a course and again five to seven months after it ends.

Findings from the 2023/24 academic year show that:

Over 77,000 London learners moved into new jobs, progressed at work or continued onto further study.
We supported 23% of out of work learners into employment.
More than 45,000 worked in sectors vital to London’s growth.
Those progressing in work saw their pay rise by 9%.
94% reported improvements to their wellbeing and confidence.

For more information on the London Learner Survey, please see here.

Measuring outcomes in delivery plans

Providers measure economic and social outcomes in delivery plans differently from the London Learner Survey.

Providers must estimate outcomes before learning begins, and future labour market conditions, unknown at the planning stage, can affect whether learners move into employment or further study. Guidance from the Greater London Authority encourages providers to use curriculum planning to estimate likely outcomes.

Social outcomes are also measured differently:

Delivery plans: Providers total social outcomes in a way that assumes one type of social outcome per learner.
London Learner Survey: Learners can report multiple social outcomes per learner, such as improved wellbeing as well as greater social integration.

Because of these differences, outcomes in delivery plans are expected to differ from those reported in the London Learner Survey. Therefore, this analysis reports only headline totals of expected economic and social outcomes across providers to indicate broad trends, and these figures should not be directly compared with survey results.

Headline insights

Overview

Source: Greater London Authority
Delivery plans submitted by grant providers
Note: Grant providers only.

Economic outcomes

Source: Greater London Authority
Delivery plans submitted by grant providers
Note: Grant providers only.

Click to view definitions

Economic outcomes – A positive economic or educational change means one of the following applies to a learner: They have moved into employment; They have moved from a temporary job to a permanent job; Their pay has increased; They have continued onto further training at a higher NVQ level; They have moved from inactivity to looking for work.
Social outcomes – In delivery plans, a positive social outcome means a learner reports one of the following: The course had a positive impact on their wellbeing; The course made them more confident; The course helped them to meet new and different people or; They were more likely to participate in volunteering.

Economic Outcomes

Providers expect over 117,000 positive economic outcomes each year from 2024/25 to 2026/27. In 2024/25 they expected 118,330, followed by 117,180 in 2025/26 and 117,340 in 2026/27, remaining broadly stable despite reduced funding. In 2025/26, most outcomes are expected to come from progression into further learning (72,880; 62%). A further 28,600 (24%) relate to people moving into work or starting to look for work, and 15,810 (13%) reflect progression within employment.

Social Outcomes

Providers expect over 230,000 positive social outcomes each year, with 233,430 forecasted in 2024/25, 233,210 in 2025/26, and 232,210 in 2026/27 which is a small decline between 2024/25 and 2026/27 (-0.5%) in context of the expected reduction in funding.

In 2025/26, these outcomes are expected to be shared fairly evenly across improvements in self‑efficacy (76,730), health and wellbeing (74,340) and social integration (71,700), with a further 10,510 learners expected to increase their participation in volunteering.

Note: As mentioned above, how providers have forecast economic and social outcomes in their delivery plans differs substantially to the GLA methods used in the London Learner Survey and so numbers cannot be compared.

5. Further Analysis

Priority sectors

In February 2025, the Mayor launched the London Growth Plan, setting a 10‑year vision for growth and identified London’s priority sectors. Providers were asked to show how their Adult Skills Fund plans align with these new priorities.

In 2025/26, providers expect to deliver around 130,000 enrolments in priority sectors: 38,000 in Creative Industries, 26,000 in the Experience Economy, 19,000 in Health and Social Care, 18,000 in Digital, 17,000 in Financial, Professional and Business Services, 12,000 in Housing and Infrastructure and 1,000 in Frontier Innovation.

Most learning in Creative Industries (95%) and the Experience Economy (75%) is through Tailored Learning, while Adult Skills Core delivers most provision in the other sectors.

Between 2024/25 and 2026/27 providers expect enrolments to fall in Creative Industries, the Experience Economy and Frontier Innovation, but to rise in Digital, Financial, Professional and Business Services, Health and Social Care and Housing and Infrastructure.

Despite a funding reduction, enrolments in all sectors are expected to rise, or see only a slight fall, between 2024/25 and 2026/27.

Click to view definitions

ASF delivery that supports:

Creative Industries – Industries that produce or distribute creative content, including design, media, arts, advertising, fashion and entertainment.
Experience Economy – Sectors that provide leisure, tourism, hospitality, events and other activities centred on customer experience.
Financial, Professional and Business Services (FPBS) – Services that support business activity such as finance, law, accountancy and tech-driven business solutions.
Digital – Jobs and industries focused on software, data, IT systems, cybersecurity and digital technologies.
Frontier Innovation – Emerging, high‑tech industries developing cutting‑edge products such as AI, advanced manufacturing, robotics or clean technologies.
Health and Social Care – Services that support physical and mental health, social support, personal care and community wellbeing.
Housing and Infrastructure – Construction, maintenance and development of homes, buildings, transport, utilities and other essential public infrastructure.

For specific sector-subject areas and aims included for each sector please refer to ASF 25/26 Delivery Plan guidance notes.

Time Series

Source: Greater London Authority
Delivery plans submitted by grant providers
Note: Grant providers only. FPBS = Financial, Professional and Business Services.

Funding Model

Source: Greater London Authority
Delivery plans submitted by grant providers
Note: Grant providers only. FPBS = Financial, Professional and Business Services.

Provider type

General FE Colleges make up the majority of ASF grant delivery. General FE Colleges were expected to deliver 210,150 enrolments in 2024/25 dropping to 202,070 in 2026/27.

Other Public Funded Providers, including Local Authorities, are expected to deliver around 130,000 enrolments in each of the years between 2024/25 and 2026/27, decreasing slightly in each year.

Special Colleges are expected to deliver around 85,000 enrolments in each of the years between 2024/25 and 2026/27. Special Colleges are the only provider type expected to see an increase in enrolments between 2025/26 and 2026/27 academic years.

There are substantial differences in delivery by funding model across provider types. In 2025/26, 90% (182,060) of the enrolments in FE Colleges are expected to be in Adult Skills Core, and just 10% (21,150) in Tailored Learning. In Special Colleges, just 24% of the enrolments are expected to be in Adult Skills Core and in Other Public Funded Providers just 49% of the enrolments are expected to be Adult Skills Core.

Click to view definitions

Special Colleges – includes Agriculture and Horticulture Colleges; Art, Design and Performing Arts Colleges; and Specialist Designated Colleges.
Other Public Funded providers – includes Central Government Department & NDPBs, Public Corporations & Trading Funds, Local Education Authority, Social Services, Other Local Authority, Police Authority, Fire Authority, Local Authority Dept, Local Authority, NHS-English Foundation Trust, NHS-English Non Foundation Trust, NHS-Other Organisations, Independent school or college, UFI Directly Funded Hub, Dance and Drama School, External Institution, Higher Education Organisation, School Sixth Form, Special learning needs establishment, Other Public Organisation, Charitable, Non-Charitable, Other Voluntary Organisation, LSC Region, Special College, Academies, External Institution, Institution funded by other Govt Dept, University Technology College.

Overview

Source: Greater London Authority
Delivery plans submitted by grant providers
Note: Grant providers only.

Funding Model

Source: Greater London Authority
Delivery plans submitted by grant providers
Note: Grant providers only. ASC = Adult Skills Core. TL = Tailored Learning.

Essential skills

In 2025/26, providers plan to deliver 226,650 essential skills enrolments, with ESOL remaining the largest element. They expect 121,990 ESOL enrolments, making up 29% of all delivery and 54% of essential skills. ESOL enrolments are forecast to fall slightly, down 1.7% between 2024/25 and 2026/27.

Among other essential skills in 2025/26, providers expect 29,290 Foundations for Life and Learning enrolments, 28,460 in English, 24,000 in Digital, and 22,940 in Maths. All essential skills except Maths are expected to decline slightly between 2024/25 and 2026/27. Maths is expected to rise from 22,260 in 2024/25 to 23,140 in 2026/27, which could reflect the end of the Multiply numeracy programme.

Click to view definitions

Digital – Training that helps adults develop essential digital skills such as using devices and online communication.
English – Courses that help adults improve reading, writing, speaking and listening skills for everyday life and work.
English for Speakers of Otehr Languages (ESOL) – English language courses for adults whose first language is not English, focused on communication for work and daily life.
Foundations for learning and life – programmes that build confidence, communication, and core learning skills needed to progress into further study or work.
Maths – Learning that supports adults to build practical numeracy skills essential to daily life, from basic calculations to applied problem‑solving.

For specific definitions of aims included for each essential skill please refer to ASF 25/26 Delivery Plan guidance notes.

Time Series

Source: Greater London Authority
Delivery plans submitted by grant providers
Note: Grant providers only. ESOL = English for Speakers of Other Languages.

Funding Model

Source: Greater London Authority
Delivery plans submitted by grant providers
Note: Grant providers only. ESOL = English for Speakers of Other Languages.

Other flexibilities

In general, ASF grant providers are expecting to see an increase in enrolments which use ASF flexibilities. Enrolments using the Licence to Practice flexibility are expected to increase from 1,420 in 2024/25 to 1,730 in 2026/27. Likewise, ESOL workforce, SEND workforce and British Sign Language flexibilities are expected to see a slight increase in enrolments in each of the years between 2024/25 and 2026/27. Enrolments using the Sector-based Work Academy Programme (SWAP) flexibility are expected to remain around 4,000 between 2024/25 and 2026/27.

Click to view definitions

Licence to Practice – From August 2022, GLA-funded providers have the flexibility to fund licence to practice accreditations for eligible learners completing and achieving a licence-linked Adult Skills funded qualification in the current academic year in Construction and Hospitality for learners who are unemployed or are low waged.
Sector-based Work Academy Programme (SWAP) – Learning aims for the pre-employment training included in the SWAP programme, which combines sector‑specific training, a work placement, and a guaranteed job interview to help people into jobs in key sectors.
ESOL Workforce – Learning aims to support teaching skills of staff working with ESOL learners via the Certificate in Teaching English to Speakers of Other Languages (CELTA).
SEND Workforce – Learning aims to support teaching skills of staff working with SEND learners.
British Sign Language – Learning aims which are fully funded through the GLA British Sign Language flexibility.

Source: Greater London Authority.
Delivery plans submitted by grant providers
Note: Grant providers only.

More information

For information on GLA Adult Skills Fund in London see Adult Skills Fund statistics for London.

Delivery plan guidance for 2026/27 will be published on the London.gov website here.

For findings from the GLA London Learner Survey, which helps understand the outcomes of ASF funded learners, see the London Learner Survey Datastore page.

All media enquiries should be emailed to the Mayor’s Press Office, and we will respond as quickly as possible.

For urgent media enquiries outside office hours and at weekends please call: 020 7983 4000 and ask for the duty press officer.

Any other enquiries should be emailed to Benji Lahai-Taylor.