Adult Skills Fund Tender Writing Guide for Training Providers
Adult Skills Fund procurement gives training providers opportunities to secure contracts for adult education and skills delivery. However, a successful application requires more than describing the courses an organisation can offer.
Commissioners need evidence that the proposed provision responds to local priorities, reaches the intended learners, engages employers and can achieve measurable employment and progression outcomes.
Effective Adult Skills Fund tender writing must connect the buyer’s strategic objectives with a credible, evidence-based delivery model.
This guide explains how training providers can prepare a strong Adult Skills Fund tender, avoid common mistakes and demonstrate that they can deliver the proposed contract successfully.
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Table of Content:
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What Is the Adult Skills Fund?
The Adult Skills Fund, commonly abbreviated to ASF, funds education and training for eligible adults aged 19 and over in England.
Its purpose is to help adults gain the skills they need to:
Enter meaningful and sustainable employment
Progress within employment
Move into further learning
Improve essential English and maths skills
Gain qualifications aligned with local skills needs
Participate more fully in their communities
Improve wider outcomes through tailored learning
The 2026/27 funding rules place particular emphasis on helping adults gain skills that lead to relevant and sustained employment or progression. They also prioritise support for young people aged 19 and over who are not in education, employment or training, including those at risk of becoming NEET.
The national rules apply to provision funded by the relevant Secretary of State. Devolved authorities may publish their own local funding rules, strategic priorities, procurement documents and performance requirements.
Training providers must therefore read the rules and documents that apply to the specific opportunity rather than relying on their experience of a previous ASF contract.
Who Commissions Adult Skills Fund Provision?
Adult Skills Fund provision may be commissioned through central government arrangements or devolved regional authorities.
Depending on the opportunity, the commissioner may be:
A combined authority
A combined county authority
The Greater London Authority
A local authority
Another public body responsible for adult skills funding
A lead provider seeking delivery partners
Each commissioner may have different:
Strategic priorities
Priority sectors
Geographic requirements
Learner groups
Qualification preferences
Contract values
Performance measures
Application processes
Funding rules
Delivery expectations
A provider that delivers successfully in one region should not assume that the same model will meet the requirements of another.
The tender must demonstrate an understanding of the buyer’s area, labour market and communities.
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Why Adult Skills Fund Tenders Are Competitive
Commissioners are not simply purchasing training courses. They are investing public funding in economic, employment and community outcomes.
Evaluators may need to distinguish between several providers offering similar qualifications. A generic explanation of teaching, assessment and learner support will rarely be enough.
Strong tenders demonstrate:
A clear understanding of local need
Evidence of employer demand
Access to eligible learners
Relevant delivery experience
Realistic learner volumes
Strong achievement and progression
Effective safeguarding and quality assurance
Accurate ILR and funding controls
Credible mobilisation plans
Measurable social and economic impact
Value for money
The strongest response is not necessarily the one that promises the highest learner numbers. It is the one that provides the most credible and evidenced route from recruitment to successful learner outcomes.
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How to Analyse an Adult Skills Fund Tender
Before drafting begins, the provider should complete a structured review of the complete tender pack.
This may include:
Contract notice
Invitation to tender
Service specification
Application guidance
Selection questionnaire
Evaluation questions
Pricing schedule
Qualification or lot information
Local skills strategy
Funding and performance rules
Data protection requirements
Terms and conditions
Method statements
Social value requirements
Clarification responses
The review should establish:
Area to Review | Questions to Answer |
Eligibility | Does the organisation meet every mandatory requirement? |
Geography | Can the provider recruit and deliver within the required area? |
Learners | Which residents and priority groups must the provision reach? |
Curriculum | Which sectors, levels and qualifications are in scope? |
Volumes | Are the proposed learner numbers realistic and evidenced? |
Outcomes | Which achievement, progression and employment measures apply? |
Quality | What evidence of delivery quality is required? |
Data | Which ILR, reporting and performance obligations must be met? |
Commercial | Is the opportunity financially and operationally viable? |
Evaluation | How are the questions weighted and scored? |
Submission | What are the word limits, attachments and deadlines? |
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A formal bid or no-bid decision should be completed before significant writing time is committed.
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Adult Skills Fund Tender Writing Strategy
An effective Adult Skills Fund tender should be built around a clear strategy rather than written as a collection of separate answers.
The strategy should show:
What the local problem or skills need is.
Which learners and employers will be targeted.
How they will be reached and engaged.
What training will be delivered.
Why the delivery model is suitable.
How learners will be retained and supported.
What outcomes will be achieved.
How performance and public funding will be controlled.
Every method statement should reinforce this delivery logic.
If one answer promises rapid growth while another describes a small delivery team, the tender will appear inconsistent. If high learner volumes are proposed without an evidenced recruitment pipeline, the evaluator may question whether the plan is deliverable.
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Demonstrating Local Labour Market Need
A successful response should explain why the proposed provision is needed in the commissioner’s area.
Evidence may include:
Local Skills Improvement Plans
Combined authority skills strategies
Labour market intelligence
Employer vacancy data
Sector growth projections
Unemployment and economic inactivity data
Qualification-level data
Community needs analysis
Current learner demand
Provider performance information
Employer consultation
Referral-partner feedback
The evidence should lead directly to the proposed solution.
For example, it is not enough to state that digital skills are important. The response should explain:
Which digital occupations are in demand
Which employers have identified shortages
Which residents are currently excluded from those opportunities
Which training will address the gap
How learners will progress into work or further learning
How those outcomes will be measured
National statistics may provide useful context, but local evidence is usually more persuasive in a locally commissioned tender.
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Understanding the Commissioner’s Priorities
Each commissioner will have its own economic and social objectives.
Priority themes may include:
Construction
Engineering and manufacturing
Health and social care
Digital skills
Green skills
Logistics and transport
Hospitality
English for speakers of other languages
English and maths
Young adults who are not in education, employment or training
Economically inactive residents
Low-paid workers
Residents in deprived communities
Learners with disabilities or learning difficulties
Progression into higher-level skills
Providers should not force their existing curriculum into the opportunity.
The delivery proposal should be shaped around the commissioner’s priorities, eligible provision and evidenced learner demand.
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Writing a Strong Delivery Model
The delivery model should explain exactly how the service will operate.
It should normally cover:
Referral and recruitment
Eligibility checks
Initial assessment
Information, advice and guidance
Individual learning planning
Teaching and learning
Employer involvement
English and maths
Learner support
Safeguarding
Progress monitoring
Attendance and engagement
Intervention
Achievement
Progression
Destination tracking
Avoid vague statements such as:
Learners will receive high-quality support throughout their journey.
Instead, explain:
Who provides the support
When it is provided
How needs are identified
How actions are recorded
How progress is monitored
What triggers an intervention
How managers know whether the support is effective
A method statement should give the evaluator confidence that the proposed model can be implemented in practice.
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Evidence of Learner Recruitment
Unrealistic recruitment assumptions are a common weakness in Adult Skills Fund bids.
Providers should identify specific and credible recruitment routes, such as:
Jobcentre Plus
Local authorities
Housing associations
Community organisations
Employer partners
Schools and colleges
Careers services
Voluntary-sector organisations
Local employment programmes
Digital marketing
Existing learner databases
Sector-specific networks
Outreach events
The tender should distinguish between an established relationship and a proposed relationship.
If an organisation has not yet confirmed its involvement, it should not be presented as a committed referral partner.
Useful supporting evidence may include:
Letters of support
Referral agreements
Historic referral volumes
Conversion rates
Employer commitments
Previous recruitment performance
Geographic analysis of existing learners
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Employer Engagement in an ASF Tender
Employer engagement should be more specific than stating that employers will help shape the curriculum.
The response should explain how employers will contribute to:
Identifying skills shortages
Designing relevant content
Offering work-related projects
Providing industry insight
Supporting interviews
Offering work experience
Creating vacancies
Recruiting learners
Reviewing programme relevance
Confirming progression outcomes
Where employment is an intended outcome, the provider should demonstrate a realistic connection between training and available opportunities.
Evidence may include employer letters, vacancy data, previous recruitment outcomes and examples of employer-led curriculum development.
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Learner Support and Inclusive Delivery
Commissioners will expect providers to explain how they will reach and retain learners who may face barriers to participation.
These barriers may include:
Low confidence
Previous negative educational experiences
Disability or learning difficulty
Poor mental health
Caring responsibilities
Digital exclusion
Transport difficulties
Financial pressures
Language barriers
Unstable housing
Limited employment history
A strong response should explain how support needs are identified, delivered, reviewed and evidenced.
This may include:
Initial needs assessment
Reasonable adjustments
Learning support
Assistive technology
Wellbeing support
Flexible delivery
Travel support
Digital access
Referral to specialist services
Regular progress reviews
Early intervention for non-attendance
Providers should ensure that any proposed support is eligible under the applicable funding rules and supported by the necessary evidence.
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Quality Assurance and Performance Management
The tender should demonstrate how quality will be controlled from the start of the contract.
A credible quality model may include:
Tutor observations
Learning walks
Work scrutiny
Learner and employer feedback
Progress reviews
Standardisation
Internal quality assurance
Data-quality checks
Achievement monitoring
Destination tracking
Safeguarding reviews
Performance improvement plans
Management and board oversight
The response should show how information moves from operational teams to senior leaders.
For example:
Control | Frequency | Management Response |
Attendance and engagement review | Weekly | Contact and intervention for learners at risk |
Learner progress review | Monthly | Additional support or revised action plan |
Tutor performance review | Monthly | Coaching, observation or development action |
ILR validation | Monthly | Investigation and correction before submission |
Contract performance review | Monthly | Recovery plan for measures below target |
Quality improvement review | Quarterly | Update SAR, QIP and governance reporting |
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Commissioners need confidence that the provider will identify underperformance early rather than wait until the end of the contract.
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ILR and Funding Compliance
Adult Skills Fund delivery creates significant data and funding responsibilities.
Providers may need to demonstrate controls covering:
Learner eligibility
Residency
Prior attainment
Initial assessment
Learning start evidence
Attendance and participation
Learning support
Breaks in learning
Withdrawals
Achievement
Destination and progression
ILR submissions
Earnings Adjustment Statements
Funding claims
Evidence retention
The 2026/27 rules include updated eligibility, earnings-threshold, learning-support and performance-management requirements. Providers should use the rules applicable to the specific contract and learner rather than copying an earlier funding-year process. Review the current Adult Skills Fund rules.
A strong tender should explain:
Who is responsible for compliance
When checks take place
Which systems are used
How exceptions are investigated
How corrections are authorised
How management receives assurance
How subcontracted delivery is monitored
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Mobilisation Planning
Evaluators need confidence that delivery can begin safely and effectively within the required timeframe.
A mobilisation plan may cover:
Contract review
Governance arrangements
Staff recruitment
Staff vetting and onboarding
Tutor allocation
Venue confirmation
System configuration
Curriculum readiness
Marketing approval
Referral-partner engagement
Employer engagement
Learner recruitment
Data and reporting setup
Safeguarding checks
Quality assurance
Delivery launch
A practical mobilisation table may look like this:
Stage | Key Activity | Accountable Lead | Evidence of Readiness |
Contract initiation | Confirm obligations and governance | Contract Director | Signed mobilisation plan |
Operational setup | Allocate staff, venues and systems | Operations Lead | Readiness checklist |
Curriculum setup | Review content against specification | Quality Lead | Approved schemes of work |
Recruitment | Activate referral and employer channels | Engagement Lead | Confirmed pipeline |
Compliance setup | Configure ILR and evidence processes | MIS Lead | Tested learner record |
Delivery launch | Enrol first learners | Delivery Lead | Enrolment and start evidence |
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The timescales should be realistic. A provider should not promise immediate large-scale delivery if recruitment, staffing or systems are not yet in place.
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Writing Adult Skills Fund Outcomes and KPIs
Every target should be measurable and supported by a delivery plan.
Potential measures include:
Learner starts
Retention
Attendance
Achievement
Timely achievement
Progression to further learning
Entry into employment
Sustained employment
In-work progression
Employer satisfaction
Learner satisfaction
Priority-group participation
Geographic reach
Avoid committing to targets simply because they appear competitive.
For each target, explain:
The baseline
The proposed level
How it will be measured
How often it will be reviewed
Who is accountable
What happens if performance falls behind
Overpromising can create delivery and contract-management risk after award.
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Social Value in Adult Skills Fund Tenders
Social value should be connected to the contract and local priorities.
Relevant commitments might include:
Recruiting local staff
Creating employment opportunities
Supporting priority communities
Volunteering
Employer mentoring
Reducing digital exclusion
Supporting small businesses
Reducing environmental impact
Improving access to training
Working with voluntary and community organisations
Commitments should be specific, measurable and proportionate.
Instead of promising to support the local community, state:
What will be delivered
How many people will benefit
When it will happen
Who will be responsible
How delivery will be evidenced
Social value commitments may become contractual obligations. They should therefore be approved operationally before submission.
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Pricing and Financial Viability
Providers should understand the financial model before committing to delivery.
The review should consider:
Funding rates
Qualification eligibility
Delivery costs
Staffing
Management
Venues
Technology
Marketing and recruitment
Learner support
Quality assurance
Data and compliance
Employer engagement
Subcontractor costs
Payment timing
Performance risk
Contract-management requirements
The provider should test whether the proposed learner volumes and delivery model remain viable if recruitment or achievement is lower than forecast.
A competitive bid that cannot be delivered sustainably creates risk for the provider, commissioner and learners.
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Common Adult Skills Fund Tender Writing Mistakes
Common mistakes include:
Reusing a generic bid from another region
Describing courses without explaining local need
Proposing unrealistic learner volumes
Using national data instead of local evidence
Providing no evidence of employer demand
Naming unconfirmed referral partners
Making vague statements about learner support
Failing to explain ILR and funding controls
Overpromising employment outcomes
Ignoring mobilisation risks
Repeating information without answering the question
Exceeding word limits
Omitting required attachments
Using evidence that is out of date
Failing to address every part of the evaluation criteria
A technically compliant submission can still score poorly if it does not make the provider’s evidence easy to identify.
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Adult Skills Fund Tender Review Checklist
Before submission, confirm that:
☐ Every mandatory eligibility condition has been met
☐ All tender documents and clarifications have been reviewed
☐ The delivery model reflects local priorities
☐ Learner volumes are realistic
☐ Recruitment routes are evidenced
☐ Employer demand is demonstrated
☐ Delivery capacity is confirmed
☐ Learner support is specific and measurable
☐ Quality controls are clearly explained
☐ ILR and funding responsibilities are addressed
☐ Outcomes and KPIs are realistic
☐ Mobilisation actions have accountable owners
☐ Social value commitments are measurable
☐ Pricing has been independently checked
☐ Evidence and examples are relevant
☐ Every response answers the evaluation criteria
☐ Word and character limits have been checked
☐ Attachments are complete and correctly named
☐ Final approval has been obtained
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Frequently Asked Questions
Who can bid for Adult Skills Fund contracts?
Eligibility depends on the individual procurement.
The commissioner may set requirements covering provider registration, financial standing, insurance, quality, safeguarding, delivery experience, data capability and geographic presence. Providers should review the complete selection and specification documents before deciding to bid.
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Are Adult Skills Fund rules the same in every area?
No. National funding rules provide an important framework, but devolved authorities may publish additional local rules, priorities and contract requirements.
Providers must use the documents issued for the specific opportunity.
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Do providers need employer support before bidding?
Not every opportunity requires formal employer commitments, but credible employer evidence can strengthen a response where the proposed provision is intended to address labour-market need or lead to employment.
Employer letters should be specific and genuine rather than generic expressions of support.
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Can a provider reuse a previous ASF tender?
Previous material can provide useful organisational evidence, but it should not be copied without review.
Every answer should be rewritten around the current commissioner, specification, learner groups, geography, evaluation criteria and funding year.
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Should a provider bid for every available lot?
No. Providers should bid only where they can demonstrate relevant capability, demand, capacity and financial viability.
Submitting weak responses across numerous lots can consume resources and reduce overall quality.
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How early should tender preparation begin?
Providers should begin reviewing the opportunity as soon as the documents become available.
Data, case studies, partner commitments and employer evidence should ideally be maintained throughout the year so they are ready before a tender is released.
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How Skills Office Network Can Help
Skills Office Network supports training providers through the complete tender process.
Support can include:
Opportunity review
Bid or no-bid assessment
Tender strategy
Compliance matrix development
Evidence planning
Method statement writing
Response review
Editing and strengthening draft answers
Mobilisation planning
Social value responses
Quality assurance
Final submission checks
Support can be tailored to a complete tender or specific high-value questions.
Skills Office Network combines bid-writing experience with an understanding of training delivery, funding, ILR, quality and compliance. This helps providers develop responses that are persuasive and operationally credible.
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A successful Adult Skills Fund tender should provide a clear line from local need to learner engagement, high-quality delivery and measurable progression.
