How to Record a Break in Learning in the ILR
A break in learning can affect apprenticeship funding, learner status, programme dates and future ILR submissions.
If it is recorded incorrectly, the provider may continue receiving funding when no eligible learning is taking place, close the wrong learning aims or create an inaccurate restart record when the learner returns.
An ILR break in learning should therefore reflect what has genuinely happened. The learner must have temporarily stopped learning, intend to return and have an agreed break supported by appropriate evidence.
This guide explains how training providers should identify, record and manage a break in learning in the ILR.
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Table of Content:
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What Is an ILR Break in Learning?
An ILR break in learning records a temporary interruption to a learner’s programme where the learner intends to return and continue their learning.
It is different from:
A short period of absence
Annual leave
Missed appointments
Temporary non-engagement
A withdrawal from the programme
Completion of the practical period
A transfer to another provider
A change of learning aim
The 2026/27 ILR specification includes Completion status code 6:
Learner has temporarily withdrawn from the aim due to an agreed break in learning.
The word “agreed” is important. A provider should not automatically record a learner as being on a break simply because they have stopped attending.
The provider should establish the learner’s circumstances, confirm their intention to return and agree the break with the learner and employer where applicable.
When Should a Break in Learning Be Used?
A break may be appropriate where the learner temporarily cannot continue structured learning because of circumstances such as:
Long-term illness or medical treatment
Maternity, paternity or parental leave
Caring responsibilities
A significant personal or family circumstance
An agreed employment-related interruption
Other exceptional circumstances that prevent active learning
The provider should consider whether learning has genuinely stopped and whether there is a realistic intention to return.
A break should not be used simply to:
Protect retention figures
Avoid recording a withdrawal
Extend an apprenticeship without evidence
Keep an inactive learner on programme
Delay a funding correction
Resolve a data validation error
Cover routine holidays or short-term absence
Replace effective learner engagement and intervention
If the learner has no intention of returning, the record should normally be treated as a withdrawal rather than a break.
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Evidence Needed Before Recording a Break
Before updating the ILR, the provider should retain evidence demonstrating why the break is appropriate.
The evidence should normally confirm:
The reason for the break
The date learning stopped
The learner’s intention to return
The employer’s awareness and agreement where applicable
The expected duration or review date
Any support discussed with the learner
The last evidenced learning activity
Who authorised the change
When the decision will be reviewed
Evidence may include:
A break-in-learning request form
Learner correspondence
Employer confirmation
Tutor or progress-review notes
Medical or parental-leave evidence where appropriate
Attendance and engagement records
A revised training plan
Internal authorisation records
Providers should collect only the personal information necessary to support the decision and handle sensitive information appropriately.
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How to Record an ILR Break in Learning
The provider should close the relevant learning records using information supported by the learner file.
The precise fields required will depend on the programme, funding stream and current ILR validation rules, but the main entries normally include the following.
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ILR Field | What to Record | Control Check |
Completion status | Code 6 for an agreed break in learning | Confirm the learner intends to return |
Learning actual end date | The date of the last evidenced structured learning activity before the break | Do not use the form-completion date unless it is also the last learning date |
Outcome | Complete in accordance with the applicable ILR specification and validation rules | Do not record an achievement that has not occurred |
Withdrawal reason | Complete only where required and with the appropriate valid code | Do not use a withdrawal reason as a substitute for Completion status code 6 |
Programme and component aims | Review every relevant aim and close those affected by the break | Make sure the programme aim and component aims remain consistent |
FAM records | Review applicable funding and monitoring records and their effective dates | Check that dated records do not continue beyond the relevant period incorrectly |
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The 2026/27 ILR specification confirms that Completion status code 6 is used where a learner has temporarily withdrawn because of an agreed break. It also requires providers to return the fields needed for the relevant apprenticeship funding stream and comply with the current validation rules. Review the current ILR specification and validation rules.
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Choosing the Correct Learning Actual End Date
The Learning actual end date should reflect when learning genuinely stopped.
It should be based on the last available evidence of structured learning, which may include:
A taught session
A tutor-led activity
A completed assignment
A documented progress review containing learning
An evidenced workplace learning activity
English or maths learning where applicable
Another eligible learning activity recorded by the provider
The date should not automatically be:
The date the learner requested the break
The date the employer approved the break
The date the provider updated the MIS
The final day of the month
The date the ILR return was prepared
An estimated date selected to protect funding
Using the wrong date can affect funding calculations and create inconsistencies between the ILR, learner file and apprenticeship service.
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Which Learning Aims Need to Be Closed?
Providers should review the complete apprenticeship record rather than updating only the programme aim.
The review should cover:
The apprenticeship programme aim
Component learning aims
English and maths aims where applicable
Other learning aims affected by the break
Learning support records
Relevant FAM records
Apprenticeship financial records
The treatment of individual aims should reflect whether learning for that aim has genuinely stopped.
An aim should not remain open merely because it was overlooked during the break process. Equally, a completed aim should not be changed to a break-in-learning status if the learner had already completed it before the break.
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What Happens to Apprenticeship Funding During the Break?
Apprenticeship funding should not continue as though normal learning were taking place during an agreed break.
Once the break is recorded correctly, the ILR and funding calculation should reflect the learner’s temporary interruption.
Providers should review:
Monthly funding reports
Instalment payments
Learning support claims
Employer contributions
Apprenticeship service information
Any funding generated after the last evidenced learning date
If the break is entered retrospectively, funding may be recalculated. The provider should investigate any resulting funding movement and retain an audit trail explaining the correction.
For assurance over the funding impact of learner changes:
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How to Record the Learner’s Return
When the learner returns, providers should not simply reopen the original closed learning aim.
The ILR specification states that the Original learning start date should be completed on the new learning aim record when a learner restarts the same aim with the same provider after an agreed break. Review the 2026/27 Original Learning Start Date guidance.
The provider should normally:
Confirm that the learner has returned to structured learning.
Agree a revised delivery plan with the learner and employer.
Create the required new programme and learning aim records.
Record the actual restart date as the new learning start date.
Record realistic new planned end dates.
Complete the Original learning start date where required.
Apply the appropriate Restart indicator.
Review the remaining training content and duration.
Reconcile the MIS, ILR and apprenticeship service.
Retain evidence of the learner’s return and the revised plan.
The new start date must reflect the learner’s actual return to learning. It should not be backdated merely to generate funding or close a gap in the record.
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ILR Break in Learning Process
A reliable process can be summarised as follows:
Stage | Required Action | Evidence to Retain |
1. Identify | Establish why learning has stopped | Learner, tutor and employer communication |
2. Assess | Decide whether the situation is a break, withdrawal or short absence | Internal assessment and authorisation |
3. Agree | Confirm the learner intends to return | Signed form or documented agreement |
4. Establish date | Identify the last evidenced learning activity | Attendance, review or learning records |
5. Update MIS | Close the relevant records using Completion status code 6 | MIS change record |
6. Validate | Run current ILR validation rules | Rule violation report |
7. Reconcile | Review funding and apprenticeship service information | Reconciliation and funding reports |
8. Monitor | Contact the learner before the planned return | Contact and review log |
9. Restart | Create new records when learning resumes | Revised training plan and restart evidence |
10. Follow up | Record a withdrawal if the learner does not return | Withdrawal evidence and approval |
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What If the Learner Does Not Return?
A break in learning should not remain unresolved indefinitely.
Providers should review open breaks regularly and contact the learner and employer before the expected return date.
If the learner confirms that they will not return, the original records should be updated to show the correct withdrawal position rather than continuing to show an agreed temporary break.
The provider should:
Establish the learner’s actual status
Confirm the relevant date
Update the source system
Apply the correct completion and outcome information
Review any funding impact
Update connected systems
Retain evidence supporting the withdrawal
Document why the earlier break status was changed
The record should reflect what ultimately happened, not what the provider originally expected to happen.
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Common Break in Learning Errors
Common errors include:
Using Completion status code 3 instead of code 6 for a genuine agreed break
Recording a break without evidence that the learner intends to return
Using the date the form was signed as the Learning actual end date
Leaving component aims open incorrectly
Continuing learning support claims during the break
Reopening the old learning aim when the learner returns
Failing to use the Original learning start date
Omitting the Restart indicator
Backdating the restart
Failing to reconcile the apprenticeship service
Leaving the learner on a break after they have confirmed they will not return
Changing dates only to clear an ILR validation error
Repeated errors may indicate that learner engagement, MIS, delivery and finance teams are not using the same change-of-circumstance process.
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Break in Learning Internal Checklist
Before submitting the ILR, confirm that:
☐ The learner has genuinely stopped structured learning
☐ The learner intends to return
☐ The employer has been involved where applicable
☐ The reason for the break is documented
☐ The last evidenced learning date has been confirmed
☐ Completion status code 6 has been applied correctly
☐ The programme aim and component aims have been reviewed
☐ Learning support and FAM records have been checked
☐ The funding impact has been reviewed
☐ The apprenticeship service has been reconciled
☐ A review or expected return date has been recorded
☐ The learner’s status will be monitored during the break
☐ A restart process is ready for when the learner returns
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Frequently Asked Questions
Can a provider record a break retrospectively?
A break may need to be recorded retrospectively where the evidence demonstrates that learning stopped at an earlier date.
The provider should use the actual last evidenced learning date, investigate the funding impact and document why the record was updated late. A date should never be invented simply to create a convenient break period.
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Is a short absence automatically a break in learning?
No. A short absence does not automatically constitute a break.
The provider should consider whether structured learning has genuinely stopped, the expected duration and whether the learner intends to return. Routine holidays, occasional missed sessions and temporary non-engagement should not automatically be coded as a break.
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Can learning continue during a break in learning?
An agreed break represents a temporary pause in learning. If structured learning continues, the provider should reconsider whether a break has genuinely taken place.
Providers should also check English, maths and workplace learning activity rather than considering only scheduled tutor sessions.
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Should the original learning aim be reopened when the learner returns?
No. New learning aim records should normally be created for the restart.
The provider should use the actual restart date, complete the Original learning start date where required and apply the relevant Restart indicator.
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What happens if the learner never returns?
The record should be updated to reflect a withdrawal. The provider should confirm the correct dates, assess any funding impact and retain evidence explaining why the learner did not return.
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Does an accepted ILR prove the break has been recorded correctly?
No. Passing technical validation does not prove that the break is accurate or supported by evidence.
The ILR must agree with the learner file, employer information, delivery records, funding reports and what genuinely happened.
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How Skills Office Network Can Help
Skills Office Network helps apprenticeship providers manage ILR changes accurately and reduce the risk of incorrect funding.
Support can include:
Reviewing break-in-learning records
Checking programme and component aims
Investigating ILR validation errors
Reviewing restart records
Reconciling the ILR and apprenticeship service
Testing the evidence supporting learner changes
Reviewing funding movements
Developing change-of-circumstance procedures
Training MIS and delivery teams
Supporting monthly ILR submissions
Independent support can help providers correct individual records while also identifying the process weaknesses that caused the errors.
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Accurate break-in-learning records protect funding, maintain reliable learner data and provide a clear audit trail from the learner’s last activity through to their eventual return or withdrawal.
The objective is not simply to select a code that passes validation. It is to ensure that the ILR accurately reflects the learner’s circumstances and is supported by reliable evidence.
