Understanding the OfS registration process

This event offered practical guidance on the process for registering with the Office for Students (OfS), explaining our initial conditions, and what a high quality application should include.

This event followed the publication of a consultation response from the Department for Education (DfE) on Strengthening oversight of partnership delivery in higher education. This established that a provider delivering to more than 300 students via franchise arrangements is likely to be subject to new requirements and will now need to register with the OfS to continue delivering higher education courses that are eligible for student finance. 

While the DfE’s policy changes set out when providers may be required to register, this webinar focused solely on how to do so. The session covered:

  • an overview of the OfS registration process
  • initial conditions of registration
  • what the OfS looks for in a strong application
  • evidence requirements, common pitfalls, and good practice
  • guidance for providers with limited regulatory experience
  • franchise‑focused Q&A with the OfS team.

Please note: This event was focused on helping providers understand the OfS registration process. It did not address questions about the DfE consultation, policy decisions, implementation timelines, appeals or thresholds.

This session was aimed at:

  • Unregistered delivery partners involved in franchised provision and considering applying for registration.
  • Registered lead partners involved in franchised provision that wish to understand the process and support delivery partners in applying.

Unregistered providers considering applying for registration for the first time, but not involved with franchised provision, were also welcome to attend.

Find out more about registering with the OfS

Contact us

If you have any questions about attending our events, please contact [email protected].

Published 12 February 2026
Last updated 24 February 2026
24 February 2026
Event recording published.

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