Revealed: The 2025 Pearson Teaching Awards winners

Sixteen teachers, leaders, schools, and colleges have been honoured for excellence in education at the 2025 Pearson National Teaching Awards.

Outgoing FE Commissioner Shelagh Legrave scooped the awards’ highest honour, receiving the Lord David Puttnam Award for Lifetime Contribution to Education. 

Dubbed “the Oscars of the teaching profession,” eight ‘gold awards’ were announced for the first time on Saturday at a glitzy ceremony in London, with the rest revealed during the week on the BBC’s The One Show and in The Sunday Times.

Categories awarded individuals and institutions from early years, primary, secondary and further education that go above and beyond for their learners, having a lasting impact on their lives, on the profession and in their local communities. 

Judges selected the winners from thousands of nominations, revealing 93 shortlisted ‘silver award’ winners in June.

Education secretary Bridget Phillipson said: “Teachers and school staff are the heart of our education system, inspiring young people and helping them to achieve and thrive. These awards are a powerful reminder of the life-changing impact great educators have, because the path to national renewal runs through our schools.

“My warmest congratulations to all of this year’s winners and nominees – your hard work, care, and commitment shape futures, and I’m proud to work with you to break down barriers to opportunity.”
 
Sharon Hague, managing director of school assessment and qualifications at Pearson UK, added: “Behind every confident student or changed life, there’s an educator who made it possible.

“The Pearson National Teaching Awards shines a spotlight on the inspiring individuals whose influence has gone far beyond the classroom. This is a celebration of excellence at the highest level, and we are thrilled to be able to recognise these achievements. Congratulations to all of this year’s Gold winners!”

Legrave’s lifetime achievement

Shelagh Legrave, the outgoing Further Education Commissioner, was awarded The Lord David Puttnam Award for Lifetime Contribution to Education. 

Awarded by the Teaching Awards Trust trustees, recipients are required to have worked directly or indirectly in education for 30 years, and to have had an impact across a whole region or nation while earning the “broad respect” of the teaching profession. 

Former winners include trade unionist Fred Jarvis and former education secretary Estelle Morris. 

The special award was presented at the end of this evening’s ceremony by the chair of the Teaching Awards Trust, Professor Tony Salt. 

Legrave became the Department for Education’s Further Education Commissioner in 2021. 

Before becoming FE Commissioner, Legrave was chief executive of Chichester College Group. 

Accepting the accolade this evening, Legrave said: “I really don’t believe I deserve it, but everybody in this room changes lives through learning.

“This is for further education. It has been an absolute privilege to work in colleges, and a university, and subsequently the Department for Education. We really do make a difference.”


Nominations for the 2026 awards are now open – you can submit your entry here.

The Award for FE Lecturer of the Year

Winner: Lisa Charles, North East Surrey College of Technology

What the judges said: Lisa Charles is not just a lecturer – she is a life-changer.

A hairdressing lecturer at Nescot, Lisa uses her own educational challenges to bring empathy and lived experience to her teaching. For over 13 years, she has inspired learners from all backgrounds, from helping a young woman from a traveller community with no prior education achieve top academic and vocational results, to supporting a brain injury survivor re-learn basic skills and regain independence through her studies after being rejected from other colleges.

Alongside her teaching, Lisa ensures that she and her students are giving back to the community.  She has built partnerships with organisations like the Royal Marsden, Toni & Guy, L’Oréal, and the Salvation Army, giving students real-world experience while instilling a sense of purpose. From organising pop-up salons for young cancer patients to driving sustainability through the Green Salon Collective, Lisa leads by example and changes lives along the way. 

Outstanding New Teacher of The Year

Shona McFayden, Bedford College, Bedfordshire

Diagnosed with liver failure and cancer at a young age, Shona lived for years shadowed by uncertainty, balancing her studies with the knowledge that she needed a life-saving transplant. Her determination for a teaching career was a motivator and incentive to chase a full recovery, and this personal journey gives her teaching a unique depth and authenticity.

Shona champions innovative approaches, from using interactive VR in science investigations to adapting lessons so they support students facing difficult personal circumstances. Beyond the classroom, she founded the Impact Makers programme, a student-led charity that has raised hundreds of pounds for local care homes and hospices.

Shona teaches students first-hand the value of perseverance, goal-setting and gratitude for opportunity.

FE Team of the Year

South Gloucestershire and Stroud College – Filton and Stroud Campuses, Bristol

This Bristol College ESOL provision offers a lifeline to migrants settling in the UK, helping them learn a new language, find their voice, and connect with their new community and country.

Accepting the award this evening, Sarah Kopera, head of SGS life, said from the stage: “Broken English is not broken potential.”

The programme is about equipping learners with the language and social skills they need to live confidently and independently. From role-play scenarios like GP appointments, job interviews, and school-gate conversations with other parents, to navigating housing and healthcare systems, the ESOL curriculum is built around real-life situations that empower learners to engage fully in society. The team also supports with housing issues, signposting services, and developing trauma-informed approaches for those carrying the weight of past experiences, including war and displacement.

Success stories include a Ukrainian nurse now working as a phlebotomist in the NHS; a former learner running her own donut business; a parent finally able to speak English with her child after school; and countless others who’ve gone on to further qualifications, employment, and full participation in British life.

The tutors themselves reflect the communities they serve. Many have refugee or migrant connections, which helps foster trust and understanding with their learners.

Over the past eight years, this programme has grown from just four classes a week to over 28, reflecting the increasing demand from learners determined to thrive in their new home.

Transformational Use of Digital Technology

The Oaks Specialist College, Kent

At The Oaks Specialist College, the Accessibility Team has reimagined how everyday technologies, from smartphones to AI tools, can unlock opportunities where young people with learning difficulties often struggle to progress.

By embedding built-in accessibility features into daily learning, students can now participate where once they were passive. Louis now uses text-to-speech to enjoy books and prepare for work; Ethan was given the confidence and tools to travel independently to Leeds; and another student, James accesses his favourite comics through new digital tools.

The Oaks is now recognised as a Microsoft Showcase College, and its Accessibility Team is shaping practice across the country. The team deliver workshops to other education provisions and to larger commercial businesses. Companies such as Balfour Beatty, Tesco and Mitie have benefited from ‘lightbulb moment’ sessions to make their workplaces more inclusive and supportive of those using everyday technology for accessibility.

Seventy-two per cent of learners from Oaks progress into paid employment, compared to a national average of just 4.8 per cent for those with learning disabilities in the general population.

SEND and Inclusive Practice

Winner: Abbot’s Lea School, North West

What the judges said: No pupil is turned away from Abbot’s Lea. Its zero-exclusion policy and pioneering ASD model – combining academic progress, specialist therapeutic support, and life skills development – ensures students with Autism and complex needs are supported to thrive.

Their inclusive approach includes an in-house ADHD clinic, helping to reduce missed NHS appointments and school absences by making sure students get the health services support they need without missing class. To keep families closely involved, the school holds weekly open-house assemblies and coffee mornings.

The school’s approach has challenged students to become the best versions of themselves. Graduates leave Abbot’s Lea confident, resilient, and work-ready, with many moving into employment, some even joining the school’s own staff team.

School or College Partnership of the Year

Shetland School/College Partnership Programme for S5/6 students. UHI Shetland, Scotland

In Shetland – a remote group of islands north of mainland Scotland – education is truly unique, with a focus on real-life practice and community. With a population of around 22,900 and key industries like fishing, farming, health and social care, energy, and construction, the local economy relies on skilled, adaptable people.

The Shetland School/College Partnership Programme is helping young people step into those roles with real-world experience. This isn’t just about filling skills gaps, it’s about making education more relevant and inclusive, giving young people a stronger connection to the place they live.

Designed for S5 and S6 students (aged 16–18), the programme connects school learning with hands-on training in local industries. Whether it’s maritime courses, NHS placements, or working alongside local trades, students are gaining skills that offer practical routes into work or study, in a rural island setting where opportunities can feel limited.

Unsung Hero

Lee Smith, Hethersett Academy, Norfolk

Lee Smith is a school site manager, whose compassion and consideration for others helped him literally save a life. When a vulnerable colleague didn’t show up to work one day, Lee followed his instincts and did a welfare check. After breaking down a front door, he found his colleague slipping into a diabetic coma. His quick thinking made all the difference, but the incident resulted in his colleague having to undergo an amputation.

Lee went on to help renovate the colleague’s home and garden to make it more accessible. He also bought a golf buggy and reshuffled responsibilities so his colleague could still stay involved in the school and return to work.

However for Lee, empathy isn’t a one-off act, but a way of life. Whether it’s building bird tables for terminally ill colleagues or finding the perfect spot to plant a memorial tree for the school’s pregnancy loss group, Lee has consistently demonstrated genuine selflessness, making him truly an unsung hero at Hethersett Academy.

Early Years Team of the Year

Best Family Childcare Nursery Early Years Team, West Yorkshire

Togetherness is central to Best Childcare Nursery. The early years team has devoted itself to creating a community where children and families feel a true sense of belonging. Open 51 weeks of the year, their ethos of “Rewilding Childhood,” inspired by the Reggio Emilia approach, celebrates children’s voices and nurtures wellbeing in a safe environment.

Traditions such as “Fika” create moments of sharing food and conversation, helping to foster connection across children, families and staff. Their Family Tree groups help siblings stay together, easing transitions and strengthening bonds.

With everything they do, the Best Childcare Nursery Early Years Team ensures that every child is supported not only to learn, but to grow into a confident, compassionate member of society.

Headteacher of the Year in Primary School

James Parkinson, De Lacy Primary School, West Yorkshire

When James Parkinson became headteacher of De Lacy Primary School, it was among the lowest-performing schools in the country.

Today under his leadership, De Lacy offers a varied curriculum incorporating unique initiatives to ‘future proof’ pupils and better equip them to cope with life in modern Britain. This incudes Future Fridays, where professionals inspire pupils with their career journeys, and “50 learning experiences” which range from first aid, enterprise, and ecological projects, helping young students tick off valuable life experiences at an earlier age.

Known as a “deeply human” leader, James builds trust through genuine connections with children and families. Before James joined the school, it was once described to him as “a school you wouldn’t want to work in”. Now, that couldn’t be any further from the case. Today, De Lacy is judged Outstanding in every category by Ofsted, with outcomes placing it in the top 13 per cent nationally.

Making a Difference – Primary School of the Year

Sprites Primary Academy, Suffolk

Sprites Primary is living proof that with belief and compassion, every school and child can thrive. Once placed in special measures following two successive ‘inadequate’ Ofsted judgments, Sprites now stands as a beacon of excellence. 

Sprites’ vision is to provide the full curriculum so that every child can engage their interests, and the experiences offered by the school go way beyond the classroom. Children sing at the O2, camp under the stars, and walk the grounds of Cambridge University, often experiencing life beyond their neighbourhoods for the first time. The school has transformed old rooms into a Kids’ Kitchen, Live Lounge, and Art Studio to deliver a full, inspiring curriculum.

The school’s SEND provision, once heavily criticised, is a model of best practice, attracting families from across the region. Pupils with complex needs are not just supported but championed, such as Oscar, a pupil with ASD who with the right support became head boy and gained the opportunity to represent the trust at the House of Lords.

Secondary School of the Year

Moor End Academy, West Yorkshire

Moor End Academy is the definition of inclusivity, turning what could be a challenge of a highly diverse student body into a source of strength. With nearly 90 per cent of students from minority ethnic groups, many of whom do not have English as their first language, the school brings together young people from over 35 different linguistic and cultural backgrounds.

While this diversity could present barriers, Moor End has adapted by embedding language support across the curriculum, offering translators, tailored learning resources, and opportunities for students to share their own cultures, ensuring every child can participate fully and feel valued.

Student voice and leadership are at the heart of the school’s culture. From the student council, praised by Ofsted for genuinely making a difference to school life, to culture days where pupils showcase their heritage through food, music and traditions, students are empowered to take ownership of their community and learn from one another’s experiences.

The academy’s outreach extends beyond the school gates. Parents are welcomed in for family baking sessions, safeguarding workshops, and other opportunities to connect.

Teacher of the Year in a Primary School

Gosia Watts, Outwood Primary Academy Park Hill, West Yorkshire

Originally from Poland, Gosia began her life in the UK working in factories and offices before realising her dream of becoming a teacher. Now assistant principal at Outwood Primary Academy Park Hill, she draws on her passions for sustainability and the arts to shape a vibrant, inclusive education.

Gosia has created green spaces across the school, embedding sustainability into daily life. From the forest school to the sensory garden, her projects have provided calming, therapeutic environments that particularly support children with SEN.

Gosia champions the arts, directing Shakespeare productions and guiding whole-school creative projects – including one that saw her class’ artwork accepted into the National Gallery.

Gosia also works closely with the local community centre, leading events and celebrations, and has inspired families to join in initiatives such as the school pantry, where children and parents donate essential items to support others.

Teaching Assistant of The Year

Shagufta Mirza, Carlton Junior and Infant School, West Yorkshire

For more than 25 years, Shagufta Mirza has played a key part at Carlton Junior and Infant School, deeply invested in family and community wellbeing.

She leads the breakfast club, giving children a nourishing and positive start to the day. As a nurture lead and attendance officer, she works closely with families to remove barriers to education, always approaching issues with empathy and understanding. Beyond this, she organises parent workshops on wellbeing and resilience, helping families support both themselves and their children.

Shagufta is equally committed to broadening students’ horizons. From cultural visits to Amsterdam, to inspiring trips to Oxford University, to excursions to the Houses of Parliament, Shagufta has provided students with experiences that expand their understanding of the wider world.

Teacher of the Year in a Secondary School

Jolie Bartley, Varndean School, Brighton

Jolie Bartley has transformed drama into one of the most popular and successful subjects in Varndean School. She sees drama not just as a subject, but as a way to achieve greater inclusion, confidence and personal growth.

Her productions encourage anyone who wants to be involved to participate, while supporting performers with additional needs. This year’s cast included students who were partially sighted, autistic, and even one usually electively mute. Jolie is known for her unwavering care, whether stepping out of rehearsals to administer vital medication or patiently supporting a troubled Year 7 until he found his place within the group.

From Les Misérables to Little Shop of Horrors, each show involves more than 250 students across acting, music, choreography, stage management, lighting, sound, and make-up and costume. For Jolie, the true triumph lies not in the show itself but in the way it makes every student feels valued, regardless of their role.

Lifetime Achievement

Lynn Griffiths, Ysgol Gymraeg Caerffili, Wales

Lynn Griffiths is an inspirational educational leader who has dedicated his entire career to Ysgol Gyfun Caerffili. He has championed bilingualism through innovative language immersion techniques, ensuring hundreds of pupils leave as confident Welsh speakers.

Equally passionate about staff development, Lynn has created a culture of professional learning where teachers are supported and encouraged to progress in their careers.

Lynn’s work has been recognised regionally and nationally, with Estyn, EAS, and Welsh Government drawing on his expertise in leadership, language development, and professional learning. His influence extends far beyond the classroom, making him a transformative force in Welsh education.

Headteacher of the Year in a Secondary School

Lucy Harrison, Archer Academy, London

Lucy Harrison has transformed the Archer Academy into a thriving, inclusive community not just for students, but for staff too. During ten years of leadership, she has pioneered flexible working, staff wellbeing initiatives, and innovative approaches to teaching and learning.

As part of this, Lucy reshaped the school day significantly to improve engagement and behaviour. Through her consultation with staff, students and parents, a newly introduced timetable promotes consistency, reduces stress points, and maximises learning time. She complements these changes with a strong focus on student voice, creating leadership roles, societies and feedback forums that give young people a real say in their school experience.

By embedding careers education and extracurricular opportunities, Lucy ensures every young person leaves Archer with both outstanding qualifications and the skills to succeed in life.

Under Lucy’s guidance, Archer Academy continues to rank among the top schools nationally and is recognised as a model of best practice in wellbeing, inclusion and flexible working. Staff retention and morale are now among the highest in the borough, with surveys showing 96 per cent of colleagues are proud to work at Archer.

DfE’s £20m spike cash helps buy 9,000 student places

Emergency cash to cope with a teenage population spike will create around 9,000 extra college places across Leeds and Greater Manchester, it is forecast.

Both regions received £10 million each in post-16 capacity funding from the Department for Education, with Greater Manchester using the money to pay for a series of small expansions while Leeds City Council funded two new city centre buildings.

Greater Manchester Combined Authority (GMCA), which added an extra £10 million of its own cash to address the 16-19 population bulge, estimates it can boost capacity by 5,315 extra places by September.

Its approach has been to lease and convert office buildings, remodel workshops for construction skills, fund refurbishments and recruit extra teachers.

The two main college groups in Leeds – Luminate and Leeds College of Building – have both bought buildings to create an extra 3,770 places.

The DfE’s capacity funding was announced in April. It is estimated that the number of teenagers aged from 16 to 18 surged by 230,000, or 13 per cent, between 2017 and 2024, and will rise by another 110,000 (5 per cent) to a peak in 2028.

FE Week understands enrolments across Greater Manchester increased from 28,670 in 2019-20 to 35,620 in 2023-24.

Speaking at the Association of Colleges conference last week, DfE director of labour market skills and funding Sinead O’Sullivan said “very little funding” was available for college capacity in 2025-26, so most of it was given to Leeds and Greater Manchester as they had “the most level of need”.

However, she noted “plenty of others” needed extra capital funding.

A further £375 million has been allocated for post-16 capacity until 2029-30, following the last capacity funding round that saw £230 million shared between 89 colleges and sixth forms.

The Manchester way

All nine FE colleges in Greater Manchester have been allocated a share of the region’s money, some of which was drawn from unspent “local growth funding” available to combined authorities.

Manchester College, which got the biggest share at £5.6 million, aims to create 345 new places by September by creating a new engineering workshop, remodelled construction spaces and science labs.

Wigan and Leigh College is expanding four of its sites to create 841 spaces by leasing two office buildings, upgrading its skills academy and enhancing its engineering and construction centre.

Tameside College expects to deliver an extra 1,116 places by refurbishing its existing building to add 11 new teaching spaces.

It will also recruit more teachers and support staff, and invest in IT hardware.

While the DfE funding pot is strictly for capital projects to create additional capacity, the extra £10 million GMCA provided was split, with £5 million used as a “top up” to the DfE’s capital funding and £5 million for “flexible” revenue and capital.

Revenue spending includes £395,000 set aside for college workforce development with qualifications for staff, informal CPD, engagement with employers and “market factor uplift supplements” for industry specialists from high-demand industries.

A recent report approving the overall spending package says funding is being prioritised to create places in priority “gateway sectors” such as construction and the green economy, and takes into account factors such as recent learner numbers, employer need and “reported over-subscription” for courses.

Initially, the region’s nine college groups asked for £19.2 million, but the total was brought down to £10 million after negotiations and a “proportionate reduction” to all bids.

Leeds goes big

Across the Pennines, Leeds City Council reports that Luminate is in the process of buying a 127-year lease of Livingstone House, a city centre six-storey office building by the River Aire, with its £8 million share.

The college group hopes it will become the base for Leeds City College’s school of health and social care, creating up to 1,500 extra educational places “across all vocational areas”.

However, until further funding is raised the five upper floors will be mothballed, chief executive Colin Booth told FE Week.

He said although the extra investment into post-16 capacity was “extremely welcome, we cannot afford to be complacent”.

He added: “Leeds City College has operated at maximum capacity for the last few years, with waiting lists for courses in areas like health and engineering.”

“Without sustained and targeted investment from government, increasing numbers of young people will be left without a suitable place to learn, in Leeds and across the country.”

Meanwhile, using its £2 million share, Leeds College of Building has bought a former Vodafone site next to its city centre campus.

The 5,000 square-metre building has a warehouse-like space on the ground floor and office space upstairs.

College CEO Nikki Davis told FE Week the building was “perfect”, would house about 2,000 learners as a “conservative” estimate, and aligned with plans to become a construction technical excellence college.

However, further funding will be needed to convert the building, meaning it is unlikely to be ready by September.

In a recent scrutiny report, Leeds City Council said it had already created an extra 975 places by the 2024-25 academic year by working with colleges and ITPs.

It estimates its numbers of 16 and 17-year-olds rose by more than 3,000 between 2021 and 2025.

The council added that its officials were working with colleges to make a “system-wide bid” to the DfE next year.

Reeves puts the ‘squeeze’ on big employers with budget levy tweaks 

Rachel Reeves’ tweaks to the apprenticeship levy funding system will “squeeze” large employers and risks “dampening appetite” for skills investment, business groups and experts have warned. 

The chancellor’s budget announced £725 million over the rest of this Parliament to be injected into the apprenticeship system, which will be reformed into a “growth and skills levy” from April. 

Some of the additional cash will fully fund apprenticeships for under-25s in small and medium-sized businesses, but most of the rest will ease pressure on England’s strained apprenticeship budget which was overspent for the first time last year. 

Reeves’ budget red book also revealed the government will remove a 10 per cent uplift for levy payers, halve the time levy payers have to use their levy funds from 24 to 12 months, and slash the co-investment rate offered to big businesses when they exhaust their funds to 75 per cent. 

Robert West, head of education and skills at the Confederation of British Industry, said there was “some concern” as the trio of changes for levy payers will “all put increased pressure on levy resources”. 

“Overall, this could mean lower government topping-up and faster recycling of unused funds back to the Treasury – all of which would reduce the overall pool available for training,” he told FE Week. 

Tom Richmond, an education policy analyst and former adviser to education ministers, said: “While pushing more money towards apprenticeships for young people will rightly steal the spotlight, some of the other changes look like a subtle way to put the squeeze on larger employers by reducing any cash piles sitting in their levy accounts.” 

He described the 10 per cent uplift for levy payers as a “weird feature” of the funding system that is “not worth mourning”. But “quietly reducing the co-investment rate to 75 per cent after a levy payer’s account has run dry looks like an attempt to stop larger employers hoovering up too much funding, while reducing the expiry window will heap more pressure on levy payers to get spending their contributions as quickly as possible – presumably in an attempt to prop up apprenticeship starts”. 

The changes will kick in from the 2026-27 academic year.

Treasury told FE Week that work and pensions secretary Pat McFadden would engage with businesses from December, and officials will set out further details “in due course”. 

Dampening appetite risk 

Since the apprenticeship levy was introduced in 2017, only large employers with a payroll in excess of £3 million have paid into the levy at a rate of 0.5 per cent of salary costs. 

The 10 per cent top-up has been a feature since the levy launched. It meant that if an employer paid £1 million into the levy they would have £1.1 million to spend on apprenticeship training. 

Currently, employers’ levy funds are removed from their digital accounts if they’re not spent within 24 months. This “use it or lose it” feature was designed to encourage levy-paying employers to invest in high-quality training and assessment and to prevent them from accruing overly large balances. 

The co-investment rate for levy payers if they spend all of their funds is understood to be 95 per cent currently. 

 Dale Walker, director of education at apprenticeships provider Apprentify, said the restrictions announced by Reeves could “dampen” the appetite for apprenticeships. 

He told FE Week: “A 12-month spending window is extremely tight when deploying levy funds with many large employers already taking more than a year to implement apprenticeship programmes.  

“Separately, increasing the employer contribution to 25 per cent [for the co-investment rate] and removing the 10 per cent top-up risks dampening appetite among levy-paying organisations already dealing with rising hiring, pension and tax costs.  

“My sense is that these changes may simply lead to more levy gifting and more unspent levy overall, rather than increasing meaningful investment in apprenticeships.” 

Hannah Larsen, policy officer at the British Chamber of Commerce, was particularly “disappointed that government is increasing costs for the trailblazing employers who exhaust their levy funds”. 

Growth and skills levy reform 

England’s apprenticeships budget was fully spent in recent years and the government plans to ease pressure by removing level 7 apprenticeships for people aged 22 and older from January. 

There will however be a short-term strain caused by a spike in level 7 starts, which are the most expensive to deliver, as employers rush to use the training route while they still can. 

The reformed growth and skills levy will also fund non-apprenticeship training from April.  

New apprenticeship “units” will be on offer, which could be courses as short as one week and are likely to be qualifications that exist within apprenticeship standards. 

The levy is generating more cash contributions than expected and is now estimated to raise £4.4 billion this year.  

England’s apprenticeship budget for 2025-26 is set at £3.075 billion, while the devolved nations receive just over £500 million. It means the top slice the Treasury takes between how much the levy generates and how much is dished out for apprenticeship spending hits around £820 million. 

Forecasts for 2026-27 show the levy intake will rise to £4.6 billion. If the Treasury fails to increase apprenticeship spending budgets the Treasury margin will hit £1 billion. 

The Office for Budget Responsibility expects the levy to raise £5 billion for the first time by 2029-30. 

Stephen Evans, chief executive of the Learning and Work Institute, said: “Extra funding for apprenticeships is welcome, though largely reflects an expected rise in the amount the levy raises meaning the Treasury will still be keeping a substantial sum. 

“At the same time, measures such as shortening the expiry time for levy funding are likely to reduce the amount of their levy that large firms spend, helping to tackle any pressures on the overall budget and pay for ending training costs for young apprentices in SMEs.”

Ben Rowland, CEO of the Association of Employment and Learning Providers, said the changes in this week’s budget “will feel like a squeeze for levy payers”.  

“Removing the 10 per cent top-up, shortening levy expiry to 12 months and tightening co-investment will inevitably drive different behaviours, and employers will now be even keener to see what they get back through the apprenticeship unit offer from April,” he added.  

“The move to fully fund under-25s for non-levy employers is positive and will strip out needless admin, but it also raises questions about how adults over 25 may be funded in future, particularly outside priority sectors.” 

Officials hesitate over V Level licence model

Ministers are still deciding whether V Levels will be developed under the same single-licence model as T Levels, a senior Department for Education official has revealed.

Speaking at the Federation of Awarding Bodies’ conference, DfE director of technical qualifications and essential skills Kiera Harper said her “personal view” was that licences for T Levels had been “incredibly challenging” to manage.

While the department is still “thinking about” what approach it will take with V Levels, it plans to have a single commercial strategy to cover both T Levels, V Levels and new level 2 qualifications “in the round”, Harper added.

Using a single awarding organisation per T Level was a recommendation by Lord Sainsbury in his review of technical education, which the DfE agreed to take forward. However, its own researchers warned that with no alternative to step in if problems arose with a contracted body, there was a “risk of system failure”.

V Levels, which will sit alongside A Levels and T Levels, were announced last month in response to the curriculum and assessment review’s findings, as a “vocational alternative” to the academic and technical route.

They will be aimed at students who have not made a decision on what career pathway they want to pursue.

Harper, who oversees the DfE’s level 3 reforms, including T Levels, said: “I think it’s important to recognise that with T Levels, the single licensing model came from a good place.

“It came from a desire to ensure quality, maintain grip and rigour for what was at the time an incredible – and is still arguably an incredibly – novel change to the way that we delivered qualifications in that space.”

‘Tell us how big’

The government wants students to be able to “mix and match” V Levels and A Levels, but is “absolutely open” to sector views on whether the new vocational qualifications should be “small” qualifications of 360 guided learning hours, or “medium-sized” at 725 hours, Harper added.

She told the conference that officials want parents and students at future open days to have a clear “narrative” about the purpose of the courses they are choosing.

She added: “If you can do that, and you can come up with a valid argument, we want to hear it.”

The government is currently consulting on its “post-16 level 3 and below” plans, which include V Levels, the expansion of T Levels, and widespread reforms to level 2 courses that will replace the T Level foundation year.

Rollout is planned across four years, with the first classes beginning in 2027.

Level 2 reform plans

Two level 2 pathways are being developed: one-year, 240 guided learning hours “foundation certificates” for students seeking to progress to a level 3 course, and two-year “occupational certificates” which aim to help students develop their technical knowledge in a classroom-based setting before moving into skilled employment.

The DfE wants to roll out V Levels and the new level 2 certificates together by “route”.

Ahead of the consultation closing on January 12, officials are working with awarding organisations and other stakeholders on “outline content” for each subject.

Officials aim to run a further consultation on each route’s exact content between April and June.

‘We’re not diluting apprenticeships’: Skills England deputy hits back at assessment reform backlash

Incoming assessment reforms will not “dilute” or “dumb down” apprenticeships, a Skills England boss has claimed following a backlash from employers.

Gemma Marsh, Skills England’s deputy CEO, acknowledged widespread concern from businesses, especially in safety-critical industries, that plans to streamline the assessment of apprentices will lead to some learners qualifying without proving they are competent.

But she insisted at the Federation of Awarding Bodies (FAB) conference that Skills England, a government agency belonging to the Department for Work and Pensions, is “not rushing”, is “listening”, and is determined to take a “pragmatic approach”.

“I’ve really been trying to get under the skin of assessment reform,” said Marsh, who joined Skills England six months ago after 23 years working in Greater Manchester. 

“Nowhere in these reforms is it about diluting. It’s not about reducing competency. It’s not about dumbing down – you have my word on that.”

She added that the government is “not throwing the baby out with the bath water” but pressed the need to “simplify” the current system.

Her comments follow an FE Week investigation into discontent from the first five pilots of reformed assessment plans, and alarm that Skills England is “bulldozing” through changes without properly consulting and listening to employers and sector experts.

Skills England’s plans include having mandatory and independent assessment for only around 40 per cent of an apprenticeship’s knowledge and skills statements, with the remaining 60 per cent being “sampled”. 

Officials also want to make mandatory qualifications, that sit within over 100 apprenticeships, the sole method of assessment for some of those standards and also remove independent assessment of behaviours entirely, leaving employers to “verify” them internally.

‘Not on my watch’, say chief regulator

Skills England plans to publish the names of the first batch of apprenticeships that will officially go through the assessment plan reform process before Christmas. They will be linked to industrial strategy sectors.

The plan is to then plough through the 700-strong suite of apprenticeships in England during 2026, with a target end date of August 1 for getting all apprenticeships started on the process.

Delegates at today’s FAB conference hit back at this timescale, telling Skills England officials it was “impossible” and “unmanageable”.

Sir Ian Bauckham, Ofqual’s chief regulator, also spoke at the conference and acknowledged the concern raised by employers and experts and recognised the “demanding” timescale.

He claimed apprenticeship quality would not be compromised on his watch.

“Of course, I recognise there are mixed feelings about this [apprenticeship assessment reform], and in particular, concerns that some of the changes may lead to a dilution of quality,” Sir Ian said. 

“I want to reassure anyone who might be concerned about this, that Ofqual intends to regulate to ensure apprenticeship assessment remains a valid and reliable signifier of occupational competence, and there will be no compromise on quality on my watch.”

‘Competency is key’

Marsh stressed that the pilots were a “test phase”, and added: “Every sector is different, and that’s absolutely what we’ve learned.”

She said the reforms would not be applied uniformly across all standards, emphasising that “not everything is a one-size-fits-all” and that Skills England must take a “practical approach”.

Marsh also insisted the reforms were not being pushed through quickly despite political pressure to streamline apprenticeship assessment and increase completion rates.

“Please take one thing away from today: we’re not rushing. We are listening,” she said. “We want to build this with you, and we want to take all of your advice on board.”

She also made a plea for the sector to “reset” the tone of the ongoing debate, arguing that anxiety around lower standards had “got lost in the language”.

“This is not about dumbing down competency. This is not about diluting assessment,” she said. “Quality is key, and that will remain. Competency is key, and that will remain.”

FAB CEO Rob Nitsch said: “The desire that we now have a reset that leads to us working more closely together was clearly expressed; it will be important that this is carried through – we will be very committed to ensuring that it is.”

Employer-led or pro-employer? 

The government’s language recently shifted from the skills system being “employer-led” to taking a “pro-employer approach”.

Asked directly about confusion over whether the apprenticeship reforms remain “employer-led”, Marsh argued the labels do not matter.

“Language is a wonderful thing, isn’t it? Because I’m not very civil servant a lot of the time, my language is completely different,” she said.

“Employers are absolutely critical. We need to listen to employers, we need to make sure we are meeting their needs – but they also have to meet us halfway. They are part of that journey and are accountable for ensuring that we have good jobs, better jobs and the skills we need.” 

Marsh added that Skills England was exploring new “expert pools” which involve wider engagement beyond trailblazer groups to ensure more voices feed into standards development and assessment design.

The apprenticeships boost is not the game-changer SMEs need

For a small business owner, taking on an apprentice can feel like a leap of faith. You’re employing new talent to join you or your team, not just filling a role but investing time and money into them. An incredibly rewarding move, yes, but one that comes with its own challenges – not least the costs associated with taking on a new team member, training and paying them.

At this week’s budget, the Chancellor announced that apprenticeships will be fully funded for non-levy paying employers hiring apprentices under 25 years old – expanding it from the previous funding for under 22-year-olds. She thanked the Federation of Small Businesses (FSB) for our representation on this issue. While it’s hard to escape the idea that the Treasury is not good at the detail of apprenticeship policy, this is at least some attempt to help SMEs (small and medium sized businesses).

The Chancellor also announced she was providing £820 million over the next three years for the youth guarantee, which will help small businesses do what they do best – provide jobs in our local communities and help those who need it most get into work. Taken together, these announcements should open up more opportunities and help give the next generation the tools to build something of their own.

While this, and recent announcements introducing new foundation apprenticeships earlier this year, are positive steps, the fact remains that more needs to be done to help small employers hire apprentices. The appetite from small firms is there, but too many are currently being held back by rising labour costs. Our latest Small Business Index showed this was one of the top three barriers to growth, behind the domestic economy and the tax burden.

Measures like reintroducing a £3,000 incentive for small employers hiring an apprentice under 25, which was briefly introduced during the pandemic, would help to take away the risk associated with taking on an apprentice.

With almost half of small business employers telling us this incentive would encourage them to employ apprentices in the future, we think this would make a real difference to the number of apprenticeship starts, particularly at entry level. Sadly, starts numbers in small firms are falling and have been since the Apprenticeship Levy was introduced back in 2017. Young people are losing out on the chance to develop valuable skills and experience in small businesses, while those businesses miss out on a rich source of talent. We’d like to see the government setting targets to increase the number of apprenticeship starts in small steps year on year, to create some accountability and measure the success of any policies that are brought in.

In a practical sense, small firms say the system is confusing and fragmented, and involves a lot of admin. Time and resources are in short supply for small businesses, and most of them don’t have their own administrative or HR (human resources) team to deal with this side of taking on an apprentice. Our research found that a third of small business employers who currently have an apprentice on their books say reduced admin or paperwork would encourage them to take on more.

Providing financial incentives could help to offset this too, allowing employers a bit more freedom to get apprentices on board, make sure training is up to date and maintain contact with educational establishments and training providers. 

We were hoping to see measures at this year’s budget that encourage small firms to invest and grow in their business. And while as a whole the Chancellor didn’t deliver on pro-growth, pro-business measures, this apprenticeship announcement was a positive move to open up opportunities to more young people and get more small firms into the apprenticeship system.

Analysis: Multiverse closes in on Lifetime’s apprenticeship lead

Multiverse is on the cusp of overtaking Lifetime Training as England’s largest apprenticeship training provider, new figures reveal.

Full-year apprenticeship data covering academic year 2024-25, published today, show the gap between England’s largest and second largest training providers has closed to just 1,070 starts, down from over 8,400 the year before.

The narrowing at the top of the table comes as Lifetime recorded a 20 per cent fall in apprenticeship starts, from 16,330 in 2023-24 to 13,100 in 2024-25. Meanwhile, Multiverse saw its start figure grow by 52 per cent, from 7,910 in 2023-24 to 12,030 in 2024-25. 

Multiverse, which was founded in 2016 by Euan Blair, specialises in data and digital apprenticeships, mostly at higher education levels, and has degree awarding powers for its level 6 digital and technology solutions programme. 

Lifetime offers a much broader portfolio of apprenticeships from levels 2 to 5 in sectors such as retail, hospitality and adult care. 

Charlotte Bosworth, CEO of Lifetime Training Group, told FE Week the company had focused on sectors where it delivers “the greatest impact” but also that “economic headwinds” facing employers and the uncertain funding landscape contributed to its drop in starts. 

“Lifetime has made the strategic decision to focus on sectors where we can deliver the greatest impact: care, early years, retail, and hospitality. These industries are critical to the UK economy and society, and our priority is ensuring that apprenticeships in these areas are high-quality, sustainable and aligned to employer needs,” she said.

“Apprenticeships are a vital driver of skills and productivity, and continued investment and flexibility in funding will be essential to ensure they remain accessible and impactful.”

Multiverse became the highest-earning apprenticeship training provider earlier this year due the high-value programmes it delivers. But it is yet to turn a profit, with Blair describing the company as “pre-profitability” earlier this week.

A Multiverse spokesperson said: “Employers want best-in-class AI training to realise productivity benefits, and ensure their people don’t get left behind. “Growth is critical, but so is learners getting promotions or avoiding redundancy, and businesses increasing productivity. That’s beginning to happen, but the sooner specific standards in AI and short courses come online, the better for the whole system.”

Level 7 rush intensifies

As with previous years, 2024-25 saw continuing growth in higher level apprenticeships and a decline in level 2 starts. 

FE Week analysis shows 70 per cent of the overall growth in apprenticeships can be attributed to starts on level 7 courses. An FE Week investigation earlier this year revealed early figures showing a rush on level 7 starts before funding is removed in January for apprentices under 22. 

Today’s figures, covering August 2024 to July 2025, update our initial analysis. They show level 7 starts are up by 41 per cent, nearly 10,000 additional starts, compared to the previous full year; from 23,860 to 33,560.

It means nearly one in 10 of all new apprentices in 2024-25 was a level 7. 

Data covering May, June and July 2025 show level 7 starts were up 127 per cent, 128 per cent and 228 per cent respectively. 

But that is still only part of the story. The rush to start level 7s is expected to reach its climax in the final months of 2025. We won’t see those figures until next year.

Prime minister Sir Keir Starmer announced funding for level 7 apprenticeships would be removed in his party conference speech in September last year. The January cut-off date was announced in May.

FE Week analysis shows there were 5,349 additional senior leader apprenticeship starts in 2024-25 compared to the year before, 1,486 extra starts on the accountancy or tax professional apprenticeship, 789 on the senior people professional apprenticeship and 652 extra apprentice solicitors. The funding bands for those apprenticeships range from £14,000 to £27,000 per apprentice. 

Experts described the spike in starts as a “financial headache” for the government, which is trying to squeeze the limited apprenticeship levy budget to launch new industrial strategy short courses and pivot funding towards younger workers. 

The apprenticeships budget for financial year 2026-27 has not yet been confirmed, but the pot was overspent for the first time in 2024-25.

Under-19s lowest since pandemic

Overall apprenticeships starts were up by 4.1 per cent, driven mostly by level 7 starts. A total of 353,470 apprentices started in 2024-25, up from 339,590.

Excluding level 7s, apprenticeship starts only increased by 1.3 per cent.

But under-19 apprenticeship starts were the lowest since the pandemic. There were 74,990 starts in 2024-25, down 5 per cent on the year before. This is the lowest level since 2020-21 (65,150) and means under-19s now make up 21 per cent of all apprentices, down from 25 per cent in 2018-19. 

Numbers of 19 to 24-year-olds increased slightly, by 1.2 per cent, between 2024-25 and the year before, whereas starts by those aged 25 and above shot up by 10.2 per cent. 

There were over 5,000 fewer level 2 apprenticeship starts in 2024-25 than in 2023-24, a 7.3 per cent frop fro 70,850 to 65,680. Level 4 starts increased by 11.8 per cent, level 5 by 11 per cent and level 6 by 2 per cent. Level 3 starts only increased by 0.4 per cent.

Bett UK 2026: Learning without limits

It is the mission that every learner, everywhere, will have the chance to discover their brilliance, shape their future, and make their mark on the world. A promise that knowledge will not be hoarded but shared. That opportunity will not be rationed but opened wide. That learning will not stop at any age, border, or barrier.

Education is the spark that ignites curiosity.

It is the bridge between cultures, the engine of innovation, and the compass that guides us through uncertain times. From the first crayon scribble to the final graduation cap, from apprenticeships to reinvention in mid-life, learning shapes who we are and who we dare to become.

Every day, in classrooms, workshops, homes and communities across the world, educators turn obstacles into opportunities, technology into tools, and lessons into life-changing moments. They prove that innovation is not just found in code or circuitry, but in creativity, compassion, and courage.

Learning without limits is more than a theme, it is a movement.

It is the will to tear down the walls that block learning walls of inequality, inaccessibility, and outdated thinking.

It is the vision to reach every learner, whether in a crowded city school, a rural village, or a refugee camp.

It is the power to unite human connection with the tools of tomorrow, AI, XR, and ideas not yet imagined, so education does not simply keep pace with the future but shapes it.

At Bett, we celebrate those who make this real:

The community-built learning centre on the edge of São Paulo, alive with music, science, and hope.

The rooftop school in Kuala Lumpur where pupils harvest rainwater to cool their lab, learning that science can solve problems they see from their own windows.

The community college in San Diego where veterans, artists, and engineers share the same workshop, each learning a new craft.

The adult learning centre in East London where parents study for degrees alongside their children’s homework hour.

Learning without limits means no learner left unseen, unheard, or underestimated.

It means the courage to combine the heart of teaching with the power of technology we have yet to invent. It means refusing to accept that where you are born determines how far you can go.

This January at Bett, we gather not just to showcase what’s new, but to ignite what’s next.

We are here to inspire, to challenge, and to commit to building a world where learning knows no boundaries.

You are part of this mission.

Whether you teach, design, lead, or spark curiosity at the kitchen table, you carry the promise forward every day.

Better education for all is not just our goal, it is our shared responsibility, our greatest opportunity, and our boldest promise. Because when everyone can learn without limits, there is no challenge we cannot meet, and no future we cannot build together.

This is our moment. This is our demand.

Let’s make learning limitless.

What’s on at Bett UK 2026?

Bett UK 2026 is gearing up to be our most ambitious edition yet. After a record-breaking 2025, with a 23% surge in educator attendance and the largest exhibitor showcase in our 40-year history, we’re raising the bar once again. From vibrant community spaces to future-shaping technologies and fresh, forward-looking content, Bett 2026 is set to be an unmissable celebration of progress, purpose and possibility.

World-class content: learning without limits

Our most exciting programme yet is here, packed with trailblazing thinkers and innovators exploring one powerful theme: learning without limits. Featuring Hannah Fry, Amol Rajan, Vivienne Stern MBE, Ofsted, and many more sector-leading voices, this year’s line-up will spark bold conversations on AI, digital strategy, skills, careers, esports and everything shaping the future of learning.

Across Higher Education, SEND, Teaching & Learning and every corner of the sector, you’ll discover fresh perspectives, practical tools and free CPD designed to transform your practice and inspire meaningful change across your institution. From the big debates that challenge the status quo to hands-on sessions offering actionable takeaways, Bett UK 2026 has been carefully curated to equip every visitor with the clarity, confidence and creativity needed for the future.

Community-led spaces: find your people, share your voice

Education thrives on community and Bett UK 2026 shines an even brighter spotlight on the peer-to-peer connections that make our sector special. Back by popular demand, the MSP Village and SEND Village return for 2026. These vibrant, community-led spaces were created to bring peers together around shared challenges and real-world opportunities. Curated with partners, educators and experts, these hubs offer networking, content, workshops and rich resources in an environment built on collaboration and shared purpose.

Tech User Labs now on the show floor

One of last year’s standout programmes, Tech User Labs, was oversubscribed by more than 400%. So, in 2026, we’re making them bigger, better and more accessible by moving them directly onto the show floor. These 45-minute, hands-on sessions are your chance to experience real solutions in real time from Intel, Kahoot, Microsoft, ASUS and many more. Learn how to get more from your existing tools, test new products, troubleshoot pain points and build your institution’s digital confidence. Slots for Tech User Labs fill fast, so get your ticket and sign up when programmes go live very soon.

Women in EdTech: celebrating leadership, championing change

Bett is committed to elevating diverse voices, and our Women in EdTech initiative returns refreshed and expanded for 2026. This influential space celebrates the women shaping the future of EdTech from founders and innovators to classroom leaders, researchers and policymakers.

The Women in EdTech Mentoring Circles return for 2026 after a hugely successful launch last year. Designed as a supportive, safe space for women across both education and EdTech, the circles bring peers together to share experiences, offer advice and build meaningful connections. Whether you’re a woman in the sector or an ally championing female leadership, the Mentoring Circles provide an invaluable opportunity to learn, connect and grow.

Introducing EdTech 10: the innovators to watch

New for 2026, we’re unveiling the EdTech 10 List, a celebration of the ten trailblazing females redefining the next era of education technology. This list goes beyond recognition; it’s a platform to highlight impactful work and success stories of women revolutionising the EdTech landscape. Being part of this initiative means inspiring others and connecting with fellow innovators. Join us as we recognise their achievements live at Bett UK 2026.

Brand new for 2026 – Operational Transformation Theatre

The Operational Transformation Theatre explores how innovation can reshape the way schools operate behind the scenes. It focuses on smarter use of people, money, data and digital tools to improve efficiency, reduce workload and strengthen long-term resilience. By showcasing practical strategies and technologies, it empowers school leaders to reimagine operational systems and create the conditions for educational excellence. Ultimately, it demonstrates how thoughtful operational change can unlock time and resources, motivate staff and drive better outcomes for students.

Hear from Stephen Morales on connecting people and systems for operational excellence, James Garnett on strengthening IT security, and James Browning on using AI to power smarter, more resilient trusts. With more expert-led sessions throughout the programme, this theatre is your go-to for practical insights that turn innovation into impact.

The HE Campus: a home for Higher Education futures

Higher Education is evolving at pace, and Bett’s HE Campus is the dedicated destination for leaders, academics and digital strategists navigating that change.

The HE Campus offers deep insight into digital transformation, academic innovation, AI adoption, student experience, micro-credentials and the changing business models of HE. It’s a rich, future-focused environment built for bold thinking and sector-wide collaboration. Expect to hear from Amol Rajan and Vivienne Stern, Prof. Doug Delpha, Marie-Aude Sourd and so many more.

School Absenteeism in 2025: What’s really going on behind the numbers?


Across the UK, schools are grappling with a sharp rise in pupil absenteeism yet the story behind those missed days is far more complex than a simple crisis of attendance. Our new report, School Absenteeism in 2025, takes a look at the forces reshaping how young people experience school, from shifting parental expectations to the growing emphasis on emotional wellbeing. Rather than pointing to a single cause, the findings reveal a system in transition, where engagement, mental health and the evolving purpose of schooling are deeply intertwined.

One of the most striking insights is the changing role of the modern parent. Families today allow an average of six “mental health days” per year, signalling a growing recognition that emotional resilience is just as important as academic progress. While parents still deeply value education, many feel empowered to question traditional norms around discipline and attendance, especially when they see their children under strain. This cultural shift, accelerated by the pandemic, suggests that many families now view school through a wellbeing-first lens.

At the same time, today’s learners are growing up in an entirely new educational landscape, one where autonomy, flexibility and personalised support aren’t seen as “nice-to-haves” but as essential for motivation and belonging. With hybrid learning models, adaptive technologies and differentiated pathways becoming more familiar, students are increasingly aware of what helps them thrive. The report highlights that disengagement rarely stems from disinterest alone; more often, it’s about whether young people feel safe, supported and connected – emotionally as much as academically.

As schools navigate these shifting expectations, the opportunity lies in re-imagining attendance not as a compliance metric, but as a barometer of connection. School Absenteeism in 2025 brings together data, practitioner insights and lived experience to help educators understand what’s changing and where meaningful solutions can take root.

Inside the report

  • 97% of parents now say mental health is just as important as academic success.
  • 3 IN 4 have allowed their child a ‘duvet day’ to rest or recharge.
  • 55% believe personalised learning could help improve attendance.
  • 1 IN 3 support a hybrid approach to schooling.

Download it today and keep the conversation going at Bett UK 2026 this January.

The countdown to January begins now

Whether you’re exploring solutions to immediate challenges, scouting what’s next in EdTech, or looking to sharpen your vision for long-term transformation, Bett UK 2026 is your chance to connect, learn and lead. Educators go free, join us 21–23 January 2026 at ExCeL, London!

Treasury is still skimming the levy while NEET numbers surge

The Chancellor’s skills announcement today – £820 million for a youth guarantee and a £725m apprenticeship budget uplift over three years – lands with an impressive thud, but nowhere near enough momentum. With almost one million young people adrift from education, employment or training, and a desperate need for more skills for the growth we need, it’s at least a recognition of the scale of the crisis. Yet it still feels more like a headline than a plan.

In 2017, employers agreed to a new tax – the apprenticeship levy – on the understanding that it would help them invest more in training and stop non-training employers freeloading. The government has since reneged on that deal. Levy receipts are now far exceeding what is returned to the apprenticeship budget.

During the next three years, the levy will raise around £3.34 billion more than it does today. The £725 million announced is therefore only 21 per cent of what employers reasonably expected to see flow back into training.

While Treasury officials may be quietly satisfied with this sleight of hand, AELP feels obliged to point out the consequence: government is effectively pressing the brakes by choking off levy-funded training while wondering why its accelerator – the youth guarantee – is failing to speed up growth or bring NEET numbers down.

Entry level jobs need to exist

Progress for young people ultimately depends on being offered that crucial first rung on the employment ladder. New initiatives can’t make a difference if entry-level jobs aren’t there. Employers are willing to play their part, but government policy is making that harder.

The underhand skimming off of the levy is just one part of how government is making this worse.  Last year’s Budget saw the introduction of increased National Insurance contributions for employers. This year we’ve seen above inflation increases to the minimum wage.

Ministers must not be surprised if in the coming months and years they find that employers’ priorities drift away from opening up opportunities for young people – especially as they’re being given less time to spend allocations without clarity on the other “aspects” of the growth and skills offering they can use the levy to fund. A credible NEET strategy starts by backing the employers who want to invest in young people and by unlocking the levy funds that already exist for that purpose.

Remove growth caps to unlock capacity where it’s needed

There are other vital changes government can make, notwithstanding what I have just said, that will make things better. Currently, the 16–19 funding model makes it harder for providers to respond to rising NEET levels, with rigid growth caps and slow, centrally controlled allocations preventing expansion. Demand can shift in weeks, yet the funding system moves at the pace of years. A review is on its way, but if the government wants a system that is genuinely agile and innovative, it must fund it to behave like one. Growth funding should track real-time need, allowing providers to scale quickly, adapt their models, and test new approaches without being penalised for taking sensible risks.

This matters because capacity is already stretched. The youth guarantee and automatic FE places will only succeed if the system has the space to absorb the larger secondary-school cohort coming through.

Parity of provider types will deliver that extra capacity

If the government wants to harness the full power of the organisations eager to help tackle this crisis, it must ensure ITPs have the same powers as FE colleges. When ITPs have equal visibility, equal access to national initiatives and a guaranteed place in policy design, the system can expand its ability to respond. That means ending their routine exclusion from key funding schemes and removing rules that stop ITPs and colleges working together.

This parity will give policymakers a richer set of solutions and increase frontline capacity overnight – delivering the additional capability the youth guarantee and wider reforms need.

Employers and providers (of all types) are already doing the hard work and want to expand; they just need the government to stop putting barriers in their way. If ministers back them with the right funding, flexibility and parity, then the country has a fighting chance of turning this around. Without that, we risk another year of drift while too many young people remain stuck on the sidelines.