Everyone’s a writer nowadays, even if we don’t realise it 

When was the last time you went for a day without writing?  In December last year, I read an article about a Canadian linguist and writer Gretchen McCulloch. The gist of her opinion was that due to the internet and technology, we all write more than perhaps people would have a few generations ago.   

She claims we are all writers now.  

We are in contact by social media, text, email and other methods which means we write more than we think. She highlights “an explosion in informal writing” as a “vital part of our ordinary lives” in her bestselling book Because Internet – Understanding the New Rules of Language.  

McCulloch explains how our texts, chats and posts are quick, conversational and untouched by the hands of an editor.   

And yet, our own government has just removed the mandatory requirements for English and maths functional skills qualifications for apprentices aged 19 plus.   

Short term-thinking?  Well, yes, as the twin pillars of English and maths skills are essential to career progression. They are not going to be obsolete by the end of this year.    

What happened to talk of “driving up standards?” A default phrase commonly used by education ministers regardless of which political party they are aligned to.  

It is well known that low English and maths skills can also detrimentally impinge on education prospects and mental health, as well as employment opportunities.  

With whom did the government consult before making this decision?  

Surely, as a major international economic power and part of the G7, we need to raise our game on these crucial subjects. If we want to remain at the top table of global nations in increasingly competitive times, having staff well qualified in two of the most important subjects seems like a no-brainer.    

McCulloch’s authoritative voice should make even the most hardened politician reconsider their decision.    

This is not about turning learners into the next JK Rowling. But let’s be ambitious. A young person might have lofty goals and aspire to one day move from a construction site to running a company with hundreds of staff.  

At the initial stage of self-employment, a business plan and start-up loans might be needed. Both require competency in verbal and writing skills, and meetings with business advisors, bankers and accountants.     

The once young learner has developed into a mature managing director, responsible for the livelihood of their team. They cannot be the leader of the organisation without telling their team clearly what the vision and aims of the company are. They also need to excel at problem solving, communicating and making effective decisions.   

And those who work in industry with apprentice learners no doubt need to update their learner records on e-learning platforms, from reviews to individual learning plans, setting targets and more.     

It concerns me that future generations could have less developed English skills, which could be the difference between progression with higher earning potential, and plateauing, feeling stuck and unfulfilled.     

It is not essential to know what an adjective or a noun is. No one will get sacked for not remembering this from their school days. That said, thinking that you can leave school or college and no longer worry about your writing skills is pure folly. It is a skill that needs to be embraced and taken seriously.    

When was the last time that you wrote something?  

Probably within the last few hours, on your mobile phone.  

It would seem all of us are writers, even though we don’t know it.        

Ofsted: Schools and colleges must improve ‘poor’ careers advice

Schools and colleges have been criticised by Ofsted for “poor” levels of collaboration in ensuring students from disadvantaged backgrounds have good careers advice.

A new report called ‘navigating post-16 careers guidance: supporting learners from lower socioeconomic backgrounds’ also found many colleges offer “rudimentary” careers advice, with few deprived students receiving tailored advice.

Inspectors believe good guidance is an “essential tool” for opening doors to meaningful career opportunities for students from this group, who appear to be represented at higher rates in FE colleges.

But most students told inspectors and researchers they “could not remember” careers guidance at school, with most choosing FE colleges based on their peers’ choices or because of its convenient location.

College leaders also reported that more students than ever are enrolling “without any idea” of courses or careers they wanted to pursue, placing more pressure on staff to provide advice.

Despite the concerns, around four fifths of students felt “supported and well prepared” for their next step after college and said careers guidance made them “more confident and resilient”.

Careers advisors – both specialists and college staff – were “central” to them developing knowledge and skills for their next steps.

Lee Owston, Ofsted’s national director for education, said: “We know how beneficial careers guidance is for all students, particularly those from lower socioeconomic backgrounds who may need more support to achieve their career aspirations.

“It’s reassuring to hear that, despite the challenges, students were very positive about the guidance they received post-16.”

Recommendations include finding better definitions and guidance to help identify students from lower socioeconomic backgrounds, further study of what careers guidance works best, improve collaboration with schools, and investigating less traditional work placements that would appeal to employers and benefit more learners.

The report is based on 28 research visits to FE colleges, sixth form colleges and secondary schools, holding discussions with principals, careers advisors, 250 students from lower socioeconomic backgrounds and a survey of 241 parents from the schools and colleges.

It is the third in a series of studies of careers guidance that that DfE commissioned Ofsted to produce since 2022.

Here are a few key findings:

Go beyond ‘tick box’

The report praised colleges with an “overarching” careers strategy involving collaboration between employers, teaching staff and careers advisors, and found that careers guidance worked best when it was integrated into a course rather than an isolated provision.

However, it added: “For too many, the careers offer was ad-hoc and generic – more of a tick-box exercise than something designed to meet the career expectations of students, particularly those from lower socioeconomic backgrounds.”

Even those with a more varied range of careers activities were often “rudimentary and lacked coherence”.

Those doing better work had a strategic plan that tended to successfully collect information about students facing “financial hardship” at enrolment and made strong links with students’ careers aspirations, meaningful work experience and work or study options after college.

In some cases, work experience included industry workers coming in to teach lessons or teachers returning to work in their industry as part of their professional development.

Information sharing woes

Colleges reported it was “difficult” to collaborate with schools their students come from, making it harder to identify students from lower economic backgrounds.

The report said: “College leaders were particularly concerned about limited data sharing from schools, which they told us sometimes prevents effective collaboration.”

But inspectors found that none of the college leaders were aware of the Department for Education’s get information about pupil (GIAP) service and few matched postcodes with deprivation data to assess which students could benefit from more support.

Lower socioeconomic backgrounds not always priority

Many colleges told researchers that they did not have specific careers guidance for lower socioeconomic groups because they considered most 16- to- 18-year-olds are “disadvantaged in some way”.

While some do target some specific groups that are “disadvantaged” – such as those with special needs or have been in care – these learners often benefitted from additional funding streams.

Some leaders were also concerned about labelling students “and potentially lowering expectations”.

But researchers Ofsted are “concerned” that many students are only receiving “generic careers guidance” which is “of variable quality” and does not meet students’ expectations.

Recruitment 

However, colleges and local authorities are “struggling to recruit” qualified level 6 careers advisors due to a shortage of staff, so find other ways to “plug the gaps” such as through untrained but experienced staff.

Work experience

Most colleges reported a shortage of work experience placements for level 1 and 2 courses or T Levels due to the timing and supply in the local area.

This put students from a lower socioeconomic background “at a further disadvantage”, as they often struggled to afford to travel further from the college, live in areas with fewer placements and lack family members with knowledge or contacts to organise relevant placements.

Since the Covid pandemic, many businesses have moved to virtual working making it even harder to find placements.

The report praised colleges that have moved away from “box-ticking” work experience to more flexible ways to involve employers, such as careers fairs, guest talks, alumni-run workshops and visits to workplaces.

‘We will strengthen careers education’

A spokesperson for the Department for Education, which guides national policy on careers guidance and funds both the National Careers Service and the Careers & Enterprise Company (CEC), said: “This government is determined to break down barriers to opportunity for all our young people and transform their life chances.

“This will help open up more opportunities for people from all backgrounds to access the skills and training they need to succeed.

“We’re determined to change the fact that many young people leave school without accessing work experience and expert careers advice.

“So we will offer two weeks’ worth of work experience for every young person and improve careers advice in schools and colleges. 

“Through our new Youth Guarantee every 18-21-year-old in England will have help to access an apprenticeship, quality training and education opportunities or help to find a job.”

A spokesperson for the CEC, which supports schools and colleges to deliver ‘21st century careers education’, said: “For our part, we will continue to work to strengthen careers education in FE through careers hubs (which have been shown to make a difference) and wider partners.

“We will also seek to develop initiatives targeted at disadvantaged young people, like the Effective Transition Project, which has helped learners find secure destinations.”

‘Inadequate’ blow for newcomer to care home manager training

An adult care apprenticeship provider has been judged ‘inadequate’ by Ofsted in its first full inspection – partly due to employers’ reluctance to release apprentices for training.

Franhen Consultancy, which provides the level 5 leader in adult care apprenticeship for 13 workers in care homes in Birmingham and Leeds, was handed the lowest rating in a report published this morning.

Ofsted criticised the provider’s oversight of the quality of education, a lack of preparation for apprentices’ end-point assessment, as well as low attendance to its lessons which are delivered online.

Dennis Ofinam, CEO of Franhen Consultancy, told FE Week that the provider had been delivering apprenticeships for just over a year and feels the ‘inadequate’ rating is “not a fair reflection of what our centre is about”.

He said: “We have partnerships with employers in the care sector, and we know there is a short fall of leadership in that area, so we wanted to plug a gap by training leaders and managers.”

Ofsted said apprentices’ attendance was too low and as a result many do not benefit from “collaborative problem-solving activities”.

The watchdog did highlight that staff catch up one-to-one with apprentices who miss work.

Ofinam said the low attendance was due to the healthcare industry being “quite challenging” in getting staff out of work to come in for training.

“We identified attendance was about 80 to 85 per cent there about during the time of the inspection,” he said.

“People are either at work during the time of lectures, or they are getting ready to get to work because they work late in the evening or and they come back in the morning and then are quite tired. Especially at that level of management and leadership, it was challenging getting learners on board.”

Ofsted’s report also claimed teachers at Franhen Consultancy did not sufficiently prepare apprentices to complete their end-point assessment. 

“Consequently, too few apprentices have the confidence to give formal presentations or participate in professional discussions as part of their apprenticeship,” inspectors said.

Ofinam suggested the leadership criteria in the end-point assessment was “very technical”, which was challenging for the provider.

Ofsted initially found ‘insufficient progress’ in Franhen Consultancy’s apprenticeship provision in a monitoring visit a year ago.

The report criticised the provider after finding too few apprentices who are well prepared to undertake a managerial position in the sector.

Today’s full inspection report also found gaps in the provider’s assessment for improving the quality of education. Inspectors criticised leaders for not spotting the “fundamental weaknesses” in their provision.

“This means that most apprentices make slow progress and too few apprentices achieve their apprenticeship,” the report said.

Leaders “do not ensure that apprentices benefit from effective reviews of their progress”, inspectors claimed, adding that reviews focus on completing the diploma qualification in the apprenticeship but “not the skills and knowledge apprentices need to practise at work to complete their apprenticeship”.

Inspectors pointed out that advisory board members have the “appropriate” skills to hold leaders to account but that leaders have been “too slow” to respond to suggested improvements.

The report said: “Those they have implemented, such as tracking of apprentices’ progress, have not been effective in helping apprentices catch up with their learning and achieve. Board members recognise that their actions do not yet hold leaders to account sufficiently.”

Ofinam said: “We felt it [the Ofsted report] was not considerate enough, because all the learners have been supported with all their mandatory elements.”

Private training providers typically have their apprenticeship funding contract terminated by the government if they are dealt an ‘inadequate’ Ofsted judgment.

Ofinam said he hadn’t yet had a conversation with the Department for Education on the status of Franhen Consultancy’s apprenticeship contract.

Trainee teachers dumped in cafes and shops for work placements 

Trainee FE teachers did work placements at cafes, clothes shops and with dissolved companies – before their private training company closed itself down while under investigation.

Applied Business Academy (ABA), which had campuses in Luton and Canary Wharf, went into liquidation in October while being probed by the Office for Students (OfS), avoiding potential “significant penalties”.

The firm delivered the FE teacher training qualification, the level 5 diploma in education and training (DET), alongside degrees under franchises and validation agreements with Leeds Trinity University and the University of Buckingham.

A summary investigation report published this week outlined the OfS’ findings related to ABA’s DET courses, which had over 2,000 students.

The course, awarded by City and Guilds, required 100 hours on a teaching placement. OfS found only six per cent of placements for ABA’s 2,031 DET students “appeared capable of satisfying the requirements” of the course.

‘Gimme Gimme Gimme’ a proper placement

OfS investigators found “unsuitable” companies recorded for teaching placements, including organisations listed as dissolved on Companies House and others that had “no clear link to education”.

“We found examples of small cafes, childcare providers, clothes shops, freight firms and building firms among others,” the report said.

One company allegedly used to host 28 DET placements, clocking up 2,800 hours, had no employees of its own and a “low turnover”.

OfS was also unable to verify the qualifications of ABA staff who acted as mentors and observers for trainee teachers.

Investigators were “concerned” to find no evidence of “any quality assurance processes or oversight for those staff involved in the provision of DET course placements”.

The report said none of ABA’s DET students were able to qualify.

“In all cases there was not sufficient evidence for City and Guilds to confirm the qualification requirements had been met. City and Guilds has confirmed these outcomes to students and continues to respond to any queries raised,” it said.

The OfS said it was publishing its DET findings so other providers could ensure their placement offerings are up to scratch.

Philippa Pickford, director of regulation at the OfS, said: “Students signed up to these courses to become further education teachers yet found themselves on wholly unsuitable placements with little or no oversight.

“If ABA had not entered liquidation and we had found breaches of our requirements for quality, standards and governance, we would have likely imposed significant penalties.”

Pruthvi Raj Gillella, the sole director and owner of ABA, was approached for comment.

Spotlight on franchises

ABA became an OfS registered higher education provider in March 2020. The company also delivered apprenticeships at that time. In May 2021, Ofsted inspectors chastised the company for training apprentices who did not have jobs, alongside leadership and safeguarding faults at the provider.

In 2022 it received a ‘requires improvement’ full inspection result and in 2023 was found to be making ‘insufficient progress’ in three out of four themes measured.

The company was removed from the apprenticeships register in early 2024.

Around that time, February 2024, the OfS launched an investigation into “potential concerns” over Leeds Trinity University’s subcontracting arrangements. ABA was listed by Leeds Trinity as one of its seven “academic partners”.

Then, in April, the OfS announced it was investigating ABA, specifically its management and governance. Data analysis during the investigation flagged concerns over its DET courses. The Department for Education told the Student Loans Company to suspend tuition fee payments to ABA around this time too.

By September 2024 ABA had de-registered itself from the OfS and appointed liquidators the following month.

Gillella remains an active director with seven companies, owning a solar-powered gazebo company, a cyber-security company, IT consultancy and a “maritime school”.

Pickford added: “’All institutions running similar courses need to ensure they are effectively run, are of high quality and that students are supported to gain teaching experience through their placements.

“Where courses are run as part of franchised provision, lead universities must also ensure the quality of courses remains high. We will continue to prioritise our work on franchised courses to ensure students can be confident that they will study on a high quality course that leads to positive outcomes.”

Let colleges finish the job started by the pupil premium

In England in 2025 there is still too close a relationship between family income and educational attainment – and yet financial support for our most disadvantaged young people drops off a cliff when they reach the age of 16.

Pupil premium funding was introduced in 2011 to enable schools to provide targeted interventions for young people facing disadvantage, but even though education and training up to the age of 18 was made compulsory in England a decade ago, there is still no 16-19 student premium to support young people in their final two years of education.

There is no reason why it should stop at 16 because the gap in attainment between young people from disadvantaged backgrounds and their peers continues into post-16 education and beyond. Economically disadvantaged students are over three grades behind their peers across their best three subjects by the time they finish their 16-19 education, and the gap is wider for disadvantaged students in long-term poverty, who are almost four grades behind. Half of young people from disadvantaged backgrounds begin their post-16 education missing a standard pass in GCSE English, maths or both, and around a quarter complete compulsory education without these grades.

The attainment gap continues post-16

All of this limits options for progression to further study and employment and has implications for longer-term health and wellbeing. There are also clear economic and social consequences for the UK as a whole if young people aren’t given the support they need to catch up in post-16 education. Young people from the most deprived backgrounds earn over 10 per cent less than their wealthier peers by age 28; they are much more likely to become NEET (not in education, employment or training); and even high attainers are less likely to progress to university than their wealthier peers.

Up until the age of 16, the pupil premium enables schools to provide additional evidence-informed interventions designed to support school-aged children with their academic attainment and progression to further study. Following its introduction, the disadvantage gap at key stage 4 at age 16 had narrowed until the pandemic.

The absence of pupil premium funding past the age of 16 compounds wider funding inequalities. Between 2010-11 and 2019-20, spending per student aged 16- 18 fell in real terms by 14 per cent in colleges and 28 per cent in school sixth forms.

Spending review submission

The AoC and Get Further are now working with a coalition of 13 organisations – including The Access Project, Association of Schools and Colleges, The Brilliant Club, Fair Education Alliance, Runway Training, Sutton Trust and Villiers Park – to campaign for a 16-19 student premium to support disadvantaged learners in post-16 education. We have submitted a joint spending review submission around the urgent need for such targeted funding post-16. With the evidence base we now have, we know that of the different funding options available for closing the disadvantage gap (including, for example, direct cash transfers such as the education maintenance allowance), a premium is the best option.

Thanks to work by the Education Endowment Foundation, the Education and Training Foundation, the Learning and Skills Research Network and others, we know that a 16-19 student premium would fund evidence-based interventions such as tuition, professional development for college staff, and promote engagement with and progression in learning. It would also provide additional opportunities and incentives for the development and testing of new approaches to supporting young people post-16.

With the right level of investment, post-16 education can close the gap in attainment and progression between young people from disadvantaged backgrounds and their peers. That fits well with the DfE focus on a system that works for some becoming a system that offers excellence for all. A post-16 premium would ensure that all young people are supported to access further opportunities in education and work.

Apprentices are struggling: What employers can do to support them

Apprenticeships have long been a valuable pathway into skilled professions but in recent years the model has faced significant strain due to economic pressures, changing workplace dynamics, and the challenge of balancing work with education. It’s become a concern for employers and policymakers alike.

Employers have a role to play in reversing this trend. By listening to apprentices’ concerns, businesses can not only help them thrive but also ensure they stay engaged and motivated, contributing to a skilled and committed workforce.

As an apprenticeship ambassador for the Department for Education, I’ve had the privilege of hearing a wide range of real-life apprentice experiences. From these conversations, I’ve identified key measures employers can take to adapt their apprenticeship offerings and provide support.

Clear progression paths

One of the most effective ways employers can retain apprentices is by offering a clear career progression path. Apprentices often start with enthusiasm and ambition, but without visibility into future opportunities that initial excitement quickly fades.

Employers need to demonstrate the long-term potential for growth and job security within their organisation, showing apprentices that their hard work will pay off.

Clear progression paths not only help apprentices stay motivated but also reassure them that their efforts are investments in their future.

I’ve heard stories from apprentices who became stressed about how they would pay their bills once their apprenticeship ended, simply because their employer was unclear about long-term progression.

In some cases, apprentices were told at the last minute they wouldn’t be moved into a new role. This uncertainty is all too common – 62 per cent of apprentices reported feeling stressed or anxious in the last 12 months according to a Association of Apprentices survey, with 18 per cent particularly concerned about their post-apprenticeship options.

Employers should proactively discuss future opportunities with apprentices, providing mentorship and ongoing feedback to help them achieve their goals.

Flexible working arrangements

Over 42 per cent of apprentices who reported feelings of stress or anxiety in the last 12 months cited work/life balance as a primary source of stress.

As an apprentice myself, I know the pressure of working weekends to complete coursework, leaving very little time for personal life. Employers can help ease this burden by offering flexible working arrangements, such as adjustable hours, remote work options, or dedicated study time during working hours.

Flexible working arrangements aren’t just a benefit for apprentices – they also allow businesses to retain talent by demonstrating an understanding of work-life balance.

Employers should be open to discussing what adjustments would help apprentices manage this balance and implement them where possible.

Financial support for apprentices

The cost of living has skyrocketed in recent years and apprentices, often earning lower wages, feel the pressure. Many struggle with the financial burden of commuting to interviews or covering training-related costs. Employers can alleviate some of this strain by offering targeted financial support.

A bursary to cover travel costs for interviews and exam resits, or even financial wellbeing training, could help make apprenticeships more financially viable, especially for those who live alone, have family commitments, or are struggling with debt.

I’ve heard stories of apprentices paying over £1,000 to resit an exam they’ve failed. This is unfair, particularly given that apprentices often earn less than their colleagues, and it can have a major impact on their mental health and financial wellbeing.

Providing financial support not only helps apprentices succeed but also leads to higher retention rates and a more engaged workforce, benefiting the business.

Apprenticeships are a vital route for building a skilled workforce, but the challenges facing apprentices today are undeniable.

By offering clear career progression, flexible working arrangements and financial assistance, employers can help apprentices thrive and contribute to a more productive, committed and healthier workforce.

AQA buys Construction EPA Company

Exams body AQA has continued to expand into the skills sector by buying another apprenticeship end-point assessment organisation.

Construction EPA Company was today acquired by the independent non-profit charity, three years after Training Qualifications UK (TQUK) joined its ranks.

Construction EPA was set up in 2020 and gained Ofqual recognition 2022. The company’s website claims it is the “home of the only all-inclusive EPA offer including assessor, materials, venue, technician, end-to-end software as well as all the basics you would expect”.

The firm recorded 1,680 end-point assessment completions in 2023-24, more the double the number it hit in 2022-23 of 795, according to Ofqual data.

AQA said Construction EPA is now the country’s third largest construction EPAO covering 30 standards in areas like bricklaying, carpentry, and plastering, with centres in Chorley, Leeds and Stoke. Ofqual’s stats place Construction EPA as the 19th largest EPA across all sectors currently.

Construction EPA has now become an independent subsidiary under AQA – much like TQUK, which AQA bought in December 2022. TQUK operates in a range of sectors including health and social care, leadership and management, education and hospitality.

The acquisition will further boost the presence of AQA, which is better known for its GCSE and A-level offering, in the vocational education and training market.

AQA CEO Colin Hughes said: “I’m delighted to welcome the Construction EPA Company to our team. It’s grown swiftly in a short period of time in part due to its all-inclusive pricing model, which means that it provides the venue, materials, assessors and equipment to assess apprentices.

“It neatly complements TQUK and is further evidence of our growing presence in this dynamic sector.”

The acquisition is timely given the government’s goal of building 1.5 million homes by 2029, and amid estimates that show the UK needs an additional 250,000 construction workers from now to meet demand.

Construction EPA CEO Samuel Riley, who founded the company five years ago, said: “We are proud that our unique model has driven great growth in the past five years and are excited at the opportunities that joining AQA brings for future growth.

“We believe that, together with AQA, we can strongly support our government to achieve its housebuilding and construction targets by closing the skills gap and supporting people into employment in our growing and rewarding sector.”

AQA said the acquisition was for a non-disclosed amount of money. Construction EPA has 24 full-time employees. 

Colleges are well placed to help break the cycles of crime

How many of your learners have been involved in the justice system? You may not know the answer.

In 2011, Jacob Dunne threw a single punch that ended another man’s life. His podcast ‘Right from Wrong’ hears from different people involved in his journey of rehabilitation and redemption after leaving prison. This included the parents of the man who died, who engaged in a restorative justice process with Jacob – the topic of a play (‘Punch’) showing in London.

Listening to Jacob’s story brought into focus for me how FE can help someone reach their potential and break cycles of crime. 

It also included his FE college tutor Derek. In the podcast, Jacob describes how building a trusted relationship with Derek and studying psychology helped him understand himself and others better.  Jacob went on to obtain a first-class honours degree in criminology and is now an educator too, helping people in the justice system form more positive relationships and resolve conflicts through better communication and restorative practices.  

Perhaps you have a story of a learner who, through engaging with FE, was able to start a new chapter? Perhaps your college has a connection with a local prison or probation office? If so, we want to hear from you!

The Institute of Education – University College London’s (UCL) Faculty of Education and Society – has teamed up with Justice Futures CIC to explore the role of FE colleges in supporting people leaving prison and on probation to enter careers in the digital, sports and creative sectors, funded by UCL Grand Challenges.

Over the next few months, we will bring people together from across the justice and FE sectors to engage in ‘futures thinking’ to set out a vision and blueprint to improve outcomes and reduce inequalities for people in the justice system through further education.  

This is vital because we know the current system is outdated and not fit for purpose. In 2023-24 the education provision at over half the prisons and young offender institutions inspected by Ofsted was judged to be ‘inadequate’. The Education Select Committee in 2022 noted the ‘continual decline of funding.’ The Chief Inspector of Probation in 2024 found 56 per cent of prison leavers reported not having their education, training and employment (ETE) needs met and the potential of unpaid work community sentences to deliver meaningful education, training and employment was ‘not maximised’.

However, progress has been made increasing the proportion of people who secure employment on release from prison. Nearly 20 per cent are employed six weeks after they are released and nearly a third (31 per cent) are employed six months after. There are, however, still significant numbers of people leaving prison each year who could build meaningful careers, with the right training and support, who currently have not been given this opportunity.

Our research will explore the barriers and opportunities for greater collaboration. 20 years ago, a government white paper ‘reducing reoffending through skills and employment’ set out a vision for local partnerships between prisons, probation and FE colleges, with opportunities for those in the justice system to gain the qualifications needed for meaningful careers. But since then, the number of FE colleges involved in prison education provision has gone from 14 to three, resulting in fewer links between FE and the justice system.

Positive work is happening in some areas. Recently East Kent College was awarded the Association of Colleges widening participation award for their vocational training partnership with HMP Standford Hill. In 2023, South Gloucestershire and Stroud College won the same award for their innovative programme ‘In2Sport’, which partners with HMP Bristol to help men gain gym instructor qualifications. Chichester College offers men serving sentences at HMP Ford access to on-site workshops, as well as opportunities to join courses at the college. And Myerscough College supports men doing unpaid work community sentences to gain qualifications.

But our FE and justice systems could do much more to help set people up for success.  If you have any examples to share, or are interested in this research, please do get in touch: nina@justice-futures.com.

We look forward to hearing from you and reporting our findings and recommendations later in the year.

Summing up Multiply as we bid it goodbye

This week saw the end of the government’s adult numeracy initiative “Multiply”, part of the landmark UK shared prosperity fund (UKSPF) that replaced European Union funding, and we mustn’t lose its transformative gains.

I’ve been privileged to the £550 million three-year programme, delivering Multiply for the Working Men’s College in Camden, North London over this exciting time.

Maths and ukuleles really is a ‘thing’ in Hawaii

We have reached out to large numbers of learners from all communities and backgrounds, and made a tangible impact on their lives by helping them conquer lifelong fears and anxieties around maths.  Hearing a learner say, “I used to hate maths, but now I love it!” is one of the greatest rewards as a teacher.

Maths should be taught so that learners flourish and the mantra on the walls of our classrooms is ‘teaching mathematics should be an act of love, not an exercise of power’.


Necessity is the mother of invention

Because of the government’s rather stuttering rollout in 2022, many Multiply providers were still staring at blank sheets of paper at Christmas of that year, wondering how on earth they would deliver their year one targets.  I can remember the bemused faces of colleagues as we ran some of the most imaginative and eclectic courses that will probably never see the light of day again:

  • Ceramic glazes: mixing and precision measurement
  • Textile jewellery with maths
  • Geometry with Japanese Ainu textiles
  • Maths for ukelele playing

(For the sceptical maths teaching purists out there, maths and ukeleles really is a “thing” in Hawaii!)

Many Multiply courses were centred around food – shopping, offers, portion sizes, diet, healthy eating, leftovers – providers even surfed the air fryer wave of 2023 as household bills went through the roof.

Social Prescribing – transfers from the health to education budgets?

I’m particularly proud of some high impact work we did, and want to continue, helping those with diabetes with their diet and with their maths.  The world of someone with diabetes is non-stop mental maths; imagine overlaying this with maths difficulties; and then trying to do some of that mental maths as your blood sugar level is falling dangerously!

The UK’s diabetes problem (12 million adults) is massive, and the country’s adult numeracy problem is even bigger (22 million).  Perhaps now’s the time for the Department of Health and Social Care to surprise DfE with a social subscribing budget helping diabetics improve their health through improved maths skills?

After all, diabetes costs the NHS £10.7 billion a year and that’s projected to rise to £18 billion within 10 years.

A drop in the ocean

The country’s adult numeracy problem has a massive impact: £25 billion a year in 2021, according to National Numeracy.  That’s £75 billion over Multiply’s lifetime.  Its cost represents less than 1 per cent of that.

Adult numeracy is going in the right direction. But cutting adult education spending now risks losing these gains and momentum that Multiply has given.

Maths education and social justice

I’ll end with a serious observation about maths teaching and social justice.  There’s a wide consensus that the over-arching mathematical concept that has caused young adults (16-18) to not succeed in maths is proportional reasoning (fractions, ratio, scaling up/down, when to multiply, when to divide).

Three years of working with older adults has given me a different perspective – namely that for these learners the principal difficulty is with place value (just how big is that big number? how small is that small number?).

Our newsfeeds are littered with millions, billions and, increasingly now trillions.  Understanding the size of these numbers is critical to people’s ability to have an informed opinion about society’s choices.  Critical maths education finds its natural home in adult education, helping learners understand and debate a wide range of issues: environmental change and sustainability; income and wealth distributions and disparities; social exclusion, racial injustice and empowerment; mortality trends and imbalances.

Maths education is a social justice issue.  Funding is essential.