Let’s shift perceptions on built environment apprenticeships

Nurturing the next generation of talent is critically important for the built environment sector because a key part of meeting the growing demand for housing is having the right expertise within each organisation. 

This awareness shapes our work with apprentices. On average, we are working with 150 directly employed apprentices at any one time and this year we brought in 40 new apprentices. Our apprentices work across all areas of the business, from sites through to business management. We also work with our supply chain to grow their pool of talent. In the last year, more than 325 apprentices gained new experiences on our sites – supported by key champions within the business.

How to demystify pathways

We’ve taken steps to demystify pathways into the sector for people who may not have previously considered a career in the built environment. In the past year, we have attended or supported almost 200 careers events within schools and colleges and hosted work placements to give young people an insight into what a career within Berkeley Group could look like.

But while many businesses are increasing the number of apprenticeships available, as an industry we need to do more to help young people see that there are roles to suit a wide variety of skill levels and interests.

We work closely with The Careers & Enterprise Company (CEC), the national body for careers education to strengthen our school engagement activity and whilst we have made good progress there is always more to be done, particularly for disadvantaged students. CEC’s recent study of over 233,000 young people found that 42 per cent of Year 11 students who receive free school meals are not confident about their next steps.

Employer capacity to offer opportunities in key areas

Another CEC study identified key barriers preventing young people from pursuing technical education pathways. One major challenge is aligning available opportunities with student interest. In some cases, businesses may not require large numbers of apprentices for specific roles, or may lack the internal capacity to properly mentor apprentices.

And some businesses may favour graduates over higher apprentices without fully recognising the fresh perspectives and valuable life experiences that apprentices bring. We work closely with managers across the business to embrace the strategic advantages of developing apprenticeship talent.

Bridging the skills gap for school leavers

All apprentices require support as they develop workplace skills, which often involves mentorship and additional training. However, this support must go hand in hand with closer collaboration between businesses and providers to ensure that course content remains relevant to industry needs. CEC’s Employer Standards provide a framework to help businesses of all sizes address skill gaps.

Businesses must ask tough questions about whether they are doing enough to showcase the exciting work apprentices contribute to. Commercial apprentices for example are integral to negotiating with contractors and suppliers. It’s important that potential applicants know the value and responsibility we place on these roles. And we should highlight the cultural aspects of the workplace—many apprentices cite a supportive and nurturing environment as a key benefit.

Too often, the financial rewards are underestimated. With starting salaries for apprentices at Berkeley Group of around £25,000, greater transparency around earning potential could make these pathways even more attractive.

Looking ahead

The government recently announced plans it hopes will unlock access for 10,000 more apprentices by removing red tape and relaxing rules around level two maths and literacy qualifications for adult apprentices- with £40 million also recently announced to boost apprenticeships in key growth areas. We welcome these positive moves and look forward to reviewing the details of how these policies work in practice.

Ultimately, there is still much to do to change perceptions of built environment apprenticeships and remove regional disparities. Even within London, there are massive differences from borough to borough in terms of awareness and availability of options which can limit our ability to take on apprentices. With further governmental support and greater partnership between the private sector and organisations like CEC, we can evidence the fact that apprenticeships are equally as credible, valuable and lucrative as more academically focussed options.

We will be opening new opportunities in this area as we’ve seen the positive impact year after year. Apprentices gain a solid foundation for a successful career in an industry where the sky is the limit.

Young NEETs approaches 1m

The number of young people not in education, employment or training (NEETs) is close to one million, figures show.

The Office for National Statistics estimates 987,000 young people aged 16 to 24, or 13.4 per cent of that age group, were classed as NEET between October and December.

This is a 41,000 increase on estimates for July to September and almost 300,000 higher than the same period in 2021 when the UK was emerging from the pandemic.

Overall, 595,000 of the total – about 60 per cent – were classed as inactive because they had not sought work within the previous four weeks or were unable to start work in the following two weeks.

The figures – which include young people who are unemployed, not in training or not counted in the labour force – are labelled as “official statistics in development” due to falling response rates to a survey they are partially based on.

They were nonetheless met with concern by employment experts, including Youth Employment UK chief executive Laura-Jane Rawlings, who said without “drastic change” the total would surpass one million.

She said: “Young people who experience time NEET are at risk from significant scarring, both in terms of their health and wellbeing but also in the economic opportunities they will have across their lives – the wider cost to the economy is significant.”

Reducing the UK’s NEET rate to levels recorded in some other developed countries could generate savings of up to £69 billion for the economy, Youth Employment UK estimates.

Minister for employment Alison McGovern said: “I am determined that no one will be left on the scrapheap, regardless of where they live: that is my message to the almost one million young people not in education, employment or training.”

“Our Get Britain Working reforms will deliver genuine opportunity by transforming Jobcentres, ensuring every young person has the chance to earn or learn, and joining up fragmented work, health and skills support.”

“This is how we will unlock the potential of our future generations and make everyone better off.”

The ONS figures come three months after publication of Labour’s Get Britain Working white paper, which outlines plans to cut the UK’s “ballooning” benefits bill by raising the employment rate from 74.8 to 80 per cent.

Plans set out by the government include eight “youth guarantee” areas, £240 million for “skills, work and health” support programmes, merging the National Careers Service with job centres and £115 million for the Connect to Work scheme.

Ahead of the white paper’s publication, news reports based on briefings from government sources suggested people could face sanctions if they refused employment support, but details failed to materialise in the final draft.

Chief executive of Learning and Work Institute Stephen Evans said the youth NEET figures were the “highest in a decade” and represented a “further worrying rise, particularly for young men”, who make up 55 per cent of the total.

Men account for 65 per cent of the 392,000 young people who are unemployed.

Youth Futures Foundation CEO Barry Fletcher warned mental health was “one of the most common” issues driving the economic inactivity numbers.

He said: “As the youth employment challenge worsens, it’s imperative we continue to expand the evidence base to find out what works, and ensure policymakers, employers and others put this evidence into action.”

However, Evans urged “caution” over the ONS estimates, which are labelled as “official statistics in development.”

In a footnote on strengths and limitations of the latest youth NEET estimates, the ONS said: “Results from sample surveys are always estimates and not precise figures. This can have an impact on how changes in the estimates should be interpreted, especially for short-term comparisons.”

Response rates to the survey faced a “sharp drop” to a lowest point of 17.4 per cent in 2023, rising to 24.6 per cent for July to September 2024.

In a letter addressing concerns raised by MPs on Parliament’s Treasury Committee, the ONS’ national statistician Sir Ian Diamond said the office can “no longer rely on surveys” but admitted reform to the survey is unlikely to happen this year.

He added that implementing the online-first “transformed labour force survey” was a “difficult and challenging experience” for many staff at the statistics authority, affecting wellbeing and confidence “at all levels” of the organisation.

Phillipson picks Peck as Office for Students chair

Nottingham Trent University vice chancellor Professor Edward Peck has been named as the government’s preferred candidate to chair the Office for Students. 

Education secretary Bridget Phillipson said Peck “will play a vital role in supporting higher education providers’ financial sustainability and breaking down barriers to opportunity”.

If his appointment is confirmed, Peck will take over from David Behan, who was made interim chair of the higher education regulator in July after leading an independent review of the quango.

Peck has led Nottingham Trent University since 2014 but announced last month he will step down in the summer.

He holds a number of other roles in higher education. He is currently acting chair of UCAS, chair of the higher education mental health implementation taskforce and is the Department for Education’s higher education student support champion. 

He was also a panel member on the Augar Review of post-18 education and funding. 

MPs on the education select committee will grill Peck at a pre-appointment hearing on March 4. The government will confirm Peck’s appointment to the £59,000 two-day-a-week job shortly after. 

Peck co-authored a Policy Exchange report in 2020 on higher level technical skills. The so-called “Peck plan” put forward included new “applied universities” to take the lead on growth in technical skills. The plan was criticised at the time by Association of Colleges chief David Hughes. 

On his selection as OfS chair, Hughes said Peck was a “strong appointment.”

He added: “His track record at Nottingham Trent University has shown that he has a commitment to developing pathways with colleges for learners from some of the most deprived parts of the country.”

University finances will be top of Peck’s agenda as OfS chair as more institutions announce redundancies and course closures.

In December the OfS took the unprecedented step of closing its register to new higher education providers so its staff can prioritise “severe pressures” facing universities. It also froze applications for new degree awarding powers and the use of the university title. 

Closing the register means new providers can’t get approval to deliver higher education courses needed in local areas. OfS hopes to lift these restrictions by August.

Susan Lapworth, chief executive of the OfS, said Peck was an “excellent candidate”.

“Alongside his leadership of Nottingham Trent University, Edward has also led important work to improve students’ mental and wellbeing across the sector,” she added.

“If Edward is confirmed following that [parliamentary] process, everyone at the OfS will look forward to working with him as we finalise our new strategy and continue to ensure that students from all backgrounds benefit from high quality higher education, delivered by a diverse, sustainable sector that continues to improve.”

Small is beautiful for learners tackling microcredentials

Microcredentials are not new to the further education market. They have been around for years in a variety of disciplines but due to rising tuition fees and the cost of living crisis, these short online courses suddenly present a more attractive solution for both institutions and students.

The global Micro-credentials Courses Market size expanded rapidly in 2024 and will grow substantially by 2032, according to Business Research Insights‘ analysis.

A YouGov survey of almost 4,000 UK graduates found most of those who paid higher tuition fees are significantly more likely to feel that the cost of their education was bad value for money.

The poll is just the latest symptom of a growing trend where students are increasingly turning away from the traditional three and four-year university programmes in favour of other further education options.

Growth area

Short courses are a great way to build skills and boost expertise. Most of them offer a certificate upon completion, which can add credibility. This is especially helpful for people who lack on-the-job experience in the field they want to enter.

However, not all short courses are equal. The value of the certificate depends on the course itself. So does the cost and time needed to complete it.

There are more short courses than ever before, covering areas such as business, tech, hospitality, and beauty. The best ones teach practical skills that improve employability. These courses are likely to gain recognition and respect within their industries.

Short courses also make upskilling easier by reducing time and cost barriers. Many are designed for remote or flexible learning. This is an advantage over traditional university courses, which often lack such options, even after the global pandemic.

For students who are juggling other responsibilities, the flexibility of short courses can be a game-changer, offering a way to fit learning into busy schedules without sacrificing other commitments. This is particularly important in a world where balancing your professional and personal life can be challenging.

Professional development

It’s not just independent organisations offering short courses, as many companies now run in-house training programmes. These often come with certificates that are recognised outside the organisation.

For employees, this creates a new way to fast-track career development. It also means they can learn while enjoying the stability of a full-time job and regular pay.

In-house courses benefit both employers and employees. For businesses, investing in learning and development helps them stay competitive. High-performing companies often create a culture of continuous learning.

They can foster a sense of loyalty among employees

But as skills become outdated faster, keeping up is a challenge. Microcredentials, included as part of professional development plans, can help. They improve employee retention and job satisfaction.

Digital learning is making these courses even more accessible. Online short courses allow employees to balance learning with their personal lives. This reduces barriers for people who can’t attend in-person classes.

Additionally, companies offering these programmes demonstrate a commitment to employee growth, which can be a significant factor in attracting and retaining top talent. These initiatives can foster a stronger sense of loyalty and engagement among employees, creating a more productive workforce.

Flexible upskilling

Microcredentials are versatile enough to either stand alone or complement existing qualifications. They take less time and cost less than traditional courses. Their modular structure makes them accessible to more people. While not all microcredentials offer the same value, they are an affordable and flexible way to upskill.

These programmes are designed for today’s fast-changing workplace. They help people build or update their skills quickly.

Whether offered by employers or external providers, microcredentials are becoming a key part of modern education as they deliver a clear path for professionals looking to advance or change careers. They also support lifelong learning, empowering individuals to stay relevant in industries where change is constant and the demand for new skills never ceases.

As technology evolves and disrupts traditional roles, these credentials provide an agile way for professionals to adapt and thrive in their careers.

Keeping it real – enriching T Level teaching with Industry Insights

Industry Insights provides a range of opportunities, including placements, workshops and virtual group placement sessions to develop skills, build industry knowledge and engage with employers. The programme is supported by industry professionals working for leading organisations such as Amazon, McLaren Racing, Microsoft, NHS, PWC, and the ZSL. Colleges can also link with local employers to arrange workplace and site visits and work shadowing for their staff.

T Level teachers will:
  • Stay up-to-date with the latest trends and current industry practices.  
  • Enrich the curriculum and their teaching with ‘real life’ knowledge and skills.
  • Invest in their continuous professional development (CPD).
FE and Skills providers will:
  • Develop mutually beneficial relationships with employers.
  • Improve learner outcomes and employability.
  • Demonstrates a commitment to staff CPD, proven to boost Ofsted ratings.
  • Receive funding to facilitate participation in the programme.

“My onsite visit to a Morgan Sindall project gave me a real insight into modern building techniques using ECO Modular Buildings and demonstrates the importance of industry involvement in training of T Level learners. This kind of collaboration ensures relevant and up-to-date skills are shared, and learners are prepared for the world of work. I would actively encourage other companies to find out how they can get involved and realise the benefits to their future workforce”

Simon Parker, Specialist Skills Instructor & T Level Development Lead at South Essex College
Real life experience through industry placements

ETF has put together a calendar of one-day group site visits and half-day virtual sessions with expert professionals. These events are designed to help teachers broaden and deepen their understanding of how T Level subjects are applied in industry. They cover a wide range of topics, for example: current and future trends, new and emerging technologies, and existing practices in the day-to-day life of industry professionals, as well as career pathways and progression opportunities for T Level learners. Recent events have included a day shadowing staff at The Royal Opera House for Creative and Design T Level teachers and forthcoming events include an exclusive site visit to Scolmore International in Tamworth for Construction and Engineering & Manufacturing T Level teachers.

FE and Skills providers can apply for funding to facilitate their participation in the programme. There is up to £400 available per participant for a full day event, and £200 for a half day event, to help with costs for admin, logistics and cover. If participants prefer to arrange their own individual site visits with a local employer, for example, the same funding for associated costs is available.

‘Just three weeks after attending ETF’s well-organised group industry placement session, we’re seeing a significant impact. The experience has inspired further professional development, helping us feel more confident and prepared for the delivery of our T Level provision.’

Karena Morrison, Teaching & Learning Manager, Brighton Met
Stay up to date with live events and workshops

A day away from school or college isn’t always a convenient option, so teachers can get a focussed ‘quick fix’ by joining one of ETF’s Industry Workshops. These 60 – 90-minute sector specific updates help build industry knowledge and provide the latest info on current and emerging technologies and practice. There is usually a Q&A session as well.

Teachers can access recordings of all Industry Insights Workshops on-demand on the ETF learning platform.

ETF is always adding new sessions to the workshop calendar , so teachers are advised to check regularly.

Here are some of things that participants say they value about the sessions:

“Clear concise explanations.”

 “Learning up to date industry knowledge.”

“Information about the recruitment processes and qualification levels was very useful.”

“Personal experiences / real life examples.”

“The best part was the collaborating sessions with other T-Level Teachers, where we shared our different experiences and challenges.”

“The opportunity to listen to multiple speakers online without needing to travel to a conference.”

“Just superb – incredibly knowledgeable speakers and the content was relevant – thank you.”

Take your pick of practical tips and learning

The ETF learning platform has a growing number of Industry Insights and employer partnerships online courses available. T Level teachers can boost their CPD and enhance their industry-specific knowledge and skills, when they want and at their own pace.

You can find out more about the innovative Industry Insights programme on the ETF website. Colleges and teachers will need to open an ETF account to access events and to apply for funding.

Practical help for everyone involved in planning and delivering T Levels

The Industry Insights programme is just one element of ETF’s T Level Professional Development (TLPD) offer, which was commissioned by the Department for Education. It was developed in collaboration with expert learning providers and employers in order to support FE and Skills providers offering T Level qualifications and is shaped around the needs of the workforce alongside relevant regional, employer and curriculum requirements.

The six elements of ETF’s TDLP offer are a rich mix of live online and face-to-face workshops, in-house delivery, e-learning resources, mentoring, networking, and industry collaboration. At the core is a range of subject specific training which provides practical help to everyone involved in the planning and delivery of T Levels. All T Level Professional Development is offered at no charge to ESFA funded FE and Skills providers. Find out more.

The Education and Training Foundation (ETF) is the workforce development body for the Further Education and Training sector. We provide educators with a pathway of professional development throughout their careers, champion inclusion and enable sector change for a thriving FE and skills sector.

Ofsted to trial inspection proposals with 240 ‘visits’

Ofsted has revealed how it will test its proposed new approach to inspection in the coming weeks, with trial visits to around 240 schools, FE providers and early years settings.

The watchdog is currently consulting on plans to overhaul its inspection process. It plans to introduce controversial new “reports cards“, through which inspectors would judge colleges across up to 20 areas using a five-point grading system.

Ofsted piloted the proposed new framework at six education providers before it launched its public consultation on February 3, and had said it planned to trial it further once the consultation was underway.

The inspectorate said its visits would “provide an early opportunity for our inspectors to become familiar with the main features of the new approach.

“Of course, they will do this without pre-judging further changes, which may follow the consultation.”

Which settings will get a visit?

On Wednesday, the watchdog revealed it will now visit around 240 providers across the country to test its plan more widely.

It says the visits will test “how the new approach and toolkits feel, both for the providers and the inspectors”. 

The trial visits will take place at childminders, nurseries, pre-schools, primary schools, secondary schools, special schools, independent schools, further education providers and ITE providers.

It is not known how many of each of those settings will be visited, nor how they will be selected.

All of the visits are voluntary, meaning providers approached to take part can decline.

The visits are not official inspections and will not result in official, graded assessments. 

However, it is not known whether Ofsted will draw up unofficial report cards that will remain unpublished.

What form will the visits take?

Sir Martyn Oliver
Sir Martyn Oliver

The test visits will take three different forms. 

Around half will be “thematic” or “paired thematic” visits – both limited to assessing specific areas of Ofsted’s proposals.

Thematic visits will test the “feasibility and validity” of specific aspects of the proposed methodology, and inspection toolkits.

Meanwhile paired thematic visits will be carried out by more than one inspector, and will test the consistency of assessments.

Reliability has long been a concern regarding Ofsted inspections, and leaders have expressed fears the proposed new framework will make judgments less reliable.

Paired thematic visits “will test whether inspectors follow the same process, and have shared views on the strengths and areas for improvement”, for the body that is being inspected.

The other half of the 240 inspections will be full, “end-to-end” visits. These will comprise a full inspection, to test the entire inspection methodology and toolkits.

Visits to test ‘validity’ of new inspection toolkits

A key facet of Ofsted’s proposed changes is the introduction of inspection “toolkits”, which would be available to providers.

These rubrics describe the quality inspectors “expect to see at each point on the scale” from ‘exemplary’ to ‘causing concern’, for each judgment area.

Ofsted said the trial visits would look at “feasibility” and “validity” of the toolkits, or how well they help inspectors gather evidence, and whether they enable inspectors to collect evidence on “the most important aspects of education”.

They will also look at “scalability” – how well the toolkits work together, whether they cover the rights areas and how to “avoid unnecessary of unhelpful repetition”.

How will feedback affect Ofsted reforms?

Sector leaders have stressed Ofsted must be open about its pilot process and the way it uses feedback to change its proposals if needed.

The watchdog said it will gather and consider all feedback from these test visits – from both inspectors and providers – and “reflect on the process and the effect of the new toolkits”.

“This will allow us to make any necessary changes before introducing our new approach later this year.”

Ofsted’s 12-week consultation is due to end on April 28. 

Ofsted will publish a report on the outcome of the consultation in the summer. The final agreed reforms will then be piloted again across all types of setting, before being formally implemented from November 2025.

Pilots ‘have so far been positive’

Before launching its consultation early this month, Ofsted trialled its proposals at six settings.

Lee Owston, the watchdog’s national director for education, recently claimed the “overwhelming” response to these mock inspections had been “very, very positive”.

“The purpose of those trials was to get reaction in terms of what it is … that we’re proposing, and of course, we have made adjustments and tweaks,” he said.

As Ofsted’s official public consultation is underway, former senior HMIs have launched their own consultation on the new inspection plans, fearing the watchdog is asking leaders to “take it or leave it”.

Frank Norris and Colin Richards – who were behind last year’s “alternative big listen” – have created the “alternative big consultation” (ABC) to independently gather opinions on the plans.

OCR pauses geography GCSE changes amid ‘unanswered questions’ about future of exams

The exam board OCR has paused its planned changes to a geography GCSE paper amid “unanswered questions” about the future of qualifications during the government’s curriculum review.

A new GCSE geography paper B specification was due to be first taught from September and assessed in 2027.

But in an update to schools today, the exam board told leaders to “continue to teach our current GCSE geography B specification (J384) for the remainder of this academic year and from September 2025”.

OCR said it was “always mindful of your workload and want to make sure you have everything you need to prepare for the delivery of any new qualification”.

It said its decision was the result of “feedback and two other key factors” – one of which was the government’s curriculum and assessment review, which will not issue its final report until the autumn.

“With many unanswered questions about the future of GCSEs, we believe it’s wise to wait for the Department for Education’s review outcomes later this year before making significant changes.”

Improvements to current paper planned

The other factor was the “development process and timelines”.

“We aim to develop the best possible qualifications for you and your students, and provide you with clarity and sufficient planning time for any changes we may make.

“We’re currently unsure how much longer the development process will take and, as the summer term approaches, want to offer you more certainty for next year.”

OCR added that it had received “lots of feedback” about the proposed new paper, for which it was “extremely grateful”.

It wants to use the feedback to make “some smaller improvements to our current specification (J384)”.

Options being explored include offering enhanced support with new and updated resources, “improved accessibility” and “factual content updates to the specification”. 

“We’ll notify you in advance of any changes we’ll be making. However, our aim will be to enhance the experience of our qualification for you and your students.”

The exam board also apologised “for any inconvenience this news may cause.

“Please don’t hesitate to get in touch if you have any queries or concerns – we’d be happy to help.”

Claiming EMA harmed earnings, says IFS report

A government scheme that paid disadvantaged teenagers to stay in education could have harmed their employment and earnings potential, according to the Institute for Fiscal Studies (IFS).

In a new study – the first to track longer-term education, earnings and employment outcomes of Education Maintenance Allowance (EMA) recipients – researchers found that while claimants were more likely to have stayed in full-time education post-16, they were also more likely to claim out-of-work benefits later. 

Limited education outcomes

EMA was introduced by the last Labour government in 2004. It handed out 16- to- 19-year-olds from poorer backgrounds weekly cash payments of up to £30 if they attended school or college. The idea was it would incentivise continuing full time study post-16 and help towards course-related costs such as transport.

But it was expensive, costing nearly £900 million a year in today’s prices. The coalition government abolished the scheme in England in 2011, replacing it with a much lower-cost college-run bursary fund. 

EMA is still available to young people in Scotland, Wales and Northern Ireland. Labour did pledge to bring it back in its 2017 and 2019 manifestos, but it did not appear in its 2024 election commitments. 

Previous evaluations of EMA overstated its positive impact attainment, according to IFS’ new study, funded by the Nuffield Foundation. 

Full-time education participation of 16-year-olds increased by 2.5 per cent because of EMA, half the previous estimate of 5 per cent. 

However, IFS said that increase in participation did not lead to better qualification results for A-level or level 2 and 3 vocational students. 

“Despite high uptake and attendance-based payments, EMA had no measurable impact on A-level results or vocational qualification attainment,” the report said. 

EMA’s impact on specific groups of students was greater. 

For SEND learners, the payments increased full-time education participation by 4 percentage points.

And for students with fewer than five A*-G grade GCSEs, EMA also increased participation by 4 percentage points.

Lower earnings down the line

Counterintuitively, researchers found receiving EMA reduced earnings by around 1 per cent each year when recipients were in their 20s. 

This could be because EMA recipients were “discouraged” from part time work while at college, therefore reducing their work experience. Similarly, IFS suggested EMA could have incentivised students who would have done work-based training to study at college instead, with the former more likely to give them a better chance at higher earnings in their 20s.

“Our analysis suggests that students reduced their part-time work in response to receiving the EMA, and this appears to have harmed rather than helped their long-run labour market prospects.”

Nick Ridpath, research economist at the IFS, said: “The EMA, which cost billions through the 2000s, did not have the hoped-for positive effects on educational outcomes and later employment. Indeed, it looks like it may have had negative consequences by discouraging disadvantaged young people from getting work experience. 

“The Scottish, Welsh and Northern Irish governments, which still fund this scheme, might want to take note.”

But EMA may have cut crime

While not an explicit objective of EMA, the IFS report suggests it may have contributed to a small reduction in crime.

IFS estimated EMA reduced the probability of convictions between the ages of 19 and 29 by 4 per cent. 

The report said: “The EMA appears to have had a persistent negative impact on criminal behaviour that extended into later life.

“This is most likely due to its initial impact on criminal convictions at ages 16-18, as students diverted from criminal activity at younger ages become less likely to commit crimes at older ages.”

Martin Sim retires from college interim leadership roles

College turnaround specialist Martin Sim is set to retire from his job as interim principal of Bath College due to health concerns.

He will be replaced Jacqui Ford, who worked at Weston College for almost three decades, on March 3.

Sim took on the interim role at Bath College in April 2024 amid quality issues raised by Ofsted and financial concerns.

The college said Sim has “fulfilled” that role, in a statement today.

Sim, who initially retired 10 years ago but has since taken on multiple jobs as interim leader of troubled colleges, said he has decided to step back from full time work. 

He will, however, continue in his role as an adviser to the FE Commissioner.

Sim said: “It has been a pleasure to collaborate with colleagues at Bath College, and we have ensured the college’s future. I would like to recognise the hard work and professionalism of the staff who have strived to keep everything progressing.”

Sim has spent over 40 years working in the FE sector. He oversaw the merger of Pendleton, Eccles and Salford Colleges to form Salford City College, becoming principal in 2010.

Since he retired in 2015 he has been parachuted in to West Nottinghamshire College, Barnfield College, Gateway College, Nottingham College and City College Southampton.

He served as a deputy FE Commissioner from 2019 to December 2023 and was made a CBE in the King’s birthday honours 2024.

Bath College’s governors said Jacqui Ford has agreed to join as interim principal while recruitment for the permanent post concludes in March.

Ford has held several leadership positions at Weston College since 1995, most recently as interim chief executive.

A spokesperson for Bath College said: “Jacqui is an accomplished senior leader with over 25 years of experience in the further education sector. She brings extensive senior leadership expertise, including roles as deputy principal, interim principal, and chief executive, specialising in strategic leadership, governance, and organisational transformation. 

“She is passionate about education and creating opportunities for all and will bring valuable insight to Bath College’s continued improvement.”