Five students enrolled on the 12-week Prince’s Trust programme have given a community centre playground a new lease of life.
The group from the College of Haringey, Enfield and North East London spent one week working at Play Space, a voluntary-run under-fives community centre playgroup that has served families in North London since 1992.
The students repainted the building, doors and gates, renovated benches and also did a spot of gardening, removing weeds and tidying up plant troughs.
Jordan gets to work on the gate
Part of the Prince’s Trust programme required students to take part in a community project and, after searching for a worthy cause, they decided to support the Play Space centre.
They raised money for equipment they needed for the project by setting up a stall and selling tea hampers and Fair Trade chocolates.
Centre Manager and Trustee Nisha Morgan said: “When I saw what the students had done I couldn’t believe how much it had changed. Now we have a very special place for the children to go out and play, which is a much brighter, safer and cleaner environment for them to enjoy.”
Featured picture: (L-R) Students Tung Le, Jordan Williamson, Aisha Pittie, Andrea Baki and Rushelle Angus at Play Space in Wood Green.
Two university technical colleges have come out on top in an Ofsted report which found the majority of England’s schools are failing to effectively deliver work-related learning.
Ofsted inspectors carried out 40 thematic inspection visits in the spring term this year, to interview staff and pupils about the delivery of what the education watchdog referred to as “enterprise education”.
Two UTCs – Aston University Engineering Academy and UTC Reading (pictured below left) – were among the cohort inspected, and both were found to be “positive for enterprise education”, according to an Ofsted spokesperson.
The final report, entitled ‘Getting ready for work’, said: “In successful UTCs, business involvement is an essential element of the curriculum.”
AUEA, which is rated ‘good’, was singled out for its work with “subject experts from local businesses”, who are engaged to “teach elements of the technical and vocational courses”.
The Ofsted report, released on November 24, gave the example of a project with National Rail, in which a team of six Year 12 boys from the UTC made a presentation to business executives on improving the safety of workers on the railway.
The team had developed their plans at the sponsoring university, using a 3D printer.
The report said the presentation was “very confident” and “professional”, with “a clear explanation”.
It added: “They had developed, from scratch, a system that was very similar to the one the company actually uses.”
The feedback given, the report said, was that the project “could be developed into the next generation of safety equipment”, and the team was offered the opportunity to test their product on the business’ own test track.
Daniel Locke-Wheaton, principal at AUEA, said: “Continued feedback from our employers confirms that one of the most important aspects of a student’s education must be focused work related learning and innovative enterprise opportunities directly linking students with industry.
“This is an integral part of what makes studying at a UTC different.”
In comparison to the good practice at the UTCs, only four of the secondary schools visited by inspectors were found to be demonstrating an effective approach to this aspect of the curriculum.
Ofsted’s survey provided a summary of the key elements needed in promoting successful enterprise education.
These included: a common understanding of what enterprise education is; training to develop teachers’ understanding of the subject and how to deliver it; and senior staff leaders who are committed to championing enterprise education.
Other factors were: a coherent programme that includes all pupils; systems for assessing the progress of pupils’ knowledge and skills; and effective links with employers.
Joanne Harper, principal of UTC Reading (pictured right), which is rated ‘outstanding’ by Ofsted, said: “Students at UTCs will work directly with employers on projects throughout the curriculum and therefore be very well prepared for the next stage beyond education, whether that is at 16, 18 or in their twenties.”
She added: “We also work much more closely with the local economic partnerships to ensure we are preparing students for the jobs that will exist when they are ready to progress; this relationship has been further cemented by working with the Careers and Enterprise Company.”
Charles Parker, chief executive officer of the Baker Dearing Educational Trust, which oversees the development of UTCs, said: “Because UTCs forge close partnerships with local employers, they are able to offer high quality employer engagement opportunities for their students.
“Whether it’s working on projects set by employers, talks or work experience, it not only makes learning more meaningful and relevant to the world of work, it means students are developing the skills employers need, like communication and team work.”
Most colleges involved in the first two waves of the area reviews will neither change nor merge, it has been revealed.
This lack of change was laid bare in the long overdue reports into the first 13 areas, which were finally published on Tuesday (November 29).
Just 21 mergers involving 45 colleges are proposed – while 45 institutions plan to stay as they are, and a further 29 sixth form colleges are looking to convert to an academy.
A number of failing colleges will remain alone, even though the stated aim of the reviews was to “create strong and financially resilient colleges”.
These include City of Bristol College, which was rated ‘inadequate’ during its most recent Ofsted inspection in January, and which has notices of concern from the Skills Funding Agency for financial health, financial control and inspection.
Despite this, the main recommendation for the college to emerge from the West of England area review was that it should “continue to stand alone whilst managing sustainable recovery within a ‘fresh start’ approach that will deliver financial resilience and substantial quality improvement”.
The financially troubled Central Sussex College was another to come out of the review process without finding a partner – although it has subsequently announced a plan to link up with Chichester College.
Relatively few colleges are making non-structural changes as a result of the area reviews, too.
According to a graph charting the various change recommendations, the most common recommendation made in the area reviews was for colleges to alter their apprenticeship delivery.
The graph, published in the November progress report sent to the national area review steering group, and seen by FE Week, suggested “the development of local ‘apprenticeship companies’ by colleges working together”.
The document also noted that most of the reviews included “at least one recommendation” setting out how to maintain the “collaborative working arrangements that had been established during the process”.
The reports were originally expected to appear in July, but it is understood they were held up following Brexit.
They cover 13 of the 15 reviews in wave one and two, missing London (west) and London (central).
It is understood that these have been delayed “to ensure the recommendations and outcomes of the four London reviews are coordinated during wave three”.
The apprenticeships and skills minister Robert Halfon said that the country needed “an education system that works for everyone”.
“That’s why we asked colleges, employers and other local representatives to review the FE on offer in their area and come up with recommendations to ensure employers and young people get the skills and training they need,” he said. “I’d like to thank all of those that took part.”
Ofsted also criticised the narrow approach taken by the area reviews in its annual report, published December 1.
It said: “The outcomes of area reviews have focused primarily on proposed mergers to support financial sustainability or tackle inadequate provision. So far they have not focused on an objective rationalisation or re-alignment of curriculum provision.”
Two students from Newcastle Sixth Form College joined over 250 other young people to take part in a televised debate in the Houses of Parliament.
A-level students Liam Cartwright and Kate Palmer were representing the UK Youth Parliament at the biannual event, which gives young people aged 11 to 18 a chance to get their voices heard, and the opportunity to bring about social change.
Sixteen-year-old Liam led the debate on the issues surrounding public transport, with other topics discussed including the need for a curriculum that teaches more life skills, and tackling racial and religious discrimination.
He said: “The current issues surrounding public transport have been affecting young people in Newcastle for a long time, so I was pleased to be able to debate the matter with over 250 of my peers.”
UK Youth Parliament is an initiative run by the British Youth Council, and currently has over 600 members who are elected through annual youth elections or through local youth councils.
Featured image: Liam Cartwright leads the debate on public transport
Sir Michael Wilshaw has provoked outrage across the FE sector once again, with a series of “personal and ignorant remarks” that contradict Ofsted’s official views on post-16 English and maths failures.
The education watchdog’s annual report, launched in Westminster on December 1, blamed government policy for the sharp increase in 16- to 18-year-olds failing their GCSE resits in the two subjects.
However, during a Q&A at his final launch event, the outgoing chief inspector once more pointed the finger at FE colleges, in a scathing response to a question from Mark Dawe, the chief executive of the Association of Employment and Learning Providers.
“There’s simply no excuse for a college letting down large numbers of students who just narrowly missed getting those benchmark grades,” he said in remarks that are being seen as a parting shot before he retires at the end of the month, to be replaced by Amanda Spielman.
“We can’t go on, as I intimated in my report, seeing two thirds of youngsters who just failed their GCSEs, got a D grade, continue to fail two years later. We can’t let FE off the hook.”
Sir Michael, who wrote off the sector as “inadequate at best” in a now-notorious speech to the CentreForum in January, stuck to his guns when FE Week challenged him about his new comments.
“What percentage of youngsters that get D grades go to FE? Why shouldn’t they after two years get English and maths?” he said. “The statistics speak for themselves.”
Asked whether everyone should resit poor GCSEs, he diverged from the government’s view, that Functional Skills are more suitable to less academic learners, by simply asking “why not?”.
Sir Michael’s remarks, which came after he described the sector as “the Cinderella arm of the education service” during his speech, drew an angry reaction from Association of Colleges chief executive David Hughes.
“It’s surely wrong that the chief inspector can make what look like personal and ignorant remarks about FE in public,” he said.
“The chief inspector rightly says colleges are operating in an environment of turmoil and then uses the hackneyed phrase, the ‘Cinderella sector’, once again.”
Any 16- to 18-year-old student who does not already have a grade C in both GCSE English and maths has had to continue studying these subjects since 2013.
In 2015, this requirement was tightened, requiring those who managed a grade D to sit GCSEs rather than alternatives.
Read Editor Nick Linford’s view here
Ofsted’s annual report runs counter to its chief inspector’s comments.
It said: “While the policy’s intention to improve literacy and numeracy levels is well intentioned, implementation of the policy is not having the desired impact in practice.
“Just over a quarter of students by age 19 are not achieving grade C or higher in GCSE mathematics and more still in English.”
Figures released in August showed just 34,486 – or 26.9 per cent – of the 128,201 learners aged 17 and above who sat English GCSE got at least a C.
And of the 173,628 learners from the same age group who sat maths, only 51,220 – or 29.5 per cent – achieved C or above.
These results were down from 35.1 and 35.8 per cent respectively the previous year.
Paul Joyce, the inspectorate’s deputy director for FE and skills, would not comment on whether Sir Michael’s remarks matched his organisation’s official view, but a yawning gap between the report and the man was clear.
Ofsted’s media team also refused to be drawn.
Other key findings in the report included a drop in the proportion of colleges rated ‘good’ or ‘outstanding’, down from 77 per cent last year to 71 per cent this year.
“Schools and colleges show continued weakness in providing a technical and vocational curriculum appropriate to meet the needs of the economy,” warned the report.
But on a more positive note, it found that 63 per cent of apprenticeships this year “were found to be ‘good’ or ‘outstanding’, an increase of 12 percentage points compared with last year”.
There was quite a task awaiting Paul Joyce, Ofsted’s deputy director for FE and skills, when I met him after chief inspector Sir Michael Wilshaw gave his speech on the watchdog’s 2015/16 annual report in Westminster.
The report was welcome for FE, as it firmly pinned the blame for the controversial English and maths policy on the government, taking the spotlight off colleges.
The current rules, which oblige students to resit if they do not achieve grades of A* to C in GCSE English and maths at level four, come in for heavy criticism in the report.
But the Ofsted boss was less sympathetic in the speech on his fifth and final annual report, at Church House, Westminster, on December 1. Answering a question from Mark Dawe, chief executive of the Association of Employment and Learning Providers, Sir Michael returned some the blame back to FE providers, insisting that they cannot be “let off the hook”.
I raised Sir Michael’s criticisms with Mr Joyce when we sat down to discuss the implications of the new report.
First of all, does Ofsted think the problem lies with government policy or the FE sector?
The watchdog, he told me is raising questions about “whether GCSE for everybody is the right policy”.
He continued: “Undoubtedly for some it will be, but we’re asking the question, particularly given the difficulties that the sector is having implementing the policy and the outcomes that those learners have, whether that is the right policy.”
He insisted that for the 12 struggling colleges rated ‘inadequate’ between August 2015 and July 2016, English and maths had not been “the sole determining factor”.
“I’d go so far as to say that even if English and maths provision was ‘good’ in those 12 colleges, they would have been rated ‘inadequate’ overall regardless.”
Does this mean Ofsted does see the root of the problems with English and maths resits as a failure of government policy, rather than colleges letting their learners down?
“Absolutely,” he replied. “When we inspect English and maths, we look at qualification achievement rates, but inspectors give far more weight to the development of maths and English skills in those lessons.”
Why, then, has Sir Michael taken a contradictory stance, I asked – after all, it wouldn’t be the first time he has bashed colleges. In March, for example, he made waves by telling the Education Committee that 16- to 19-year-olds should only be educated in schools.
“I think it’s a bit harsh to say the chief inspector is blaming FE,” said Mr Joyce.
“He described it as a Cinderella sector – that to me makes very clear that this sector has been neglected and does need some investment; it does need looking at the policies that enable this to happen.
“What he is absolutely not saying is that GCSE would be the right qualification for everybody.”
However, I had raised this very question with Sir Michael immediately after he gave his speech, and he told me that he saw no reason why the required qualification shouldn’t be a GCSE.
Mr Joyce clarified: “Michael is of the view that students that have a grade D, that are able to achieve a grade C, should be given that opportunity to do so. That’s not saying that everybody with a D needs to do so.”
We moved on to discuss the variety of providers in the FE sector, as the report covered success amongst independent training providers and sixth form colleges.
Mr Joyce acknowledged direct comparison is tricky, particularly with the area review process changing the landscape.
Ofsted is talking with the DfE, he said, about potential changes to the inspection process now so many colleges are merging.
“Given that inspection is risk-proportionate and some of our colleges are very large and are facing some significant challenges, it’s not too surprising that a lot of our focus has been on colleges and we have found some to be struggling,” he added.
The Institute for Apprenticeships is another topic under Ofsted’s microscope at present. He confirmed that the inspectorate is working closely with Peter Lauener, chief executive of the Skills Funding Agency and Education Funding Agency, and interim chief executive of the Institute for Apprenticeships, and is keen to monitor the IfA’s progress.
Mr Joyce added that the education watchdog wants to ensure “that apprenticeships are properly monitored”, but is still “very clear” what its responsibilities will be when the apprenticeship reforms kick in, in May 2017.
“While the policy’s intention to improve literacy and numeracy levels is well intentioned, the implementation of the policy is not having the desired impact in practice,” he wrote.
Since 2013 all 16 to 18-year-old students who do not already have a grade C in GCSE English and maths have had to continue studying these subjects – and in 2015, this was further tightened to require those with a grade D to only study GCSE rather than an alternative.
Sir Michael said that while the policy change was a “significant challenge” for all providers, it was “particularly so for general FE colleges, where the majority of students without a GCSE grade C in English or mathematics study and where there have been the biggest increase in numbers studying qualifications in English and maths at level 2”.
He pointed out that many students – “just over a quarter” – were still not getting at least a grade C by the age of 19.
He said: “Inspection evidence shows that, for some students, having to retake their GCSE can be demotivating and that attendance at these lessons is lower.”
Sir Michael said that it “remains unclear” whether GCSE is the “best way of ensuring that students have the English and mathematical skills needed for their intended career”.
He concluded: “For many students, an alternative level 2 qualification may be a more appropriate means of improving their English and mathematics and ensuring that they are ready for work.”
Other key findings of the report include a drop in the proportion of FE colleges rated good or outstanding, from 77 per cent last year to 71 per cent.
It also noted that “schools and colleges show continued weakness in providing a technical and vocational curriculum appropriate to meet the needs of the economy”.
But the report found that there were some signs of improvement in the quality of apprenticeships.
“This year 63 per cent of apprenticeships were found to be good or outstanding, an increase of 12 percentage point compared with last year,” it noted.
David Hughes, chief executive of the Association of Colleges, said: “Her Majesty’s Chief Inspector rightly emphasises the importance of the FE sector in equipping young people and adults for successful careers but he also points to shortfalls amongst a minority of colleges.
“The report helpfully highlights the huge burden that colleges have been handed by schools failing to support young people to achieve good GCSEs in English and maths.
“Over 70 per cent start college without these qualifications. This is an enormous challenge, given the huge numbers of resits, the lack of a credible alternative qualification and the inappropriateness of GCSE in preparing people for further learning and work.”
He added: “Ofsted’s annual report is challenging for colleges but it also shows how the majority of colleges are innovative, creative and resilient. Colleges are facing up to the challenges and they are making great strides to improve quality.”
James Kewin, deputy chief executive of the Sixth Form Colleges’ Association, said: “Ofsted’s annual report highlights the continued improvement of sixth form colleges – 89 per cent are now good or outstanding.
“We were also pleased to see Ofsted join SFCA in drawing attention to the underperformance of small school sixth forms.
“This again calls into question the government’s policy of rationalising large, high performing, sixth form providers through the area review process, while encouraging the growth of small – often poorly performing – sixth forms in the schools sector.”
Lucy Knight is hoping she proved to be a cut above her hairdressing competitors on day one of EuroSkills 2016, as the day-to-day experience of owning her own salon paid off.
The 21-year-old (pictured above), who opened Hair by Knight in Bristol two years ago after completing an apprenticeship at City of Bristol College, spent the opening day of the competition completing two cuts that were two and half hours long each.
And she is confident that the experience of running her own salon put her in good stead for a medal.
Speaking to FE Week at the end of day one, she said: “The first competition was ladies long hair down where we had to colour cut and style a lady ready for a night out, sort of a fashion look.
“The second one was a men’s classic style. It used to be a sculpted look but they’ve changed it to be a modern classic.
“I was really happy with what I produced but it is hard to tell how you are doing so early on.
“I think by running my own salon it has put me at an advantage because it has helped massively with my confidence because what I am doing here is what I do on a daily basis.
“It is better for me as opposed to others who might turn up and not really know what they’re doing to start with.”
Tomorrow Lucy will complete two further tasks involving a perm and then a men’s fashion cut, before taking on a final challenge on Saturday where she’ll do a cut and design for a bride, plus a “ladies cut down”.
Meanwhile over at the cookery station, Team UK’s Ruth Hansom was carefully pulling a duck apart only to stitch it back up again.
Ruth Hansom cooking up a storm on day one
The 21-year-old from Westminster Kingsway College, who also works at The Ritz Hotel, spent day one preparing for her three-course meal, to be made tomorrow.
And her menu will include a duck galantine.
“The first day was mainly prep work, so I prepped for a duck galantine, a dessert for tomorrow and then the main course of cod,” she said.
“For the galantine I had to take a whole duck and keep the skin on and everything inside and intact but take all of the bones out.
“I then filled it with an insert, which was pork, so I made a pork mousse and then the liver is running through the middle and you have to stitch it back up so it kind of looks like a whole duck again.
“Hopefully when it comes to cooking it will come out nice and when you slice it hopefully I’ll have that clean through effect.”
Cooking competitors are marked by a number of judges who walk around and check on different elements such as hygiene, and then three tasters sit in a separate room and judge the food on its taste and presentation.
Mechatronics duo Sam Hillier (right) and Thomas Revell (left)
Ruth says she hopes all of her hard work in training for the competitions has “paid off”.
Mechatronics duo Sam Hillier, 20, and Thomas Revell, 23, who both train and work for Toyota Manufacturing UK, were also happy with their progress.
“It has been fantastic to compete on the first day, it was a known day, we knew the station and everything went to plan,” Sam said.
Tom added: “The first day has gone really well to be honest, as Sam said we had a known station, all of the other teams seem to have gone really well so it is a good competition.
“The atmosphere has been incredible. Being at the opening ceremony last night with all of the other countries having a great time and that reflects on today as well. All of the countries are friendly and the atmosphere is just great.”
Sam said it was “fantastic” to finally be here at EuroSkills, and Tom added they feel they can go all the way: “We’re going for gold”.
A much broader range of success measures is needed for apprenticeships – accounting for progression to higher pay and qualifications, and how well emerging industries are being catered for – MPs have warned in a new report.
The Public Accounts Committee published its findings this morning on issues with the reform programme, ahead of the apprenticeship levy launch and associated widespread funding reforms next April.
The report called for new success measures showing, for example, whether learners “move on to higher apprenticeships, successful apprentices benefit from increased earnings, and the programme is delivering improved access to under-represented groups across all occupations”.
It claimed the only current indicator government seemed interested in was quantity, as it drives for its target of 3 million starts by 2020.
“The programme involves more than just increasing apprentice numbers, but this is the only outcome the department is monitoring,” the report warned.
It said that while the Department for Education had good data on which apprenticeships provide the greatest return on investment, it had “not set out how it will monitor the success of the programme” with regards to, for example, addressing skills needs of employers.
“It is unclear how the programme will address the needs of emerging industries and skills shortages around Brexit and in other major programmes we have examined, such as High Speed 2 and implementing the entitlement to free early years education and childcare,” the report warned.
It also called on the DfE to clarify the intended role of the new policing body the Institute for Apprenticeships “as quickly as possible”.
“This should include setting out who is responsible for the success of the programme, who has the power to intervene when value is not being delivered, and who takes the lead if the programme is not working as planned,” it said.
“The DfE needs to systematically identify the full range of risks associated with potential abuse of the system and ensure that they are addressed from the start.
“It should be clear who is responsible for managing the risks, detecting problems as they arise, and taking action quickly should concerns emerge.”
It comes after the National Audit Office warned in September the reform programme risked repeating fraud that plagued Individual Learning Accounts without more robust risk planning.
That report complained the Department for Education had no contingency plan for if funding reforms do not work out as planned.
The failure of the Individual Learning Accounts scheme – which was scrapped in 2001 after abuse by unscrupulous providers led to a reported £67m fraud – was blamed on poor planning and risk management by the government.
PAC chair Meg Hillier said: “There is a crucial distinction between quantity and quality – one the government must not neglect as it pushes ahead with changes to the apprenticeships system.
“The government must demonstrate it is delivering real value throughout the programme and, where weaknesses are identified, address them promptly.
“Such fundamental measures as whether apprenticeships are meeting the needs of employers and the wider economy, or enhancing the prospects and earning power of apprentices, must be properly monitored.”
Apprenticeships and Skills Minister Robert Halfon said: “We are committed to not only achieving 3 million apprenticeship starts by 2020, but also to driving up the quality of apprenticeships.
“Quality is at the heart of all of our apprenticeship reforms. We have introduced new apprenticeship standards which are developed by employers themselves and rigorously checked and from next April, the new Institute for Apprenticeships will be charged with approving standards to ensure they are high quality.
“We are working closely with employers to ensure we track the benefits of apprenticeships and ensure quality continues to improve.”
Shadow skills minister Gordon Marsden commented on the PAC report, saying his party “entirely agree” with “most of the points” made by the committee.
Mr Marsden said: “Only yesterday in the public bill committee for the Technical and Further Education Bill, we tabled and debated a new clause asking the government to be much stronger on reporting on the quality outcomes of the completed apprenticeships.
“That means that they would have to report on annually what the job outcomes were, what the annual average earnings were, and also how many of the individuals who started apprenticeships had gone on the higher education.”
He added: “I thought the minister was a bit complacent about it – he said ‘we’re doing some of this already’, but of course they’re not doing a lot of it already and some of the figures that we’ve seen in terms of faltering success rates mean that they cannot be complacent about it.”
The most skilled young people in Europe were told they are becoming the “role models of the future” as the curtain was raised on EuroSkills 2016.
Swedish Prime Minister Stefan Lofven gave a powerful speech as thousands gathered in the Scandinavium Arena for the competition’s opening ceremony tonight [November 30].
After each of the 28 different competing countries made a flag-waving appearance on stage, the Prime Minster delivered a message of the importance that each of the 500 or so competitors are making to the future.
“Your hands will create the furniture of the future, the design of the future, the communication of the future,” he said.
Team UK taking to the stage at the opening ceremony
“Your pride will digitalise society, build houses and lay the floors that our children and grandchildren will walk on.
“Your dreams will become the reality of the future. So treasure them, take pride in them, and never hesitate to make those dreams a reality.”
He added: “I am also inspired by your teachers. They must have been doing something very well to get you where you are today. Please do not forget them because role models like them are the most important ingredients that we have in our lives.
“By you being here today it shows you are becoming such role models yourselves. You are so needed. You are so needed in a world in which the pace of change is constantly increasing. We need the people who are constantly striving to be the best and most skilled in their profession.
“My message to you all here today is; the world needs your pride, we need your hands, your drives, your dreams and we need you, as role models of the future.”
The ceremony, which started at around 18:30pm and closed at around 20.00pm, took place at the venue that plays host to the competitions starting tomorrow.
The Team UK fan club/experts
It included speeches from the Prime Minister, the president of WorldSkills Europe, Hubert Romer, competitor and expert oaths, as well as what can only be described as a Eurovision style concert on “Swedish hit music history” featuring renditions of ‘the final countdown’ and ‘dancing queen’ among much more.
“In the coming days almost 500 competitors will compete in 44 skills,” said Mr Romer.
“During the next three days you will work, you will give all you can give. Meanwhile, thousands of students will watch and admire you. You are real heroes for us and for them, no matter what result you get at the end because all of you are already winners.”
Speaking to FE Week straight after the ceremony, Carole Stott, chair of WorldSkills UK, said the ceremony was “brilliant”.
“What the Prime Minister said at the beginning was just brilliant and was really spot on in terms of recognising and celebrating everything that we are doing and how important it was.
“All of the excitement and energy at the end was a great way to start the competition.”
