The Office for Students has closed its register to new providers so staff can prioritise “severe pressures” facing existing higher education institutions.
The higher education regulator has also paused awarding any more institutions with degree awarding powers and will not process applications for a university title. These changes will be in effect until August 2025.
There are 18 providers whose applications to join the OfS register are in the early stages and have now been paused. And there are 20 providers hoping for degree awarding powers whose applications have been put on ice.
Degree awarding power applications for a further 17 providers that are already in progress will continue. There were no new applications for a university title at the time the pause was announced.
The OfS did not clarify which institutions have been impacted when asked, but they will include providers hoping to grow or expand into higher education provision and could include colleges wishing to gain or extend their degree awarding powers.
The OfS said affected providers have been notified.
Providers with time-limited degree awarding powers that lapse during the pause will have them extended, an OfS spokesperson told FE Week.
Phillipa Pickford, director of regulation at the OfS, said the regulator was prioritising its resources on protecting the interests of students in financially at risk providers.
Pickford said: “These are extremely difficult decisions and not ones the OfS has taken lightly. But our recent financial sustainability update provided evidence of the severe pressures facing the sector, and we need to prioritise our finite resources on this important issue.
“Today’s announcement will allow us to maximise the time our staff spend working closely with institutions at risk to ensure the interests of students are protected.”
This unprecedented step follows new analysis of higher education providers’ financial and student recruitment projections indicating that up to 72 per cent could be in deficit in 2025-26.
The OfS said small, medium and specialist providers are more likely to be struggling the most financially and it is these types of providers that would typically be seeking registration and/or degree awarding powers from the regulator.
Pickford added: “We recognise that these temporary changes come at a cost. Our decisions will have a direct impact on a small number of institutions that have recently submitted an application for registration or degree awarding powers and will have those applications paused. It will also affect those that may be intending to apply.
“But we must prioritise managing risks for students already in the system, ahead of the benefits that new institutions, or institutions with the ability to award their own qualifications, bring.”
A body representing independent higher education providers has urged ministers to intervene, accusing the OfS of directly jeopardising the financial sustainability of some of its members, and “prioritising one set of students’ interests over another”.
Alex Proudfood, chief executive of Independent Higher Education, said: “It is unacceptable that the OfS Board believes it can simply disapply its statutory duties as determined by Parliament, and we urge minister to remind them of their clear commitments under the higher education and research act.
“This decision will make OfS itself directly responsible for putting the sustainability of some institutions at risk – and not because of poor planning or the overoptimistic forecasting of unrealistic growth trajectories. If government policy has created a situation where the regulator feels that it cannot do the essential job it was given by Parliament, then government should intervene to fix it – not allow the costs of this failure to be paid by those who did nothing to earn it.”
Apprenticeship training provider Multiverse hit the headlines in 2022 for becoming the first apprenticeship-only provider to be granted powers to award its own bachelor’s degrees until December 2025. Last year, college group NCG became the first FE institution to be awarded permanent degree awarding powers.
Government rules for T Level industry placements have been further relaxed in a bid to boost the number of students taking the flagship qualifications.
Learners on nearly all courses will now be allowed to complete 20 per cent of their 315-hour total placement remotely instead of a physical workplace – with this allowance increased to 50 per cent for students on digital T Levels.
Ministers will also allow placements to be carried out as “simulated activity” on the school or college’s own site, but only if this is overseen by their industry placement employer.
And placements will “no longer be restricted to the specific T Level subject being studied by students”.
Guidance detailing the changes will be published in January 2025 and will come into effect immediately.
The reforms come amid lower-than-expected enrolments, high dropout rates, and long-held concern that there are not enough employers willing to offer enough work placements when T Levels are fully rolled out.
Skills minister Jacqui Smith announced the move today at the start of the government’s “T Level Celebration Week“.
‘We have listened to businesses’
She said ministers have “listened to businesses and these changes reflect what they need to help them offer T Levels and our missions of boosting economic growth and breaking down barriers to opportunity”.
Smith added: “We are cutting red tape to make it easier than ever for employers and providers to take part in T Level industry placements while ensuring students benefit from meaningful, high-quality experiences.”
Each T Level includes a mandatory industry placement of 315 hours, or 45 days, that must be completed over the two-year course in order for students to pass.
Original rules had made clear that all placements “cannot be delivered virtually/remotely, except for work taster activities”.
The Department for Education first watered down this requirement in January 2023 by allowing 20 per cent of placements to be done remotely in six subjects.
Today’s announcement extends that hybrid working offer to all of the more than 20 T Level subjects except for education and early years, and dental nursing specialisms, which have specific requirements related to licenses to practice.
‘Simulated placement activity’
Ministers said the new “simulated placement activity” offer can include small group projects and will be “especially helpful for high-risk industries such as engineering and manufacturing where students will be able to develop their skills and experience in a safer, controlled setting”.
It is unclear what proportion of placements can be conducted through the “stimulated activity” flexibility at this stage.
A government spokesperson said placements will also “no longer be restricted to the specific T Level subject being studied by students”, meaning that students can “now gain experience across related subjects within their chosen route”.
“For example, within the agriculture, environmental and animal care route, students can use their placement to explore the shared principles behind animal care and management, and agriculture, land management and production,” the spokesperson said.
“This change offers greater flexibility, opening up a wider range of experiences and opportunities for students.”
T Levels, designed to be the technical equivalent to A-levels, have been rolled out gradually since 2020, with schools and colleges often reporting lower-than-expected recruitment figures. Around 16,000 students started the courses in September 2023. Recruitment numbers for 2024/25 haven’t been published yet.
Figures for previous years show around a third of T Level students drop out before completing their course.
Earlier this year, the DfE launched a “route-by-route” review of T Level content and assessment in a bid to boost recruitment and retention and to ensure the courses are “manageable at scale”.
I consider myself lucky to go to work each day and have the opportunity to support the next generation of inspirational young people looking to enter our industry. As we mark T Levels Week, it’s right to acknowledge how, even in their infancy, this new qualification is already helping to broaden access to rewarding and well-paid jobs.
It’s well known that financial services is an attractive and highly sought-after career option for many. However, pathways into the sector are not always accessible for all, which is why supporting T Levels is such an important venture.
Lloyds has been proud to support T Levels since 2022, when we offered our first six industry placements. Though at first there was some apprehension internally about providing T Level industry placements, for example around safeguarding responsibilities for young people, any concerns we had were quickly allayed, and we’ve worked closely with our college partners to design our placements so that students feel supported all the way through their journey.
Our support for T Levels has since grown to offering 70 placements in 2023 and over 100 this year. As well as helping us recruit from a wider pool of talent, supporting T Levels is also helping us welcome more people from diverse backgrounds into the sector. Sixty per cent of those undertaking a placement with us come from Black, Asian, Minority Ethnic backgrounds.
As well as providing great opportunities for students, their work with us has also delivered real benefits to the business. The T Level students working with us have for example helped to design new web pages, create new dashboards and even develop a chatbot that is still in use today. We’ve even been recognised externally by winning T Level employer of the year at the National Apprenticeship and Skills Awards.
Above all else, providing industry placements has helped us create a real affinity with the next generation of those interested in working in financial services in the communities where we operate.
The access to talent placements provide is at the heart of our recruitment strategy
I am proud of the fact that we have offered an apprenticeship role to half of those who have undertaken an industry placement with us and completed their T Level. The access to talent that hosting T Level placements provides is now at the heart of our recruitment strategy.
As we look back on the success of the placements since 2022 and the benefits these have delivered, we have two key priorities during this year’s T Levels Week.
First, we will be using our own social media channels to share as many stories as possible of those who have completed their placement with us, to show other young people that this could be an opportunity for them in years to come.
Second, and reflecting the fact that parents are key to informing their children’s post-16 education choices, we will be hosting a series of webinars with our college partners to showcase to parents and guardians what T Levels are, how they could provide a pathway into employment for their child, and the industry placements offered by Lloyds.
Alongside the efforts of fellow T Level advocates, we hope that this will open the eyes of even more people to the benefits that studying this game-changing qualification can offer.
So my message to fellow employers in financial services this T Levels Week is a simple one: if you’re considering offering a T Level placement, don’t wait any longer before taking the plunge.
There may be some initial challenges, but the benefits both to the young people you work with and to your organisation will be significant. And as Lloyds’s experience shows, aall of this can be realised in just a short period of time.
Unionised teachers have lodged four more strike dates due to the government’s “failure to resolve a clear pay discrepancy” between staff in sixth form colleges and schools.
National Education Union officials have added an extra strike date later this month as well as three days in the new year to protest the Department for Education’s pay award snub.
More than 2,000 NEU members will walk out tomorrow, marking the second day of striking following last week’s march on Parliament.
The industrial action originates from the summer announcement that schools and academised sixth form colleges would receive £1.2 billion to fund a 5.5 per cent pay rise for 2024/25. But no funding for pay was announced for standalone sixth form colleges and further education colleges.
Unless ministers come to an agreement to extend the funding to non-academised sixth form teachers, the union will strike on the following days:
December 3 (previously announced)
December 4 (previously announced)
December 13
January 7
January 8
January 9
Last month, 32 of the 39 sixth form colleges voted in favour for strike action, achieving 97 per cent of the ballot vote.
Swathes of striking teachers marched to Westminster last week, to take their issues straight to the education secretary.
A crowd, led by NEU general secretary Daniel Kebede, gathered at the DfE headquarters to chant, cheer and boo officials for excluding them from the 5.5 per cent pay award.
Sixth form teachers told FE Week they’d expected better of a Labour government.
“No Labour government worthy of the name performs actions like this,” said Ian Morton, accounting teacher at WQE and Regent College in Leicester.
Kebede said Thursday’s strike action should have been a “wake up call” to DfE ministers that the NEU “will not back down on this issue”.
He added: “The responsibility for these strikes lies with government not teachers. No teacher wants to be taking strike action. They want to be in classrooms doing what they do best: teaching. We remain as always willing to resolve this dispute with government. However, in the face of yet more silence our members will continue with their action.
“Government needs to recognise this absurd situation needs to end and that they must quickly address this inexcusable pay divide. Let there be no doubt the strike action will continue into the new year unless sense prevails, and our members are given the pay they deserve.”
Sixteen teachers, leaders, schools, and colleges have been honoured for excellence in education at the 2024 Pearson National Teaching Awards.
Dubbed “the Oscars of the teaching profession,” eight ‘gold awards’ were announced for the first time on Saturday at a glitzy ceremony in London, with the rest revealed during the week on the BBC’s The One Show and in The Sunday Times.
Categories awarded individuals and institutions from early years, primary, secondary and further education that go above and beyond for their learners, having a lasting impact on their lives, on the profession and in their local communities.
Judges selected the winners from thousands of nominations, revealing shortlisted ‘silver award’ winners in June.
Education secretary Bridget Phillipson said: “I want to congratulate all the winners – your unwavering support and dedication to children and young people, giving them the chance to achieve their ambitions and thrive in the process, is hugely inspirational and deserves celebration.”
Sharon Hague, managing director of school assessment and qualifications at Pearson UK, added: “It is an honour and a privilege to be able to recognise and celebrate all of those who work in education.
“The impact that teachers have on students in undeniable, and so too is the hard work and dedication that educators show each day. Congratulations to all of the winners, and a huge thank you.”
Nominations for the 2025 awards are open until February 28. You can submit an entry here.
FE Lecturer of the Year
Alexis Dabee-Saltmarsh, Lecturer in Automotive and Aeronautical Engineering at Blaenau Gwent Learning Zone
Dabee-Saltmarsh is passionate about nurturing the next generation of engineers and promoting STEM subjects. She now lectures in motorsports, aeronautical, and composite engineering at Coleg Gwent and teaches a range of skills in advanced technologies, additive manufacturing, and Industry 4.0.
The judges were also impressed by her outreach work in local schools and commitment to her professional development through a Master’s degree and Fellowship of the Higher Education Academy, all while managing a long-term disability.
FE Team of the Year
Culinary Arts and Hospitality, Westminster Kingsway College
Westminster Kingsway College’s culinary arts and hospitality team is a cornerstone of excellence among employers, training 40 per cent of London’s catering apprentices.
With industry expertise, sustainability in the curriculum, and opportunities like placements and guest lectures by top chefs, they empower students, transform their lives, and prepare them for success in the industry.
Teacher of the Year in a Secondary School
Oli McVeigh, Assistant Headteacher and Director of English, Ethics and Media at Ferndown Upper School, Dorset
McVeigh’s “inclusive and positive” approach inside and outside the classroom won plaudits from the judges.
His contribution to changes in the English department at school is said to have resulted in “fantastic” GCSE and A-level outcomes.
Outside of school, McVeigh is a local and national advocate for boys’ education, spearheading several initiatives aimed at closing the gap in GCSE outcomes and improving boys’ mental health.
Teacher of the Year in a Primary School
Natalie Poornomansy, Reception Teacher at Woodlands Primary School, Doncaster
Poornomansy, an outstanding reception teacher at Woodlands, inspires excellence through high expectations and innovative teaching.
Inside the classroom, her lessons are described as “a joy” and “a place where children feel inspired to succeed”. Meanwhile, school improvement advisers and SEN teams have highly commended her role in establishing SEN provision, particularly the school’s nurture room.
Excellence in Special Needs Education
Becky McClean, Special Steps Ltd
McClean is the founder of Special Steps, a SEND exclusive nursery for 19 children aged 1-5, catering to a variety of needs, including physical disabilities, autism, anxiety and palliative care.
Shortages of provision locally led McClean to sell her home and galvanise the community’s support through crowdfunding to give Special Steps children access to the facilities they need.
In addition to her full-time role as an owner-manager, she hosts a youth club, Sunday school, and SEND stay-and-play group.
Digital Innovator of the Year
Antoinette Hamilton, Digital Curriculum Lead at The Stour Academy Trust
Hamilton has spent most of her teaching career championing inclusion and accessibility through technology to benefit “100 per cent of the children, 100 per cent of the time”.
Classrooms across the trust have been kitted out with devices and tools to enhance teaching and learning. Hamilton runs a trust-wide mentorship programme to support fellow teachers and works directly with parents who worry about screen time.
Outstanding New Teacher of the Year
Ciara Mulholland, Early Career Teacher at Saint Patrick’s College, Maghera, Derry
Early career science teacher Mulholland has made an “incredible” impact at Saint Patrick’s College, inspiring pupils as a role model —especially girls—in STEM.
Alongside her outstanding teaching, she leads a popular science club, supports study skills initiatives, and even helps train the senior camogie team. Deeply rooted in her community, she also volunteers at a local primary school’s STEM programme.
Teaching Assistant of the Year
Jo Wyatt, Ysgol Bryn Gwalia, Flintshire
Wyatt is said to have “transformed lives” at Ysgol Bryn Gwalia through her unique and innovative techniques, which benefit pupils, staff, and parents alike.
Among them are her therapy dog, Bella, and her “wellbeing warriors” initiative, which encourages pupils to build their confidence while supporting others.
A trauma-trained higher-level teaching assistant and family liaison officer, Wyatt also runs parenting classes to provide life-changing support for families facing trauma.
Impact through Partnership
Woolenwick Infant and Nursery School
Woolenwick Primary is a dynamic, outward-looking school fostering creativity and confidence through real-world experiences.
With a focus on music, the arts and outdoor learning, the school leads initiatives like the Primary School Music Strategy and intergenerational projects with a local care home.
With partners like the Royal Opera House, the school is praised for cultural partnerships and community engagement. It actively champions well-being, anti-racism, and inclusivity, inspiring young learners inside and beyond the classroom.
Since joining the small specialist school in 2022, Smalley has led its onside forest school provision for pupils with social, emotional and mental health difficulties and autistic spectrum conditions.
According to his nominators, he “always quietly goes the extra mile.”
In addition to designing and delivering a bespoke phonics and numeracy programme, Smalley works with local groups to ensure that pupils gain practical, social, and emotional skills from their outdoor learning.
Standout activities include pupils designing their own outdoor environments and babysitting newly hatched chicks and ducklings.
Headteacher of the Year in a Primary School
Dawn Ferdinand, The Willow Primary School, Tottenham
Ferdinand is credited with transforming The Willow Primary School and Broadwaters Children’s Centre, leading through successive ‘outstanding’ Ofsted gradings.
From mentoring future and current headteachers as a school improvement partner to co-founding organisations supporting disadvantaged groups, her tireless commitment to educational equity and empowerment has transformed schools and impacted communities locally and nationally.
Headteacher of the Year in a Secondary School
Mark Thomas, Brymore Academy
Before he retired this summer, Thomas dedicated 14 years to Brymore Academy, taking it from the bottom 10 per cent for pupil progress to the top 10 per cent.
Under his leadership, safeguarding, boarding facilities and outcomes for disadvantaged students at the school improved dramatically, making it the most oversubscribed in Somerset.
Making a Difference – Primary School of the Year
Surrey Square Primary School
The team at Surrey Square works tirelessly to make the school “more than a school.” Through extensive community activities, they blend academic learning with personal development and wellbeing.
Their innovative initiatives and holistic support for families, which includes housing, immigration and parenting classes, have helped to boost improvement, with pupils ‘on track’ rising from 26 per cent in nursery to 85 per cent by the end of their time there.
Making a Difference – Secondary School of the Year
All Saints Catholic School and Technology College, Dagenham
This school is described as “a beacon of pride” within its community for its commitment to inclusivity and excellence in the face of some local challenges.
A high percentage of pupils come from disadvantaged backgrounds, but collaborations with community partners like Citizens UK give the whole school community a sense of belonging and shared purpose. Pupils “defy the odds” and leave confident and optimistic about their futures.
Early Years Team of the Year
The EYFS Team, Venture Outdoor Kindergarten
South Devon-based Venture Outdoor Kindergarten has grown from a team of two to a “close family of inspirational practitioners” whose unique pedagogy builds independence, self-confidence and emotional wellbeing in the children who take part in their outdoor adventures.
Venture’s recruitment is described as “meticulously conscientious”, enabling them to build a team of professionals who treat children, parents and the wider community with reverence and compassion.
Lifetime Achievement
David Kershaw, CEO at Central Academies Trust
With 60 years in education, Kershaw, now CEO of Inspiring Lives Education Trust, has transformed schools in deprived areas across the country.
The former executive headteacher is credited with taking four secondary schools out of ‘special measures’ and overseeing “dramatic” improvements in Birmingham, Bradford, Leicester and Coventry schools.
Outside of executive leadership, Kershaw spent four years as Coventry City Council’s cabinet lead for education and has chaired Epworth Education Trust.
The former footballer turned educator was awarded a CBE for services to education in 2007.
Navigating apprenticeship and adult learner funding can sometimes feel overwhelming. Yet, with the right tools and mindset, Additional Learning Support (ALS) funding represents a remarkable opportunity for learners — not a risk to income. It’s about more than compliance or ticking boxes; it’s about empowering apprentices, driving inclusive learning, and enabling training providers to unlock their learner’s full potential.
Due to feedback from the sector the Department for Education have made significant updates to ALS language in recent years, adding clarity around process, requirements and evidencing needs. They have demonstrated both the importance of inclusion in modern apprenticeship delivery and the governmental support for providers to enable this.
To evidence this let’s remind ourselves that the 2022/23 funding rules were supported with a detailed ALS guidance document which remains available and updated today, making process and evidencing requirements easier to understand.
The 2023/24 rules mandated an assessment of learning needs within initial assessment for every learner, while also removing a major blocker in learners accessing the exemption to English and or maths, thereby removing FSQ as a requirement of completion for those learners with more complex needs.
Credit should be given to DfE for encouraging inclusivity across the apprenticeship landscape with both a carrot– funding providers for performing work to meet the needs of learning differences, and stick- mandating through rules greater inclusive practices across apprenticeships.
The positive impact of ALS funding
ALS funding transforms barriers into opportunities. It allows providers to improve retention, attainment and timely completion by identifying and implementing tailored support to meet individual needs, making apprenticeships more accessible and inclusive.
It does so by requiring assessment of learning needs within the initial assessment; the cognitive assessment is defined as an eligible cost. By funding learning adjustments throughout qualification should the provider have evidence and knowledge to believe they are required, and adjustments to address barriers their learning difference introduces during EPA, and finally should the needs be complex removes FSQ level 2 as a completion requirement.
Learners with learning difficulties or neurodiverse needs often bring unique strengths to their roles but may require additional help to realise their full potential. That’s where ALS funding comes in.
Lisa Smith, Risk Assurance Director at RSM UK, explains its critical importance:
“Funding for learning support is becoming even more critical. When used effectively, it ensures that learners can succeed, and providers can thrive.”
Instead of focusing on fears about compliance, providers should look at the transformative impact this funding can have – not just on their apprentices, but also on their own reputation and operations.
Claiming funding isn’t risky – it’s empowering
There’s a misconception that claiming ALS funding carries a high risk of clawbacks, which can discourage providers from utilising these essential resources. At Cognassist, we view it differently. When approached with best practices, evidencing and claiming ALS funding is straightforward, lightweight, and improves outcomes.
The key is to focus on what matters most: documenting the support provided and aligning it with the needs of your learner. This isn’t about adding administrative burdens; it’s about showcasing how your learners are empowered to succeed. That’s something to be proud of.
Cognassist simplifies this process by providing tools to identify difficulties, deliver targeted support, and document the needs of neurodiverse apprentices. With Cognassist, compliance becomes a natural outcome of delivering great support, not only for evidencing funding but it’s also a crucial part of your evidence pack to secure EPA adjustments and FSQ exemptions.
Simplifying ALS funding with trusted technology
Cognassist combines cutting-edge technology and verified tools to make ALS funding straightforward and effective. We simplify the process by analysing data and providing clear, actionable recommendations.
The platform removes the need for SEND expertise in learning and EPA adjustments, equipping tutors with the precise insights required to make informed decisions. This ensures learners receive personalised support to help them thrive, all without adding extra workload for training providers.
We’ve also developed the Cognassist Robust Framework to help providers confidently identify those who qualify, and deliver personalised learning adjustments aligned with compliance standards while building the evidence needed for funding claims.
Additionally, Cognassist’s Cognitive Assessment is one of the only digital assessments in the UK that has been independently verified and included in guidance published with the Joint Council for Qualifications (JCQ) and PATOSS. This validation underscores the scientific reliability of Cognassist’s approach to supporting neurodiverse learners.
By choosing Cognassist, providers adopt a trusted, credible and robust solution that simplifies ALS delivery and funding evidence while ensuring every learner receives the support they need.
James Earl, CEO at learning technology marketplace FE Tech wants the sector to grasp the opportunity:
“The funding rules have never been clearer, each and every provider in the sector must robustly screen every apprentice. We still see some doing nothing, either through misinterpretation or a fear of additional work – which isn’t acceptable given it is our duty to give learners the greatest chance of success.
“Irrelevant of the funding rules – this type of technology has created a scalable way to understand each and every one of our learners across multiple types of learning. It gives practitioners an opportunity to know the individualised pathway the learner needs to become successful – creating a greater chance for them to complete their course successfully.
“There are so many opportunities to create a more successful environment with the right learning technology, as well as be the vehicle towards unlocking the ALS funding needed to support those that need it.
“Technology that gives a learner greater chance of success, creates evidence for critical compliance ruling, with the backing of multiple regulatory organisations and gives organisations all they need in order to create and store evidence for ALS support – for us as a technology advisory service, it is very difficult to argue why every organisation shouldn’t be adopting this type of technology.”
Real results with Cognassist
Providers using Cognassist have achieved incredible outcomes, demonstrating that claiming ALS funding is both achievable and beneficial. Nicola Clark, Head of Learning Support at Train Together, shares her experience:
“Cognassist has helped us achieve remarkable outcomes. I have witnessed firsthand how the platform enhances learner outcomes and compliance standards. Metrics such as timely completions, learner engagement, and satisfaction scores have significantly improved since implementation. Most importantly, our learners feel valued, included, and empowered to succeed. Train Together has already fully integrated Cognassist into our processes, achieving 95%-100% engagement regularly.”
This success story demonstrates how combining ALS funding with the right tools and processes can deliver exceptional results for both learners and providers.
Building confidence through knowledge
Confidence comes from understanding. Providers who invest in training and professional development build the knowledge needed to navigate funding rules effectively. As Lisa Smith advises:
“For providers unsure about the apprenticeship funding rules or seeking to improve their processes, don’t be afraid to ask questions and seek support.”
Cognassist offers resources, workshops, and a digital platform to help providers feel confident and empowered to claim the funding they deserve.
Let’s focus on the positive
ALS funding is an opportunity to make a real difference, not just for learners but for providers, the wider apprenticeship system and society. By implementing inclusivity into normal ways of working and evidencing correctly for claiming this funding, providers invest in the success of their learners, improve their operations, and contribute to a more inclusive and equitable system.
The message is clear: don’t let fear hold you back. Embrace ALS learners and ALS funding as an opportunity to innovate, grow, and support every apprentice to reach their potential. With Cognassist, you don’t have to navigate this journey alone. We’re here to simplify the process, celebrate the wins, and help you thrive.
Let’s change lives together, one learner at a time.
Want to see Cognassist in action? Book your demo here
Dame Christine Ryan, chair of the board of Ofsted, has announced she will step down next year.
The Department for Education will begin a formal process to find a successor shortly and Ryan will stay on in the interim to ensure a “smooth and orderly transition”, the watchdog said.
In a statement, Bridget Phillipson, the education secretary, thanked Ryan for her leadership since taking up the post in 2020.
Bridget Phillipson
“Christine has led the Ofsted board as chair during a period of significant challenges, including the unprecedented demands of the pandemic,” Phillipson said.
“Over the past four years, she has overseen critical initiatives, including reviews of board effectiveness, a substantial renewal of board membership, a successful transition to a new Chief Inspector, supported Ofsted’s Big Listen, the largest public consultation in its history, and conducted a comprehensive review of Ofsted’s corporate governance arrangements.”
Ofsted said until her successor was appointed, the board under Ryan’s leadership will focus on “scoping governance reforms” to implement Dame Christine Gilbert’s recent independent review.
Gilbert’s damning review found the watchdog’s response to headteacher Ruth Perry’s death appeared to be “defensive and complacent” and said Ofsted must move away “from the discourse that ‘inspectors are never wrong”.
The watchdog accepted her recommendation to review its governance framework to “strengthen the role” of the board to help reduce the “entitlement” of the chief inspector.
Today, the inspectorate said this work will “strengthen accountability and oversee Ofsted’s commitments to improved service delivery”.
“These efforts will support a newly appointed chair to take forward an ambitious, longer-term reform agenda.”
‘Much left to accomplish’
Ryan said it had been a “privilege” to chair Ofsted, but there was still “much to accomplish in the months ahead”.
“Of course, there have been challenges – from the impact of the pandemic at the outset of my tenure, to the scrutiny and changes of more recent times,” she said.
“The work Ofsted does is vital in ensuring that children and young people receive the education and care they deserve.”
She added: “As I prepare to hand over to a new chair, I will leave with pride in my association with Ofsted and deep gratitude for its dedicated staff. I wish Sir Martyn Oliver and the team the very best for the future.”
Ryan was chief inspector and chief executive of the Independent Schools Inspectorate from 2005 to 2017.
Concurrent Job: Group Chief People Officer, Nuclear Decommissioning Authority
Interesting fact: David spends his spare time (trying to) play golf despite being regularly outclassed by his two daughters, who have played for their country on several occasions
Steve Holliday
Chair of Trustees, Generation UK
Start date: October 2024
Previous Job: Former Chair, Crisis
Interesting fact: Steve recently cycled from Edinburgh to London raising money for Crisis (after serving as Chair of the charity for 9 years
Employers who refuse to release apprentices for off-the-job training in work hours are harming learners’ mental health, according to research.
The study also found confusion about what counts as off-the-job training is triggering anxiety among apprentices.
And experts say a lack of understanding of the controversial policy among employers and apprentices limits achievement rates.
The survey of 1,000 training providers, 90 employers and 195 apprentices by software company OneFile sought to reveal the key barriers to reaching the government’s 67 per cent national achievement rate target by 2025. The current achievement rate, for 2022/23, is 54 per cent.
Respondents were unanimous that off-the-job training – a legal requirement introduced following the levy reforms in 2017 – was the most frequent obstacle.
The rule originally required apprentices to spend at least 20 per cent of their normal working hours on off-the-job training, before it was replaced by a six-hour per week baseline figure in 2022.
What qualifies as off-the-job training varies by apprenticeship and sector, but it must focus on developing new knowledge, skills and behaviours. It must also take place outside the day-to-day role but during normal, paid working hours.
More than a third (36 per cent) of training providers surveyed said employers not giving apprentices time to complete off-the-job learning during work hours was their biggest difficulty when it came to achievement.
And 32 percent of employers admitted the most challenging aspect of apprenticeship delivery was finding time for apprentices to complete off-the-job learning.
Meanwhile, 51 per cent of the surveyed apprentices said having more time to do off-the-job training would make it easier to complete their apprenticeship.
Around a quarter said they had felt stressed or anxious in the past year of their training. The most common cause was “not being able to manage the demands of the job and college work” (57 per cent) and “not completely understanding what’s required of me” (43 per cent) with off-the-job training.
The OneFile researchers said: “Employers have a legal obligation to provide enough time during working hours for their apprentices to complete their OTJ work. This is clearly not happening often enough.
“The workload is clearly a source of stress and anxiety for many apprentices. While pressure is part and parcel of the world of work, it is a concern this pressure is excessive for the apprentice at such an early stage of their career. More must be done now to manage mental health and wellbeing.”
Last year, scores of big-name apprenticeship levy-paying businesses called on the government to rename the off-the-job training policy, warning that the “confusing” title was exacerbating high withdrawal rates.
England’s largest apprenticeship provider, Lifetime Training, led the call. The firm’s previous chief executive, Jon Graham, argued that the terminology was “out-dated” as it “relates to models of training which require apprentices to spend time away from the workplace, rather than the work-based approach.”
He said at the time: “It does not reflect the current reality of apprenticeship delivery or the learner experience. The result is a perception that this training must be carried out at home or after hours. This is not the case.”
Employers and training providers in OneFile’s research agreed that allocating more time to do OTJ training and improving communication with the training provider and apprentice would improve completion rates.
Emily Rock, CEO of the Association of Apprentices, said: “Apprentices tell us they need off-the-job training, and employers recognise this and want to provide it, but operational and business challenges get in the way.
“This is an area that could be fixed at little or no cost, but solving it would significantly impact apprentice engagement and retention and employer buy-in.”
Tina McKenzie, policy chair at the Federation of Small Businesses, recommended that the Department for Education develops a toolkit to help small employers monitor and comply with the off-the-job training requirement.
