A college’s resident bat is facing homelessness following site clearance work on the building in which it lives.
Affectionately named Kevin, the bat currently lives in the roof of Bridgwater and Taunton College’s Montgomery House, which is being cleared to make way for the new National College for Nuclear.
Workers on the site have been careful to dismantle the roof tile-by-tile during the clearance process in order to minimise disruption to Kevin’s daily life and, after a successful application to Natural England, a number of bat boxes have now been installed across the area to offer alternative accommodation.
Kevin’s presence was discovered during an ecological survey of the site, which demonstrated evidence of bat feeding, and then the existence of a single long-eared bat living in the roof.
It is hoped that Kevin will take up residence in one of the new bat boxes following the demolition of his current home, with students on the college’s land-based programmes keeping a watchful eye on his future progress and welfare.
The new National College for Nuclear will be one of two hubs across the UK providing high-tech, specialist training to meet the skills needs of the nuclear industry employers.
Featured picture: One of the bat boxes ready for Kevin
A government-backed careers company does not cater to every college around the country, including the whole of London, FE Week has learned.
We have repeatedly pressed the Careers and Enterprise Company, which was set up in July 2015 to connect young people with the world of work, for details of the colleges that it works with.
After being told three months ago that we couldn’t have the information for “data protection” reasons, we were this week finally given a list of the colleges and local enterprise partnerships in its “enterprise adviser network”.
It revealed a postcode lottery for FE coverage, with 15 LEPs not covered – and London completely absent.
Claudia Harris, CEC’s chief executive, confirmed that the company did not work with any of the capital’s 44 FE and sixth form colleges.
During an exclusive interview with FE Week, she blamed the lack of coverage on “ramp-up”, and “the fact that we are only 18 months in”.
“The offer will be made available to all schools and colleges over the coming years,” she said.
Ms Harris said the CEC was working with “nearly all” local enterprise partnerships across the country, but the list of colleges that FE Week saw listed just 24 of the 39 LEPs.
And despite being titled ‘list of colleges in the EAN’, the document also included around 35 schools alongside 44 FE colleges and 21 sixth form colleges.
It’s not clear if the CEC is working with any of colleges in the 15 uncovered LEPs. Ms Harris told FE Week the list was not complete and “the missing LEPs are areas we’re waiting for returns from”.
She added: “To be honest, we needed to get permission from each of the LEPs to share the data, which takes a bit of time, so it’s basically that we haven’t done that yet in all of the LEPs”.
She admitted that “we’re not working with colleges” in some of these LEPs, as the CEC’s enterprise coordinators had only “been in post for a few weeks”.
“We’re really pleased we’ve got 80 coordinators. We’re pleased that we’ve got so many schools and colleges signed up, but it’s very early days,” Ms Harris said.
Her organisation, which is thought to have been backed by more than £70 million of government funding, boasted of working with over 700 schools and colleges in July.
Its enterprise adviser network was described by former education secretary Nicky Morgan as the “cornerstone of the company’s work” during a speech at CEC’s conference in May this year.
It uses paid enterprise coordinators, who work with volunteer enterprise advisers, to support schools or colleges in their efforts to improve careers guidance and work-related education.
The aim is to help them “connect better” with local businesses and develop an employer engagement strategy.
The coordinators, who are cofunded by the CEC and local enterprise partnerships, each have a patch of 20 schools or colleges, while the volunteers work with an individual school or college, Ms Harris said.
“There are a whole bunch of colleges that clearly benefit from the offer – they’re colleges which are smaller, or which don’t have very strong employer links, and they therefore need this coordinator and work with our enterprise advisers,” Ms Harris said.
Larger colleges that already have these links in place could “become the hub that then provides the employer connection to some of the local schools”, she added.
Sector leaders have been left “disappointed” after the government delayed its decision on whether to provide maintenance loans for higher level learners studying technical education in FE.
On September 9, FE Week reported that the Department for Education had stalled on the issue, but promised to “make a statement in the autumn”.
With the season drawing to a close, FE Week followed up with the DfE, asking if they would be announcing the decision by the end of November.
The answer was non-commital, with a spokesperson only prepared to say: “We will set out our next steps on FE maintenance loans in due course.”
The department was unable to give any firm details on the date of any future announcement, meaning there has been a further delay.
It is important to ensure there is access to the loan scheme so that people can use it to gain the necessary skills for the workplace
Julian Gravatt (pictured), assistant chief executive of the Association of Colleges, said: “It’s disappointing to see that the DfE has pushed back the announcement of its decision on providing maintenance loans for those studying at higher levels.
“With the current economic uncertainty, there’s demand for people with high-level skills.”
He added: “It is important to ensure there is access to the loan scheme so that people can use it to gain the necessary skills for the workplace.”
Mark Dawe, chief executive of the Association of Employment and Learning Providers, said: “We’re a little disappointed that there is no news yet on this.
“We’re hoping that the announcement will have something to say on loans being available for higher level and degree apprenticeships.”
In September, when it published the outcome of a consultation on whether to introduce maintenance loans, the DfE concluded that it would “take time to consider the responses” and scheduled a full announcement of its plans for November.
A DfE spokesperson said at the time: “We are going to take time to consider the responses to the consultation in light of the report by Lord Sainsbury, which has implications for higher level technical learning and how it should be delivered in the future.
“We will need to consider the value for money case and fiscal position before taking any decision on the case for FE maintenance loans.
“We expect to make a statement in the autumn.”
The consultation, which was carried out by the Department for Business Innovation and Skills between March 24, and June 16, 2016, aimed to test whether support for the introduction of maintenance loans in FE was on a par with the level of support available in higher education.
It also looked at whether this support should only be made available to 19+ learners studying level four to six technical courses at specialist providers, and whether part-time learners should be supported as well.
The DfE found that “respondents felt that the introduction of a loans package would help achieve the objective of increasing the number of learners undertaking technical and professional learning in key sectors that are important to the economy”.
The consultation outcome report said: “When taking the written responses and the strength of feeling in the focus groups, the majority believed that this offer should be made on the basis of the qualification studied rather than the institution where the learning took place.”
Nearly three quarters of respondents thought that maintenance loans in FE should also be available to part-time learners.
A computer hardware student has designed an app that helps people who struggle to socialize access help and advice, as well as communicate.
Olivia Reynolds, an IT student at Darlington college, came up with Socialmoda to help those who suffer with anxiety and shyness access virtual help, advice and support.
The app also has voice synthesis, meaning users can hold a conversation with it, alongside an interactive mood board.
17-year-old Olivia is currently developing the app further with the help of tutors at Darlington college, and has already been shortlisted for the Federation of Small Businesses Student Awards with the idea.
The concept for the app came from Olivia’s own personal experience with shyness, and witnessing others who have fallen prey to bullies.
Speaking of her creation, she said: “If you haven’t got a human friend then you can have a virtual one. I have struggled with shyness since primary school and being at Darlington college has really helped me socially.”
Enterprise tutor at the college, Josh Spears, added: “IT is an incredible tool which can help with a host of issues. It’s great to see Olivia using her skills in designing an app to help others deal with an area she feels passionately about.”
Featured picture: Darlington College IT student Olivia Reynolds
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.
