A college has been hit with an ‘inadequate’ Ofsted rating in a report that raised grave questions about leadership and management, just a few weeks after its chair and vice-chair resigned without explanation.

FE Week reported on June 18 that Amersham and Wycombe College’s chair and vice-chair of governors, Jenese Joseph and Andrew Walker, had stepped down – but no explanation of their reasons for leaving was given.

Ofsted published its latest report on the college today — which returned an ‘inadequate’-overall result, down from the ‘requires improve’ grade it received in December 2014.

The latest report rated Amersham and Wycombe as ‘requires improvement’ for quality of teaching, learning and assessment; personal development behaviour and welfare; outcomes for learners; 16 to 19 study programmes; adult learning programmes; and apprenticeships.

But it was a grade four in effectiveness of leadership and management that dragged the result down to ‘inadequate’ overall.

The Ofsted report asserted that the college’s “governance is not fit for purpose”.

It said that in order to improve, it needs “a new governing body”, which can then “establish a stable senior leadership team that steers the college towards its next steps”.

It added “tensions between governors and college leaders” had “led to a long period of unstable leadership”.

In addition, leaders and managers were said to have been “slow to review the appropriateness of the curriculum for adult learners”, and Ofsted requested that the college “evaluate rigorously” the curriculum to “ensure provision meets local demand from employers and the community”.

On top of these failures, the college was said to be “in significant financial difficulties”, with frequent instances of “poor financial management and unwise spending of public funds”.

Ofsted recommended that Amersham and Wycombe improved the quality of teaching, learning and assessment by “ensuring all managers, staff and learners have consistently high expectations of learners’ attendance, punctuality and attitudes to learning”.

It also advised “reviewing quality assurance arrangements” so they are “less cumbersome and focused more on helping teachers to reflect on and improve their practice”.

The report proposed that teachers need to “use a variety of assessment techniques more purposefully” to ensure learners and apprentices “are clear about their current progress”.

In spite of this criticism, Amersham and Wycombe received a ‘good’ grade for its provision for learners with high needs.

Teachers and specialist staff were said to provide “very good personal support to learners, especially those at risk of not completing their courses and those with high needs”.

Other strengths were that the “current managers and staff have shown considerable resilience in the face of the turbulence that surrounds them”.

In sports, public services, and the creative industries there was also said to be “good practical skills development, high standards of work, and successful progression into higher education or employment”.

When invited to respond to the report, a college spokesperson said: “We have taken immediate action to appoint a new chair and vice chair of governors.

“We believe these appointments will be a positive step towards restoring the overall wellbeing and financial health of the college.

“We are working quickly towards solutions to answer the issues raised by Ofsted and our focus, as always, is on ensuring that we continue to provide education and training for current and future students.”

The government has agreed to implement all 14 recommendations from a taskforce commissioned to explore how access to apprenticeships can be improved for people with learning difficulties or disabilities (LDD).

The taskforce was jointly commissioned by skills minister Nick Boles and minister for the disabled Justin Tomlinson (both pictured above), and both of their departments are now working to put the suggestions into practice.

Chaired by Paul Maynard MP for Blackpool North and Cleveleys, the group included disability organisations, learning providers, employers, and senior officials from both the Department for Business, Innovation and Skills (BIS) and the Department for Work and Pensions (DWP).

In response to their 14 recommendations, a BIS and DWP spokesperson said: “The Minister for Skills and the Minister for Disabled People have accepted all of the taskforce’s recommendations.

“Officials are now working to implement the recommendations, recognising that some will be more difficult to put into practice than others, and that all recommendations should be completed alongside existing priorities to ensure a cohesive result.”

The taskforce met three times to look at what barriers affect people with learning disabilities in accessing and completing an apprenticeship.

BIS and DWP confirmed that the first point to be implemented will be updating the Access to Work eligibility letter, which disabled people should take to their employer or a job interview if they think they can get help from the government’s Access to Work scheme.

The idea will be to better “sell the support available” for such apprentices.

This will be followed by work on a joint communications strategy to encourage employers and providers to take them on.

The next recommendations to receive attention will be using the existing Disability Confident campaign “to encourage employers to drive demand and increase supply”, and consider “the use of technology to support user-led strategies for apprentices with LDD”.

BIS and DWP will be expected to “lead by example” with their own apprenticeship programmes, and “encourage wider civil service and public sector commitment to [these] apprenticeships”.

They will also “investigate and raise awareness around non-traditional recruitment practices”, the report said, such as working interviews, where an applicant demonstrates their job skills, or electronic portfolios to display their achievements.

Three of the taskforce recommendations focused on English and maths, and these will be worked on over the summer.

They involve adjusting the minimum standards and methods of assessment for English and maths for LDD apprentices, and ensuring support available is “understood and consistently applied by providers”.

In the autumn, the government will turn to ensuring that the right information is gathered about severe, mild or moderate learning difficulties for Individualised Learner Records.

BIS will also revisit recommendations from the 2012 Little report on ‘Creating an Inclusive Apprenticeship Offer’.

Both departments will further consider “what good [performance of apprentices] looks like” for specific impairment groups and age brackets, and “set appropriate targets for increasing the number of apprentices with LDD”.

From April 2017, after a new funding model has been developed, a pilot will be conducted to explore how this could work most effectively alongside the apprenticeship levy to “incentivise employers to recruit apprentices with learning disabilities”.

Sue Pember, director of policy for adult and community learning provider membership body Holex, which supported the taskforce, told FE Week that she “welcomes these recommendations and hopes that they are fully implemented and feature in the apprenticeship plan”.

Independent training providers (ITPs) have come in for the worst criticism in Ofsted’s thematic review report into how the anti-terrorism Prevent duty is being implemented across FE.

The document, called ‘How well are FE and skills providers implementing the ‘Prevent’ duty?’, was unveiled by the inspectorate this morning.

It was based on survey visits to 37 FE providers, along with with findings from 46 full inspections or monitoring visits between November last year and this May.

It recognised that general FE and sixth form colleges had been “most successful”, through “working closely with partners to ensure that good progress had been made on all aspects of the Prevent duty”.

However an Ofsted spokesperson warned it had found “a worrying number of providers, particularly ITPs, small providers and those working in isolation, are struggling to implement the duty”.

The report said: “Two of the eight ITPs visited had not implemented any aspect of the ‘Prevent’ duty.

“The ITPs tended to operate in isolation and few had adequate systems in place to ensure the safety of learners.”

FE institutions were first made subject to the Prevent duty — which requires them to put policies in place to prevent potential radicalisation of learners and exposure to extremism — in September last year.

And Paul Joyce, Ofsted deputy director for FE and skills and independent schools, revealed the inspectorate would be launching the thematic review a month later, as reported in FE Week.

The resulting report has concluded that Ofsted should “raise further its expectations of providers to implement all aspects of the Prevent duty, and evaluate the impact this has on keeping learners safe” from the start of next academic year.

Recommendations for providers included that they should ensure appropriate procedures are in place, and implemented effectively, to protect learners from “risks posed by external speakers and events”.

It also called for better information sharing with other partner organisations such as local authorities, improved staff training, and for more effort to be put into ensuring learners understand British values radicalisation threats.

It also called for Prevent to be explicitly referred to in IT policies, and careful monitoring of learners’ “use of IT facilities to identify inappropriate usage”.

Oftsed added there needed to be more consistency “of advice and guidance provided by Department for Business, Innovation and Skills (BIS) Prevent co-ordinators, police Prevent teams and local authorities”.

The report noted that six of the providers visited had no arrangements in place to check the suitability of external speakers.

“Even in some of the 31 providers that had appropriate policies and procedures to check external speakers and events, these did not always work well in practice,” it added.

“Too often, learners were potentially at risk because leaders had not ensured that suitable checks had been completed.”

Ofsted stressed that “the majority” of providers had implemented the Prevent duty guidance well.

But the report added: “Some viewed the duty as a list of conditions just to comply with and have adopted a ‘tick-box’ approach.

“This goes against the spirit of the government’s guidance, which seeks to promote meaningful ways to reduce the specific risks of radicalisation.”

Risk assessments lacked sufficient detail in around a third of the providers visited.

And staff training was found to be “ineffective” in a third of the providers visited.

This comes after an Association of Teachers and Lecturers (ATL) survey, reported on by FE Week in September, indicated that 45 per cent of FE staff had not trained to implement Prevent before it was applied to FE later that month.

Day two of FE Week’s Festival of Skills proved to be every bit as insightful, thought-provoking and fun as day one.

We have again put together a selection of photos to try and capture the atmosphere of the continuing professional development event of the year for FE and skills, held at the stunning Capel Manor College in North London. We hope you enjoyed it!

[slideshow_deploy id=’49017′]

A parliamentary inquiry has been launched today into post-16 education and skills reviews.

The probe by the Education, Skills and the Economy Sub-Committee will look at their progress, effectiveness and impact on the FE sector.

It will also seek answers to why other providers, such as school sixth forms, are not directly involved.

The deadline for written submissions to the inquiry, announced this morning, is September 30.

It comes the day after FE Commissioner Sir David Collins revealed that 10 areas involved in the reviews had so far completed, including all of those in wave one.

Ian Wright MP [pictured above left], co-chair of the ESE sub-committee and chair of Business, Innovation and Skills committee, said: “We want to challenge and scrutinise the process of area reviews to ensure they improve the provision of post-16 education in every area.”

Neil Carmichael MP [above right], fellow co-chair of the sub-committee and chair of the Education Committee, said: “Area reviews are taking place with relatively little public scrutiny.

“The sub-committee’s inquiry will shine a light on the process, which could have wide reaching implications for the way both young people and adults are educated.”

The area reviews, first unveiled in July 2015, are intended to create financially viable, resilient and efficient institutions that meet their local area’s education and economic needs.

Wave one of the reviews was announced in September and October.

So far all the FE and sixth form colleges involved in the first three waves have been revealed, with indicative areas given for the fourth and fifth waves which are due to start later this year.

The reviews have faced criticism from sector leaders, including the Sixth Form Colleges’ Association, for not directly including other providers of post-16 education, such as school and academy sixth forms and independent training providers.

The process has also taken longer than was originally planned.

Guidance published by the Department for Business, Innovation and Skills at the start gave a typical timescale of three to four months for each review – but this was extended to four to six months when the guidance was updated in March.

Only one area from the first wave – Birmingham and Solihull – actually managed to complete in this timeframe, while another – Greater Manchester – took more than nine months.

FE Commissioner Sir David Collins told delegates at FE Week’s Area Review Summit at the Festival of Skills on Thursday (July 7) that all of the areas in wave one had completed as well as a number in wave two.

He acknowledged that the first wave had taken “a bit longer than we’d hoped” partly because it had included “the most complicated cases”.

These included Greater Manchester, which, as previously reported by FE Week, had been subject to deep tensions between the Greater Manchester Combined Authority leading the review and the colleges involved.

Nonetheless, Sir David told delegates: “We’re not behind, and we’ll complete very happily by March 2017”.

His remarks echoed comments last month by Skills Minister Nick Boles, who told the audience at the Association of Employment and Learning Providers conference that the reviews had gone “surprisingly well”.

The post-16 vocational qualification system is set for a radical overhaul to replace 20,000 courses with “15 high-quality routes”, according to a government report to be published later today.

And each of the 15 routes, first reported exclusively by FE Week in May, will controversially only be available by a single awarding organisation.

The first ‘pathfinder’ routes will be taught from September 2019 and will be two-year college based programmes suitable from the age of 16, as well as those 19+, with close alignment to the new apprenticeship standards.

All 15 routes will be rolled-out for teaching by September 2022 and four of the 15 routes will be “primarily delivered through apprenticeships.”

The Skills Minister Nick Boles says in the ‘Post-16 Skills Plan‘, published at 10:30 this morning, that “we accept and will implement all of the Sainsbury panel’s proposals, unequivocally where that it is possible within current budget constraints.”

Lord Sainsbury’s ‘Report of the Independent Panel on Technical Education’, also published today, recommends each route has a ‘common core’ which will include English, maths and digital skills as well as a “specialisation towards a skilled occupation or set of occupations.”

Many within the FE sector will feel a sense of déjà vu. The Labour government’s 14-19 Diplomas, were announced in a white paper in 2005, launched in 2008 and scrapped within a few years. There were 14 lines of learning consisting of qualifications comprising the components “principal learning, generic learning and additional and specialist learning.”

However, this latest attempt will be different says Mr Boles, who blames past attempts at reform for failing “because they lacked real commitment, with governments changing plans before they could have real impact.”

This latest plan states the government ambition is for 16 year-olds to be “presented with two choices: the academic or the technical option” in the form of these 15 routes covering “college-based and employment based (apprenticeship) education”.

A binary “choice” between academic and technical is likely to raise fears of creating a two tier education system, although bridging courses for those over the age of 18 are promised.

The plans include:

– A controversial move to have just one awarding organisation for each of the 15 routes. The report says the government will “put in place only one approved tech level qualification…we intend to grant exclusive licences for the development of these tech levels following a competitive process.”

– An expansion and renaming of the Institute for Apprenticeships, due to be launched in April 2017. New legislation will be needed for it to become the “only body responsible for technical education” and it will be called the Institute for Apprenticeships and Technical Education.

– Every 16 to 18-year-old on a college based technical education programme will be “entitled” to a “quality work placement”

– Colleges and other training providers could be permitted to deliver traineeships for up to a year (a doubling of the current six month maximum) as part of a ‘transition year’ for 16 to 18-year-olds progressing onto one of the 15 routes

The 15 routes listed within the Skills Plan are as follows:

– Agriculture, Environmental and Animal Care

– Business and Administrative

– Catering and Hospitality

– Childcare and Education

– Construction

– Creative and Design

– Digital

– Engineering and Manufacturing

– Hair and Beauty

– Health and Science

– Legal, Finance and Accounting

– Protective Services*

– Sales, Marketing and Procurement*

– Social Care*

– Transport and Logistics*

* primarily delivered through apprenticeships.

Post-16 Skills Plan Timeline

– April 2017 : the Institute for Apprenticeships begins operating

– April 2018 : the Institute for Apprenticeships becomes Institute for Apprenticeships and Technical Education

– October 2018 : Procurement begins for new technical qualifications

– February 2019 : Technical qualifications approved for ‘pathfinder’ routes

– September 2019: First teaching of ‘pathfinder’ routes

– September 2020 – September 2022 – Phased teaching of other routes