Let’s take full advantage of what devolution can offer

The government’s devolution and localism agenda creates opportunities for the sector to refine its mission and purpose, says Ayub Khan.

Devolution in FE and skills is much talked of by politicians at national and local levels and a great deal is expected of it, though it remains very much a developing area of policy. While the Localism Act 2011 firmly cemented the concept of devolution not only in legislation but also in the public consciousness, the detail is not yet clear and it is up to the sector to shape how this will look in practice for our sector.

A new FETL-funded report, The Long-Term Implications of Devolution and Localism for FE in England, by Ewart Keep, in conjunction with the AoC, alerts us to the potential danger that the promise of devolution is being oversold – or, at least, over-interpreted. Certainly, he urges an awareness that devolution may not be necessarily a wholly positive thing – especially not if it means no more than a shift in who is held accountable for failure.

Keep poses an important question: How meaningful is central government’s commitment to devolution? Currently, only provision funded through the adult education budget is locally controlled, accounting for 2.3 per cent of total English expenditure on education and training. Even here, devolved power is heavily qualified by national control of learning entitlements.

The devolution of the adult education budget and area reviews, alongside the longer-term trend towards devolved solutions and relative degrees of local autonomy in policy thinking about education, represent both opportunities and risks for providers.

As things stand, the rewards of devolution, whatever they are, will not be brought to our door. If we want them, we will have to step up.

Elsewhere, there seems little prospect of government releasing its grip on key levers of education and skills policy, such as apprenticeship funding. Keep makes another important point: unless the sector can be clear and positive about what purpose it serves and how it can contribute, there is a risk FE and skills will be squeezed between the competing demands of local and national interests.

Localism (in the sense of regional bodies taking control of the agenda) nevertheless represents a bright light in the perfect storm of reform that is reshaping our sector. There are real opportunities and Keep makes clear that we will have to fight for our place at the table. We have to say who we are and what we think localism should mean, to close the gap between the current theory and practice of devolution.

How can the sector make the most of these opportunities? For one thing, it must broaden the conversation and think smartly and creatively about the sector in the round, rather than just some of its institutions. Some have expressed disappointment that the area review process has so narrow a focus on colleges and has been, in a way, quite unambitious.

The rewards of devolution will not be brought to our door

Certainly, in future, independent training providers and third sector providers must at least be included in our thinking, says Keep. The question arises as to whether the sector is making the most of the FE estate in ensuring the skills needs of individuals, employers and communities are met. Is it engaging with the right people in the right ways?

The key to all of this is collaboration. Better use can be made of the important public assets that comprise the FE estate by combining the resources and know-how of FE colleges and independent providers.

We need to demonstrate that the sector can set the pace here, put institutional interests aside and offer genuine leadership of thinking in making our communities better place in which to live.

Keep’s implication is clear: government could do more to ensure the promise of devolution. Robust central regulation is needed, as is the freedom to innovate and take risks.

The FE and skills sector must be bold, creative and self-confident in response; refining its mission and purpose, in the spirit of collaboration and enterprise, to take full advantage of what devolution can offer.

FEATURE: Youth prison becomes first in the world to become dyslexia-friendly

A young offenders’ institution has secured its place in the history books, after becoming the first secure establishment in the world to receive the prestigious ‘Dyslexia Friendly Quality Mark Award’, Samantha King reports.

Her Majesty’s Young Offenders’ Institution Werrington in Staffordshire began its life as an industrial school in 1895, before being purchased by the Prison Commission in 1955. Now it is a centre for sentenced and remanded boys between the ages of 15 and 18, and has become the first prison in the world to receive the dyslexia quality mark from the British Dyslexia Association.

The accolade is the mark of an institution that cares about the quality of the education it provides, as well as the inclusion of every learner.

Novus, the prison-based learning branch of national FE training provider LTE Group – formerly known as the Manchester College – has played a pivotal role in securing the prison’s new dyslexia-friendly status. The social enterprise is one of the leading organisations in the justice sector market, with a 90 per cent success rate for offender learning courses. It currently works with 65,000 offenders in more than 100 prisons and community sites in England.

 

novus-team
The HMYOI Werrington and Novus team with representatives from the British Dyslexia Association

The latest inspections by HMIP and Ofsted of Novus’ services in prison graded over 80 per cent of provision ‘good’ or ‘outstanding’ – in stark contrast to the national figure for adults, of which just 43 per cent of providers achieved grades one or two.

The prison’s sparkling new award follows 18 months of work by Novus’ director of operations, Sally Garratt, its special education needs coordinator Hazel Clayton, as well as her team, their prison colleagues and 44 dyslexia champions at HMYOI Werrington, who ensured that standards required to achieve the quality mark were met and maintained.

We made a conscious effort to turn this site into an environment that would be dyslexia-friendly for everyone

In order to gain the accreditation, a 10-page list of criteria needed to be fulfilled, covering everything from ensuring organisational policies used inclusive language, to challenging dyslexic learners to achieve more academically.

As part of their efforts to achieve the quality mark, dyslexia and special educational needs resource packs were implemented in each curriculum area. The packs include magnifying sheets for those with sight problems, a specialist dictionary and pencil grips.

Ms Garratt said: “We made a conscious effort to turn this site into an environment that would be dyslexia-friendly for everyone – colleagues as well as learners. We now have the right literature, signage and notices around the place.

“We are absolutely delighted to have made a little bit of history.”

The British Dyslexia Association was impressed by the system, and awarded the accreditation during an event held at the site, where young offenders studying with Novus served refreshments to guests.

The British Dyslexia Association, which was established 40 years ago, has three major campaign areas: to encourage schools to work towards becoming dyslexia-friendly, to reduce the number of dyslexic young people in the criminal justice system, and to enable dyslexic people to achieve their potential in the workplace.

Dr Kate Saunders, CEO of the British Dyslexia Association, said: “We would like to warmly congratulate Novus and all staff at HMYOI Werrington on this marvellous achievement. This is the first young offenders’ institution in the UK, and indeed the world, to be awarded this accreditation.

“Hopefully this historic award will inspire other secure establishments to embrace these practices.”

 

Picture: HMYOI Werrington in Staffordshire

Search begins for chair of the Institute for Apprenticeships

The hunt is on for the first permanent chair of the Institute for Apprenticeships, while potential candidates have been served notice that they should be prepared to adapt to changing ministerial whims.

An online notice posted by the Cabinet Office confirms that the role will involve two days a week work, and pay £56,000 a year, with interviews set to be carried out in November.

It stressed that the chair will be expected to provide strategic leadership and direction on the role and the scope of the IfA, which will have an estimated annual budget of £8m until 2020, before it becomes fully operational next April.

Applicants were also warned that the new leader of the body, which will police apprenticeships, will have to think quickly on their feet.

“The operation of the Institute will need to be flexible enough to accommodate potential future asks from ministers, while retaining focus on existing functions,” the advert said.

“This is a relationship with which the board is likely to be unfamiliar and successful handling of it will be key to the organisation’s success.”

Successful handling of it will be key to the organisation’s success

Appointments are expected to last up to five years, with the possibility of reappointment.

It is understood that the selection panel will be made up of Sir Peter Spencer, a public appointments assessor, Juliet Chua, the director-general of the DfE’s Education

Standards Directorate, and a still-to-be-confirmed third ‘independent’ member.

Any final decision will, however, lie with the education secretary Justine Greening.

According to the advert, the IfA will act as “the ultimate decision-maker on approving apprenticeship standards and assessment plans”, and will have the power to determine maximum funding levels. It also warned that it’s likely the Institute “will be charged with other tasks over time”.

“In particular, Lord Sainsbury published in April 2016 an independent report on technical education and we expect an expanded IfA to be well placed to take forward its recommendations and wider reform to technical education,” it said.

The peer’s recommendations formed the basis of a new skills plan, which will see 20,000 post-16 vocational courses replaced by 15 so-called ‘pathfinder’ routes – covering college-based and employment-based training.

The new chair will work with the current shadow chief executive Peter Lauener “on designing the processes and structure of the institute” a task which will include “the location of the organisation, level and allocation of resource, use of digital technology and mode of operation”.

The government advertised for eight board members, with a salary of up to £15,000 available for each position

The DfE announced last week that Mr Lauener had been installed as the IfA’s shadow chief executive.

He’s doing the job role alongside his existing responsibilities as head of the Skills Funding Agency and the Education Funding Agency.

His appointment came four months after the previous shadow chief executive, Rachel Sandby-Thomas, announced she would be leaving after just two months in the job.

The former Barclays chief executive Anthony Jenkins was also announced as the shadow chair in June, while Nicola Bolton, the former managing director for trade at UK Trade and Investment, was named shadow chief operating officer.

At the time, a government spokesperson said that the remaining board members would be appointed by the end of 2016.

The government advertised for eight board members, with a salary of up to £15,000 available for each position.

The closing date for applications was set for July 20, with interviews scheduled for September.

FE Week understands that the DfE received over 300 applications for the posts, but no announcement has been made appointments.

Derby College’s new course in hedgehog care

The animal care team at Derby College will be holding two short courses on caring for hedgehogs and other wildlife during the autumn season.

Visitors will get the chance to meet the college’s two resident hedgehogs; Tipsy, who has problems with balance following head trauma, and three-legged Tripod.

Run by zoologist and animal care lecturer at the college Abby Bruce, the course aims to educate adults and children about hedgehog care, through practice handling and advice on suitable feeding.

Ms Bruce said: “Nationally the hedgehog population is in decline, so it’s important that the next generation has awareness of how to look after these animals if they come into the garden, including what to feed them on, signs of ill-health and what they should do if there is a problem.”

During the autumn months, hedgehogs are particularly in danger from bonfires due to their tendency to hide in piles of leaves.

The courses will take place on October 15 at Broomfield Hall, and run from 9.30am to 4.30pm.

 

Picture: Abby Bruce with Tipsy, one of the resident hedgehogs at Broomfield Hall

Student showcases her work at London Fashion Week

A fashion design student has had her work showcased at one of the most high-profile events on the fashion calendar – London Fashion Week.

Barking and Dagenham college student Eleanor Mutare was named as one of 21 finalists in the ‘Fashion Futures’ competition for young fashion designers, which is run by the charity Fashion Awareness Direct (FAD).

The 21 finalists were shortlisted from over 100 teenagers who have been involved in workshops run by the charity, making them the youngest designers to showcase their work at the international event.

Each of the finalists presented garments inspired by traditional Indian dress with a fusion of London street-style, but it was 17-year-old Eleanor who scooped the FAD Outstanding Achievement Award for her Indian sari-inspired piece, which had a commercial twist.

Now in its fifteenth year, the Fashion Futures project is co – sponsored by affordable clothing giant George at Asda and Natwest, and provides hands-on training and industry experience for 16-to-19 year olds, targeting disadvantaged young people.

 

Picture: Eleanor with a model wearing her sari-inspired creation at London Fashion Week

Canterbury college answers a DIY SOS

Students at Canterbury College’s Sheppey campus have joined the construction team on the flagship BBC show, ‘DIY SOS: The Big Build’.

The popular TV show – fronted by Nick Knowles – relies on volunteers from the construction trade to help transform the homes of needy families, and has been going since 1999.

After producers put out an SOS of their own, calling for more volunteers for project in Sheppey, the college decided to get involved, and has agreed to provide a range of students who will be directly involved in the show, while also getting valuable experience of working on a real site.

The college’s beauty department has also offered its students to give presenter Mr Knowles, and the family whose home is being transformed, a range of pampering treatments during their downtime away from the site.

DIY SOS’ build manager Mark Millar said: “This Isle of Sheppey DIY SOS build is the biggest this year, so we are grateful for all the wonderful local support.”

 

Picture: Canterbury College construction students in action (Inset) presenter Nick Knowles

Fairness fears over college apprenticeship groups

Industry insiders fear that new apprenticeship college training groups could unfairly distort the market and divert government cash away from frontline education services.

Groups of colleges banding together to set up bodies to help broker joint deals with local employers to encourage them to take on apprentices, prompted Mark Dawe (pictured), the boss of the Association of Employment and Learning Providers, to call for more “fairness in the system”.

One such body, the London Apprenticeship Training Group, a collaboration between Barnet and Southgate College, the College of Haringey, Enfield and North East London, Hertford Regional College, and Waltham Forest College, was officially launched on Friday (September 30).

It’s a semi-independent shared brokerage service designed to persuade north London firms to take on apprentices from member colleges – but each college will also continue to deliver its own separate Skills Funding Agency contracts.

FE Week understands a number of other colleges have submitted area review transition grant applications in an effort to launch similar apprenticeship brokerage companies.

But Mr Dawe has raised concern about public cash being spent on these college groups.

Where there is additional government money, it should not used to distort an already competitive landscape

He said: “Our only concern is that there is transparency and fairness in the system,” adding “where there is additional government money, it should not used to distort an already competitive landscape between providers.

“Such funding should be made available to all government funded providers, not just a small subset.”

The LATG promises to “identify the right training provider, the right course and the right candidate”, effectively acting as a broker between the employer and the Digital Apprenticeship Service, which will be fully operational by April 2017.

Andy Forbes, principal of the College of Haringey, Enfield and North East London, argued that partnerships like LATG were beneficial.

“Colleges working together will be able to offer an even bigger range of options while at the same time making things much simpler for employers and young people looking for apprenticeships,” he said.

The topic of brokerage last came under scrutiny six months ago, when an FE Week investigation found huge sums of public cash meant for frontline learning was being hived off to brokers.

Brokers typically charge subcontractors up to five per cent commission for matching them to a prime provider.

At the time, a government spokesperson said: “The SFA is reviewing to strengthen their funding agreements to limit the use of brokers.”

In September, FE Week followed up on this comment, but the SFA denied that a formal review of brokers was being carried out.

He said: “We are proposing to stop brokerage organisations being able to apply to the Register [of Apprenticeship Training Providers] and focusing on measures to ensure public funds cannot be used for the costs of intermediaries.”

FE Week approached the SFA to provide a list of institutions to have received funding so far, but it refused to name names.

“We are currently progressing applications for funds from the restructuring facility and the transition grant,” said a spokesperson.

“We intend to publish a full list of allocations after the programme completes.”

Team UK prepares for EuroSkills with yoga, meditation and stress tests

Dozens of the nation’s most talented FE students found their zen as they prepared for the psychological strains of competing on the international stage, at a special training session attended by FE Week ahead of EuroSkills 2016.

The 85-strong Team UK squad visited Loughborough University last weekend to take part in sessions, one of which involved Yoga Nidra, a deep meditation which works on the subconscious using correct breathing practice.

They were also put in situations in which they felt uncomfortable – to boost their ability to handle the kind of pressure that 20 of the team will experience at EuroSkills Gothenburg in November.

This included timed team-building tasks in which competitors tried their hand at different skills not associated with their particular discipline.

Hairdressers were turned into mechanics and asked to assemble self-made wheelbarrows to transport water around an obstacle course, while bricklayers became visual merchandisers, and were made to draw and create what they thought made a successful competitor using various different art materials.

Hairdressers were turned into mechanics, while bricklayers became visual merchandisers

They also received guidance during the three-day event on how to deal with anxiety and fear – which, according to WorldSkills UK director Ben Blackledge, are all “as important in terms of competing as the technical skills”.

He said: “Our competitors need to know how to overcome their fears and anxieties, and to do that you need to slowly push them out of their comfort zone.”

Psychological sessions included a seminar on the concept of concentration, and competitors were taught how to block out distractions while delivering practical tasks.

If they were having a low point in their competition, the team were told to stop what they are doing, stand up straight with their feet slightly apart, and put their hands on their hips – striking a pose which “immediately builds confidence”.

 

Wall and floor tiling competitor Kieran Magee aged 19 crosses to new found relaxation
Wall and floor tiling competitor Kieran Magee aged 19 crosses to new found relaxation

Competitors were also told to shut their eyes and “visualise success” when things weren’t going to plan.

“In your mind work back from the finished project to the start; this will help you visualise key steps and show what you need to do next to accomplish the task you are struggling with,” the team was told.

Hairdressing competitor Lucy Knight, 21, who trained at City of Bristol College, said the workshops taught her to “block everyone out when competing” and how to “not get distracted and keep focused”.

Plastering and drywall competitor Harrison Moy, a 20-year-old apprentice with H&R Property Development in East Sussex, said the event opened his eyes to how much pressure he will have to deal with in Gothenburg.

“I didn’t really expect to need mental training but after seeing what we’re going into and learning how to deal with it, you do need it,” he said.

Peter Bakare, a former Team GB volleyball Olympian who competed at London 2012, was also on hand during the day in his role as one of WorldSkills UK’s performance coaches.

He said his experience of competing in the Olympics was “similar” to what Team UK will find at EuroSkills and Abu Dhabi, “so it is good for me to bring that experience across”.

“They need the mindset of a medal-winning champion if they are to succeed.”

EuroSkills 2016 will take place in Gothenburg, Sweden from December 1 to 3.

Council forces students with special needs to pay over £600 in travel costs

One council’s controversial decision to make families of students with disabilities or special needs to pay for college transport costs has come under fire from an autism charity and the National Union of Students.

Sunderland City Council started charging families £600 per academic year to transport each post-16 student with educational needs or disabilities (SEND) at the beginning of September to college – prompting heavy criticism from the National Autistic Society.

“This news will be really worrying for many local young autistic people and their families who rely on support from the council to get to college,” said Tim Nicholls (pictured), policy manager at the charity.

“It’s essential that councils understand the hidden needs of autistic people and the challenges they can face when travelling – and take these into account when planning their budgets”.

It’s essential that councils understand the hidden needs of autistic people

Previously, the council had paid the full costs for all SEND students’ transport to post-16 courses, but now it will only pay out any costs incurred by families beyond that initial £600.

However, FE Week found in February that a number of councils in the north-east were planning to start asking for a financial contribution.

Sunderland was the first council to go through with the charge, but Newcastle City Council also confirmed this week that its own plans to introduce similar charges have been approved by councillors, but not yet implemented.

A spokesperson for Sunderland City Council told FE Week: “Following consultation, the city council’s cabinet agreed that a means tested funding contribution of £651.

“However, the council is continuing to support students with SEND and families with increased choice and flexibility in how they travel from school or college.

“This includes putting extra resources towards encouraging independent travel (by public transport), where appropriate.”

According to Mr Nicholls, many of these students’ needs “are not immediately obvious”.

Autistic people can find it hard to plan and carry out a journey

“For instance,” he said, “autistic people can find it hard to plan and carry out a journey, be extremely sensitive to sound or become highly anxious when faced with unexpected changes.

“This can make travelling on a busy or loud bus filled with people they don’t know really challenging, if not impossible. In such cases, travelling by a mini-bus or taxi may be the only way they can get to school.”

David Hughes, chief executive of the Association of Colleges, was also highly critical of the charge.

“Transport costs for many students can be a true barrier to their successful participation and achievement in post-16 learning,” he said.

“It is particularly disappointing to see a local council introduce means testing for the transport costs.”

James Elliott, the NUS disabled students’ officer, said he was “very disappointed” about the new charge.

“The government should stop local council funding cuts, so they can provide vital services such as this,” he added.

In February, the AoC called on the government to review how councils fund travel to colleges for post-16 learners with special needs, but this did not happen.

Asked by FE Week if there would now be a change of heart, a Department for Education spokesperson said that providing transport to for young people with SEND was “a matter for councils”.

“However, we expect them to put appropriate arrangements in place and make decisions that are best suited to local circumstances,” they said.