A major change to the way Ofsted displays its judgements will not apply to further education colleges or training providers.
The education watchdog today changed school profiles on its website to show all four inspection sub-judgements alongside the overall effectiveness grade.
Chief inspector Martyn Oliver said this will give parents a more “rounded, contextual picture” of how well a school is doing for children.
However, Ofsted has excluded post-16 providers from the move.
The watchdog told FE Week this is because updating the website to show extra sub-judgements on every education provider’s profile is a large and complex technical change.
Ofsted wants to make sure it works reliably before the change is rolled out further, a spokesperson said.
The added sub-judgements will only appear on the profiles of schools that have had a full graded inspection since September 2019, when the education inspection framework came into effect.
Other inspections and provider types will only be considered once Ofsted is sure that the new system is secure, FE Week understands.
‘These changes should apply across the board’
Tom Middlehurst, inspection specialist at the Association of School and College Leaders, said the single-phrase judgements are “just as damaging” for colleges as for schools.
“These changes ought to apply across the board and displaying different levels of judgements depending on the type of educational establishment only risks causing confusion,” he add.
“We would hope this new system has been comprehensively tested to ensure it works reliably and if there is any danger that this is not the case then it should not be being used for any school or college.
“Ultimately though it is single-phrase judgements themselves, not the way in which they are displayed, that are the real problem.”
‘A small but important step’
Ofsted’s move comes as the consultation stage of its ‘Big Listen’ exercise nears its end.
Oliver, who was appointed as chief inspector in October 2023, said: “I hope this change shows that we have listened to parents and teachers, and that, while Our Big Listen continues until the end of the month, we are acting where we can now.
“This change is a small but important step in helping parents get more from Ofsted’s inspection reports.”
The government has resisted calls to scrap one-word judgements following the death of headteacher Ruth Perry, who took her own life after an Ofsted inspection in November 2022.
A coroner found that the “rude and intimidating” inspection, which resulted in an ‘inadequate’ grade, contributed to her death.
However, despite a recent education committee’s recommendation that a more “nuanced” alternative is found, the government said it has “no plans” to change single-phrase Ofsted judgments.
A spokesperson for the Association of Employment and Learning Providers (AELP) said: “AELP supports the move to greater transparency when it comes to Ofsted inspection reports, and looks forward to this being rolled out to all education providers in due course.”
One of the country’s largest college groups has been ordered to pay more than £50,000 in compensation to a former sports lecturer for unfairly dismissing him.
Michael Barbrook, a former tourism lecturer and then course leader for sports at Havering Sixth Form College, part of New City College, won his case after the college was found to have conducted a flawed dismissal and appeal in 2021.
According to court documents, a judge suggested New City College was “creating a case to fit the outcome it desired rather than looking at evidence and allegations completely impartially”.
The employment tribunal unanimously ruled that Michael Barbrook should be paid £53,256.95 in compensation for unfair dismissal plus £174.95 in compensation for preparing for the case while not legally represented.
The allegations
Barbrook joined Havering Sixth Form College in 1997 and had 23 years of an “unblemished” disciplinary record. The college merged with New City College in 2019.
But he was sacked without notice for “gross misconduct” in January 2021 after New City College claimed he had cancelled morning coaching sessions, falsified register marks, left work early without permission and did not provide students with their allocated teaching hours in October 2020. Barbrook contested the decision but failed at his appeal.
The court was privy to an all-staff briefing from September 2020 of the difficult conditions FE staff were working in during the pandemic ahead of the new academic year. New City College CEO Gerry McDonald told staff that the senior management team were “keen to avoid” immediately moving to online learning.
“Subject to the need to provide cover where necessary, teachers will only need to be on campus when they are actually teaching if they choose to undertake marking and preparation at home,” McDonald said.
Group CEO Gerry McDonald told he had ‘superficial understanding’ of case
That month, Barbrook’s request to work from home “as students in the sports classes had been asked to work from home due to five positive incidents of Covid 19” was denied. The grievance officer in charge of Barbrook’s subsequent complaint admitted that the request was reasonable and “the college could have done more”.
Barbrook was suspended on full pay in November 2020 and invited to a disciplinary hearing to hear that he had “falsified register marks, specifically those relating to coaching sessions on a Friday morning”.
“It is alleged that your alleged actions fail to meet our expectations of proper conduct by a college employee and breach the trust and confidence which goes to the heart of any employment relationship,” the college added.
The court heard that the college was aware of an informal practice of teachers starting the final lesson of the day during the lunch break beforehand “in order to engineer an early finish”.
Barbrook worked at the college, located in Hornchurch, but he lived in in Caerphilly, South Wales, a three-hour drive away. He had a longstanding agreement with the college that his “offsite time” would be timetabled on a Friday afternoon so he could leave early to drive home.
‘No chance’ of dismissal of fair procedure adopted
The tribunal also heard that the then-deputy CEO, Suri Araniyasundaran, who dismissed the teacher, was “completely incurious” in his approach to Barbrook’s allegations.
Araniyasundaran left New City College in March 2023, three months before Barbook’s case hearings began.
Araniyasundaran admitted he had not seen Barbrook’s personnel file, his disciplinary record, or the minutes of the meeting with students which confirmed when the two sports lessons ended before sacking Barbrook.
Nor had he seen minutes of the investigation meeting with Barbrook’s line manager, where she had given verbal permission to bring forward his lesson.
An appeal was overseen by McDonald, who, as well as leading New City College as group CEO, is the chair of the Association of Colleges’ employment policy group.
The judge said McDonald had a “very superficial understanding” of the allegations of misconduct and the tribunal was “surprised” to see that the appeal outcome letter was only one page and one line long.
The tribunal concluded: “We are satisfied that the [college’s] decision to dismiss (and uphold that decision), and the standards by which those decisions were reached, fell beyond the band of responses open to a reasonable employer of a similar size and with similar administrative resources.”
It added: “If a fair procedure had been adopted and the dismissing officer [Araniyasundaran] or appeal officer [McDonald] had fairly considered the custom and practice at the college and the mitigating evidence, there was no chance that [Barbrook] would have been dismissed. At most he may have received a warning, but he was most likely to receive training on revised practices.”
The court dismissed Barbrook’s claim of disability discrimination of anxiety and depression.
A long-running training scheme for unemployed people has only helped a “small number” into work, according to government research that has gathered dust for over a year.
An estimated £35 million has been poured into Sector-Based Work Academy Programmes (SWAPs) since they were re-launched as part of the government’s Plan for Jobs in 2020. A further £25 million is budgeted for this year.
The scheme is designed to prevent long-term unemployment by moving benefit claimants into local jobs through a combination of pre-work training, work experience and a guaranteed job interview.
Despite repeatedly celebrating the “smashing” of its target of starting 80,000 people a year on a SWAP, the Department for Work and Pensions (DWP) has failed to publish data showing the impact of the programme.
After a recent FE Week investigation into the DWP’s lack of transparency, the department finally published a report this week that was completed in March 2023 by its in-house labour market analysis division.
Positive experience but doubts over effectiveness
The qualitative report was based on 93 interviews and focus groups sessions carried out in late 2022. It aimed to address the “gap” in understanding whether SWAPs moved people into employment, and whether they then claimed less benefits.
The research found that only a “small number” of claimants reported moving into work, despite the fact that this was a “key intended outcome” of SWAPs.
It was also unclear to researchers whether those who had moved into employment had found roles that were linked to the sector the SWAP training and work experience had focused on.
Although claimants tended to be “positive” about the programme, many doubted whether it was “useful”.
Researchers found that “few” participants were offered work placements and some were “disappointed” because there was no job interview at the end of the programme – two components that were supposed to be mandatory.
Although the government advertises the programme as lasting “up to six weeks”, most participants said it took “two weeks or less” – with SWAPs for some civil service jobs taking only half a day.
‘No closer’ to knowing whether SWAPs work
The DWP refused to say why it failed to publish the report for more than a year after it was completed. The department is also yet to publish an “impact assessment”, understood to have concluded last year, of how many SWAP participants moved into employment.
Sam Avanzo Windett, deputy director at Learning and Work Institute, said although the research suggested the scheme had had “real benefits” for jobseekers and employers, it was “concerning” that many participants did not have work experience or job interviews.
She added: “Crucially, we’re still no closer to knowing whether SWAPs are successfully supporting people into sustainable jobs – in fact, the latest research casts doubt on SWAPs’ employment outcomes and their effectiveness in filling employer vacancies.
“We need data on job outcomes and claimant sanctions to better understand their impact and effectiveness.”
Given the increasing numbers participating in SWAPs, finding out whether they worked was “particularly important”, the report said.
Despite the DWP’s “strong focus” on how many people start SWAPs, staff showed “little evidence” of keeping track of their working life afterwards.
One staff member told researchers: “What we’re not doing enough of at the moment is capturing that result of what the actual outcome of the SWAP was.”
A lack of transparency
In 2020, then chancellor Rishi Sunak stood at the dispatch box and claimed the “evidence” showed SWAPs worked.
But the evidence he was referring to appeared to be research from 2013 and 2016, which had a “restricted” depth of insight because they looked at specific groups – such as young people or employers – rather than the impact of the whole programme.
Despite this lack of evidence, Sunak will have injected £60 million into the scheme by April 2025.
The DWP only began regular publication of data showing the age, sector and location of people starting SWAPs in February this year.
However, this falls short of recommendations made by the parliamentary work and pensions committee last year, which said the department “lacked transparency” around the performance of work schemes such as SWAPs, making an evaluation of their success “unfeasible”.
A spokesperson for the DWP did not respond when asked whether it had made changes based on concerns in the report, but they insisted that SWAPs “helped thousands of people” learn skills, gain on-the-job experience and get into work.
They added: “Our Jobcentre network is one of the biggest local recruiters and alongside SWAPs, work closely with employers to help match jobseekers with roles.”
Seema Malhotra claims that if Labour wins power, she will unleash a “skills revolution”.
So far, the opposition’s headline post-16 policy offer includes, controversially, replacing the apprenticeship levy, creating newly badged “technical excellence colleges” and a national skills quango.
But little is known about the shadow skills minister, appointed by Keir Starmer in September, and why the mission matters to her.
Malhotra lacks the ability to boast, as education secretary Gillian Keegan can, that she herself did an apprenticeship. She also lacks the fiery charisma – as well as the controversy – of Angela Rayner. She is softly spoken, guarded in her responses, but also grounded and well-informed. If there are skeletons in her closet, they’re hidden from view.
Having previously served as the shadow business and employment minister, Malhotra knows better than most – including, perhaps, Luke Hall, her opposite-number – what skills businesses are crying out for and she has pledged to “work in partnership” with them to plug shortages.
Seema Malhotra outside the shop her family had, with her sisters
Malhotra family roots
Malhotra’s early experiences of the workplace were as a little girl standing on tiptoe to see above the counter as she helped her mum serve customers in their shop.
Her Hindu parents lived in poverty in India before moving to the UK in the 1960s “at a time of lots of racism”.
Her family of eight lived in a flat above the shop, with Malhotra, her three older sisters and younger brother sharing two bunk beds in one room. The cramped conditions meant she came to value green spaces in her local community of Hounslow, which she has represented as Feltham and Heston MP since 2011.
When Malhotra was nine, her dad became an independent financial adviser and carer for her grandmother while her mum taught English as a second language and provided special needs support at localprimary schools.
Education was highly valued in her household; her grandmothers had both been forbidden from attending school in northern India, although her maternal grandmother went to a “secret school” until she was 11.
Malhotra therefore grew up seeing education as “something so important that you need to invest in it”. She attended the local comprehensive, and her parents “put everything into supporting” their children’s learning.
Seema Malhotra school photo, with her sisters
Becoming political
At the age of 14, Malhotra was given an English assignment to “work yourself up about something”. She chose the subject of Margaret Thatcher, and joined Labour two years later.
Her politics and philosophy degree from Warwick University included a scholarship year at the University of Massachusetts.
She appreciated the flexibility built into the American education system, which offered more modular courses – a flexibility she wants to promote in the UK skills system through Labour’s growth and skills levy.
After a spell as a graduate management consultant for professional services company Accenture, Malhotra helped set up one of the country’s first regional development agencies, which she describes as a “really interesting experience of devolution”.
Seema Malhotra graduation day, with her mum
One of Malhotra’s central concerns is restoring compulsory work experience in schools. Shortly after becoming the first ever Punjabi woman MP in 2011, the government made this optional – a decision that made her “very angry”.
She acknowledges this won’t be easy because of “employer fatigue”. Currently, only around half of state school students do work experience, and employers have to fit those in with placements for new T-level courses and apprenticeships.
Malhotra describes as “really, really significant” her party’s commitment to recruit and train over 1,000 careers advisers in schools. These will, she says, help pupils to “keep in touch” with the local job market and “upskill teachers”.
Labour won some praise last year when Bridget Philipson, the shadow education secretary, suggested an incoming Labour government would “pause and review” the defunding of qualifications like BTECs that rival T-levels.
She is “very concerned” about the defunding of level 3 courses. But she also believes that some T-levels, for example those relating to engineering and early years, are “working really well” and there have been “interesting examples with healthcare”.
When it comes to the challenges some colleges are encountering in lining up T-level work placements, Malhotra doesn’t “get the sense that employers don’t want to engage” but that the government lacks “an overall strategy for engagement”.
“We want employer engagement helping to develop and set standards. We need a faster cycle of being able to review standards so that curriculums are kept up to date with changing technology.”
Seema Malhotra campaigning for Labour
Winning over business
In 2015, Malhotra became shadow chief secretary to the Treasury in Jeremy Corbyn’s shadow cabinet.
She was involved in “a lot of work” on the Panama Papersfollowing the leak in 2016 of more than 11.5 million documents exposing international corruption and tax evasion.
She was then one of several shadow ministers to resign over Cobyn’s leadership, a decision she has no regrets about. But that period was, she says, “incredibly difficult”.
“It’s been so important that we have rebuilt and changed the party, and how quickly we’ve become a much more united party focused on the country again.”
After being an active part of the campaign to get Keir Starmer elected as Labour leader in 2020, Malhotra returned to the front bench as shadow employment minister. Here she saw local authorities given Covid funding to roll out initiatives that supported their communities, which consolidated her belief in devolution.
“Making choices closer to the ground, understanding local needs is what can drive faster outcomes,” she says.
This was a time during Covid when post-Corbyn Labour was “rebuilding its relationships with business”.
In a sign of how much her party’s priorities have shifted in favour of the free market, Malhotra isn’t tempted to criticise the fact that foreign-owned private equity companies are taking majority stakes in large training providers.
She questions why there is no national skills strategy, like the one introduced by Gordon Brown in 2009. For this, Malhotra partly blames the government’s lurching from “crisis after crisis” since Covid – “it’s no surprise that now there’s a workforce crisis”.
She isn’t inclined to transfer the skills portfolio to the Department for Business and Trade, as was the case from 2009 to 2016, but feels “very strongly” that Labour’s industrial strategy cannot be delivered without a “really solid, cross-departmental” skills strategy, “very closely connected with the Industrial Strategy Council”.
“That’s the context in which you can then have other layers of important institutions like the Industrial Strategy Council. People tell us they still aren’t sure whether to invest in Britain, because of the instability.”
Seema Malhotra visiting an adult learning class in Greenford
Labour’s lack of detail
Although recent polls and last week’s local election results show Labour are capitalising on frustration with the current government’s lack of direction, the party has also been criticised for not setting out strong alternatives.
Malhotra disputes this, pointing to its industrial strategy, its Start Up, Scale Up Review for boosting the economy and its Missionsdocument, and she adds there was “not this much detail” from Labour before the 1997 or 2010 elections.
There is also wariness that Labour’s ideas could be stolen by the Conservatives – she claims when Labour unveiled its NHS workforce plan, they “took that idea”.
“There will be more that comes out closer to the election,” she says. “There is also a lot more to do to keep talking through that detail, and whether that detail needs to be further worked up.”
And there is more to learn from other countries that could shift Labour’s policy framework. Malhotra is visiting Singapore this week with shadow industry and decarbonisation minister Sarah Jones. The aim is to learn from a country that she says is “10 years ahead of us on changes to vocational education and skills strategies”.
Seema Malhotra at a roundtable with Keir Starmer
Apprenticeship cut criticism
Training providers are desperate to understand the nuts-and-bolts of Labour’s biggest and most controversial skills policy: replacing the apprenticeship levy with a growth and skills levy that businesses could spend on non-apprenticeship training.
Conservative ministers estimated this would cost £1.5 billion, and limit the country to 140,000 apprenticeship starts a year. But Malhotra points out that the Learning and Work Institute challenged the DfE analysis, and highlights how little of the levy businesses say they’re “actually spending”.
Analysis byFE Week, published last year, found that around £418 million was raised by employers but went unallocated, and Malhotra says “there needs to be transparency” around what the Treasury spends that money on.
She says Labour’s growth and skills levy would support “smaller, more agile modular courses” that would help with “pre-apprenticeship training and readiness” and provide “more support for functional skills”.
“If some of that investment goes into improving apprenticeship outcomes, that’s really significant because we want completions. You can also see an opportunity for building towards qualifications step by step.”
The Federation of Small Businesses said apprenticeships among their members had halved since the levy was introduced in 2017, and there is concern that Labour’s replacement would result in even less funding for those companies.
Malhotra swerves a question on whether she would commit, as her predecessor, Toby Perkins did, to additional spending for a ringfenced budget for apprenticeships in SMEs. She says “flexibility around smaller courses” would offer “pathways in” for smaller companies.
Seema Malhotra at Engineered Learning in Derby
Technical excellence
Regulating what would be fundable under Labour’s levy would be the job of Skills England, a new body Labour says will work across government departments.
Malhotra recalls a workshop she recently attended, in which advanced manufacturing companies lamented the “huge shortages” they were experiencing recruiting certain types of engineers.
“Who’s owning that problem? The answer was no one…that’s why it’s been such a fight and a free-for-all for different sectors, employees and individual colleges.”
Labour is not planning to roll back local skills improvement plans (LSIPs), but Skills England would oversee them nationally.
It will be from “within the LSIP-driven needs” that bids for “technical excellence colleges” will come forward. In other words, where there is an “identified need for specialism”.
Seema Malhotra in Cornwall College with an apprentice
She describes the colleges as “centres of excellence” which would enable the “missing middle” to achieve “the level 4 and level 5 qualifications where we know as a nation we’re behind. We’re six out of seven in the G7. That isn’t a scorecard to be proud of”.
When asked whether Labour has had any concrete pledges of support from employers for these proposals, she points to examples where employers are helping colleges to develop specialisms – for example, with electric vehicle infrastructure training at Blackpool and the Flyde College, and marine training at the Cornwall Marine Academy.
Although Malhotra is clearly itching to take her place on the opposite front bench, historically, shadow ministers are not always retained when their party wins power.
She admits that “things aren’t going to change overnight” if Labour wins. “Everybody knows that. The country is so broken…But what we do have is hope, optimism and a plan to change what we can. To not get too focused on overall structures of government, but building the infrastructure we need to make sure that we’re starting to deliver from day one.”
Principal Consultant, Further Education, Peridot Partners
Start date: April 2024
Previous Job: Principal & Chief Executive, Northern College
Interesting fact: Yultan loves 6.30am circuit classes at the gym so much that even though she though she’d retired last year she continued going along. Now she’s back to work she doesn’t need to build back up to those early mornings!
Danny Metters
Principal and CEO, Bishop Burton College
Start date: August 2024
Previous Job: Principal, East Riding College and Scarborough TEC College
Interesting fact: Danny’s career in animal welfare and education began when, aged 16, he rescued 96 ferrets. When a local rescue centre closed, he and a friend rented an allotment to house the ferrets, rehoming them all over four years – and feeding them with help from a local butcher donating all their scraps.
Paul Warner
Director of Strategy, Skills and Education Group
Start date: May 2024
Previous Job: Director of Strategy and Business Development, Association of Employment and Learning Providers
Interesting fact: Paul has always been deeply involved in performing arts, having been a semi-pro musician in a former life. He writes and produces film and theatre scores and soundtracks from a self-built studio in Essex and recently became an award-winning director of theatre productions.
Andy Burnham, the newly re-elected mayor of Greater Manchester, has pledged to pilot student hall-style accommodation for apprentices within the next four years.
The idea is to create “halls of apprentice” to help young people move across the region to take up training opportunities.
In his manifesto, Burnham said he was “serious” about giving academic and technical education pathways “equal” footing, including in the accommodation that is available to learners.
Although details of how the plan will work remain limited, the Labour mayor said he would collaborate on it with “colleagues in the co-operative sector”.
He added: “The ability to live independently at 18 should be available to all young people, regardless of which path they are on.”
Burnham’s office did not respond to requests for further details at the time of going to press.
Land-based colleges, which tend to be in rural locations, often provide residential accommodation for their students and apprentices.
The Universities and Colleges Admissions Service said other training providers could provide accommodation for apprentices in halls of residence, although this was “not common”.
It is understood that Burnham’s idea, if rolled out, would be the first halls of residence of its type offered by a city-region.
Burnham’s detailed skills mandate
Aside from the lack of detail on his pledge, Burnham’s manifesto on skills is the most detailed of any of the 10 mayors elected on May 2.
The mayor – who has led the authority since 2017 – said that from September this year, students in year 9 in Greater Manchester should be able to enrol on T Levels using a “central applications system”.
This is part of Greater Manchester’s “baccalaureate” technical education pathway – dubbed the Mbacc – which encourages learners to study a set of core GCSEs before progressing to technical post-16 qualifications such as T Levels, BTECs or apprenticeships.
They would then move on to employment, a degree apprenticeship or a higher technical qualification.
Burnham has pledged that by 2030, all students in year 11 who want to pursue technical options will be able to apply on the Greater Manchester Combined Authority’s careers website.
He has called Mbacc the UK’s “first integrated employer-driven technical education system”.
He has also pledged to set a “big and visible” target for the number of apprenticeship starts for each year between 2025 and 2030.
What have other mayors pledged for skills?
A key pledge from mayors of larger regions has been to lobby the government for more freedom in spending post-16 skills funding.
Currently, significant amounts of money handed to devolved authorities is ringfenced for initiatives such as Skills Bootcamps and Free Courses for Jobs.
Steve Rotheram, the mayor of Liverpool City Region, said he would push the government for a “trailblazer” devolution deal similar to that agreed with Greater Manchester and the West Midlands.
Burnham and Rotheram have also said they wanted to see “more devolved use” of apprenticeship levy funds to ensure they were spent locally.
Despite being in control of England’s largest devolved skills budget – more than £320 million – Sadiq Khan, the mayor of London, made limited reference to adult education and training in his manifesto.
Khan, who promised to “continue” supporting Londoners with free basic courses, did not respond to requests for comment.
Other notable pledges from regional mayors include a “West Yorkshire Promise” to every resident with a “soft skills” accreditation in communication, teamwork and problem-solving.
Kim McGuinness, the mayor of the newly formed North East devolved region, pledged to build a “green energy and engineering super academy” that would train at least 1,000 people a year.
However, neither mayor’s teams offered further details when approached by FE Week.
An impossible promise?
West Midlands mayor Richard Parker, who now oversees England’s second-largest devolved adult education budget, made skills a priority during his campaign.
This included pledging to guarantee an apprenticeship to every young person in the region who wanted one.
However, he has not yet been able to share with FE Week any further details of how this would be possible.
Since winning, Parker has repeated his pledge to “overhaul the skills agenda” in the region as part of a plan to ensure local businesses can fill their skills gaps.
His comments about West Midlands Combined Authority’s performance on skills under previous mayor Andy Street prompted a defensive tweet from a former senior member of Street’s team.
Clare Boden Hatton, who was director of operations in employment and skills from 2022 to 2024, said: “There is always more that can be done. But to imply this hasn’t been happening underestimates the work of our colleagues and providers in [the West Midlands].”
Training providers and employers could soon be allowed to assess their own apprentices under plans being drawn up by the Department for Education, FE Week understands.
Officials are planning to test several alternatives to the current end-point assessment (EPA) model in a quest to improve apprenticeship achievement rates and reduce costs and administrative burdens.
Organisations involved in the department’s “expert apprenticeship training provider” group are expected to be allowed to flex EPA requirements in a trial that could begin this summer term.
FE Week understands several options will be tested across selected apprenticeship standards.
In one, training providers themselves would carry out part of the EPA, rather than the whole process being done by an independent end-point assessment organisation (EPAO).
If enacted, this could relieve some of the assessor shortages reported by EPAOs, but could also raise concerns about the reliability of assessments.
Other options on the table are to transfer the assessment of “behaviours” from EPAOs to employers, and to cut the size of EPAs by removing the need for all knowledge, skills and behaviours to be assessed.
A trial like this was hinted at by Robert Halfon, the former skills minister, earlier this year. In his letter to the apprenticeship sector in March, he said his department would “identify further options to improve the assessment model, making it more efficient for the whole sector”.
Since 2017, apprentices have had to pass an EPA to fully achieve their apprenticeship.
EPAs are currently carried out by regulated EPAOs with reference to the assessment plans for each apprenticeship approved the Institute for Apprenticeships and Technical Education.
FE Week understands officials are concerned about the impact of the cost, complexity and the restricted capacity of EPAOs on apprenticeship completion and achievement rates.
As it stands, 45.7 per cent of students do not fully achieve their apprenticeships. Drop-outs have funding and accountability implications for training providers, even if apprentices leave with qualifications but no EPA.
A number, not disclosed by the department, of apprentices with expert training providers are expected to be in scope for the EPA trial.
DfE would not reveal if it had a target number for apprentices who would take part in the pilot, or confirm which apprenticeship standards would be included.
The department did confirm to FE Week that apprenticeship EPA was under review to ensure that it was proportionate and effective for apprentices and employers. It said it wanted to remove unnecessary bureaucracy while retaining quality and ensuring occupational competence.
But it would not confirm any details relating to the trial, who would be involved, or what its success measures would be.
This is not the first suggestion that training providers could take more ownership of assessment.
The Association of Colleges last month said its members should be allowed to carry out their own apprenticeship EPAs, removing the need for colleges to contract with EPAOs altogether.
John McNamara, interim chief executive of the Federation of Awarding Bodies, said it was “always good to review existing systems and processes”, but added, “we should remember the significant benefits of independent EPA in driving up quality outcomes for apprentices and employers”.
Allowing providers to assess their own apprentices was labelled “high-risk” by another assessment expert.
Graham Hasting-Evans, chief executive of NOCN, which is an EPAO for multiple apprenticeship standards likely to be in scope in this trial, told FE Week he had “considerable concerns over option one” and thought it was “too high a risk”.
He said there were “merits” to the “possibility [of] combining” some of the other options.
“If new [EPA] arrangements are to work well, we need sensible flexibility in the standards to match the needs of SMEs and the different parts of the country,” Hasting-Evans added.
DfE said it would consider a range of evidence and feedback in determining any longer-term changes to its EPA approach.
A US firm that enticed the Department for Education into handing over £5 million to deliver skills bootcamp training despite having no employees in England has been censured by Ofsted.
edX Boot Camps (UK) Limited, a subsidiary of American education technologies giant 2U, has put more than 2,000 adults through a front-end web development bootcamp in just 18 months.
Sessions are delivered online after the working day, and the organisation of job interviews, which are supposed to be a guaranteed feature of the training scheme, are outsourced to recruitment firms.
In a report published this week, Ofsted slammed the company after finding out how few participants in the bootcamps entered work, and how many dropped out after experiencing a lack of personal teaching. The watchdog also found the company ignored its safeguarding responsibilities.
Inspectors said edX leaders had taught “bootcamps” online in America and drew on this knowledge and expertise to plan courses in front-end web development in England, which were intended to fill skills gaps in the digital sector.
However, leaders “underestimated the challenges that this would pose, particularly in teaching courses over fewer weeks than those to which they were accustomed”.
Skills bootcamps in England last up to 16 weeks, whereas the versions offered in America can be longer. For example, a cybersecurity bootcamp offered at the University of Connecticut by edX International lasted for 24 weeks.
“Very few” of edX UK’s learners who do pass their courses then attend the job interviews set up for them, inspectors found. Leaders and managers blamed this on learners not taking up the “self-guided careers support available to them”.
Whistle was blown last year
Ofsted’s report ruled that edX was making “insufficient progress” – the lowest possible judgment for an early monitoring visit – in two of the three areas inspected.
FE Week understands that edX was reported to the DfE by a whistleblower last year amid fears over the treatment of students and the safety of public funds after its US overseers allegedly reneged on promises to employ England-based coaches to deliver the contract.
It was also alleged that 2U management was not concerned about edX UK student outcomes as they would make a profit on the contract even if no bootcamp participant moved on to a job.
2U has hit the headlines over the past year as reports surfaced of its mounting financial trouble. The company published an article titled “setting the record straight” on its website last month, denying it was on the verge of an imminent shutdown.
The DfE has the power to suspend learner recruitment and payments to skills bootcamps providers that are found making “insufficient progress” by Ofsted.
The department declined to comment on what action, if any, it will take against edX. It also refused to defend its decision to hand a multi-million-pound contract to the company.
At the time of going to press, edX was recruiting for upcoming bootcamp programmes in the UK.
The government’s “list of skills bootcamp providers” states that edX delivers its courses in partnership with the University of Birmingham, although there is no mention of this relationship in Ofsted’s report.
A University of Birmingham spokesperson declined to comment on Ofsted’s concerns, but said: “We are committed to ensuring our students receive a high-quality educational experience across all modes of delivery and levels of study, including our portfolio of short courses for adult learners and apprenticeship programmes, which are monitored by Ofsted.”
One size does not fit all
Skills bootcamps were launched as a government-funded programme in 2020 as part of then-chancellor Rishi Sunak’s attempts to train more adults in areas of national skills shortage, such as construction, manufacturing and digital.
Over half a billion pounds has been committed to the intensive courses that are studied at levels 3 to 5, last between 12 and 16 weeks, are free to participants, and end with a guaranteed job interview.
There has been concern about oversight of the programme, given that much funding was initially handed to commercial firms outside of scope for Ofsted inspections.
There were over 55,000 starts on skills bootcamps across England between 2021 and 2023, according to latest government data.
2U bought what was then known as Trilogy Education Services for a reported $750 million in 2019.
It changed Trilogy’s name to edX Boot Camps (UK) Limited in October 2022 after securing a £4.8 million skills bootcamps contract with the DfE that month. The name change also came after 2U bought most of edX, a virtual class service created by Harvard University and the Massachusetts Institute of Technology for a reported $800 million.
edX Boot Camps (UK) Limited’s accounts filed with Companies House show it has zero employees. There is also no working email address or phone number on the company’s website.
Ofsted did find that edX instructors and teaching assistants use “high-quality resources, which the curriculum development team updates very frequently, to teach learners current industry knowledge and up-to-date coding skills”.
However, instructors do not assess learners’ prior knowledge and skills thoroughly at the start of their courses. They teach all groups of learners the same content, and dedicate the same amount of time to each topic. This had led to students with no prior skills in writing code to struggle to keep up with the requirements of the web design course.
To date, the proportion of learners who pass their courses is “low”, according to Ofsted’s report.
Leaders and managers “do not have sufficient oversight of the progress that learners make”, nor do they “scrutinise delays in the submission of work to identify learners who may be falling behind with their studies, so that they can support them and prevent them from leaving before the end of the course”.
The DfE originally ruled that Ofsted did not need to inspect skills bootcamps because the department itself monitored performance throughout the contract duration, and providers have to provide evidence that training will be high quality for their bid to be successful.
It reversed this decision in late 2022 after a “thematic survey” by Ofsted flagged inconsistent quality of training and poor oversight of contract delivery.
edX and 2U did not respond at the time of going to press.
The children’s commissioner has called on the government to fund a “graduated stepdown programme of support” for year 11 pupils leaving alternative provision (AP).
The recommendation comes amid concern that specialist schools lack the resources to help young people in AP to make the transition to post-16 education.
Dame Rachel de Souza also said government should fund students who need to repeat year 11 after arriving in AP late or having their GCSEs disrupted.
A poll of young people carried out by Opinium for de Souza’s office found only 53 per cent of children receiving AP were confident they would get the education they wanted, compared with 74 per cent of children as a whole.
There was a similar gap when respondents were asked whether they thought they would learn the skills needed for a good job (52 per cent vs 72 per cent) and whether they thought they would have a job they were happy with (50 per cent vs 67 per cent).
AP leaders said they needed to support young people for a period after they left school “to ensure that they sustained a positive destination”, but that this support was “difficult to provide”.
Settings “are only funded for the children on-roll, and often do not have the capacity to provide additional support to previous year 11s”, the report warned.
In response, the government should fund alternative providers to “offer a graduated stepdown programme of support for all year 11 leavers and, where necessary, provide an opportunity to resit the final year of AP for some learners who have had a disrupted key stage 4”.
As part of its AP funding review, DfE should look at how it can provide “ringfenced funding for the work AP schools do to support their children to transition to positive post-16 destinations”.
The review “should look at how to create a limited number of post-16 placements for children who have had a disrupted key stage 4, who have entered AP very late in year 11 or who have been unable to access education during their exam years”.
These placements “should enable children to resit their final year in AP and to study the qualifications they need for post-16 pathways”.
The review should also look at how to finance careers advisers, work experience and an “extended support programme for all children transitioning from AP to a post-16 destination”.
Ministers should also review accountability measures, to “ensure they capture the extent to which AP leavers secure and sustain positive post-16 destinations”.
De Souza said her research showed children in AP were “deeply ambitious” and saw getting a good job or career as a priority. “However, often they are not given the support they need to succeed… These children are every bit as ambitious as other children. It is up to us as adults to match that ambition.”
A damning Ofsted and Care Quality Commission report in February found AP was in “desperate need of reform” amid “systemic issues” that led to “inconsistent outcomes”.
De Souza’s report called on DfE to develop an AP workforce strategy and train AP teachers to become personal, social, health and economic specialists. She also said the AP taskforce programme, which provides wraparound support for children in AP in 21 areas, should be rolled out nationally.
