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Feature: Apprentice stars front new £13m campaign

A select few of the country’s top apprentices will appear on billboards and TV screens as they star in a new campaign calling on young people to get learning and earning, writes Billy Camden.

The government has chosen 13 talented learners to front its new campaign to attract more young people onto apprenticeships — and wants thousands more to help spread the word on social media.

The lucky few were whittled down from hundreds of hopefuls through an auditioning process last year, involving apprentices at firms including the BBC, IBM and Lloyds Banking Group.

The 13 will now get see their faces on billboards, TV screens and social media channels across England, as part of the campaign “Get In Go Far”.

The first TV advert was broadcast on Saturday (May 14) and apprentices everywhere are being encouraged to share selfies and video clips of themselves at work on social media, in a bid to send the campaign viral.

Daisy Coombes of manufacturing firm JCB, 19, one of the apprentices featuring in the campaign, said: “A lot of people still question apprenticeships and say that university is the better option, so it’s been great to feel like my voice is being heard and that other people will hopefully see the options that are available for them to get qualifications and start a career as well.”

The campaign, which was allocated £13m and will run until 2020, aims to show how an apprenticeship can give young people the skills and experience they need to land their dream job, a Department for Business, Innovation & Skills (BIS) spokesperson said.

Xavier Williams of Lloyds Banking Group, 19, another star of the campaign, said: “If you are considering how to better your future then an apprenticeship would be a no-brainer. All it takes is self-confidence.

“I can’t recommend this route into employment highly enough.”

The campaign is part of the government’s drive to deliver on its commitment to create three million more apprenticeships by 2020.

Business secretary Sajid Javid said: “In the past, talented and ambitious school leavers were too often told that university was their only option.

“We have transformed apprenticeships to make sure we have the right mix of skills for our future workforce.”

He added that apprenticeships are being designed by “top employers” who are “best placed” to know the skills and experience young people need to get a job.

This year’s drive builds on a successful £6m apprenticeship campaign which ran throughout 2014.

A BIS spokesperson said it had led to a 140 per cent increase in telephone enquiries to the apprenticeships helpline alongside a “big increase” in web traffic to the government’s apprenticeship website.

Skills minister Nick Boles said Get In Go Far would “show young people and their parents the incredible things you can achieve if you choose to learn while you earn”.

He added: “Our apprentice stars and the millions more who have already benefitted from an apprenticeship, are examples of how an apprenticeship can take you anywhere and help you rise to the top in any industry, any job and up to any level.”

Young people will be directed to a new website, www.getingofar.gov.uk, which will give them more information on apprenticeships.

Four in five apprentices studying at a level they already have

Four out of five people doing level two and three apprenticeships are on a level they have already studied at, according to a worrying new report.

The figure cropped up in an investigation into the prior qualifications of adult apprentices in 2013/14, which was published by the Department for Business, Innovation and Skills (BIS).

Eighty per cent (140,100 out of 175,400) of adults on level two apprenticeships apparently already had qualifications at that level, analysis by FE Week has demonstrated — a higher proportion than at any other time over the last five years.

Peter Kyle (pictured), a prominent and outspoken member of the Business, Innovation and Skills select committee described the figures as “deeply concerning”.

The MP for Hove said: “At a time when the government is looking for three million people to start apprenticeships over the course of this parliament, all efforts should be put into ensuring these are at a level higher than their previous qualifications wherever possible.

“If not, it is hard to see how exactly the proposed expansion of apprenticeship numbers will help close the skills gaps within our economy and contribute to improving the nation’s productivity.”

The report, which used interviews with 3,500 apprentices studying in 2013/14, was based on the sixth annual survey into the previous attainment level of adult apprentices.

In 2012/13, 79 per cent of adults taking a level two apprenticeship were found not to be taking their first qualification at the same level — compared with 72 per cent in 2011/12, 78 per cent the year before that year, and 75 per cent in 2009/10.

The proportion of adults on level three apprenticeships who already had a qualification of a similar level, was also up in 2013/14, to 56 per cent, compared with 53 per cent in 2012/13.

This figure stood at 50 per cent in 2011/12, 51 per cent in 2010/11, and 52 per cent in 2009/10.

A BIS spokesperson did not explain what plans, if any, the government had to address the issue of apprentices taking qualifications at levels they already possessed.

They said that apprenticeships “allow learners to develop specific work-based skills in a real job, adding to and enhancing previous qualifications such as GCSEs”, and that they “help people get on, help businesses to grow and benefit our economy”.

Learning to stand on his own two feet

An RAF regimental gunner returned to his old college to inspire current students with the story of how he overcome life-changing injuries he suffered during an attack in Afghanistan.

Cpl Stuart Robinson was manning the machine gun on a jackal armoured vehicle when an IED exploded directly under him in February 2013.

Lancaster-and-Morecambe-College2 — Ready to play! Joel Gardner, aged 16, finds out how to use Cpl Stuart Robinson’s custom-built wheelchair

He lost both lower parts of his legs, and suffered 18 spinal fractures, a shattered pelvis, a burst bladder, plus fractures to his arm, jaw, shoulder blade and ribs.

Cpl Robinson told public services students from Lancaster and Morecambe College about life in the RAF regiment after completing his public services course, his life after sustaining major injuries while on duty, and the creation of Team Legless, a group which aims to help raise both awareness and funds for the armed forces charities.

Student Ocean Heward-Wearing, aged 17, said: “It was amazing to gain knowledge from someone who did such a heroic thing. It makes you realise what you take for granted.”

Driving the lesson home

A man who was left paralysed from the neck down in a car crash which killed two men recently visited Weston College to warn students about the dangers of drink-driving.

Greg Sumner was paralysed after he got into a car with a drink-driver four years ago, during an attempt to overtake on the brow of a hill.

The car smashed head on into another vehicle and killed both drivers.

Mr Sumner, who was a working 22-year-old at the time, broke 27 bones while his heart stopped four times. He is now paralysed from the neck down and needs round-the-clock care.

He told Weston College sixth form students: “I might be the extreme of what’s possible but I had been told so many times that I shouldn’t get in a car with a drink-driver, and I still thought I would be okay.

“Two people dead instantly, two fathers died instantly, four children were left without a father, all down to drink-driving.

“It turned my life upside down and the lives of countless others. You are told not to get into the car with a drink-driver for a reason, it should not be done.”

Youngsters can earn their Spurs

The next Paul Gascoigne or Gary Lineker could be discovered later this year, when Harrow College holds an open football trial day with Tottenham Hotspur.

Talented young ballers will get the chance to join the college’s education and football development centre for 16- to 18-year-olds if they impress at Vale Farm Sports Centre in Wembley on June 1.

Qualified FA coaches from the club lead three coaching sessions a week at the centre, and prepare students for their weekly matches against other development sides throughout the season.

Lee Janaway, director of student experience at Harrow College, said the ongoing partnership with the Premier League giant provides students with “top-class coaching”, while increasing their employability.

“The activities create opportunities that open their eyes to a range of careers both on and off the field and within the wider sports industry,” he said.

Previous success stories from the centre includes 18-year-old Anton Jarvis who was headhunted by a college in Texas last year and is now based in the US.

You can register for the trial day here.

A helping hand in Barnet

Caring Barnet and Southgate College students have been lending a helping hand to the North London Hospice over the last few months.

Five students from the college are carrying out 100 hours of work experience at the hospice as part of their health and social care level three course.

The volunteers have spent time at the hospice’s inpatient unit, outpatient and therapies service, and supportive care department, giving them experience in caring for patients who are at the end of their life.

Barnet and Southgate College student Beatriz Vierira, aged 17, said this placement has been an “introduction to nursing at
its best”.

She added: “The care provided is so vast and not limited to common perceptions people have of hospice care.

“The work I am undertaking here, such as observing health care professionals, serving patients their lunch, sitting and talking to service users and taking part in the social activities has certainly developed my skills and enhanced me as a student.”

Jane McFadden, curriculum manager for health and social care at Barnet and Southgate College said volunteering is the “perfect avenue” to support students’ “holistic development, future studies and careers across the health and social care sector”.

Concerns over consistency and clarity

Joe Baldwin points out failings with new arrangements for SEND learners.

While the Children and Families Act and the SEND code of practice both came into force in September 2014, the full impact for FE was not truly realised until September 2015.

This was when the first cohort of learners with education health and care plans (EHCPs) — documents which set out the special needs of a young person and the support they require — transitioned from school into colleges across England.

The code of practice devolved critical guidance from the Department for Education to local authorities.

This included freedom around the design and template of the plans and thresholds for assessment, along with the process for transforming the old special education needs statements and learning difficulties assessments into EHCPs.

In my experience this has led to a lack of consistency and clarity, which was vital in ensuring a sound framework for improving provision and outcomes within a new system.

The devolution of funding has meant that nearly all FE colleges find themselves claiming high needs top-up funding from multiple local authorities, as a result of their cross-county campus locations.

The different procedures for each local authority mean that college special needs managers have become adept at plate-spinning, to ensure each authority receives responses in their preferred method (post, email, attachments).

These must also be in line with their confidentiality and encryption protocols and use their required EHCP templates.

The SEND code of practice places significant responsibility on the role of special educational needs co-ordinator (SENCO).

But the required qualification for such co-ordinators appointed after September 1, 2008, remains wholly focused on compulsory education.

In reality, the scale of many FE colleges means that their population of students with special needs is likely to be higher than in any one school.

The management and oversight of special needs learners within a school setting can also be more transparent, but this is problematic when scaled-up in FE across multiple vocational areas and potentially across campuses too.

The learners are not receiving the quality of support or provision to meet their needs

Supporting and up-skilling staff to better plan for and meet the needs of learners with SEND is challenging.

Since the reforms gathered momentum, the new changes and requirements for the FE sector have been significant.

I am confident in saying that no one within the sector could have been fully prepared for the scale, demand and resource requirements the reforms would have — even with the greatest foresight.

The few requirements which were outlined by the DfE have caused some of the biggest challenges to both local authorities and education providers.

Such requirements include a 20-week assessment timeline for delivering an EHCP.

The consultation process to request a college placement for an individual with such a plan, the subsequent response timeline, and the statutory annual review of each EHCP have generated an unprecedented amount of work.

Meanwhile, colleges are still trying to stay focused on improved outcomes and opportunities for the learner.

Ofsted’s March report on FE provision for learners with high needs, ‘Moving Forward?’, suggested that so far the Children and Families Act and the SEND code of practice have not met expectations.

The learners are not receiving the quality of support or provision to meet their needs and the postcode lottery still rife.

Putting the bureaucracy and lack of parity to one side, you have to have a learner with real needs, ambitious and aspirations.

We want to be best placed to provide them with an inclusive and supported environment in which they can thrive.

I am determined to create a culture within my own organisation which empowers all staff with the tools to understand individual needs and enables learners to progress towards leading fulfilled adult lives.

Go Team UK

Andrew Beel reflects on his happy memories of WorldSkills and provides some good advice for the latest national team for EuroSkills.

After reading the announcement that WorldSkills UK had selected the team to compete at EuroSkills Gothenburg 2016, I admit I felt a little jealous.

As a former competitor, I am always pleased to hear about the next team going forwards to compete, but I wish it was my turn again.

Of course preparing to represent your country on the international stage is not easy.

It was four years of hard work. I spent every spare minute I had training for the international competitions.

Your social life disappears, and for a 20-year-old that is hard to accept, but I wouldn’t change the experience for anything.

Yes, my name wasn’t on the team sheet this week, but I still feel very much part of this team.

As a WorldSkills UK champion, I am working alongside Barry Skea from New College Lanarkshire, who is the UK expert for mechanical engineering CAD (computer aided design), to support the training for Betsy Crosbie.

Betsy, who also attends New College Lanarkshire, is carrying on the college’s tradition of producing Team UK members.

Involving past competitors in the training of Team UK is a key part of the WorldSkills UK comprehensive development programme.

No one understands the demands of competing like we do.

We know how frustrating it is to miss a night out with your mates because you have training the next day.

We know how it feels when a task goes horribly wrong during the competition and most importantly how you can get yourself back on track.

For me, having the support of Ryan Sheridan, who competed with me at WorldSkills London 2011, was invaluable. I hope I can offer the same support.

The majority of Team UK will be under 21 when they compete and many are still in the early stages of their apprenticeship.

It can be daunting telling your new employer that you will need time off to train and compete. That is why I always tell competitors to make sure you take the time to explain to your employers that they will also benefit from the competitions.

I first started competing when I was studying an HNC in computer-aided drafting and design at New College Lanarkshire.

I was told that taking part in skills competitions would be a great addition to my CV and would help me get a job. My lecturer wasn’t wrong.

When I went for an interview at Pacson Valves, where I have now been promoted to mechanical designer, it was my involvement in competitions which led me to develop my skills as a trainee draughtsman that helped me stand out.

Most importantly, Pacson Valves realised the value I could offer the company if I stayed involved.

It can be daunting telling your new employer that you will need time off to train and compete

The new skills I learned as part of my competition training allowed me to develop standard computer-aided design practises for the engineering team at work, improving the efficiency and accuracy of the department.

My last bit of advice to Team UK is to treasure every moment.

For me, standing on the podium clutching my gold medal is a moment I will never forget.

Not only had I beaten competitors from France and the Netherlands, who had been tough competition over the four-day event, to first place, but I had also achieved the highest score of any UK competitor.

Competing opened so many doors for me and that is why I want to stay involved with WorldSkills UK.

As a skills champion, I recently supported the skills pledge campaign encouraging MPs to show their support for apprenticeships, and I hope to visit schools in my local area of Dundee sharing my career experiences with the students.

Who knows whether there might be a future gold medallist amongst them?

High hopes for the new taskforce

Clare Howard explains the best way to get those with learning disabilities into work.

The Government’s manifesto pledge to create 3m apprentices has pushed them to the top of the national skills agenda.

This focus has encouraged the expansion of apprenticeship programmes, but this still doesn’t mean access for all.

If you are a young person with learning difficulties or disabilities, then you face significant barriers. Your chances of accessing apprenticeships and other work-based training are much reduced.

The new taskforce on apprenticeships for people with learning difficulties to examine the issue is welcomed, as it will highlight the challenges faced by both training providers and employers. Hopefully it will start to tackle those barriers.

There is a lot of work to do. Currently the employment rate for working-age people with a disability is only 40 per cent.

The situation is even bleaker for those with a learning disability, with only seven per cent achieving employment. Only eight per cent of the 870,000 apprentices in 2014-15 declared a learning or physical disability.

The Association of Colleges recently noted that colleges and employers need to work together – which applies both to specialist and mainstream colleges who work with students with high needs.

There is some progress being made. Some colleges are supporting individuals into work. A survey of 356 employers linked to specialist colleges in 2015 found that 95 per cent of employers rated their college relationship as outstanding or good.

National Star College’s supported internship programme, Steps In Work, was highlighted as outstanding practice in the recent Ofsted report into provision for high needs students.

Larger employers are also making a difference. More than 6,000 people completed the Marks & Start programme with Marks & Spencer.

This project shows how small adjustments and understanding of principles such as flexibility of approach and a focus on ability rather than disability can make a real difference to equality in the workplace.

The economic benefits are significant. A Social Market Foundation report in 2007 reported that improving the employment rate of people with disabilities would boost the UK economy by £13 billion.

Apprenticeships still face a big gap in terms of initiatives to help more young people with learning difficulties or disabilities into work.

If the new taskforce is to succeed, it needs to address the barriers in the current model. The most significant barrier is the lack of apprenticeship standards for learners working at or below level one, and the requirement for English and maths qualifications that may not be accessible to all learners.

A young person with learning difficulties or disabilities faces significant barriers

Young adults at level one or below are employable and have an important contribution to make. What they may need is support on an ongoing basis.

New standards need to be created to provide apprenticeships that can either be adapted or created for jobs at all levels. Apprenticeships also need to be more flexible, by reducing the number of hours or increasing the support given to learners both by the provider and the employer.

The jump from full-time education to an apprenticeship is daunting, and although many who have learning difficulties might have the skills to do the job, they may need more support in terms of life skills, whether that means communication, travelling to work, mentoring, or other forms of everyday support.

Some specialist colleges and GFE colleges prefer the supported internship route due to the lack of flexibility and support that can be given to apprentices.

Employers also need support — a 2013 survey found that 42 per cent of people with disabilities said that the attitude of employers was the biggest barrier to work.

There is still much work to do to educate employers about the value of people with learning difficulties. If we are going to truly knock down those barriers – and not just chip at the edges – we need to build on those productive employer-college partnerships.

And that can only be done with a much more flexible national framework.