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New quality and access to apprenticeship fund proposed by Niace

The National Institute of Adult Continuing Education (Niace) has called for a new fund to help improve the quality and access to apprenticeships.

The proposal was part of its submission, lodged with partner organisation the Centre for Social Inclusion (Inclusion), to a consultation which closed on Friday (September 4) on the government’s 2015 spending review.

A Niace spokesperson said that the new fund should be “ring-fenced from funding raised through the [proposed] apprenticeship levy” for large employers.

It would be invested in “widening access to apprenticeships from underrepresented groups and fund employer-led quality initiatives to enhance outcomes for apprentices and businesses”, the spokesperson added.

The submission also proposed a single funding agency for all post-19 loans, merging the Skills Funding Agency and Higher Education Funding Council for England.

The spokesperson said that this would “maximise the investment that goes to the frontline and improve parity of esteem between academic and vocational routes”.

Niace and Inclusion also called, in the submission, for personal career accounts, which individuals could access throughout their careers as they need to develop skills or retrain.

The submission also requested a “new radical vision” for community learning.

It would, the spokesperson said, maximise “ability to support the breadth of government policy, including employment and skills, mental and public health, stronger families, digital engagement, social mobility, inclusive communities, healthy ageing and strengthening civil society”.

It also called for a “radical refocusing” of employment support for disabled people to “help halve the disability employment gap”.

David Hughes, chief executive at Niace, said that the government should use this spending review to “make an important commitment to prioritise investment in learning, skills and employment”.

“This is critical to nurturing our economy, helping to strengthen productivity and ensuring that economic growth is inclusive,” he added.

“If the government wants to fulfil its own ambitions and aspirations for a more productive Britain, halving the disability unemployment gap and creating 3m apprenticeships, then it must ensure that adults of all ages have opportunities to learn and to get on in work and in life.”

He said that “far too many people” were currently missing out on training opportunities, which “not only threatens their own life chances, but damages the prospects for increased workforce productivity, and for sustained economic growth”.

Niace, based in Leicester, and Inclusion, based in London, announced that they were forming an “alliance” in February and said at the time that future merger could not be ruled out.

And that merger was announced in July, which a spokesperson said at the time would create an “even stronger voice promoting citizenship, inclusive economic growth and a stronger and fairer society”.

New adult and community learning boss Pember facing a mixed performance picture

With former government FE and skills boss Dr Sue Pember now installed at the helm of adult and community learning provider membership body Holex, reporter Freddie Whittaker examines the sector’s Ofsted inspection performance last academic year.

It’s the beginning of a new era for adult and community learning providers and their representative body, Holex.

FE sector stalwart Dr Sue Pember, the former head of FE and skills investment at the Department for Business, Innovation and Skills, is the new Holex director of policy and external relations. But just how big a task is former Canterbury College principal Dr Pember facing?

Data released by Ofsted shows a mixed picture for community learning and skills providers.

Of the 233 community learning and skills providers in England, 54 were inspected in the last academic year. Of these, 19 saw their Ofsted rating decline since their last inspection, while 18 stayed the same and 13 improved. Of those which saw a decline in their grades, 8 saw their Ofsted ratings fall by two grades, while the other 11 dropped by one.

Of those to have improved, all 13 are up one point each, and of the four providers which were inspected for the first time in 2014/15, three have been told they require improvement.

In total, of those inspected last year, two were outstanding, 28 were good, 17 required improvement and seven were inadequate.

Adult and community learning providers have also not been immune from intervention by FE commissioner Dr David Collins, who has reported on provision run by councils in Norfolk, Lancashire, Warrington and the London Borough of Wandsworth.

But Dr Pember was unsurprisingly keen to sing the praises of the providers she represents, and said those which had seen their Ofsted ratings decline would be working to improve.

She told FE Week: “Adult and Community Learning providers have an excellent quality record, with sector best for overall effectiveness‎grades. Nearly as many went up a grade as went down and those who went down are now ensuring the highlighted development areas are being worked upon.”

Edition 145: Movers & Shakers

Among the country’s colleges, independent learning providers and other skills bodies, at least 14 have welcomed new leaders for the start of 2015/16.

Harrow College has started the new term with promotion from six years as vice principal to the top job for Pat Carvalho.

The appointment follows the resignation of Tony Medhurst who left the role after more than seven years, during which time it was rated as ‘good’ by Ofsted. Movers-image-x-10

Ms Carvalho said she was “delighted to be able to take the college forward over the coming years”.

“I will ensure that we provide high quality education and training that really supports local young people and adults to achieve their full potential as well as contribute positively to the local economy and wider community,” she added.

Nick Davies, chair of governors at Harrow College said: “The board are very pleased to have secured the appointment of Pat. We are all looking forward to working with her in further developing our learners’ experience.

“Her wealth of knowledge and experience of Harrow College and the sector will be a valuable asset. This will ensure the college continues to build upon its successes and achievements for the future.”

Mr Medhurst joined Hertford Regional College over the summer, taking over from interim principal Desdra Kingdon.

In South Yorkshire, Doncaster College and University Centre has appointed Paul Pascoe as its new chair of the corporation, replacing Ruth Brook.

Mr Pascoe has spent the past few years working at the Regional Development Agency, Yorkshire Forward, on education, skills and enterprise-related schemes.

On leaving school, Mr Pascoe became a mechanical engineering apprentice in precision engineering, later moving to heavy engineering and was involved in the machining of the cylinders that operate the river Thames flood defences.

He left industry to train as a teacher and became a lecturer in mechanical and production engineering, specialising in computer numerical control and computer aided manufacture, alongside becoming an examiner for City & Guilds.

Mr Pascoe said: “Education and FE in particular has been a large part of my adult life and has provided me with new horizons and many opportunities. I continue to believe in the benefits of education, both of the individual and the wider community.”

Doncaster College principal, George Trow, said he is “delighted” with the appointment.

“Mr Pascoe has excellent local knowledge and experience and is passionate about the student experience here. He is particularly interested in our provision for our apprentices in local industry,” added Mr Trow.

Cumbria’s Furness College has welcomed new principal Andrew Wren as the successor to Anne Attwood, who retired after 12 years in charge.

Mr Wren joins the Ofsted rated ‘good’ college from East Riding College, also rated ‘good’, where he was vice principal.

He said: “I am delighted to be joining a college which is as successful and forward-thinking as Furness College and I look forward to leading a team which makes such a positive impact on learners and employers across the area.”

Furness College chair of governors, John Butler, said the board are “looking forward” to working with Mr Wren in “further developing the Ofsted success of Furness College and taking the college forward into a new era”.

“I would also like to take this opportunity to thank Anne for the outstanding contribution she has made to the development of further and higher education in Furness and wish her a long and happy retirement,” added Mr Butler.

Meanwhile, Mike Gaston has taken the reigns at South Downs College after his appointment just before the end of the last academic year, following the retirement of Lyn Surgeon.

Originally training to become a fine artist in London, Mr Gaston has spent more than 25 years in both further and higher education, and prior to the new appointment he was principal at Hampshire’s Totton College.

He said he feels “privileged” to succeed Ms Surgeon as principal of the Ofsted rated ‘excellent’ college and aims to make the institute become a leading provider for “professional and technical excellence”.

“One of our main strategic objectives is to engage as a strategic partner with employers, responding to needs of business and contributing to our economic and cultural community. This also includes engaging employers to help transform curriculum delivery, diversify and grow income,” he said.

And lastly, Jisc, the country’s FE body for digital service and solutions, has appointed Dr Paul Feldman as its new chief executive.

He will join the company in mid-October, taking over from Professor Martyn Harrow who has held the post for the past four years.

Currently an executive partner at technology researcher Gartner UK, Dr Feldman has a commercial background having spent more than 20 years in retail financial services at Nationwide Building Society, Barclays Bank and First Data Europe, the Middle East and Africa, both in IT and business roles.

Of his new role, Dr Feldman said: “Jisc plays a pivotal role in helping the UK’s higher education, further education and skills sectors reinvent, adapt to change and make savings through the shared services, collective deals and advisory support it provides.

“Now, more than ever, universities and colleges need this kind of body and advice to help them take advantage of the opportunities digital technology offers to transform research, teaching, learning and organisational culture.”

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Commitment to the course earns Yasmin award name honour

Tutors at Warrington Collegiate were so inspired by young mum Yasmin Hancox’s commitment to her studies while struggling with the death of her father that they created an annual award in her honour, writes Billy Camden.

Jasmin Hancox came to Warrington Collegiate in 2009 with no qualifications to her name after a difficult time at school.

Five years on and the 21-year-old who studied forensic science, amid study breaks for the death of her father and the birth of her daughter, has now left leaving her legacy in the form of the inspirational student of the year award, created in her honour by college staff.

“I just can’t believe they have done this,” said Yasmin, who was the first recipient of the award.

“I felt like other people worked just as hard as me if not harder but my teacher [forensics lecturer Emma Blake] said I was deserving of it. I cried a lot when I found out.”

During her school days Yasmin went through a difficult home life after being put into care in year 9 which led to her binge drinking.

“Alcohol was my way of coping with things at home so I didn’t do well in my exams. I left with nothing really, just U and F grades, so I pretty much started from the bottom after that,” said Yasmin.

She enrolled on a level one public services course when she was 16 at Warrington Collegiate where she grew in confidence, leading to her progressing on to and completing level two.

“After school I thought ‘this is it now’. I was so cocky and didn’t expect to fail school so I was absolutely devastated when I did,” said Yasmin.

“I felt like I let my parents down so I needed to get my head down at college.”

She gained top marks in her public service courses and finally had the qualifications and knowledge to follow her passion and enrol on a course in forensic science.

However, in 2012 Yasmin had to take a year out of education after getting pregnant with daughter Isabella.

During the same year, Yasmin had to care for her terminally ill dad, John, who died when Isabella was just eight months old.

Despite this, Yasmin returned to college in 2013 to study a BTec extended diploma in applied forensic science, a field that she got a passion for from her dad.

“My dad and I were like best friends, we both would watch things together on TV around them sorts of shows [crime and forensics] so I just followed that when I got to college.”

Yasmin has since gained top marks in her forensic science course with a triple distinction. She has spent the summer looking after Isabella but is now applying for jobs in the funerals business.

Emma Blake, lecturer in forensics at Warrington Collegiate, said: “I’m so proud of Yasmin. She has proved herself to be quite the tenacious young woman who has triumphed through adversity throughout her time at college.”

The college paid Isabella’s nursery fees while Yasmin was still studying and she couldn’t thank them enough.

“I’m so glad I came to Warrington Collegiate, followed my dream and achieved my goal. The college and tutors have encouraged me through every stage and supported me in realising my dreams,” said Yasmin.

Main image: From left: tutors Emma Blake, Nikki Bradley and Hilary Bathgate with Yasmin Hancox and her inspirational student of the year award

Dancing onto the small screen

A group of West Cheshire College dance students made it onto the small screen over the summer when they appeared on new prime time children’s TV show Hacker Time.

The 10-part CBBC show, which aired at the end of July and throughout last month, stars Hacker T Dog interviewing different celebrities including, Strictly Come Dancing’s Anton du Beke and Tracy Beaker’s Dani Harmer.

The six college dancers who appeared on the programme currently study level three and level four dance musical theatre, as well as HNC/HND dance learners.

They included 27-year-old Jamie Lee-Evans, who has just completed her HND in performing arts and is planning to go back to West Cheshire College to teach dance this month.

She said: “The show was a fantastic experience. Dancing in front of the lights and cameras was amazing, I was really proud to be part of it. As the show is aimed at children, it was really fun and light- hearted.”

Main image: West Cheshire College dance students with Hacker T Dog during the filming of Hacker Time. From left: Laila Mangan aged 19, Megan Lea Haworth, 18, Shannon Newbanks, 21, Molly Dutton, 18, Shaun Creswell, 21 and Jamie Lee Evans 26

Schoolchildren get grounds makeover thanks to Prince’s Trust learners

While most young people spent their time relaxing this summer, this group from Bridgewater College’s Prince’s Trust Team programme dedicated their time to rejuvenating a classroom and garden area for disabled people.

The Somerset college group chose nearby Jean Rees Centre at Chilton School — a learning environment they said could be more “colourful and stimulating” — for their two-week personal development project.

Unique artwork, refurbished garden furniture, weeding and bright new flower beds were all part of the project.

Jo Wilkes, team leader for Prince’s Trust at Bridgwater College, said the final outcome was a “testament to the hard work and dedication put in by the team”.

“They worked in very hot conditions to ensure they achieved the best possible outcome. They took every stage of the project very seriously and I am very proud of them,” she added.

Main image: From left: Bridgewater College Prince Õs Trust Team Brandon Tottle, aged 22, Jess Mills, 23, Tom Shaw, 23, Sammy Izard, 22, Shane Howe, 23, and Toby Gamester, 20, (back row) with Mayor Leigh Redman (centre) and team leader Jo Wilkes. Front row: pupils from Jean Rees Centre at Chilton School

A pilot view as new Ofsted Cif takes off

The introduction of a new Ofsted Common Inspection Framework (Cif) from this month was preceded by a number of pilot inspections under the new system. Ryan Longmate reflects on his pilot inspection experience.

The launch of the new Cif will no doubt pose many new questions to schools, colleges and FE providers across the country, so as an FE provider ourselves the opportunity to be a ‘guinea pig’ and pilot the new inspection model was too good to turn down.

As a grade two national provider, the new model allows for inspections to take place approximately every three years over a reduced period of two days.

The purpose of this inspection is to confirm that the previous grade for overall effectiveness is accurate; safeguarding is effective and the provision remains good.

We were notified of the impending inspection two days prior, which does not differ from previous inspections however the observation and inspection timetable itself was all new.

The structure of the inspection team was consistent with the previous framework and in essence not much was new — the inspection team consisted of a lead inspector and three inspectors who remained on site throughout the two days, along with an additional two field-based inspectors.

To begin with, we did have some reservations in relation to the reduced inspection time and was concerned that we possibly would not have sufficient time to demonstrate our abilities to meet all the objectives within the new Cif.

However, over the course of the next few days, we soon came to realise that the changes to the inspection process would allow this reduced timeframe to work and be successful.

As with any inspection, preparation was key to achieving a positive outcome, which was even more important under the new inspection model.

Communication was very good with clear and timely updates provided throughout.

Although the feedback was not as in-depth or as lengthy as it was under the old framework, it remained accurate and easily digestible for all to appreciate and understand.

So what else has changed?

In the past, a typical inspection would focus on the key elements of observing teaching and learning, quality of teaching provision and leadership and management.

We soon came to realise that the changes to the inspection process would allow this reduced timeframe to work and be successful

The subtle shift we experienced was more focus on all areas of our safeguarding practices and procedures, our ability to maintain and measure the quality of our safeguarding provision, and the continuous training and development of all of our workforce, learners and all stakeholders to achieving it.

Teaching and learning continued to play a big part in the inspection and the framework.

However, the whole experience was on a smaller scale than previous inspections.

This allowed for more focus and depth in areas and topics such as radicalisation, extremism, grooming and bullying.

The new levels of expectation and greater emphasis on driving these areas as a provider were extremely beneficial and allowed greater insight into what the future of FE standards looks like.

The feedback provided was honest and clear and we felt the judgements were not only fair but reliable; the flexible approach to the new inspection model was greatly received by all of our staff and learners.

In summary, our advice to all FE providers who are to be inspected under the new framework in the future is to embrace the changes, be open and honest on where you are positioned against the framework standards.

Be prepared in all areas, as we firmly believe the changes made provide a ‘’better inspection for all’’.

Approach to dyslexia marked by quality

Sophie McCormick is one of a large number of dyslexic students who have triumphed over the condition thanks to Middlesbrough College, leading to it being awarded a British Dyslexia Association Quality Mark.

The 19-year-old not only got a double distinction and a merit in her BTec level three health and social care diploma, but also passed GCSE English at the same time.

The achievements have seen her secure a place on Teesside University’s learning disability nursing degree.

Sophie said: “I don’t think I’d have done as well at any other college – it’s like a village here, everyone is really friendly and the tutors really know their stuff.”

A Quality Mark is given to organisations able to demonstrate exceptional levels of support to students — Middlesbrough College assessed an average of 12 students with dyslexia per week last year.

“We are delighted to receive recognition for the service we provide,” said Jon Lee, the college’s deputy manager for additional learning support.

Main Images: Sophie McCormick holding her double distinction and merit BTec level three health and social care diploma

Looking ahead to a ‘watershed year’

As the prospect of a new academic year stretching out ahead becomes a working reality for FE sector, Jayne Stigger considers what might be to come for teaching and lecturing staff in 2015/16.

FE & Skills providers are being sorely tested; no one doubts that but those who endlessly shout, tweet and holler the doom and gloom scenarios are missing the point.

Teaching/lecturing is challenging but staff need to seize this opportunity to develop both their learners and their own skills. Delivery using #FELTAG principles, working with local employers, giving learners the opportunity to develop maths and English knowledge in their subject specialism isn’t some new-fangled plan to make life more difficult for teaching staff; it is the future and we should already be doing it.

We should be building learner show-reels to demonstrate their competence to employers, crowdfunding opportunities for them like @hearnesque and #Scrawlmovie and developing our own skills if we don’t know how.

Yes, finances are getting tighter, classes may get bigger, courses may vanish from the curriculum, we may teach other things, some providers will merge and job losses may seem inevitable but they aren’t. This is the opportunity that FE staff should be taking advantage of; to really demonstrate just how valuable we are to the learners, our industries, country and its place in the wider, global market. It is the reactionary culture that needs to evolve.

The relentless push for more apprentices, better vocational education and training with maths and English for all, isn’t going away and the sooner the ‘traditional’ FE get on board with the new thinking, the smoother the transition will be.

UTCs, independent learning providers and National Colleges are stepping out of the wings and learning our lines. If FE wishes to continue to deliver all the courses it currently enjoys, then teaching staff must play our part in the development of even more effective vocational learning opportunities by adapting to the new rules and proving our worth.

We are ‘not like the brazen giant of Greek fame’, we are different. We are staff who are talented in our vocational specialisms, we take those who wish to learn a trade and develop their talent. We also take ‘your tired, your poor, your huddled masses’, and it is essential that we do, but to continue to provide that care and support, we must generate our own income streams, which requires multi-talented staff.

Teaching staff can do much to support this by changing the culture of a provider, with enthusiasm and positivity. If we constantly talk our positions down, why should anyone else value us?

The coming year will be the watershed for FE Staff; those who stand up and evolve into forward thinking, employment-focused delivery partners, those who facilitate skills development in all our learners will thrive

The coming year will be the watershed for FE Staff; those who stand up and evolve into forward thinking, employment focused delivery partners, those who facilitate skills development in all our learners will thrive. If they help develop independent income and secure partnerships, then they can still deliver A-levels, Access, Esol etc. I hope they do, for they are as needed by those the government doesn’t seem to see as clearly, as the favoured ones.

Governments aren’t always right and their hearing is very selective. This may be unfair, wrongheaded, short-sighted and ultimately destructive but it is the hand we are dealt. We should be working with employers, from choosing the units we deliver in a BTec, to relevant careers advice and great learner IAG, useful, logged work experience and staff training opportunities.

I urge all in FE to take the current political climate with a large pinch of salt. Governments come and go, their impact, for all their posturing, is only as great as we allow it to be. The time for standing on the edge, shouting at the water and urging it to recede is long past and those who do will drown.

The smart ones will develop their own training opportunities, build rafts, link together, use social media alongside local knowledge and industry to partner their ambitions and evolve so they can continue to offer courses to everyone who needs them, not just those who are caught in the current spotlight.