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30 April 2026

Latest news from FE Week

Colleges agree ‘hub and spoke’ London proposal could work

The 157 Group’s proposals for a ‘hub and spoke’ approach to provision at level 3 and above in London have been given qualified support by several non-member colleges in the capital, as well as the Association of Colleges (AoC).

On Twitter, Ian Pretty, chief executive at the 157 Group, described the proposals published on Tuesday as a “huge opportunity to ensure that London is rising to the skills demand”.

It called for single colleges to act as hubs for training at level 3 and above in key industries, including housebuilding, creative industries and financial services.

These hubs, or technical institutes, would form a single point of contact for employers in that particular industry, while other colleges across London would act as the spokes, or satellite centres.

“It is good to see that the 157 Group’s manifesto for the London mayoral elections reflects the priorities identified in the AoC London manifesto,” an AoC spokesperson told FE Week.

However, the spokesperson warned against creating additional institutions where provision already existed.

“It is important for colleges to retain their autonomy so they can continue to provide education and training at all levels for anyone who wishes to study there,” the spokesperson added.

The 157 Group’s proposals, ‘Skills for Work, Skills for London’, call for Boris Johnson’s successor as London mayor to have accountability for training at levels 3 to 5.

“London faces its biggest skills challenge at levels 3 and above,” the report said.

“A 32 borough or subregional solution will not work. It needs a London-wide solution led by the mayor,” it added.

Ian Ashman, the principal of Hackney Community College, said that the proposals were an interesting contribution to the debate over “the issue of specialisation, as well as how we better meet the needs of priority sectors”.

“I believe we colleges need to lead the debate about what should be in the core offer in each locality,” Mr Ashman added.

Peter Mayhew-Smith, principal of Carshalton College and Kingston College, said that “a collaborative approach, drawing colleges together around a specialist hub with strong HE and employer links would be vastly preferable to single institutions working alone”.

Sam Parrett, principal of Bromley College and Greenwich Community College said that, while she was “in favour of a hub and spoke model”, she believed “a more market-driven, less prescriptive approach should be considered, to ensure that colleges can adapt to the needs of their local area, rather than having to focus on only one specialism”.

Ms Parratt also warned that, without improved transport links in outer London boroughs, “our students would be unable to benefit as greatly” from the proposals.

A spokesperson for the 157 Group told FE Week: “A main point we are making is that this type of sector institute should be collaborative across many institutions, a hub and spoke model with many colleges and providers across London specialising in aspects of the overarching sector provision.

“This idea does not limit choice for the learner, it enriches provision. As the document specifies, this model works for colleges as it is agile and cost-effective and it is beneficial for learners as it leverages the full capability London providers have to offer.”

A spokesperson for the Department for Business, Innovation and Skills declined to comment on the proposals. A spokesperson for the Mayor’s office was unable to comment due to pre-election rules.

It isn’t just about the money

Carolyn Woolley explains her college’s approach to the problem area of recruiting and retaining sufficient numbers of maths and English teachers.

Among the many challenges that FE faces, attracting the very best teaching talent is certainly one of them.

There is huge demand for talented teachers across all educational sectors, with a particularly scarce supply of English and maths teachers.

As a major employer in our borough, we are not only in constant competition with other schools and colleges, but with industry too.

It’s ultimately a race as to who can get the best talent as quickly as possible.

As a result, we are always looking for ways to ensure we find, and ultimately attract, the right people to teach and inspire our diverse student community.

There is no doubt that teaching maths and English at our college and indeed many other colleges around the UK, is a great proposition.

By a college’s nature, students have generally chosen to be there, meaning they are keen to learn, listen and develop.

This in turn leads to success and real rewards for both the teacher and student.

Maths and English skills underpin all vocational disciplines and are simply essential for career success in any industry.

Being part of such a crucial element of a student’s learning journey is not only rewarding, but the reason that so many teachers choose to enter the profession in the first place.

Our innovative approach to teaching and learning appeals to many aspiring and/or trained teachers — the development of our maths and English provision, for example, and our continuous focus on securing successful outcomes for learners of all ages and abilities.

A shortage of teaching talent inevitably pushes costs up for a college, which is an additional challenge at a time of real austerity

A shortage of teaching talent inevitably pushes costs up for a college, which is an additional challenge at a time of real austerity across the sector.

However, in my experience, the best individuals are not incentivised by money alone.

A range of non-financial benefits such as a good work-life balance, a secure employer, continuous CPD and flexible working are all an essential part of the ‘package’.

We constantly review our offer, to ensure it remains both appealing and competitive to prospective candidates.

Crucially, teaching at an FE college offers a unique opportunity to move between age groups and develop the skills needed to teach people of varying abilities and with different goals.

This makes for an excellent developmental opportunity, bringing with it the chance for talented individuals to progress quickly and advance a very successful career.

But of course, financial incentives are important too.

These have to be finely balanced with the ever-growing cutbacks our sector is having to make.

At Bromley, we have implemented a range of incentives to help us attract the right staff from both the FE sector and from industry.

As well as top-scale salaries, we also offer an annual £4k R&R allowance, pension scheme, gym membership and generous annual leave scheme together with many other benefits.

For those FE colleges struggling to recruit, particularly in — but not only – maths and English, it is vital to consider what makes you unique, rather than simply trying to compete on pay alone. The consideration has to be how you can improve your offer, or indeed make it more interesting, than your competitors. Look at it from a personal perspective; where would you like to work and where would you take your talent? Money will only ever be one facet of the decision.

Recruitment challenges can be addressed by providing the right working environment, the right leadership and the right package of both financial and non-financial benefits. We must also pull together as a sector and wax lyrical about the many benefits a career in FE can bring.

We all want to feel like we have made a difference as well as advancing our own careers. There is no better place to do this than in FE — an environment which encourages aspiration and changes many lives for the better.

Dear Dr Sue (Edition 169)

On the third Monday of every month Dr Sue, Holex director of policy and external relations, answers your questions, backed by the experience of almost a decade as principal of Canterbury College, in addition to time served in senior civil service posts at central government departments covering education and skills.

Question 1:

As part of the college’s teaching and learning quality strategy, we have a system of link governors. I am keen to engage in this part of the governor’s role but find it quite daunting. I have no problem talking to the accountant about risk management, but my mind goes blank when it comes to curriculum and quality matters. What tips do you have?

I can see how you may find this daunting. However, you will find that once you have made the arrangement and met up with programme leaders and course tutors the conversation will flow.

Tutors are always keen to talk about their students and their achievements.

Before you meet, it might be useful to look at the latest Ofsted report and the college’s self-assessment, so that you have some background information and an understanding of the improvement agenda.

It is good practice for there to be some standardisation around link governor visits

It is good practice for there to be some standardisation around link governor visits (the clerk may have a pro-forma or visit form for you to complete).

You may also want to have a quick word with the principal before your visit to see if there are any hot issues you need to be aware of.

It’s best to structure your conversations around where they are now, what’s the vision, how they are progressing on their own improvement plan, what they see as strengths and how they measure their effectiveness — and how they are managing to integrate maths and English.

Link-Governors-Image-web

You may want to ask about progression — where do their students go, what are the links with employers and universities and how do they help their students into employment or further learning?

You may also want to ask what they think are the biggest challenges.

Try to avoid being used as a channel for lobbying for more resources. A good tutor will always take the opportunity to explain why they need new equipment etc, so just be ready for it.

Lastly, try to visit events such as end-of-year shows. Seeing students at work is the most enjoyable part of a governor’s role, so enjoy it.

Tutors will be appreciative that a governor is taking interest in their work.


 

Question 2:

In the light of recent remarks by Ofsted, my local authority (LA) is thinking about reviewing the adult and community learning service governance arrangements and establishing how they fit with the LA scrutinising committees. Can you advise on best practice?

You are right that Ofsted has recently drawn attention to ACL governance, but we need to put it into perspective.

The proportion of providers judged to be good or outstanding for overall effectiveness according to their latest inspection was high at 87 per cent (116 providers were good; four outstanding).

This figure compares well with general FE colleges (77 per cent) and independent learning providers (79 per cent).

When you review the latest reports, the vast majority of learners at local authority providers benefit from well-planned and sometimes inspirational teaching

When you review the latest reports, the vast majority of learners at local authority providers benefit from well-planned and sometimes inspirational teaching, learning and assessment and achieve qualifications as planned or make good progress towards their learning goals.

However, in some instances it has been difficult for inspectors to form a positive opinion of governance, mainly because many of the established forms of governance have been removed or changed.

There are now many different types.

Some services have a traditional governing body with delegated powers from the LA, others have advisory boards which provide the employer and learner voice and some have accountable officers, lead councillor members.

Nearly all have scrutiny committees.

All these types can be effective as long as the body, in whatever structure, has authority to challenge and change, a clear understood identity, and the role is understood and respected by senior executives, managers and staff.


 

Question 3:

I appreciate you have had lots of questions about area reviews but, like many other governors, I am still struggling to decide what is the best sort of partner for us. Could you advise?

First go back to basic principles.

There have now been many words written, data in abundance and lots of advice offered but, when it comes down to it, you need to decide whether you are looking for a partner to enhance the student experience, improve quality and/or make your college more resilient to future funding changes.

If you are already graded as Ofsted ‘good’ you may want a partner who can help you achieve ‘outstanding’

Simply list the issues you want to solve and/or your new vision of the future and then list the characteristics you are looking for in a partner.

If you are already graded as Ofsted ‘good’ you may want a partner who can help you achieve ‘outstanding’.

OFSTED-good-rating-web

If that’s the key issue, you may not need to merge and could consider a strategic partnership with an outstanding college who could help support staff training and the development of learning materials.

If your vision is to move to a technology enabled curriculum, you may want to look for a strategic partner among the universities or in the private sector.

But, if your issue is with your financial position, you may want to consider merging with a partner who can help sustain your future and is experienced in restructuring, right-sizing/down-sizing and financial/curriculum planning.

Community centre transformed

Good-willed City College Norwich students have colourfully transformed the café and garden area at a local community centre.

The student-led community project involved a group of 14 students, who are on a Ready2 course, working intensively over three weeks at Silver Road Community Centre.

The walls of the café have been re-painted and brightly coloured curtains have been fitted.

Level one art students helped out their peers by decorating the walls with paintings, construction students assisted with DIY work, and plants were donated by the college’s foundation horticulture group.

The group raised more than £400 for the project from sales of greetings cards that they made and sold across the city.

Ready2 student Jazmin Beaumont, aged 18, said: “Seeing the final finish makes all of the hard work worth it. To see the difference that it will make to elderly people and younger people who use the community centre makes me feel really happy.”

The community project was an element of the Ready2 course, which is designed to help students develop a range of employability, enterprise and life skills.

Lucky bulldog saved by surgery

Caring animal management students at North Lindsey College raised more than £800 to pay for the treatment of an abandoned dog.

The students named the Victorian bulldog Lucky (pictured) after it was found dumped in woods in Harrogate.

Lucky had some bad injuries including a prolapsed uterus and was taken straight to the vets to undergo emergency surgery.

The money for the operation was raised by the students through crowdfunding on Just Giving.

Lucky is now being looked after in a temporary home with animal management curriculum leader Laura Johnston.

Ms Johnston, who often brings Lucky to the college with her, said: “Lucky would have had major problems and probably lost her eyesight without the surgery. She enjoys being at the college with students and has helped in a variety of lessons.”

Students work with Lucky in practical sessions including grooming, health checking, administering medication, and also in theory lessons covering animal nursing, animal husbandry and animal behaviour.

The multi-million-pound ‘cowboy’ trade in subcontracting

> ‘No win no fee’ brokers raking in up to five per  cent commission fees on seven figure contracts
> Government says the SFA will look at ways to ‘limit the use of brokers’ after seeing investigation

The government is reviewing the use of subcontracting brokers after an FE Week investigation found huge sums of public cash meant for frontline learning is being hived off in commission.

In what is the first exposé of this lucrative but little-known industry, we found brokers typically charge subcontractors up to 5 per cent of the government funding for matching them to a prime provider.

A number of the firms involved do not have official websites outside of social media and stick to advertising subcontracting opportunities through closed groups on LinkedIn.

FE Week has found evidence that they are widely used and potentially being paid millions of pounds in commission fees from the public funding pot.

After being shown the evidence and asked to respond, a government spokesperson said: “The Skills Funding Agency (SFA) is reviewing to strengthen their funding agreements to limit the use of brokers.”

She added: “Where the SFA has evidence that a lead provider has ineffective processes and controls for managing their subcontractors, or their subcontracting represents poor value for money which constitutes a breach in our funding rules, they will take action.”

FE Week found an advert, with Essex-based consultants EEVT Ltd, attributed to a company called The Funding Brokers Ltd, which could not comment before publication.

The advert said: “We have been providing this service for over three years, securing in excess of £100m in the process for our clients.”
At 5 per cent commission, for example, the firm could have earned up to £5m over this period.

The ad continues: “We work on a no-win no-fee basis whereby we will provide our support free of charge to the point of contracting.”
FE Week understands prime providers often turn to brokers out of desperation in order to avoid losing funding.

Ian Wood, managing director at Newcastle-based provider NCT Skills, said he worked as lead consultant for Hull-based Purple Hearts Limited from April 2013 to September 2014, which offered brokering services, before it went into liquidation last July.

He explained: “You get a situation where a prime college/provider gets towards the end of a funding window,” he said.

“They haven’t spent their allocation and know that the SFA or Education Funding Agency (EFA) will take it back off them unless it is used, so they need to find subcontractors to take on provision quickly.

“The primes will often put messages on LinkedIn, or other social media, themselves to find subcontractors.

“But a lot do it through brokers because they do all the hard work with due diligence checks on the subcontractors before some sort of agreement is signed.”

BIS warned the SFA about this sort of ‘short-term’ trading in contracts in its Skills Funding Letter last March, saying: “While we appreciate that you have worked with the sector to enhance the controls around subcontracting in the last two years, there continues to be levels of short term tactical subcontracting that are causing concern.”

In its most recent funding letter to the SFA in November, BIS went further stating: “For 2016/17 you will want to ensure that sub-contracting practices are consistent with the need to achieve value for money in the sector, and to continue to take action against providers who are either operating unacceptable practices, or failing to provide clear and timely information.

“I would like you to report to me the controls in place by the end of March 2016 to protect the interests of learners and employers.”

The government spokesperson, who was also representing the Department for Education and Department for Business and Skills (BIS), also told FE Week on April 14: “Providers must not subcontract to meet short-term funding objectives.

“The SFA’s funding rules are clear that providers who decide to use subcontractors should ensure their arrangements add value to the provision, that public funding is used to directly support learners and sub-contractors are selected fairly and have sufficient capacity, capability, quality and financial standing to deliver the services.”

This amounts to ‘Topslicing of topslicing’

Broker fees have been criticised as a further waste of skills funding — in addition to lead providers retaining millions in management fees through a process known as “topslicing”.

This practice, under investigation by the National Audit Office, has been the focus of an FE Week campaign since its launch in 2011, and was the subject of “recent compliance work” by the SFA.

It involves lead providers retaining government funding — usually called management fees — before finding a subcontractor to do the training for the remaining sum.

In one case, as reported by FE Week in November, Learndirect retained more than a third of its total government funding in management fees, pocketing nearly £50m.

Ian Wood, who according to LinkedIn worked for Hull-based brokering firm Purple Hearts Limited before it went into liquidation last July, was highly critical of large sums being diverted from frontline training.

He said that brokering amounted to “further topslicing of topslicing”.

“My main role wasn’t involved with sourcing brokered funding myself at Purple Hearts, they had a dedicated team for this, but I know how it works,” he added.

“You generally see brokers charging five per cent of monthly drawdown, which I personally think is too high, as the money should go directly to the learners training — especially bearing in mind that the prime will have already taken a cut of the funding through management fees.”

Response from provider associations

Association of Employment and Learning Providers (AELP) chief executive Mark Dawe blamed an “imperfect or restrictive funding system” for providing an opportunity for “intermediaries” to thrive.

He expressed concern after being shown adverts by FE Week indicating that millions of pounds allocated for learning was potentially going to brokers and called for an SFA crackdown.

Mr Dawe said: “In cases like these, where intermediaries appear, it is often reflects an imperfect or restrictive funding system.
“It suggests the SFA need to review their allocation system and the need to have a more flexible system of in-year reallocation.”

The Association of Colleges was less prepared to pass judgement.

When asked for its views on brokering, a spokesperson told FE Week: “Colleges have used subcontracting arrangements for many years to ‎ensure they offer high quality education and training.

“The apprenticeship subcontracting rules have become increasingly stringent and it is for individual colleges to decide how they comply with these rules.”

Easy money for ‘cowboys’

A broker contacted by FE Week complained about rival “cowboys” out to earn easy money.

Birkenhead-based funding4training was one of the few brokers FE Week came across that has an official website.

Its services were also publicised by Essex-based consultants EEVT Ltd, which regularly promotes brokering firms through its online newsletters.

One such newsletter advertisement for funding4training stated its 5 per cent broker fee was “negotiable depending on the provider”.

The firm’s director of sales and business development, Benn Carson told FE Week his firm was different to other, more disreputable competitors.

He said: “There are a lot of cowboys doing this work and it’s easy to be tarnished with the same brush, which is why I set myself high standards and make sure the presentation is right, by running a professional looking website.

“A lot of people are running around thinking they can make a quick buck, but that is not how it works if you do it properly.”

He added: “I offer a bespoke service to the client, where there is a lot of time and due diligence that needs to be put in.

“I don’t like to be called a broker. The service I offer is outsourced business development. Clients favour this set-up as they pay on results only.”

A testimonial on the funding4training website — allegedly from Westminster Kingsway College — said it could “confirm Benn has referred two really good providers to us both of which we have contracted with”.

When asked by FE Week why it used a broker, a spokesperson for the college said it was unable even to confirm if the testimonial was legitimate.

She added: “This kind of contract would be commercially sensitive information, so we would be unable to provide details in time for your deadline [before FE Week went to press on April 14].”

FE Week also asked EEVT Ltd why it advertises brokers.

Its managing director Steve Lawrence said: “Brokering is not something that I personally agree with and we don’t do it — but it’s something the market has created and readers of my newsletters want to know about.

“I don’t necessarily trust all brokers, which is why I try to publicise a selection of them, rather than just one, to give providers a choice.

“Lead providers used to do all the due diligence checks on potential subcontractors, such as checking their track record and turnover, but what happens with this now is the broker will often do that for them as part of the service, but the charge goes onto the subcontractor. It works for the prime contractor’s benefit and I wish it was not there.”

Putting our reputation on the line

The director of a firm that provides brokering highlighted the care it takes with recommending the right subcontractors to primes because its “reputation is on the line”.

The website for The Leadership Team, in Yorkshire, offers its services to large training providers.

It states: “We may be able to help you access funding from the SFA either directly or via one of our many ‘prime provider’ clients that already have an SFA contract”.

When asked about its brokering services, company director Tracy Myles told FE Week: “We are not just a funding broker, although we do sometimes introduce some of our smaller clients to larger ones for their mutual benefit.

“We do conduct financial and quality due diligence on any providers we recommend to our prime clients as it is our reputation on the line.

She added: “Our funding brokerage fee varies between 2 per cent and 5 per cent, depending on what other services we are providing.
“The fee is from the sub-contractor but in our case none [of it has to be paid] upfront and only as and when funds are drawn.”

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Editorial – Call the sheriff

Subcontracting brokers are not doing anything illegal.

But with commission percentages on million pound public sector contracts that would make estate agents blush, can it be justified?

What our investigation found was a growing and unregulated multi-million pound largely hidden market, with one broker labelling others as ‘cowboys’.

This is nothing short of shocking, so why hasn’t the SFA stepped in before now?

I first raised the issue of people touting SFA subcontracts on LinkedIn with then-chief executive of the Skills Funding Agency (SFA) Geoff Russell in 2012.

He responded on email saying he was “not sure what the issue is” and went on to add the SFA had “intentionally created a system motivated by market forces.”

It’s a relief, therefore, that the government has in the last two skills funding grant letters told the agency to root out this tactical subcontracting and get its house in order.

And it seems after seeing some pretty startling evidence from our investigation, they have rightly added limiting the use of brokers to the list of SFA tasks.

Nick Linford

 

No easy answers for volunteers in apprenticeship levy, Boles says

Skills Minister Nick Boles (pictured) has accepted there are no immediate solutions to “difficulties” that the apprenticeship levy will pose for charities.

Charity Finance Group (CFG) representatives warned Mr Boles during a recent meeting the levy would incentivise charities to employ apprentices in place of volunteers, which risked “perversely reducing productivity”, according to CFG minutes.

They also called on the government to allow volunteer training to be funded by the levy, which is due to be implemented from April 2017.

Mr Boles “accepted that there were difficulties around volunteering but could not immediately offer a solution to this challenge”, according to the minutes.

The Skills Minister’s comment came after the CFG’s call, last December, for the government to include charity representation on the new Institute for Apprenticeships (IfA).

The issue of volunteers is “an example of the unique business model that charities operate under”, said Anjelica Finnegan, CFG’s senior policy and public affairs officer.

“It is difficult to shoe-horn charities into policies at this late stage,” she continued.

Charity representation on the IfA would ensure “the issue of how volunteers fit into this policy are heard at the top”, Ms Finnegan said, “rather than being an afterthought”.

While the CFG was pleased Mr Boles met with the group, “we did feel that the minister didn’t fully appreciate the extent of the challenges many charities are facing at the moment,” Ms Finnegan said.

Other issues raised at the meeting included the lack of a sector skills council to oversee skills and training for charities, and the expectation that charities should be spending as much of their income as possible on their charitable activities, not paying for training.

Mr Boles “accepted that there is a lack of skills capacity in the sector”, according to the minutes, and expressed interest in a proposal for seed funding to invest in “sector-wide skills development infrastructure”.

Such infrastructure was necessary, Ms Finnegan said, as “without oversight of skills charities are not only left in the dark in terms of identifying need, but it also restricts providers’ ability to respond to skills gaps and develop relevant training courses on which charities can spend the levy”.

The unresolved difficulties for the charity sector are the latest of a number of potential issues to arise with the levy plans.

Other unanswered questions include how smaller, non-levy paying businesses will access funding for apprenticeships once the levy has been launched.

It is also unclear what will happen to existing levies, such as the one run by the Construction Industry Training Board (CITB).

FE Week reported on March 11 that Skills Funding Agency director Keith Smith had moved temporarily to the Department for Business, Innovation and Skills (BIS) to lead efforts to iron out such issues, as director of levy implementation.

When asked to comment on Mr Boles’ CFG meeting and the minutes to their discussions, a BIS spokesperson said: “We need to make sure the levy is right for all employers.

“This is why we are engaging with as many employers as possible to understand how the levy will work for their organisation and giving them the opportunity to work with us on the implementation design.”

Paracyclist strikes gold

A Cambridge Regional College student has won his first gold medal and set a new world record as part of Great Britain’s winning sprint team in the World Track Para-cycling Championships in Italy.

Level three sports studies learner Louis Rolfe, who has cerebral palsy and hydrocephalus, was drafted in as a late replacement but rose to the challenge to take the title alongside his teammates Jon Allan Butterworth and Jody Cundy.

After qualifying as the fastest team in the morning session, they went up against China in the afternoon’s final, and won in style, setting a new world record time of 49.268 seconds in the mixed team sprint event.

After taking home gold, Louis, aged 18, said: “I’m pretty happy although it hasn’t really sunk in yet — but I suppose in a few weeks’ time when I reflect on what I’ve done here, it will.

“I was expecting to get a high positioning, but never in a million years did I expect to get a medal, so I’m really chuffed.”

Pic: Cambridge Regional College gold medallist Louis Rolfe