Barnfield academy chain gets new name
The academy trust that was built up by Barnfield College has announced plans to sever its last link with the college by changing its name.
The Barnfield Academy Trust, which formally split from Barnfield College in March, announced today a new name — the Shared Learning Trust.
Trust chief executive Andrew Cooper said: “This is an exciting opportunity for our family of schools to make a very clear and decisive move away from the Barnfield name and begin our next chapter.”
The trust, which also has a new logo (pictured) is made up of five schools — the Vale Academy, Moorlands Free School, West Academy, South Academy and The Studio School, Luton.
Mr Cooper said: “The new name was one of those ‘it does what it says on the tin’ decisions. It’s a name that reflects some of our core values, not least the message that at the heart of all our schools is a strength brought about by working together in partnership and sharing our passion for good practice in teaching and learning.”
Last week the trust was released from an Education Funding Agency notice to improve, issued in February last year.
The decision to break away from the Barnfield College-led Barnfield Federation took seven months to enact.
It came more than a year after the Skills Funding Agency and Education Funding Agency both published critical findings of their investigations into the federation following the departure of former principal Sir Peter Birkett, who was knighted in 2012 for his services to FE and the academy movement.
In January this year, the college received a damning Ofsted grade four inspection verdict, which Luton South MP Gavin Shuker said blamed on Sir Peter’s focus on the academy chain, saying it had “starved [the college] of resources”.
The inspection result led to the college being the first to be visited twice by FE Commissioner David Collins, who previously visited in January 2014 following financial concerns and called for at least half the governors to be replaced.
A Barnfield College spokesperson said: “Barnfield College wishes the trust all the luck in its future endeavors.”
The trust is also developing a new website which will be launched at www.thesharedlearningtrust.org.uk from September 1, with individual school websites to follow from October.
New education and business committee members revealed
The new memberships of the two parliamentary select committees which oversee FE have been provisionally announced.
Iain Wright, the Labour MP for Hartlepool and new chair of the business, innovation and skills select committee, will be joined by Labour colleagues Paul Blomfield, the MP for Sheffield Central, newly-elected Hove MP Peter Kyle and Cardiff Central MP Jo Stevens.
Conservative members of the committee are Richard Fuller, who represents Bedford, new Cannock Chase MP Amanda Milling, Amanda Solloway, who was first elected as MP for Derby North in May, Kelly Tolhurst, who beat Ukip defector Mark Reckless in Rochester and Strood, North Warwickshire MP Craig Tracey and Warwick and Leamington’s Chris White.
Michelle Thompson, the Scottish National Party MP for Edinburgh West, will be her party’s sole representative on the committee.
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Meanwhile, the education select committee, chaired by Stroud’s Conservative MP Neil Carmichael, will be made up of Conservatives Lucy Allan (Telford), Michelle Donelan (Chippenham), Suella Fernandes (Fareham), Lucy Frazer (South East Cambridgeshire) and Caroline Nokes (Romsey and Southampton North).
They will be joined by Labour MPs Ian Austin (Dudley North), Kate Hollern (Blackburn), Ian Mearns (Gateshead) and Kate Osamor (Edmonton), and SNP MP Marion Fellows (Motherwell and Wishaw).
The memberships will have to be confirmed by Parliament on Monday.
New guide aims to improve understanding of skills system among policy makers
A comprehensive new guide to vocational education and training geared at improving the level of understanding of the skills system among policy makers will be unveiled in the House of Lords today.
The Guide to the Skills System publication comes from the Skills Commission, an independent group of leading experts and opinion formers from across the education and skills sector.
It will be officially launched in the House of Lords at 12.30pm to more than 140 guests, with speakers including Anne-Marie Morris MP, Parliamentary Private Secretary to Skills Minister Nick Boles, and John Woodcock, Shadow Education Minister for Young People.
Co-chairs of the Skills Commission, Labour MP and former Children, Schools and Families House of Commons Select Committee chair Barry Sheerman (left), and FE Trust for Leadership honorary president Dame Ruth Silver (below right) said in the report: “It has often been said that the skills system is not fully understood by policymakers.
“Whether this is a fair notion or not, it is with this sentiment in mind, and our conviction of the central importance of skills to our nation, that we have produced this guide.
“In this guide we aim to demystify this policy area and help to overcome some of the initial barriers policymakers can face in conceptualising the skills system.”
The guide, which is aimed at parliamentarians and their researchers, as well as the wider policymaking community, covers key areas including the public funding system, the role of employers, and the devolvement of responsibilities for skills across the UK.
It has spelled out six key messages, including the need to adopt greater systems thinking and boost employer engagement.
It also called for improvements to the “quality and confidence” of training and providers respectively, a smoother overall policy process, and calls for the provision of “stability in the system” and “fair and sustainable funding”.
The report said: “Parliamentarians should take heed of the calls from employers, practitioners and FE and skills experts for greater stability in the sector.
“FE and skills is the adaptive layer of the education system, yet many feel that the agility of providers and awarding bodies is undermined by frequent policy and procedural change.”
It added: “Policy must be fully evaluated to build on successes and avoid repeating past mistakes.”
The report also called for “improved careers advice” and investment in “high quality vocational programmes (Level 4+)”.
It added that policymakers “must better define” how they expect different types of employers to engage with the skills system.
It said: “The last Parliament saw much progress with measures taken to raise the status of vocational and technical qualifications, and to strengthen paths of progression into work and the study of higher level skills.
“In order for us to build a world class system, we need to fully appreciate the interconnectedness and interdependencies of the skills system, and think strategically about the relationship between its seemingly disparate components.”
Commenting on the report, David Russell, chief executive of the Education and Training Foundation, said: “I hope the guide will be useful and will arm parliamentarians with the knowledge they need to make vital decisions.
“We look forward to working with the government in the next five years, and to help them to make a real difference to everyone involved in the FE sector.”
Dr Lynne Sedgmore (above), executive director of the 157 Group, said: “The guide describes a system which has the key ingredients to deliver world-class provision, and it demonstrates how colleges and other providers are already driving real change, with a focus on local needs and higher-level skills.
“Over the next five years we must take proper stock of what is working well and push forward with policies which we know can deliver high-quality education and training for all.”
Charlotte Bosworth, director of skills and employment at OCR, said: “More than 50 per cent of 16-18 year-olds in education and training take vocational and technical training programmes.
“Young people need stability and security but policy churn and lack of investment is having a detrimental impact on them. This guide is a step in the right direction to help policy makers provide some of that stability.”
Tackling lack of diversity on college boards is ‘priority’
Pirandeep Dhillon, who became a governor at the College of Haringey, Enfield and North East London in March, thinks colleges need to be more imaginative with how they promote board vacancies with black, Asian and minority ethnic (BAME) communities
Despite not being a focus for the previous coalition or current government, it seems diversity (or the lack of) is back on the FE agenda.
Colleges have long been ahead of their peers in the universities and schools sector in terms of the number of BAME principals compared with heads and vice-chancellors.
Attention has now turned to the issue of governance within colleges and the fact that the majority of governing bodies are still pre-dominantly white British.
In 2015, and given the progress that has been made in attempting to bridge the gap between ethnicity and gender, these figures still make for uncomfortable reading.
As a young, Asian female governor I am very much in the minority.
I became a governor primarily because I wanted to make a difference to the young people in Haringey, Enfield and North East London who attend college, and hopefully bring a different perspective to ensure the college is doing its best by students, their parents and the community.
Given the number of BAME students in colleges, it is imperative that their governors, senior management and teachers reflect this make up.
Young people need role models and peers that look like them, be it ethnicity, gender or indeed age.
As with gender equality, ageism and LGBT rights, the issue of racial equality is a constantly evolving process.
As a governor I am in a position to draw on my own experiences both from a cultural and professional perspective and am encouraged to express my opinion and be challenging where necessary.
We need to be bolder, more ambitious and outward facing to create the change that is needed. This lack of diversity has rightly been identified as an area of priority for colleges
These characteristics require determination and resilience — having sustained dialogue with peers and support once becoming a governor is just as important as recruiting them in the first place.
Otherwise in a somewhat unfamiliar and what can be an intimidating environment, new governors may feel a sense of discomfort and choose not to carry on.
We must ensure that this focus on representation does not become a tick box exercise or tokenism.
One of the key issues, however, is promoting the opportunities available.
I was in the privileged position of having access to knowing how to apply to become a governor because of my contacts and networks.
Greater steps should be taken to explain, promote and support BAME communities and encourage them to become governors.
Many BAME communities have strong social and cultural links within their own locality.
This experience and knowledge would help colleges in their mission considerably.
It’s about removing the perceived sense of superiority and hierarchy and letting people know that anyone can get involved.
One of the key reasons that senior BAME representation is often weak in the public and private sector and a whole host of other industries is because of access to networks and knowing how or who can put you in touch with the right people.
This is exacerbated by a lack of awareness of the role of colleges. We need to be bolder, more ambitious and outward facing to create the change that is needed.
This lack of diversity has rightly been identified as an area of priority for colleges.
Doing so will create inclusive and more productive working environments that rightly reflect the demographic make-up of the students colleges serve.
There will never be a point in time where we can say everything has been achieved. We still have a long way to go to get close.
The focus on governors is a welcome one, but we must go further and ensure senior leadership teams and principals in colleges across the country are also representative.
Many of my friends are governors of schools, both primary and secondary.
Indeed for many aspiring and ambitious young people it is a rite of passage to have on your CV.
It is the sector’s job to recruit bright young people from a range of backgrounds to the FE sector too. We just need to do a better job of selling it.
My journey into FE governance
The rise to the position of chair at Burton and South Derbyshire College was relatively smooth for Everton Burke, but he wants to see more people from black, Asian, minority ethnic (BAME) join college boards.
I became a governor in a college of Further Education (FE) because I wanted to give something back to FE after some 26 years of full time employment in the sector and to make a positive contribution to it.
I would like to be able to take credit for that statement, but the truth is those words were put into my mouth by a close friend who is also a principal and chief executive of a college.
Up until that point I had never considered or been encouraged to become a governor. I thought about it and decided to have a look at what the role of a governor encompassed, including the time commitment as I was a busy person already.
I requested, was sent and completed the relevant application form and duly met with the search committee of the college, which was comprised of the chair of governors, a governor, the clerk to the governing body and the principal and chief executive.
I was asked supplementary questions to my application form, including the question of my commitment to the role and to that particular college.
Within a couple of days, I was informed by the clerk that the search committee would recommend my application to the full corporation at the next meeting and I would be informed of their decision soon thereafter.
I was delighted to receive the good news that my application was approved and I was now a college governor.
I was welcomed at my first meeting by the chair of governors and all the other members present and then we got straight on with the meeting.
I recall the chair offering me the opportunity to contribute to the meeting even though it was my first meeting, but he also said that I shouldn’t feel pressured to speak at my first meeting. I remember thinking ‘I like this chair’.
With my long experience of curriculum, as a former lecturer, I was offered a seat on the standards committee at the second full corporation meeting, which I accepted.
FE needs lots more diversity in the composition of its corporations
At the third and final standards Committee meeting for the academic year I was persuaded to become the vice chair and a year later I was its chair.
A year later I was very surprised and humbled to be voted in as the new chair of governors albeit in the sad circumstance of the death of the chair following a short illness.
I was very surprised because I was one of four black, asian, minority ethnic (BAME) members in a mainly white college from students, to staff, to governors.
I believe that I got the position as their chair because they felt positive about me becoming their new leader.
From new governor to chair in just under three years is something that I am very proud of.
I have the backing and support of all the members and this is reflected in the post meeting feedback summary collated by the clerk.
This was not always the case because some of the earlier feedback stated that I wasn’t summing up relevant agenda items prior to voting and that meetings were running longer than planned.
This presented a real challenge for us, but me in particular, because we had just switched over to the Carver-esq model of governance.
I was convinced that I was getting things more right than wrong, so I took on all the constructive points raised and made subtle changes where necessary.
The relationship between the principal and chief executive, the clerk to the corporation and I remains a strong and critical one for the effective governance of the college.
As stated at the beginning of this article, I had not previously thought about becoming a governor and was not aware of any awareness raising initiatives along these lines.
I believe such schemes would be beneficial in getting more people from BAME backgrounds to explore governance and becoming governors because FE needs lots more diversity in the composition of its corporations.
Colleges’ race record in question
College leaders have been urged to make the promotion of black, Asian and minority ethnic (BAME) principals a “priority” with their numbers having fallen nearly 30 per cent in three years.
Network for Black and Asian Professionals (NBAP) chief executive Rajinder Mann (pictured) made the plea as she said BAME principals at FE colleges had gone from 17 in 2012/13 to just a dozen. She further warned the sector was wrong to think it had “done enough” to increase the number of BAME governors in FE after a survey showed — despite minor improvement — that college boards were still dominated by white, middle aged men.
The Association of Colleges (AoC) survey four months ago found that 86 per cent of college governors were white British (down from 88 per cent in the 2013 survey). Meanwhile, 60 per cent were found to be male (compared to 62 per cent in 2013) and 55 per cent were aged 45 to 64 (compared to 60 per cent in 2013).
Ms Mann said: “I think the sector thinks it has done enough for BAME representation, yet with the decline of black principals and the changing demographics, the sector should be making this a priority area.”
A spokesperson for the Department for Business, Innovation and Skills said it was “up to individual FE colleges to decide how they appoint their board”.
However, Ms Mann’s comments have nevertheless won the support of West Nottinghamshire College principal Dame Asha Khemka, who said: “It is a great shame because we saw an encouraging increase in the number of BAME principals in 2012/13, but that tailed off. The number of BAME governors also needs to rise.”
Ms Mann claimed the fall in the number of BAME principals was “directly attributable” to a drop in public funding for the Black Leadership Initiative (BLI) courses, run by the NBAP, geared towards helping more BAME FE staff to become senior managers and principals. She said: “The BLI was set up with £650,000 for courses through an 18-month pilot in 2002 funded by the Learning and Skills Council. Although funding has declined over the years it remained a sector priority up until 2012/13. It is now down to the Education and Training Foundation (ETF) to provide funding and we received £34,000 for the last financial year to run the BLI provision plus £15k to raise awareness and attract BAME governors. We haven’t received anything since then.”
David Russell, ETF chief executive, said: “We think the make-up of FE college boards is a very important issue, and that progress is too slow. The AoC survey was funded by the ETF and was part of our governance development programme.”
An ETF spokesperson said it had given NBAP “£15k as part of AoC governance contract (in 2014), £105k for mentoring and development programme (in 2014) [to encourage BAME FE staff to apply for senior posts] and £34k for mentoring and development programme (in 2015).”
The most recent Census of England and Wales, in 2011, showed that 80 per cent of the population listed itself as white British.
Locally, figures for the white population range from 95.4 per cent in the South West to 59.8 per cent in London. The Census also showed that just 25.4 per cent of the population was from the 45 to 64 age group.
Ms Mann said “targets”, but not compulsory quotas, should be agreed for college boards to represent local demographics. “The government should lead on BAME governor recruitment with a similar approach to the [2011] Lord Davies report for women on boards,” she said. The report by Lord Davies, which was commissioned by former Business Secretary Vince Cable, set a target of a minimum of 25 per cent female representation by FTSE 100 boards by 2015. The proportion on women on FTSE 100 increased from 12.5 per cent in 2010 to 23.5 per cent by March this year.
A spokesperson for the Women’s Leadership Network (WLN) said “the issue of women’s representations on college boards is important” and there had been “some slow progress”.
There was a 60 per cent response rate for the 2015 survey and the resulting report said its “results cover nearly 200 English FE colleges [out of 335 colleges in England]”.
Dr Sue Pember, governance review adviser for the AoC, said: “Colleges have a very diverse population and it is important that governing bodies represent the needs and interests of all students. The AoC Governors’ Council and ETF see this as priority and have funded both the WLN and NBAP to produce guidance on this matter.”
Editor’s comment
Equality of issues
Colleges have got plenty to worry about as it is.
The extent to which funding will dry up even further is an issue that should be clarified with tomorrow’s (July 8) Budget.
Greater engagement with employers is the way forward, colleges are told as they place all their eggs in the apprenticeship basket to survive.
Meanwhile, rationalisation of college estates/workforces is an easy and often the most fruit-bearing financial option in the short-term (providing principals can survive the storms that ensue).
These are all undeniably serious and immediate concerns, but they should not mean that all focus on social issues of racial and sexual equality is lost.
It is often said that FE and skills is blessed with a high degree of social conscience thanks not least to its second chance sector reputation.
Indeed, the idea of colleges needing a poke about racial and gender make-up seems to be a case of preaching to the converted.
So Rajinder Mann’s call for the promotion of black, Asian and minority ethnic principals to be made a “priority area” is a timely reminder that life goes on despite our funding worries.
Let’s just hope Chancellor George Osborne will fund it adequately so it can still be around in five years’ time to be a leading light in BAME issues.
Chris Henwood
chris.henwood@feweek.co.uk
Functional skills fight after GCSE entry requirement u-turn
Childcare apprenticeship providers were today hoping a government announcement on GCSE equivalences “in due course” might provide a second victory having already won a government U-turn on apprenticeship entry requirements.
Childcare Minister Sam Gyimah announced last week a change in policy for the Early Years Educator (EYE) level three Trailblazer apprenticeship, launching next month.
He said the requirement for learners to have grade C or above in GCSE English and maths would be placed at the end of the course rather than upon entry.
It would, he said, “offer people the chance to study their maths and English GCSEs alongside their childcare apprenticeship training”.
The U-turn means sector leaders have been left making the case for Functional Skills (FS) to be recognised as equivalent to GCSEs.
Julie Hyde (pictured), executive director of the Council for Awards in Care, Health and Education (Cache), said: “We fully support the announcement that apprentices will no longer be required to have GCSE English and maths on entry but on exit. This will allow learners the opportunity to continue their studies alongside their EYE apprenticeship.
“We believe high levels of English and maths are important for those caring for and teaching children. However, the requirement to hold GCSEs and not FS is creating a barrier for employment as an EYE.”
Neil Leitch, chief executive of the Pre-school Learning Alliance, welcomed the U-turn, but added: “We would urge the government to review its current stance on GCSE equivalents, such as FS qualifications, given that the majority of early years employers agree that such qualifications are a valid demonstration of competency in English and maths.”
But a Department for Education spokesperson said: “Only English and maths GCSE have been confirmed as exit standards of literacy and numeracy. However, will be considering other equivalences and will announce a decision on this in due course.”
There is also hope the GCSE exit requirement will make the sector more attractive to learners, and therefore meet the demand for staff, with the Conservative Party having made provision of childcare places part of its 2015 general election manifesto.
It said a new Conservative government would “bring in tax-free childcare to support parents back into work and give working parents of three or four-year-olds 30 hours of free childcare a week”.
Stewart Segal, Association of Employment and Learning Providers (AELP) chief executive, said: “We provided evidence that the entry requirement proposal was creating a real barrier for many young people which had reduced the number of entrants to the sector when employers needed more recruits than ever — particularly in the light of the government’s plans to double the amount
of free childcare for
working parents.”
SFA reveals those told to pay back after surprise in-year audit
The Skills Funding Agency (SFA) has released the identities of the 97 providers who paid back £554k after a surprise in-year audit — with the Construction Industry Training Board (CITB) worst hit with a request of more than three times anybody else at £150k.
Una Bennett, deputy director for funding systems for the SFA, wrote to 699 providers before Christmas warning of a shock clawback on 2013/14 funding, because “some provision has been incorrectly claimed”, as exclusively revealed by FE Week on January 9 (pictured right).
The SFA said the following month that it had “resolved the identified issues” with more than 600 providers who wouldn’t have to return any 2013/14 cash, but it estimated that a total of £500k would need to be repaid by more than 90 providers. And it has now revealed, in response to a Freedom of Information request lodged by FE Week, the identities of the 97 providers asked to repay.
The average amount paid back among the 97 providers was £5,711, but the five highest sums to be repaid were from CITB, Carshalton College, Kingston College, Veolia Environment Development Centre and West Suffolk College, respectively.
An SFA spokesperson said that it reclaimed the funds “through providers earnings” where “we still have a contract with a provider”, but in “all other instances the money will be reclaimed through an invoice process”
A spokesperson for CITB, whose SFA allocation as of April was £40.6m, said: “This was an administration error on a number of learner files following changes to SFA criteria on training periods. We have worked with the SFA to amend any errors and the issue has now been resolved.”
Peter Mayhew-Smith, principal of Carshalton and Kingston colleges, which were federated in 2012 but retain separate governing bodies and were allocated a combined £8.7m by the SFA in April, said: “From 2013/14, students over the age of 24 have had to either pay for a level three programme themselves, or apply for a 24+ learning loan. Kingston College and Carshalton College processed over 600 24+ learning loans for 2014/15.
“Unfortunately, due to a clerical error, the colleges claimed a small proportion of these as funded students. The clawbacks have been actioned through subsequent payments.”
A spokesperson for Veolia, which was allocated £1.2m by the SFA in April, said; “We have resolved the data coding error, which related to the end dates of apprenticeship programmes with the SFA, arranged repayment and look forward to their continued support in the future.”
A spokesperson for West Suffolk College, which was allocated £1.2m by the SFA in April, said: “It [the repayment] related to 10 apprentices who genuinely achieved their programmes prior to the projected end date.
“The SFA reclaimed the funding [in May] which was deducted from the college’s normal monthly profiled payment.”
Meanwhile, the SFA revealed in its June ‘Inform’ newsletter that it had uncovered incorrect funding claims for 2014/15 after another in-year review.
It said: “Following a review of R10 data we can still see that learners are being reported as fully-funded in circumstances when they should only be co-funded. Some providers are incorrectly claiming full funding for learners aged 24 and over, learners aged 19 to 23, and apprentices aged 19 and over. We also have concerns about providers incorrectly claiming funding for learners aged 24 and over for learning aims at levels three and above.”
Here’s the full list of colleges and sums paid back:
| Activate Learning | £2,276.32 |
| Babcock Training Limited | £328.90 |
| Basingstoke College Of Technology | £7,822.27 |
| Bexley Youth Training Group | £1,099.88 |
| Blackburn College | £2,304.35 |
| Brent London Borough Council | £3,817.92 |
| Bromley College Of Further And Higher Education | £1,142.28 |
| Burton And South Derbyshire College | £154.71 |
| Busy Bees Nurseries Limited | £3,486.68 |
| Cambridge Regional College | £1,374.35 |
| Carshalton College | £43,425.66 |
| Central Bedfordshire College | £2,413.44 |
| Central College Nottingham | £821.31 |
| Central Sussex College | £1,558.15 |
| Chichester College | £1,167.11 |
| CITB | £150,308.07 |
| City And Islington College | £428.97 |
| Common Council Of The City Of London | £2,871.20 |
| Compass Group, UK And Ireland Limited | £2,372.73 |
| Darlington Borough Council | £4,537.09 |
| Darlington College | £3,944.24 |
| Derbyshire County Council | £1,289.78 |
| East Berkshire College | £5,372.76 |
| Eastleigh College | £1,921.13 |
| Easton And Otley College | £3,960.51 |
| Exeter College | £708.14 |
| First City Training Limited | £514.54 |
| Focus Training & Development Ltd | £3,958.08 |
| GP Strategies Training Limited | £1,815.96 |
| Great Yarmouth College | £1,132.13 |
| Harrow College | £3,182.60 |
| Health Education North East | £12,693.38 |
| Herbert Of Liverpool (Training) Ltd | £730.37 |
| Hopwood Hall College | £4,535.37 |
| Hospitality Training Partnership (Iow) Limited | £731.72 |
| House Of Clive (Hair And Beauty) Limited | £10,282.34 |
| Housing & Care 21 | £744.56 |
| HSBC Bank Plc | £3,525.70 |
| Hull Business Training Centre Limited | £301.39 |
| Hull College | £534.81 |
| In Touch Care Limited | £2,149.27 |
| IPS International Limited | £1,121.41 |
| K & G Hair Llp | £677.90 |
| Kent County Council | £742.89 |
| Kingston College | £34,935.39 |
| Kirklees College | £3,663.48 |
| Lancashire County Council | £449.52 |
| Leeds City College | £19,356.59 |
| Leeds College Of Building | £895.16 |
| Lesoco | £1,950.74 |
| Lincoln College | £839.61 |
| Marr Corporation Limited | £900.52 |
| Merton Borough Council | £277.68 |
| Michael Mccormack | £888.95 |
| Millbrook Management Services Limited | £978.99 |
| Mobile Care Qualifications Limited | £1,840.22 |
| Moulton College | £555.00 |
| New College Durham | £9,867.23 |
| New College Nottingham (Ncn) | £5,202.79 |
| North Hertfordshire College | £3,396.75 |
| North West Community Services Training Ltd | £2,942.85 |
| Oaklands College Of Further Education | £1,894.77 |
| Proco Nw Limited | £2,019.39 |
| QA Limited | £6,173.99 |
| Rathbone Training | £662.25 |
| Redbridge College | £4,743.28 |
| Redwood Education And Skills Limited | £6,538.33 |
| Richmond Upon Thames Borough Council | £1,092.53 |
| Riverside College | £12,879.02 |
| Royal Air Force | £6,323.83 |
| Rutland County Council | £1,131.10 |
| Sandwell Metropolitan Borough Council | £852.48 |
| Sheffield City Council | £2,360.06 |
| South Devon College | £3,279.74 |
| South Gloucestershire And Stroud College | £491.11 |
| St Helens College | £1,905.51 |
| Stephenson College | £3,137.41 |
| Stockton-On-Tees Borough Council | £6,505.24 |
| Stoke-On-Trent Unitary Authority | £662.25 |
| Sunderland City Metropolitan Borough Council | £3,010.06 |
| Telford College Of Arts & Technology | £9,088.18 |
| The Derbyshire Network | £5,052.25 |
| The Headmasters Partnership Limited | £857.05 |
| The Voluntary And Community Sector Learning And Skills Consortium | £1,014.02 |
| Total People Limited | £1,141.50 |
| Totton College | £1,698.17 |
| Tower Hamlets College | £10,144.93 |
| Trafford College | £1,493.70 |
| Train’d Up Railway Resourcing Limited | £1,750.99 |
| Tyne Metropolitan College | £12,652.08 |
| United Learning Trust | £864.05 |
| Veolia Environnement Development Centre Limited | £22,732.05 |
| West Herts College Of Further Education | £1,333.17 |
| West Suffolk College | £21,519.72 |
| Westminster City Council | £3,458.40 |
| Westminster Kingsway College | £3,271.06 |
| YMCA Training | £1,030.91 |