Mark Farrar, chief executive, Association of Accounting Technicians

The stereotypical picture of an accountant, says Mark Farrar, chief executive of the Association of Accounting Technicians (AAT), is “a desperate image of a white bloke in a pinstripe suit hunched over a great ledger or a spreadsheet”.

But that is “a million miles away” from the truth about financial management, he says as we sit in AAT’s airy, open-plan office surrounds, which he tells me were chosen specifically to dispel the myths that accountancy is closed-off and obscure.

“The image of a sector can be very important to attracting people to it and that’s a harder fight these days because all sectors are looking for the best,” admits the 53-year-old.

Farrar’s own career beginnings are probably a long way from most people’s idea of a typical accountant.

Born in Dublin, Farrar grew up in Bangor, Northern Ireland, where he harboured dreams of joining the Royal Navy — a choice which “would have been controversial if you’d announced it loudly,” he says with a wry laugh.

“It perhaps wasn’t the most usual of choices — and for a southern Irish guy as well.

Farrar sailing off the east coast of England
Farrar sailing off the east coast of England

“But it was something I wanted to do and I wasn’t going to let anything stand in my way.”

Growing up in Northern Ireland in the 1960s and early 1970s meant “you gained a good dose of common sense and street wisdom very quickly,” explains the father-of-four.

“But, actually, it was safe,” he adds.

“The headlines in some ways transcended the reality because actually The Troubles were in isolated areas most of the time — I grew up by the beach in a pleasant place and to this day I value the experience I had.”

The Navy sponsored Farrar through a degree in oceanography at Swansea University, so he joined the so-called brain drain leaving Northern Ireland at the time.

“I was always fairly independent,” he says. “I’m the one who picked myself up and moved over here to go to university and never went back — something that was fairly common at the time.

Farrar as a baby with dad Ron and mum Doreen in 1962
Farrar as a baby with dad Ron and mum Doreen in 1962

“One of the jokes was that on one of the signs at the Rosslare ferry terminal, someone had spray painted ‘Last one out, turn off the lights’.”

After university, where “the rugby was good, the beer ok and the people great,” Farrar joined the Navy full time, generally finding himself in the north Atlantic and the North Sea, while friends found themselves deployed to sunnier climes in Asia and the Caribbean.

After a few years, Farrar set a course for dry land, and set his sights on accountancy, training with Deloitte Haskins and Sells in Southampton, having discovered a love for the south coast of England.

However, at the time accountancy was a means to an end.

“From the beginning I’d said that I was really only in it for the qualification and wanted to go and do business, which I duly did,” says Farrar.

His business career took in Unipart Distribution Group, Barclays Bank and overseeing the demutualisation of Norwich Union, which led Farrar to move to South Norfolk where he met his now-wife Fran, and still lives.

Farrar’s wedding to wife Fran
Farrar’s wedding to wife Fran

However, as the company merged and changed, Farrar was left with a choice — move to London or York and leave his beloved coast behind, or find another job.

“So I did something I said I’d never do, which was join a government agency,”
he says.

“I’d seen myself then, possibly incorrectly, as a hard-nosed commercial animal — but I probably found out over time I wasn’t quite that.”

More by luck than planning, concedes Farrar, the organisation he joined as chief executive was the government research body, the Centre for Environment, Fisheries and Aquaculture Science — which wrote the textbooks he studied during his oceanography degree.

From there he moved to the Construction Industry Training Board, which took him “firmly into the world of training and education” which he found was “something of a maze”.

But, he says: “I find it quite helpful to come into it reasonably cold because you look at things in a different way, and you’re aware it is complex and if I get lost in it sometimes how is a small business meant to finds its way around?”

The complexity of the system is what gives him pause over the apprenticeship reforms.

“Looking at the financial flows behind it, I buy into the principal of more employer involvement,” he says.

“But I remain wary. What works for a very large corporate with a very large training department is different to a small or micro business which needs help to get through each and every day — so I think the jury’s out.”

Meanwhile, the Trailblazers, he says, “have been a great catalyst” for refreshing the frameworks, but again, there’s a note of caution.

“The sector really does need stability to let the dust settle and really find out what and does not work,” he says.

What works for a very large corporate with a very large training department is different to a small or micro business

 

“With governments changing we end up going round the circle again — there’s always an understandable tendency from government to try to fit things into coherent boxes that look similar whereas each and every sector is very different.

“And the temptation is to tweak qualifications into something that isn’t want employers truly want.”

What attracted him to the AAT role, he says was “is making a difference”.

“For me that’s important,” he says.

“Ultimately we change people’s lives for the better and through that we change organisations for the better.”

But, he admits, this isn’t always how he’s seen FE.

“I think initially I always approached it from a business angle, the creation of value, economic value,” he said.

“I admit I came at this through business, it’s what I was trained to do but actually as I’ve gone on in general management, I’ve learned that life is about people.

“I think they’re complementary — if you’ve got the individuals and teams working and they are skilled you will get the economic value.

“Perhaps at the start of my career I was all about numbers and straight lines and very clinical ways of looking at things which is a very good discipline to carry with you over time, but actually I think I’ve become more rounded as a person as I’ve travelled.

“I hope not to become a crotchety old bloke, but every so often you can feel it coming,” he adds.

It’s a personal thing

 

What’s your favourite book?

I think one of the ones that left a mark was Goodbye to All That by Robert Graves. When I read it some while back, at the start of my career in the Navy, I think it struck a chord in terms of the territory, because it’s a well-written account of the terrible things that happened in the First World War trenches

What do you do to switch off from work?

Offshore sailing — I sail off the east coast, generally for pleasure but I do a bit of racing as well. I find it a completely different environment when you step into it. By definition you forget about the working week and any other stresses and strains that might go with it. It’s literally a breath of fresh air

From left: Farrar’s father Ron, mother Doreen, Farrar and his younger brother Peter at his graduation from Swansea University in 1983.
From left: Farrar’s father Ron, mother Doreen, Farrar and his younger brother Peter at his graduation from Swansea University in 1983.

What’s your pet hate?

I reckon life’s too short for pet hates, but if you pushed me, it’s people making a distinction between FE and higher education. I think it’s all part of education, training and skills development and our vocabulary as a nation needs straightening out a little. But that’s easier said than done

If you could invite anyone, living or dead, to a dinner party, who would it be?

Sir Ben Ainsley — I’d like to know what drives him and what motivates him, and how he thinks. My wife Fran would endorse the choice, so she’s invited too. And maybe Charles Dickens, too

What did you want to be when you were growing up?

When I was very young I recall wanting to be a Mountie [a Canadian mounted police officer] and then I focused on joining the Royal Navy, which I eventually did and thoroughly enjoyed it

 

 

Where is the joined-up working that was promised?

Eight months after the Children and Families Act came into place with the aim of better meeting the needs of learners with special educational needs and their families and all is not well with the policy, explains Kathryn Rudd.

The Children and Families Act, which came into effect in September, promised a brave new world. It was designed to offer transparency, clarity and a more joined-up system.

But young people and their families are reporting a very different reality.

At the Natspec conference last month we heard from two parents about their experiences and their views of the new system.

One mother said she entered into the new planning process for her son with positive expectations that they could establish provision that would meet his requirements.

The first planning session took two hours and they quickly outlined her son’s interests, aspirations and the services he required. She was really optimistic that the plan would work for him.

What she hadn’t realised was that the plan and the funding were not connected. It took her 11 months and 21 different assessments to get the funding required for her son’s plan to be carried out.

Instead of introducing national procedures to support the new legislation in its early stage, the government opted for a system where individual local authorities (LAs) introduced policy and guidance appropriate for their local area.

Families report a ‘post code lottery’ based on where they live, the blanket policies operated in their area and the ability they have as a parent or family to fight the system

Somehow it is assumed that all young people want to stay within two miles of their parents, that LAs have the capacity, funding and expertise to make all the aspirations of the Act a reality, and that the LAs will telepathically deliver the same solutions to funding constraints and expectations.

It also assumes that the various government agencies will ‘play nice’ and set exactly the same thresholds for services and support and, that they will walk hand in hand into the sunset linking up budgets and systems around the young person.

The reality for many young people couldn’t be further from the truth. Families report a ‘post code lottery’ based on where they live, the blanket policies operated in their area and the ability they have as a parent or family to fight the system.

The heralded joined-up education, health and care plan was described by one parent as a fight to the death to protect each agency’s budget from actually funding the plan established.

The Department for Education has recognised the issues and spent a considerable amount of money and resource on tackling the individual issues as they are raised.

Now it has launched a wider review of the high needs funding reforms which all of us who work in this field are desperately hoping will address some of the cultural and systemic issues young people and their families are facing.

Without a considered review of the system, we are hurtling towards a two-tier system of educational provision post 16.

Parents and families who are articulate and well-informed are desperately using all available resources to fight the system (including ever-expanding legal support) to get the education they believe is right for their son or daughter.

On the other end of the spectrum the more disadvantaged families are seeing services and access removed.

This system unfortunately does not have any clear winners — young people, their families, providers, LAs are all suffering under expectations they cannot deliver and a plethora of different systems, paperwork and approaches.

As a country we need to consider carefully what we want, and equally, what we are prepared to fund, for young people with disabilities.

We need to ensure we can make this a reality ‘on the ground’ and carefully think through the unintended consequences of reform, so we can be clear that any future changes really do enable young people to have aspiration and choice over their lives.

 

How does the next government grow and fund a big increase in apprenticeships?

The political appetite for apprenticeships has never been greater, and neither has the pressure on funding — so where could the money for this booming programme come from, asks Richard Atkins.

Politicians in all of the political parties are telling us what a great success apprenticeships are and how they must be increased during the next Parliament, particularly up to the age of 24.

Civil servants, meanwhile, are preparing dossiers for new Ministers, giving them options for achieving their manifesto promises, including how the new government can grow apprenticeship numbers. So, what might the options be?

Firstly, we will need more young people, who are employment-ready, to choose the apprenticeship route.

Much better careers education, planned work experience and high quality vocational options for young people from age 14 will be essential if more young people are to be persuaded that the work-based apprenticeship route is right for them.

A comprehensive pre-apprenticeship programme for 16 to 24-year-olds, building on traineeships, will also be required. Secondly, we will need many more employers to offer more apprenticeship opportunities in their businesses if we are to meet the politicians’ huge targets.

The National Insurance exemption for apprentices aged under 25 included in the Chancellor’s December 2014 budget was a good start in incentivising employers to create more apprenticeship jobs.

But if we manage to achieve all of this, and create lots more apprenticeships, where is the money going to come from to fund them? Next year’s budget of £770m is already largely committed to existing and planned numbers with the current providers.

If we are going to expand apprenticeships significantly then new ways of funding them will need to be introduced in the age of austerity

Soon after I left school in the 1970s I joined a large retail and distribution business which put me through a series of planned training programmes with both on-the-job and off-the-job elements.

At various times over three years I was sent on day release and block release to colleges in London to gain relevant vocational qualifications alongside work-based training.

The company invested heavily in training because it was registered with and paid a financial levy to the Distributive Industries Training Board, based on its payroll costs, and could earn that levy back by investing in staff training of an appropriate standard and quality.

The company’s target was to earn back at least 110 per cent of the amount it paid out through the levy, giving it a real incentive to invest in internal and external staff training and development.

Indeed, like many large businesses my employer over trained, providing skilled staff for other businesses in the same sector. I notice that in the UKCES 2014 Employer Perspectives Survey of 18,000 businesses only 69 per cent said that they train their staff, and less than 40 per cent provide both internal and external training.

In the construction industry, an Industry Training Board and a levy system have been retained ever since the 1960s, and systematic sector-wide training including national qualifications is embedded in the structure of this sector.

For the past 25 years or so it has been unfashionable to argue that the training levy system should be re-introduced in this country, particularly when governments could afford to fund apprenticeships, train to gain and other schemes.

One of the key arguments against the levy has been that it would produce a burdensome bureaucracy for employers to deal with. Looking at the Construction Industry Training Board website recently, I saw that employers can register electronically, and then access a range of training services funded via the levy. This looks no more bureaucratic than several other recently proposed schemes, such as vouchers for apprenticeships or linking apprenticeship funding to HMRC for businesses.

If we are going to expand apprenticeships significantly then new ways of funding them will need to be introduced in the age of austerity.

The training levy system has been heavily criticised at times over the past 30 years but I would argue the next government should re-consider because the levy could help fund a major growth in apprenticeships while also increasing the percentage of employers who train their staff. It might also increase employer ownership of apprenticeships, because “he who pays the piper calls the tune.”

 

Calling time on student union-inspired game show

Media production students from Coleg Gwent are gaining real life experience in television by producing their own game show.

They are using skills picked up on their extended diploma in creative media production course on a university student’s union-inspired game show called The Union.

The learners took on the role of a television production company and were responsible for everything from sourcing materials, building the set and casting contestants.

Show producer Haydn Smith, aged 18, said: “Producing the show has been a lot of fun and I’ve learned a lot about responsibility and team work. I would like to have a career producing film or TV, so this project has been a fantastic experience.”

Main pic: Extended diploma in creative media production learners on set of their game show The Union. From left: Tom Daye, Simon Clement and Haydn Smith, all aged 18

 

Is your college a ‘going concern’?

What would happen to your college if the Skills Funding Agency held back funding for 45 days? It’s just one of the tough questions that need to be asked if you’re planning to stay afloat, says Ian Sackree.

One of the most (if not the most) important tasks for the college’s accounting officer, is to ensure that the college remains a Going Concern — and is a ‘thriving business’, even in the most challenging of times.

To fulfil this responsibility it is not necessary for the principal to be an accountant, but it is essential to ask the right questions of the accountant, and often.

Look at your own financial situation (or perhaps that of others you know) and imagine life without the next three pay slips and without replacement employment.

Some commentators suggest that more than 80 per cent of us could be facing mortgage arrears or eviction if we had to go 90 days or more without income, but with the same level of expenditure. This is a practical, sobering interpretation of Going Concern.

The problem with Going Concern is that you generally only hear the term from your auditor, once a year at accounts sign-off time.

Given that the number of acutely balanced colleges is believed to be 50-plus and rising, I suggest to you that ‘Going Concern’ and ‘Organisational Sensitivity — the what if? questions ‘ought (if not already) to rapidly become part of your daily and weekly leadership and management overview.

Do not leave it to the finance committee that meets too infrequently to be wholly effective; start to take an interest today

Now I know that for every financially-qualified or savvy principal there is a principal and chief executive out there who prefers only to know the necessary when finance is concerned. Now that’s OK to a point — what on earth would the sector look like if it were led by just accountants. But let’s not forget the role and responsibility attributed under the FE Act to the accounting officer. This cannot be delegated so my advice is to start to ask some frequent and regular questions of those in the college that do and should know about the factors associated with Going Concern.

Do not leave it to the finance committee that meets too infrequently to be wholly effective; start to take an interest today.

These are my top tips for those who are feeling the financial noose tightening: monitor (and discuss with your senior leadership team) reported bank balances and cash projections weekly; make it your business to understand where the cash is coming from over the next 12 months, and any timing issues that may arise between significant payments out and receipts in. Remember, cash is king.

Understanding cash days is key; it’s your 90-day plan.

Guard your college’s cash; avoid capital project-creep or the ‘can you just’ jobs in estates and ICT that may unwittingly eat in to your cash.

Ask questions about long-term debtors. Are there any chunky ones over 90 days, if so, why? Effective credit control is essential.

On the journey in to college each morning ask yourself a new ‘what if?’ question — what if the SFA withheld payment for 45 days, could we run the payroll? What if the SFA clawed £1m back under audit, could we pay the final balance on the new build? If the answer is ‘No’ then you have a challenge.

For cash purposes remember that depreciation is your friend. It is a non-cash expense in the income and expenditure account, which effectively makes it cash generative. It is not the long-term solution to ‘feed off the estate’ but it will get you through the next three years if you can spend less than your depreciation charge on estate and ICT infrastructure.

Make a point of asking your financial director to reconcile monthly management accounts to the college cash forecast. If a planned surplus of £500k switches to a deficit of £500k then you have a ‘negative swing’ of £1m in your bank account that needs financing.

Make it your business to know your college bank relationship director, and keep your borrowing facilities (short-term and long-term) under regular review. Include this as board-business.

Watch the use of ‘Income Accruals’. It’s a common trick to replace income not yet invoiced with income that we think in an ideal world has actually been earned. If used correctly, no problem. In difficult times they can however be used to ‘prop up’ income when delivery may actually be behind the level of income recognised.

 

SFAsteps in for campus revamp go ahead at cash-strapped college

A cash-strapped East Midlands college’s plans for a multimillion pound campus revamp have been saved after the Skills Funding Agency (SFA) and local authority stepped in with £12m of funding.

New College Nottingham (NCN) has already had a grant of £15m from the SFA for its Basford Hall campus redevelopment, and the new deal will bring the funding up to the £27m needed for the work.

It is understood finances at the college, which triggered an inspection from FE Commissioner Dr David Collins in February, had proved a concern for potential bank lenders.

However, a spokesperson for the college, which suffered a loss of £2.4m last academic year, said it would now be able to open the revamped campus on time this September following a £5m loan from Nottingham City Council and, FE Week understands, a £5m SFA grant and exceptional financial support of £2m.

Principal Dawn Whitemore (pictured) said the Basford Hall campus deal was “a solution that safeguards what is the single biggest investment in FE in the city for many years”.

“The college has been involved in financial discussions with our funding partners for some time,” she said.

The new campus will accommodate 4,500 construction, science, engineering and technology students a year.

A Nottingham City Council spokesperson said: “Basford Hall is such an important college site — it’s in the heart of the north of the city, surrounded by the communities most in need of support in developing skills for work.” He added the funding package would “help NCN on its road to financial recovery”.

An SFA spokesperson said NCN’s initial grant was approved in November 2013 through the College Capital Investment Fund (CCIF).

“Through the year end management of the CCIF programme and clarification of funding available it was agreed that a further grant could be awarded to NCN as part of their CCIF project in accordance with the ‘rules’ of the CCIF programme,” she said.

Financial issues at the college, which is looking to shed around 80 posts, mean it has also been forced to put its contribution to a £60m city-wide skills hub on hold — although it remains involved with a scheme steering group. “We are working together with Central College Nottingham and other partners on the Skills Hub development,” said Ms Whitemore.

“It has been a challenge to commit to the levels of resource needed, but both colleges are still committed.”

Dr Collins’ report on NCN, which was given a grade three rating by Ofsted in June, is yet to be published.

 

Golden girl Rebecca opens splashing new sports centre

Double Olympic gold medal-winning swimmer Rebecca Adlington officially opened a new £13.5m sports centre for Blackburn College.

It was developed by the college and the local authority and is open to both students and the community.

It was opened with the unveiling of a commemorative plaque by Ms Adlington, who retired from competitive swimming last year.

She took a tour of the facilities before taking part in a Q&A session with learners.

The complex features two sports halls, an 80-station fitness gym, aerobics and separate spinning studios, a 25-metre swimming pool, training pool and a sports science performance and testing laboratory.

Blackburn College governors’ board chair Bill Taylor said: “I would like to salute the council and the college for their courage and creativity in creating such a world class facility.”

Main pic: Rebecca Adlington joins students from Blackburn College at the opening of the Blackburn sports and leisure centre. From left: Level three extended diploma in sport learners Paige Brogan, aged 16, Nathan Hartshorne, 18, Ms Adlington, level three sport diploma students Nicole Carter, 18 and Josh Bristol, 17

 

Coalition parties let manifesto differences get between them

Funding increases, University Technical Colleges (UTCs) near every English city, a commission on funding for lifelong learning and millions of apprenticeships were on the agenda as the two Coalition parties went head-to-head with their general election manifestos.

The Conservatives and Liberal Democrats may have presided over the same education policies in Government, but apart from common ground over boosting apprenticeship numbers, each party tried to distance itself from the other as they launched their manifestos a day apart.

The Tories chose UTC Swindon as the venue for their manifesto launch, which was light on new announcements for FE. Prime Minister David Cameron promised a UTC “within reach of every city” and the manifesto document announced plans to publish “more earnings and destination data for FE courses”.

When challenged by FE Week about low students numbers for UTCs following the launch on Tuesday (April 14), Education Secretary Nicky Morgan (pictured above left) was up-beat about the programme.

She said: “I think we will see an improvement in recruitment. UTCs are a very important part of our overall education offer.”

The Lib Dems, who launched their manifesto in a warehouse in Battersea, West London, the following day, pledged to factor rising learner numbers into their two to 19 budget protection, which will result in a real-terms rise in funding. They also announced plans for a cross-party commission to examine adult learning funding.

Education Minister David Laws (pictured above right) said he hoped his party would be able to increase Adult Skills Budget funding from 2017/18 after “balancing the books”.

He told FE Week: “Because we are doing something very different from the Tories after 2017/18, which is growing public spending in line with the growth of the economy, it’s going to mean we have got much more money than the Tories for areas such as that. I would aspire to that (increase in post-19 education funding) but I can’t promise it because we are defining our pledges in the terms we have defined them here today.”

The proposals sparked a mixed reaction from sector leaders. Association of Colleges chief executive Martin Doel said new UTCs should be opened only in areas where places were needed, and called on the Tories to match Labour and the Lib Dems’ extension of the funding ringfence to include 16 to 19 education.

He said: “The Liberal Democrats’ pledge to protect education funding from cradle to college is very welcome one. But simply protecting the current allocations from further cuts freezing won’t ensure a sustainable and balanced system.

“In this context we are therefore very pleased that the Liberal Democrats have committed to a series of cross-party commissions on issues such as lifelong learning, national colleges and a review of VAT rules for sixth form and further education colleges.”

Association of Employment and Learning Providers chief executive Stewart Segal warned against the “chasing of substantial volume targets” on apprenticeships and said that any expansion of the programme would have to be matched with expanded investment.

He added: “Mr Laws’ comments on starting to reverse the cuts in the adult skills budget from 2017/18 are welcome in addition to his party’s protection of the 16 to 19 budget.

“While funding for apprenticeships and traineeships is currently prioritised, we believe that funding to provide skills for the unemployed is also important to help people into sustainable employment and earn at least a living wage.”

Plans for the commission on adult learning funding were also welcomed by the National Institute of Adult Continuing Education, which called for similar in its own manifesto. Deputy chief executive Tom Stannard said: “We are ready to help any future government make the work of this commission a success.”

Conservatives

 

3m apprenticeship starts in the course of the next Parliament

University Technical Colleges within reach of every city in England

Continued replacement of low-level FE courses with apprenticeships

Continued improvement of FE through new national colleges

Publication of more earnings and destination data for FE colleges

Abolition of employers’ national insurance contributions for apprentices under 25

 

Liberal Democrats

 

Higher spending on two to 19 education based on rising learner numbers

Increase in number of apprenticeships and extension of apprenticeship grant

Review of VAT treatment of general FE and sixth form colleges

Establishment of a cross-party commission on lifelong learning funding

Development of national colleges

Increase in number of apprentices from BAME backgrounds

 

 

Sea change in training for 2,000-mile swim

Hartpury College staff are facing their biggest challenge yet in training a charity fundraiser to swim across the Atlantic from Africa to Brazil, writes Billy Camden.

Swimming 2,000 miles in 6.5m strokes may seem an impossible task to most, but not father-of-one Ben Hooper, who will have four Hartpury College lecturers to thank if he succeeds in crossing the Atlantic.

Richard Collins, Tom Cresswell, Ben Drury and James McCarron are the sports and exercise team behind 36-year-old Ben, whose swim is due to begin in November.

The 90-day challenge will see Ben swimming front crawl for up to 12 hours a-day when he starts his ‘Swim the Big Blue’ adventure in aid of four charities — Plastic Oceans Foundation, Maggie’s Cancer Care Centres, Addaction and SOS Children’s Villages.

Ben Hooper
Ben Hooper

He could come face-to-face with deadly jellyfish and 30ft waves, not to mention killer sharks.

Ben said: “This is without doubt the biggest challenge I have ever faced.

“I am on a mission to prove that nothing is impossible and the support of Richard, Tom, Ben and James at Hartpury has been invaluable in preparing me, both physically and mentally, for what lies ahead.”

And the man charged with making Ben mentally strong enough for the challenge is chartered sport and exercise psychologist Richard, head of sports psychology at Hartpury.

He said: “Ben will face difficult and dangerous conditions, not to mention overwhelming fatigue and, although he’ll be supported by a crew, contact with them will be minimal. Being effectively alone for two months or more is a huge psychological barrier to overcome and in-depth mental and physical preparation will be vital to his success.

“We’re monitoring Ben’s heart rate, sleep patterns and emotional state on a daily basis and I’m trying to find his breaking point – that’s something you have to practice.”

Ben will also swim through the Doldrums — areas near the equator infamous for their stillness and humidity, and not forgetting the prospect of raging storms.

Learners at Hartpury College will benefit from the challenge by using it as a case study on their courses. And after the challenge is completed, Ben will visit the students to give inspirational talks and workshops.

From left: Ben Drury, Richard Collins, Ben Hooper and Tom Cresswell at the training facilities at Hartpury College
From left: Ben Drury, Richard Collins, Ben Hooper and Tom Cresswell at the training facilities at Hartpury College

“The best way for us to teach sports science as lecturers is to use case studies and this one is perfect for us because we are physically involved in it,” said Richard.

“The students are responding great and are really excited for the talks later in the year.”

Head of physiotherapy at Hartpury Tom Cresswell aims to make Ben as physically ready for the challenge as possible, as he could be burning up to 12,000 calories a-day.

Tom said: “This will be a gruelling trial of endurance and the focus will be on building robust shoulders and a torso that doesn’t waste energy. An efficient stroke will then support the engine that will be fine-tuned by strength and conditioning.”

Visit www.swimthebigblue.com to follow Ben’s progress and donate.

Main pic: from left: James McCarron, Ben Drury, Ben Hooper and Richard Collins during training for Swim the Big Blue