Darlington College tumbles from grade one to four

A North East England college has tumbled from an outstanding Ofsted rating to inadequate, an inspection report published today (March 20) revealed.

Darlington College was slapped with a grade four-across-the-board rating following the inspection that took place from February 9 to 13, with inspectors finding that managers and governors had failed to take action as the quality of its provision “deteriorated considerably”  over “several years and failed to take effective actions to reverse the decline”.

It was a dramatic fall from grace from the college’s last inspection in 2009, when it was deemed outstanding-across-the-board and praised for its high success rates.

Inspectors criticised teaching standards at the 5,000-learner college in today’s report, as well as the “poor” success rates for 16 to 18-year-old learners on study programmes, which made up 55 per cent of the college’s provision in February.

The report added: “Teachers’ questioning techniques and assessment in lessons are often ineffective and fail to allow all learners to contribute and develop their skills and knowledge.

“Not enough lessons engage, motivate or challenge learners, including those who are more able; too many teachers plan insufficient variety of learning activities suitable for all learners.”

It also criticised arrangements for work experience as “weak”.

Darlington College principal Kate Roe said the result was “very disappointing”.

“The challenges we face are known to us and we are already tackling the issues highlighted in this report,” she said.

“The whole college is determined to address the findings of Ofsted and return the college to an improved inspection grade at the earliest opportunity.

“Ofsted looked at a number of areas where there are weaknesses but there are other excellent areas of teaching and learning which were not included in the inspection on this particular occasion.”

The report acknowledged that Ms Roe was only appointed to the role last summer and had taken steps to address the college’s problems.

“A new principal and deputy principal were appointed less than a year before the inspection,” the report said.

“They have jointly worked hard to reverse the college’s fortunes by adopting a tougher approach to performance management, strengthening the governing body, recruiting new staff and applying more stringent criteria for assessing teachers’ performance.

“Early indications suggest evidence of improvements in a few aspects of the college’s provision, but it is too early to assess the full impact of all of the measures that the senior team has taken.”

Inspectors also noted the college had brought in new, experienced governors “following concerns about the poor attendance of a minority of governors”, but added the “governors have not had a sufficient impact on the overall quality of the college’s provision”.

To improve the college’s performance, inspectors called for the college to “hold teachers accountable for their learners’ outcomes”.

The report added the college must “ensure that recently introduced performance management measures accurately identify weaker teaching and learning and take swift improvement actions”.

The report’s publication comes weeks after concerns were raised that Ofsted’s system for flagging up falling standards in outstanding providers was “insecure”.

In January two previously outstanding providers, Four Counties Training Limited  and Venture Learning Limited (VL) were branded inadequate after not being inspected for a total of 12 years.

Barry Lord-Gambles, contracts director for VL, said: “The current regime of inspections is of no benefit to providers. It provides a very insecure comfort blanket.”

Budget confirms 2017 roll-out of apprenticeship vouchers as FE sector braces for more cuts

New “digital apprenticeship vouchers” will be introduced in 2017, the government confirmed today as sector bodies raised concerns about the impact further departmental cuts might have on FE.

Documents released to coincide with Chancellor George Osborne’s Budget today revealed a little more detail to the voucher policy, which has essentially brought to an end a two-year apprenticeship funding reform saga in which employers were expected to be handed government money to pay for training.

The budget
The Budget

The Budget documents confirmed that the vouchers, announced by Downing Street on Tuesday, would be in place by 2017. The system would give employers “purchasing power,” but actual government cash to pay for training will go straight to providers — just like the current system — and not into employers’ hands first.

The Budget document says: “The government, through the introduction of an apprenticeship voucher, will put employers in control of the government funding for the training apprentices need.

“The new mechanism, which will be developed and tested with employers and providers immediately and fully implemented from 2017, will give employers the purchasing power to have an even greater say in the quality, value for money and relevance of the training that their apprentices receive. As confirmed at autumn statement 2013, the government and employers will make cash contributions towards the cost of training for apprentices.”

Julian Gravatt
Julian Gravatt

It comes as organisations including the Association of Colleges (AoC) and National Institute of Adult Continuing Education (Niace) raised concerns about the future of general FE funding after Mr Osborne announced that efforts to reduce the deficit would include £12bn in additional departmental cuts between 2016 and 2019.

Blogging on the AoC’s website, assistant chief executive Julian Gravatt said: “Future spending cuts will come on those already made to post-16 education.

“We learnt last month that the 2015-16 academic year budget for adult further education will be 24 per cent less than this year’s budget. The Skills Funding Agency’s allocations were due on Tuesday and are now due later this week. We have lost one million adult learning places in the last five years – we’ll lose many more from this cut.

“The UK’s excellent employment record has been supported by the publicly funded further education system in recent years. This prop may not be available in future.”

David Hughes
David Hughes

Niace chief executive David Hughes said: “The Office for Budget Responsibility (OBR) tables set out how severe the Chancellor’s planned cuts are for 2016/17 and 2017/18.

“These are cuts on top of those we have seen already and those planned into this year, so the impact could be devastating. The cuts since 2010 have already led to a loss of one million learning opportunities for adults, with another 400,000 to come next year.

“All of this at the time when all of the respected analysts agree about the benefits of greater investment in skills training for people of working age and when skills gaps and shortages are hampering economic growth. I believe that we are in a skills crisis now, but those looming cuts really are frightening.

“Even by the government’s own ambitions, the cuts look like they will be hitting the job and life chances of millions of hard-working families, which cannot be right, surely?”

Jan Hodges announces Edge Foundation retirement

Edge Foundation chief executive Jan Hodges OBE today announced her retirement next month after a 35-year career in education.

The former South Essex College of Further and Higher Education principal has run Edge for the last four years and will be succeeded by policy and research director David Harbourne until her permanent replacement is appointed.

“It has been a pleasure and privilege to lead Edge over the last four years, working to raise the status of technical, practical and vocational learning,” she said.

“There have been so many highlights. There’s our annual celebration of success, VQ Day, and our sponsorship of The Skills Show, to name just two.

“Then there’s our role in promoting innovation. I’m proud that Edge has supported new institutions such as University Technical Colleges and the Edge Hotel School. We’re also funding a raft of smaller projects through our Innovation and Development Fund.”

She started in education as a teacher in secondary schools abroad and in the UK and then as a lecturer and manager in FE.

For the nine years immediately before she joined Edge she was principal of South Essex College of Further and Higher Education.

But in a May 2012 FE Week profile (click here to read) she revealed how working at Edge had appealed because its central mission – championing technical, practical and vocational learning — chimed with her own beliefs. “Most of my career has been spent trying to do that…so it seemed the perfect job for me,” she told FE Week.

She has also been chair of the Essex Federation of Colleges and of a large apprenticeship consortium, and has an honorary doctorate from the University of Essex and in the Queen’s birthday honours 2013 was awarded an OBE for services to further and higher education.

An Edge spokesperson said she had been “a champion for vocational education and training”.

“What I shall miss most are the hundreds of people I’ve met – all of them with fantastic stories to tell. They are living proof of what Edge has always said, that there are many paths to success,” said Ms Hodges.

“I’d like to thank Lord Baker, trustees and staff at the Edge Foundation, and all of my friends and colleagues for their support and encouragement. I wish them all well in the years to come.”

Edge Foundation chair Lord Baker said: “I would like to thank Jan for the huge contribution she has made to the Edge Foundation. She has been instrumental in helping to raise the profile of Edge and will be much missed. Part of her legacy will be the increasingly positive light in which technical, practical and vocational education is viewed in the UK as a valid and respected path to success.”

 

Sector welcomes ‘biggest ever’ apprentice minimum wage rise

An inflation-busting 20 per cent rise in the national minimum wage for apprentices announced today by Prime Minister David Cameron and his deputy, Nick Clegg, has been welcomed by the FE and skills sector.

The rate paid to apprentices will rise from £2.73 an hour to £3.30 in October, as the adult national minimum wage rises from £6.50 to £6.70.

The increase represents a rejection of the Low Pay Commission (LPC) call last month for the apprentice minimum wage to rise just 2.6 per cent to 7p as it in turn rejected a proposal from Business Secretary Vince Cable to bring the apprentice rate in line with the rate for 16 to 18-year-olds, currently £3.79 per hour.

A Number 10 spokesperson said it was the “largest ever increase in the National Minimum Wage for apprentices and will halve the gap with the National Minimum Wage rate for 16 to 17-year-olds, that will be £3.87 an hour from October”.

Martin Doel, Association of Colleges chief executive, told FE Week: “The increase to the minimum wage for apprentices is very welcome in recognising the value that apprentices provide to employers and in recognising the costs that many apprentices have in transport and living costs.

“It makes the apprenticeship route still more attractive to young people seeking to earn while they learn.”

A spokesperson for the Association of Employment and Learning Providers said: “We recommended narrowing the gap between the apprenticeship and National Minimum Wage rates but we need to ensure that this is done in stages.

“We have to ensure that increases in the apprenticeship rate do not have an impact on the number of employers providing these apprenticeship places by ensuring that the programme is properly funded in the sectors where the minimum wage is an issue.”

The government has also announced plans for a consultation with businesses on the future of the rate for apprentices.

Mr Cameron said: “At the heart of our long-term economic plan for Britain is a simple idea – that those who put in, should get out; that hard work is really rewarded; that the benefits of recovery are truly national.

“That’s what today’s announcement is all about – saying to hardworking taxpayers, this is a government that is on your side. It will mean more financial security for Britain’s families; and a better future for our country.”

Mr Clegg said: “This is just one of the many ways in which we’ve created a fairer society whilst building a stronger economy.

“If you work hard, this government is behind you all the way. Whether you’re on low pay or starting your dream career through an apprenticeship, you will get more support to help you go further and faster.”

But the Confederation of British Industry (CBI) accused the government of “politicising” the setting of the minimum wage by ignoring the LPC’s recommendation.

John Cridland, director-general of the CBI, said: “It’s positive that the government has accepted the independent Low Pay Commission’s (LPC) recommendations on the adult and youth rates. The Commission struck a careful balance, helping many low-paid workers without damaging their job prospects.

“Therefore it’s disappointing that the government has rejected the LPC’s recommendation on the apprentice rate.

“The National Minimum Wage has been one of the most successful policies of recent years thanks to the independence of the Commission – its politicisation is worrying.”

European states rely on QCF to recognise English apprenticeships, DWP official admits

The method used by other European states to recognise English apprenticeships relies on the doomed Qualifications and Credit Framework (QCF), a senior civil servant has admitted.

Angus Gray (pictured), head of the European Social Fund division at the Department for Work and Pensions (DWP) was giving evidence to the House of Lords EU internal market, infrastructure and employment sub-committee today (March 16) alongside Employment Minister Esther McVey.

When asked by Lord Liverpool whether the government has any evidence of the UK apprenticeship qualifications being recognised in other EU member states, Mr Gray said the QCF, which is due to be scrapped by regulator Ofqual, currently allowed that recognition to take place.

Mr Gray said: “Essentially an apprenticeship, as you know, is a mixture of work and a series of qualifications which are made up in a series of models.

“And in terms of mapping to Europe, the current UK qualification system overall which is called the QCF maps across to the European equivalent, the European qualifications framework, so that does help other member states, people in other member states, employers in other member states to recognise what the UK means when they say ‘this apprenticeship is made up of these qualifications’.

“They can map those qualifications across to this European framework. And the more that other states also do the same, the more that cross-understanding of the equivalents can be understood.”

Number 10 reveals apprenticeship funding reform ahead of Budget

The two-year apprenticeship funding reform saga in which employers were expected to be handed government money to pay for training today came to an end — with cash continuing to pass directly from the Skills Funding Agency (SFA) to providers.

Number 10 Downing Street, ahead of tomorrow’s Budget, announced that a “digital apprenticeship voucher” would be introduced for employers to give providers who then claim SFA funding.

A spokesperson said the system would give employers “purchasing power,” but actual government cash to pay for training will go straight to providers — just like the current system — and not into employers’ hands first.

It remained unclear how the new system might incorporate current pilots, including employer incentive payments and mandatory cash contributions, although the Department for Business, Innovation and Skills was expected to reveal more details soon.

A Number 10 spokesperson said: “We are putting employers in control of the funding for apprenticeships by introducing a new digital apprenticeship voucher.

“Apprenticeship vouchers will further simplify things for employers and give them the purchasing power over the government contribution to apprenticeship funding.

“The employer would register their details on a system being developed by the SFA, including their type of business, the details of the apprentice and the apprenticeship standard being signed up to.

“The discounted rate, which could be up to 100 per cent for 16 to 18-year-olds and at which employers can purchase training, would be calculated and the employer would be able to pass on the voucher code to the provider that is delivering the training for their apprentice. The provider would then reclaim the value of the voucher from the SFA.”

It comes just a week after Jennifer Coupland, deputy director of the joint Department for Education and Department for Business, Innovation and Skills apprenticeships Unit, told delegates at the inaugural FE Week apprenticeship conference that “employer-routed funding” remained central to the reform plans despite a number of concerns emerging during two consultations.

“To (mis)use a quote from Mark Twain, rumours of the death of employer-routed funding have been greatly exaggerated,” she said.

“The government remains committed to it and sees it as a core part of the reform system and design to support growth and improvement in apprenticeships.”

However, the reform that has emerged bears little resemblance to the proposals of former BBC Dragons’ Den investor Doug Richard, whose report in late 2012 triggered the reform agenda.

His idea for boosting the attractiveness of apprenticeships to employers was to offer them tax incentives through National Insurance or a tax credit system.

He wanted employers, funded via either system, to pay providers directly for delivering their apprenticeships, adding their own funding to that of the government.

But a 2013 consultation uncovered wide-spread opposition to employer-routed funding.

And a three-month technical consultation, which ran from March 6 last year and attracted 1,459 responses, put forward a credit account reform option in addition to a PAYE model — but both were rejected in January as Skills Minister Nick Boles said more design work on the system was needed.

Martin Doel, Association of Colleges chief executive, told FE Week: “It has been a long term intention of government to put the purchasing power for apprenticeships directly in the hands of employers. It remains to be seen if this voucher scheme does make the system simpler for employers as intended, or whether it actually introduces further bureaucratic complexity to apprenticeship funding.”

The new system was also given a cautious welcome by CBI director-general John Cridland, who said:  “Employers must be in the driving seat when it comes to apprenticeship funding, so we welcome the announcement of the voucher system but await further details.”

Increasing the value of apprenticeships

Selling apprenticeships to young people is one thing, and selling them to parents is another. Kirstie Donnelly considers how the FE and skills sector might improve the programme’s chances of being sold.

Two reports were launched this month highlighting, in different ways, the fact that there is a desperate need to increase the value of the apprenticeship brand if the system is to be allowed to achieve its potential.

Firstly, came the Education Select Committee report on traineeships and apprenticeships which warned that constant talk of apprenticeships as a means to tackle youth unemployment risked painting them as a second class option.

While it’s great that apprenticeships seem to be fixed firmly on the agenda we must ensure that there is a clear focus on increasing quality

The report also warned against sacrificing quality for quantity, an important point as all the political parties promise significant increases in apprenticeship numbers post-election.

While it’s great that apprenticeships seem to be fixed firmly on the agenda we must ensure that there is a clear focus on increasing quality if they are to truly meet the needs of industry and learners in the future.

We also have to make sure that government isn’t making changes to the system without good reason. That’s something that has been hugely damaging to the image of apprenticeships in the past.

So what should the government do?

I was part of the second report that was launched — the Demos report on Lord Glasman’s commission on apprenticeships. It found that just a fifth of parents had been told about apprenticeships by their child’s school.

This bias against apprenticeships is well documented, and isn’t shocking as schools are largely staffed with university graduates. If teachers have only experienced one pathway to a career, how can they be expected to advise on others? And it doesn’t help that school league tables count pupils who follow the academic route as a success but ignores other positive outcomes.

That’s why the Demos report called for three things.

Firstly, a high-quality public sector careers service; secondly, a chance for all 14 to 16year-old students to take a vocational subject alongside academic study; and thirdly, improved monitoring of school-leavers to find out how their choices have affected their careers.

I strongly support these recommendations and think that they will go a long way towards a fairer system that values academic and vocational education equally.

But it’s not just the Government that has a role to play. The FE sector has three clear responsibilities.

We need, firstly, to work closely with employers to create an apprenticeship system that meets their needs. The FE sector has the skills and the experience, even dare I say the creativity to design programmes that can deliver the quality teaching and support. Employers have the understanding of the outcomes their industries truly need and the detailed insight as to what is really required. It’s important that we demonstrate as a sector that we understand these needs and can respond to them. If we don’t, we could end up being cut out of the equation, which would only lead to poorer quality apprenticeships. We must ensure that we focus very clearly on outcomes, both for the employer and the learner.

Secondly, we need to get the message out there about how great apprenticeships are. The Demos report also found that whilst 90 per cent of parents think apprenticeships are a good option for young people, less than a third would be happy for their own child to do one. This is hardly surprising, as 86 per cent of respondents said they felt that apprenticeships were for less able students. What parent would want their child to limit their life chances by encouraging them to take a route they believed to be second rate?

What few parents realise though is that doing an apprenticeship could net their child a starting salary of more than £30k and the opportunity to avoid student debt that often totals more than £44k.

And thirdly, we need to champion higher apprenticeships. For apprenticeships to be recognised as high quality by learners and employers we need to promote higher apprenticeships so we have a system that gives access to the UK’s top jobs. This way, it can become a genuine alternative to a degree.

If we can create a gold standard in apprenticeships, ensuring they are the highest quality and improve how they are perceived, we are also opening the doors for the learners to be fairly remunerated and increasing their earning power in the longer term. This is ultimately the very best way to win over parents and young people.

It’s clear from both the reports that there is a lot of work to be done to secure the future of apprenticeships. The education sector, businesses and policymakers need work together to promote apprenticeships as a first-rate option to be considered by all young people.

We have a real opportunity in our hands right now. We won’t get all the solutions from government and we shouldn’t expect to. We must take control and work more collaboratively with each other, and importantly, with employers.

If we do this then we will be able to ensure that our sector finally gets the recognition it deserves, and most importantly, that the learners get the futures they deserve.

Dear Dr Sue (edition 131)

How do you handle your new principal’s demands? Is the managing director refusing to budge? Dr Sue Pember, the former head of FE and skills investment at the Department for Business, Innovation and Skills (BIS), who was awarded an OBE for services to the sector in 2000, puts her extensive sector knowledge to good use in a new section for FE Week.

On the third Monday of every month she answers your questions, backed by the experience of almost a decade as principal of Canterbury College, in addition to time served in further senior civil service posts at the Department for Education and Employment, Department for Education and Skills, and Department for Innovation, Universities and Skills.

In Dr Sue’s first section, she answers some of the questions she gets asked most often. Email DrSue@feweek.co.uk to ask her your question.

dr-sue

I am a sabbatical officer and therefore am not a student or elected representative. This means that I often feel very out of touch with my students and fear they find me difficult to talk to and do not see me as a peer.Dear-Sue-Cartoon-2

I do try to hold regular Student Executive Meetings but attendance is often poor and students are far from enthusiastic and proactive. Although I put on workshops and the like as part of the Youth and Wellbeing Team these are rarely well received and students are blasé at best.

This makes it incredibly difficult for me too truly grasp the wants and needs of my students. Is there something I can do to improve this or are these simply the trials that should be expected when trying to represent FE students?

Aubrey Powell, student president at Lincoln, Newark and Gainsborough College

Please don’t lose faith or get demotivated. Seeing that you attended the NUS conference and are now writing to me shows you are very committed. And yes, it is difficult and you are not alone in being unsure about whether you are making an impact.

Your first step is to talk to your principal, head of student experience and clerk, and explain that you want be proactive but you need their help. Ask about whether they feel the student voice is strong enough? You might find they are worried too. Go with a set of suggestions about what you would like to do, such as monthly surgeries, and ask if they could advertise them. Say you would like to join the programme course reviews so that you can pick up on student issues, and start a “you said it and we acted upon it” initiative.

You also need to see what’s happening elsewhere. Go on visits to other colleges to pick up on best practice and bring those ideas back. Talk to NUS and look at their development materials. Get other governors on side by taking a paper to the board about strengthening the student voice. And, of course, make the best use you can of social media.

Please let me know how you get on.

q2

It can take a newly-appointed governor (fresh to FE and corporate governance) at least two years to get their feet under the corporation table, so to speak.

Over the following six years they accumulate considerable knowledge and governance experience, at a cost to the college for training events, conferences, and as well as their own time. Knowledge associated with the running of the college — with all the complexities of the various funding streams, multi-site campus operations, curriculum and associated delivery quality management.

Then, just when they consider that they are making a really worthwhile contribution their (two by four years) eight years are up and they are off the Board and “redundant”.

Current personal experience suggests that colleges are not too keen to take on experienced governors and some still operate a representative agenda. Perhaps this attitude needs further research and maybe a “re-cycling scheme” introduced for experienced governors who still wish to support this exciting sector?

Graham Briscoe, former college governor

You raise a very interesting question which is being widely discussed at the moment. There is a move to limit the time governors spend at a single college, mainly because there is perceived wisdom that the longer a person stays the less likely they are to challenge and scrutinise the way a college operates. I agree with you that research needs to be done in this area.

It is felt that new governors will bring new ideas and challenge established assumptions and long held views. It is thought that some of the problems of governance seen in recent years exist because everyone is too comfortable and cosy.

New governors, if well selected, could bring in new ideas and fresh perspectives but, they need a good induction and support to get them up to speed quickly. The role of a search committee is to get a balance of experience and knowledge, which provides challenge and fresh new ways of thinking and working.

I see some scope for your concept of recycling although I wouldn’t like it be called that. Experience and challenge is much needed in the sector. I recently heard of several governors who, having done their two terms in one college, have moved on to another college to support that college’s development. Often these governors have been able to go in as the chair because they have exactly the skills needed to match college needs.