Revealed: The 8 trainers that will pilot teacher degree apprenticeship

The government has named eight teacher trainers that will pilot the new teacher degree apprenticeship from next year.

Six universities, plus two partnerships between universities and other providers, will be funded to pilot the route for would-be maths teachers who do not hold an existing degree.

Gillian Keegan

The government announced last month that a long-awaited degree apprenticeship will launch next year.

The four-year course, which would see apprentices achieve both a degree and qualified teacher status, will be piloted with “up to” 150 trainee maths teachers from September 2025, before a wider rollout.

Apprentices will spend around 40 per cent of their time studying and the rest of the time in the classroom. Ministers particularly want to see teaching assistants trained up via the route.

Education secretary Gillian Keegan said the pilot was a “vital step and will help to recruit and develop great teachers, and I’m delighted that these providers have been selected to help us to deliver this”.

Off-the-job salary costs covered

Under the pilot, the government will provide grants to cover the training. In the wider rollout, training costs will be covered by the apprenticeship levy.

Schools that employ trainees as part of the funding pilot will also receive “financial incentives to support with trainee salary costs to cover the proportion of time trainees will spend off-the-job, studying towards their qualifications”, the DfE said.

Schools and teacher trainers are also free to “design and deliver” teacher degree apprenticeships across all primary and secondary subjects “within the same timeframes as the funding pilot and in future years”.

However, those doing so would not receive grant funding or financial incentives to cover part of the apprentices’ salary.

The DfE said evidence from the funding pilot “will be used to inform considerations on any future expansions of funding grants for the teacher degree apprenticeship”.

It comes after Schools Week reported last week how proponents of the route believe it presents a “glorious” opportunity for those without a degree to train to teach, will help bring under-represented groups into the profession and give schools a much-needed option to spend levy funding.

But they face an uphill battle to convince sceptics about the quality of the route, as unions warn it must not erode teachers’ pay and conditions.

The providers

  • Nottingham Trent University
  • Staffordshire University, in partnership with Stoke-on-Trent and Staffordshire Teacher Education Collective (SSTEC)
  • University College London (UCL)
  • University of Brighton
  • University of Huddersfield
  • University of Nottingham
  • University of Wolverhampton
  • Xavier Teach Southeast, in partnership with the University of Sussex

Unions demand 10% FE staff pay rise in 2024/25

Unions have called for a 10 per cent pay rise for FE staff next year, or a £3,000 salary increase, to keep up with the pace of inflation.

The demand comes from the five trade unions representing FE workers, who submitted the 2024/25 pay claim yesterday.

It calls on college bosses to address the 40 per cent real terms pay decline for FE staff since 2009/10 and the “steep” rises in the cost of living.

The demand is above the 3.4 per cent consumer price index and 4.5 per cent retail price index inflation rate in the year to February 2024.

It is also above the 6.5 per cent AoC pay recommendation to colleges last year.

The pay demand claimed that colleges can pay for this using the £470 million 16 to 19 funding awarded for 2023/24 and 2024/25.

Unions have also called for a £30,000 minimum starting salary for FE lecturers, matching schools.

“FE needs sustained investment to tackle the recruitment and retention challenges. The starting salary for a teacher in FE 2023/24 on the AoC pay scale is £27,789. Following the implementation of the school teacher’s pay review body this year, the starting salary for a new school teacher in England is £30,000.”

Unions also maintained some demands from last year such as colleges having class size recommendations, a “national policy on the delivery of guided learning hours” and to have a binding national pay agreement.

New claims include a demand for staff to have two mental health days per year and a commitment to close gender, ethnic and disability pay gaps.

“Despite women being the majority of staff, there is a substantial gender imbalance across the lecturers’ pay scale. Women are overrepresented at all four points in the lower half of the pay scale and underrepresented at all of four points at the top of the scale,” the unions stated.

“Our demand is that joint work takes place to analyse the current FE gender pay gap and that this work should also include ethnic and disability data.”

David Hughes, chief executive of the Association of Colleges, said college funding rates have not kept up with inflation and encouraged unions to “focus their energies” on demanding the government raise the funding rates.

He said: “We thank the unions for their pay claim and look forward to meeting with them in May to discuss it. AoC and its members share the same aim as the unions, to improve college pay. That’s why we work so hard to persuade the government to invest more and to increase the funding rates per student. 

“Unfortunately, college funding rates for next academic year have, once again, not kept up with the rate of inflation. Our concern is that the already unacceptable pay gaps between college lecturers and school teachers and with industry will widen further unless the government invests more to raise funding rates for colleges. 

“We will do everything we can to secure that extra investment and would encourage the unions to focus their energies on that as well.”

Apprenticeship funding rules 2024/25: Changes you need to know

Additional learning support funding is set for reform and functional skills requirements for SEND apprentices will be relaxed next year, according to new proposed apprenticeship funding rules.

The Department for Education is also introducing a new subcontracting threshold and plans to review “more flexible approaches” to active learning.

Draft apprenticeship funding rules for 2024/25 were published today and revealed a series of proposed changes.

Here’s what you need to know:

Funding claims for learning support made easier

From the next academic year, the government will move reviews for additional learning support from monthly to every three months.

Officials will also allow an assessment for learning support to happen at any time during the apprenticeship instead of just at the start.

Providers can claim learning support funding to make “reasonable adjustments”, such as specialist equipment and extra staff, to support an apprentice who has learning difficulties or disabilities so that they can complete their apprenticeship.

It is a fixed amount of £150 per month which can only be claimed by the provider for each month where reasonable adjustments are delivered, evidenced and result in a monetary cost.

ALS funding claims can, however, be a difficult area for providers which has led to several cases of large clawback.

The DfE said its 2024/25 reforms will “reduce bureaucracy associated with claiming learning support”.

Importantly, the ALS changes will apply to existing apprentices not just new starters.

SEND pilot flexibilities rolled out

The government will allow all providers to use a flexibility that allows apprentices with learning difficulties but without a pre-existing education health and care plan (EHCP) or statement of learning difficulties assessment (LDA) to work towards a lower level of functional skills.

Under current rules, apprentices must achieve level 1 English and maths functional skills qualifications if they’re on a level 2 apprenticeship and did not pass the qualifications at GCSE. And if a similar learner is on a level 3 or higher apprenticeship, they must achieve functional skills at level 2.

Those with an EHCP or LDA can, however, work towards and pass the lower level of functional skills English and maths at entry level 3.

Over the past year around 20 providers trialled a change to the rules that allows special educational needs and/or disabilities coordinators (SENDCOs) to conduct additional assessments and judge whether a learner without an EHCP or LDA – but with equivalent needs – can be approved for this flexibility.

Pilot providers previously told FE Week how this “game-changing” reform was allowing hundreds of people who found themselves blocked from apprenticeship opportunities to enrol on programmes thanks to the exemption.

The DfE said today that following this “positive” pilot, “we are extending English and maths flexibilities for apprentices who have learning difficulties or disabilities but no Education, Health and Care Plan, to study a more suitable level of English and maths”.

£30k subcontracting threshold

DfE will also introduce a new £30,000 threshold for subcontracting from August, today’s rules state.

A provider will be allowed to use a subcontractor that is not on the published apprenticeship provider and assessment register (APAR) but who will deliver “less than £30,000 of apprenticeship training and on-programme assessment under contract across all main providers and employer-providers between 1 April and 31 March each year”.

The DfE said this will make it “easier for providers to bring in industry specialists to deliver training by introducing greater flexibility in subcontracting arrangements”.

Onboarding and progress monitoring admin reduced

Initial assessment will be integrated with development of an apprentice’s training plan, the DfE said, which will “reduce the number of documents employers and providers need to review and sign”.

Providers will also “no longer need to ask employers to sign off each progress review”. 

5% co-investment payment lag

Prime minister Rishi Sunak announced this month that the 5 per cent co-investment for non-levy paying employers taking on apprentices aged 16 to 21 will be scrapped for new starts from April 1.

DfE has however warned that the associated changes to its payment systems will take “several weeks” to introduce.

This means that providers will continue to receive monthly payments representing 95 per cent of the agreed price for training and assessment until June when backdated payments for April and May for the 5 per cent balance of funding will be made.

Active learning review

The DfE is reviewing the “minimum requirement” for active learning, which refers to off-the-job and English and maths training.

Today’s draft rules said the department will begin seeking views in April about potential changes, as it is “keen to explore changes which support more flexible approaches to the delivery of training, such as front-loaded or block release training, as well as providing more flexibility for employers”.

Our adaptive curriculum is a model for upskilling and reskilling the UK

The North East Institute of Technology (NEIoT) with lead partner New College Durham and collaborating FE institutions Middlesbrough College, East Durham College, and Tyne Coast College, along with industry stalwart Esh Group, is pioneering a project, ‘Retrofitting for the North East’. an innovative initiative that promises to redefine the future of retrofitting across the region.

This transformative journey began with the recognition of a skills deficit within the retrofitting sector. Working closely with regional employers and education partners, NEIoT identified an urgent need for a highly skilled workforce capable of meeting the growing demand for energy-efficient and sustainable living environments.

Retrofitting has become a critical aspect of sustainable development, key to future-proofing homes and meeting our net-zero goals. This is leading to growing demand for skilled professionals such as retrofit installers, advisors, assessors and coordinators to transform existing properties.

The impact on the construction industry is significant; forecasts indicate a requirement for 500,000 skilled retrofit operatives by 2030. Employers will need to upskill and reskill significant numbers within their workforce, and retrofitting will be an essential aspect of young learners’ education.

With almost 3.4 million homes in the North East and Yorkshire Energy Hub areas outlined for domestic retrofit in the coming years, NEIoT’s adaptive approach not only aims to bridge the current skills gap but establish the groundwork for sustained industry-education relationships and continuing development of additional courses to meet future industry needs.

A pivotal aspect of this adaptive curriculum approach involves the engaged participation of members from the NEIoT Construction & Built Environment Employer Advisory Board. This board consists of representatives from the construction industry, including both SMEs and large companies, as well as associated employer representative bodies (ERBs).

We are establishing sustained industry-education relationships

These industry professionals offer invaluable insights, guidance and feedback to shape curriculum development and delivery. Regular meetings of the advisory board and retrofit sub-group facilitate knowledge-sharing sessions, cultivating a sense of community and shared responsibility to address the needs of learners and employers.

By integrating industry expertise, the NEIoT educational offerings will align with industry standards and best practices while incorporating the latest developments in retrofitting technologies and methodologies.

Working with organisations such as Green Leaf Engineering, North Star Housing, Livin Housing, believe housing, and Constructing Excellence North East, the NEIoT and Esh Group have ensured that the courses are not just theoretical; they will address the practical skills needs of the sector and offer mentorship opportunities.

Implementing this adaptable methodology has presented challenges, including navigating regulatory frameworks, securing buy-in from stakeholders and overcoming logistical hurdles. However, the relationships established through our collaborative efforts to overcome these have solidified our commitment and determination to succeed. The NEIoT consortium has embraced adaptability as a guiding principle, emerging stronger and more resilient.

A suite of nationally accredited courses has been meticulously developed to cover the retrofitting process. Delivery of NEIoT Retrofit Courses for Installers, Advisors, Assessors, and Coordinators ranging from level 2 to level 5 will start throughout 2024. These courses will be standardised in terms of delivery, cost and resources across all NEIoT campuses, ensuring a consistent regional experience.

Employers can be confident that their employees will gain from a high-quality, NEIoT-branded, accredited learning experience. And workers can be confident the skills and knowledge they gain will be industry-standard.

This initiative illustrates that tackling skills shortages is about more than just education; it’s about cultivating a community of proficient professionals to instigate change.

As the retrofit offer nears completion, NEIoT and Esh Group will be engaging in discussions on sharing course development and delivery across the National IoT Network, aiming for broader adoption and scalability of the adaptable methodology.

Backed by substantial government investment, these IoT collaborations between FE and HE providers and industry are leading the way in meeting business and education needs by establishing regional collaborations for skills excellence.

Embracing adaptability is indicative of a significant shift in education and workforce development to empower learners and innovate our way to resilience and excellence.

So connect with your local IoT, and start leading change in your community.

Revealed: The 8 colleges in DfE’s funding simplification pilot

Eight colleges have been named as participants in a Department for Education (DfE) pilot aiming to simplify funding, audit and reporting rules.

From 2024/25 the colleges will be given more flexibility over funding rules and some ringfenced budgets across adult and 16 to 19 provision.

They will also be allowed to deliver skills bootcamps without the need to bid for funding through procurements.

The pilot will be used to judge how wider changes can be made to the way colleges are funded and audited.

However, details of how rules will be simplified for participants are yet to be confirmed.

The eight colleges are spread across the south, midlands and north of England.

•             Basingstoke College of Technology, Hampshire

•             The Bedford College Group, Bedfordshire

•             Bridgwater and Taunton College, Somerset

•             Exeter College, Devon

•             Loughborough College, Leicestershire

•             Middlesbrough College, Middlesbrough

•             Sunderland College, Tyne and Wear

•             TEC Partnership, North East Lincolnshire

The launch of the pilot comes as part of the DfE’s wider reforms which aim to simplify FE funding and accountability – including a merger of several adult skills budgets into the single adult skills fund in 2024/25.

In an appeal for volunteer colleges in January, the DfE said the pilot will help it deliver adult skills funding “and improve predictability”.

It will also “capitalise on the reduced funding rules and ringfences to simplify how we audit and assure FE funding as well as simplify back-end data processing”.

The DfE added that it will develop options with a view to test several simplifications for apprenticeships, which could “include simplifying onboarding, testing new funding approaches and streamlining end point assessment processes”.

A separate apprenticeship expert provider project that aims to reduce time and resources helping small employers through the system.

Media provider praises ‘new era’ of inspection after jumping to ‘good’

A film and media training firm has jumped from Ofsted ‘inadequate’ to ‘good’ after exiting apprenticeships and moving into skills bootcamps delivery.

All Spring Media Ltd endured what managing director Martina Porter described as a “traumatic” inspection 18 months ago that resulted in the lowest possible judgment.

The Buckinghamshire-based provider accused inspectors of “lacking industry expertise” and went on to file legal action after the government threatened to terminate the company’s apprenticeship contract over the disputed result. But the provider eventually withdrew its claim.

After the fiasco, All Spring Media continued delivering a range of entry-level and CPD programmes, specifically for production-related roles in the screen industries. It then won a skills bootcamps contract with Hertfordshire local enterprise partnership in September 2023 which brought the provider back into scope Ofsted.

The provider secured ‘good’ grades across the board in a report published today.

Inspectors found that the 24 learners “rightly recognise how the skills bootcamp is providing them with the required skills and industry introductions essential to them achieving their ambitions”.

The report added: “Learners enjoy their learning and build positive relationships with their trainers, peers and with those working in the sector.”

Inspectors also praised leaders for having “designed a programme of learning logically to build the fundamental knowledge learners need to work in the television and film industry” and as being “clear in their ambition to provide opportunities for learners from diverse backgrounds to access the sector”.

Porter said: “Our team was understandably apprehensive before the inspection due to the unjust nature of the first one. However, the inspectors arrived with a different approach, putting our team at ease and wanting to learn about our industry. We hope this is the start of a new era of collaborative inspections from Ofsted.”

Luke Hall named new education minister

Luke Hall has been appointed as a Department for Education minister following the sudden resignation of skills, apprenticeships and higher education minister Robert Halfon. 

The Thornbury and Yate MP was minister for regional growth at the Ministry of Housing, Communities and Local Government from September 2020 until September 2021.

Hall has also served in junior ministerial roles at the ministry as minister for rough sleeping and housing and was a parliamentary private secretary to the ministerial team in the DfE in 2017.

Number 10 announced his move to the DfE as a minister of state this evening following the departure of Robert Halfon, who will also stand down as the MP for Harlow at the next general election.

Hall’s full brief and ministerial title is yet to be confirmed by the DfE.

Hall was elected as an MP in 2015. He has sat on several House of Commons committees including for work and pensions, petitions and environmental audit.

He has also held the post of Conservative Party deputy chair.

Robert Halfon resigns as skills minister

Robert Halfon has resigned as minister for skills, apprenticeships and higher education and plans to stand down as an MP at the next election.

Posting on X this afternoon, he said he “feels it is time for me to step down” after more than two decades in parliament.

Halfon became skills minister for the first time in 2016 but was sacked a year later by then-prime minister Theresa May. 

He moved on to become the chair of the education select committee, serving for five years, before returning to the skills brief, with the additional job of higher education, in the Department for Education in October 2022.

It is not clear at this stage who will replace Halfon as skills minister.

He becomes the 63rd Conservative MP to announce they are resigning at the next election.

In a letter to the Harlow MP, prime minister Rishi Sunk said: “I wanted to pay tribute to your greatest legacy in parliament, which is of course your passion for promoting apprenticeships.

“You have been a stalwart champion for this remarkable and life changing programme, which is underpinned by our conservative principles to empower people to climb the ladder of opportunity.”

‘Political life has its ups and downs’

Halfon, who has commonly said in ministerial speeches that he is a huge admirer of author JRR Tolkien, signed off his resignation post with a quote from the Lord of the Rings.

He said: “Political life, while fulfilling, has its ups and downs. At these times, I read J.R.R. Tolkien both as a great source of comfort, but also for some good advice.

“As I move towards stepping down at the general election, I am reminded of what Gandalf said to Frodo Baggins after the defeat of Sauron in the Lord of the Rings: ‘I am with you at present…but soon I shall not be. I am not coming to the Shire…My time is over: it is no longer my task to set things to rights, nor to help folk to do so. And as for you, my dear friends, you will need no help…among the great you are, and I have no longer any fear at all for any of you.’

“Although I often feel more like the character Bilbo Baggins than Gandalf, I believe these words have great resonance, and perfectly capture my feelings as I move onto my next journey in life.”

The frontbencher has become well-known for his “ladder of opportunity” catchphrase and has been influential over policies including the apprenticeship levy, T Levels, adult education budget devolution, the lifelong learning entitlement and level 3 qualification reforms.

The staunch champion of further education and skills also frequently states that he was the first MP to employ an apprentice when he was elected in 2010.

Halfon used his maiden speech to call for “root-and-branch cultural change” so apprenticeships are “held in the same regard as higher education by secondary school teachers”.

Speaking at the Annual Apprenticeships Conference last month, Halfon said he was “most proud of evangelising about apprenticeships” in his time as minister. He added that even with reforms like the Baker clause, “I want even more done in schools, even now”.

‘His drive to back FE will be missed’

Association of Colleges chief executive David Hughes said Halfon’s “drive to promote inclusion and to back further education will be missed”.

He added: “He has been a passionate champion for further education, skills and apprenticeships throughout his tenure as chair of the education select committee, and as minister, bringing to the roles a commitment to colleges and to understand from students and apprentices as much he can about what works for them.

“I am confident that he will continue to be a passionate supporter of our sector and a fervent advocate of students and their needs when his time as an MP comes to an end.”

Sue Pember, director of policy at adult education network HOLEX, said Halfon “will leave a void that will be keenly felt”.

“He has been a great advocate of the role of adult community education and has been unwavering champion of innovation and raising standards,” she added. “The policies he has introduced in the last three years will have a beneficial impact on lifelong learning for a generation.”

Ben Rowland, Association of Employment and Learning Providers chief executive, described Halfon as “somebody that has spent his political career fighting for the skills sector”.

He said: “AELP has seen first-hand how Robert Halfon has understood the important role independent training providers play in delivering high-quality skills provision right across the country.

“We need champions for the skills sector on all sides in Parliament, so it is a shame that Robert Halfon won’t be able to continue that work after the next election. However, it is clear that without his work over the last 15 years, the apprenticeship system would not be as strong as it currently is and everyone at AELP would like to wish him all the best for the future.”

SEND colleges slam ‘unwieldy’ English and maths resit reforms

Specialist colleges have warned the government that its controversial English and maths resit reforms are an “unwieldy demand” for SEND learners and could increase dropout rates.

An overwhelming majority of SEND colleges (91 per cent) in a new survey published today by the National Association of Specialist Colleges (Natspec) have condemned the “dictated hours” announced last month.

Under the new rules from 2025, post-16 providers must teach students a minimum of three hours a week of English and four hours of maths if they failed to achieve a pass in the subjects at GCSE, or risk losing funding. Teaching must be “whole class” and “in person”.

Students with special educational needs and/or disabilities and an EHC plan, who are assessed as unable to study towards either GCSE, functional skills or stepping stone qualifications, can be made exempt from the condition. 

However, these students must be individually assessed, there should be no blanket exemptions and colleges “must make every effort to enable students to study approved qualifications” before assessing them as exempt.

SEND leaders have added their voice to furore from general FE college bosses, saying that the move will be “counterproductive”, increase dropouts, reduce learner attendance, lead to additional stress and take time away to develop vocational and vital social skills for vulnerable learners.

Natspec’s survey involved 46 of its members who currently teach 1,536 students English and maths, the majority of whom study functional skills (68 per cent) or stepping stone qualifications (20 per cent).

The results show that for 63 per cent of English students and 65 per cent of maths students currently study fewer guided learning hours than the new increased minimum.

For many, current guided learning hours for the subjects are around 1.5 hours per week, according to the report.

One respondent said that “the new guidelines will cause a huge amount of behavioural and staffing issues”, while another highlighted that they would “impact on other areas of the curriculum, such as learning skills for employment and independent living, which are the primary aims of the courses the learners have enrolled for”.

Another surveyed college said: “Good functional skills development and enhanced communication skills are absolutely essential, but if learners have not achieved after 15 years of classroom provision through school and FE it seems unhelpful for both learning and motivation to bring in such an unwieldy demand.”

‘Unmanageable’ for the most vulnerable learners

Meanwhile, 81 per cent of respondents said that the requirement for “stand-alone, whole-class, in-person teaching” would have a negative impact on some or all students, citing the importance of a “person-centred approach and flexible teaching methods”.

One respondent said learners would not be able to cope with being in larger groups, as they find it distracting and overwhelming, “which has an impact on everyone’s learning and safety”.

One small SEND college said the change would ultimately impact their funding from the ESFA “due to learners likely needing one-to-one or very small group sessions which costs more”.

Clare Howard, chief executive of Natspec, said: “The findings from our survey highlight the negative consequences of the Department for Education’s recent condition of funding rule changes on students with SEND. These are made all the more frustrating given the lack of consultation with Natspec and other key stakeholders in the education sector.

“I am pleased that the department is now consulting with the sector and I hope that listening to the collective expertise of FE organisations and colleges will lead to more inclusive policies which acknowledge the nuanced needs of students with SEND.

“Moving forward, it is imperative that any policy affecting such vulnerable learners is shaped by thorough engagement with those who understand their needs best.”

A Department for Education spokesperson said: “Our Maths and English Condition of Funding changes, backed by significant new funding for colleges, will help make sure all young people get the English and maths skills they need to progress in work and life.

“We are continuing to work with the sector on implementation including how to maximise the benefits for students with SEND.”