These little-known providers could drive apprenticeships success

Following last month’s St Martin’s Group report on apprenticeship outcomes and destinations, it’s clear to me that a little-known part of the system could in fact be key to improving it.  

The report found that wrap-around support, extra care and attention and all-round employer involvement were lacking – all things which Flexi-Job Apprenticeship Agencies (FJAAs) specifically provide. 

FJAAs are organisations that recruit and employ apprentices directly, place them with host businesses and offer additional support for the duration of their apprenticeship. I believe their role is more crucial than ever.  

A recent article by Mesma CEO, Lou Doyle responding to the report in these pages questioned the current model of putting employers ‘in the driving seat’ of apprenticeships. They make better co-pilots, she argued, and providers should be at the wheel. 

I agree, but the barrier is that many independent  providers, colleges, and employers simply don’t have the time and resource to commit to this at the level that is required. FJAAs do, and they do so by design. A good FJAA will always do all that they can to support the apprentices’ needs, no matter the obstacle. It is their sole purpose. 

This support extends to periods when a change of host employer is required, as the flexi-job agency model recognises that the short-term nature of some roles will require this. In fact, we are increasingly being asked to support individuals who find themselves without an employer part-way through their apprenticeship. In other words, what we do is vital in supporting apprentices to completion.  

Of course, this doesn’t come without a price. At the moment, most FJAAs fund their work only by charging the host employers they serve.  Some have had the benefit of short-term funding from a variety of sources to grow and add value, but a clear barrier is that most of the sector doesn’t know we exist, let alone what we do. 

TrAC is the lead partner in FutureIN, a public-private sector partnership that was awarded the Construction News Workforce Awards Apprenticeship Initiative of the Year for 2023.

What we do is vital in supporting apprentices to completion  

FutureIN supports young people at risk of homelessness in Greater Cambridge into jobs and apprenticeships in the construction industry.  

We work with property developers, building contractors, the Department for Work and Pensions and local training providers to create jobs and apprenticeship opportunities which are then specifically allocated to FutureIN candidates.  

TrAC employs all FutureIN recruits and places them within its partnership businesses, initially for a pre-apprenticeship period of up to six months before moving them onto an apprenticeship pathway.  

All programme participants receive wrap-around pastoral support and care from their TrAC account manager, who also supports the host company staff where required. We arrange and coordinate the training and reviews, maintaining a proactive approach and nipping any emerging issues in the bud.   

The number of partnership organisations stands at 15, and it is growing. In addition to the income from host company placements, we have also been successful in obtaining grants from charities and local authority partners, as well as securing invaluable long-term support from the Department for Work and Pensions.  

All of these funders understand that the wrap-around support we provide can, by necessity, be very intensive. But more than that, they value that work because they know retention and completion matters – not to meet a target, but for the benefit of all concerned.    

Helping this cohort of young people can have significant impact and benefit across our society and communities, as well as mitigating the long-term cost to the state. Seventeen per cent of young people leaving care go on to make a homeless application. Care leavers make up 25 per cent of the adult homeless population, and almost 25 per cent of the adult prison population. Nearly 50 per cent of under 21s in contact with the criminal justice system have spent time in care. 

These are the people we are reaching and in whose lives’ we are making a positive difference. And if the model works for them, then there’s no reason it couldn’t work to improve engagement for all those who require more support to succeed.  

Skills minister backs FE lecturer ‘reservist’ trial

New skills minister Luke Hall has backed a proposal to train industry professionals to become “reservist” FE teachers.

The “FE lecturer reservist” trial, which looks to mimic the armed forces reservist model, will initially recruit automotive technicians and engineers across the West Midlands to undertake a short teaching course, and then be called up to support FE colleges while continuing their industry role.

It is designed to address high teacher vacancy rates in further education as well as skills shortages in the automotive sector.

Developers of the pilot, including the Institute of the Motor Industry (IMI) and Warwick Manufacturing Group (WMG), hope to have it up and running before the general election or the next academic year, whichever comes first.

During his first education questions session as skills minister in parliament this week, Hall praised the concept of the scheme and pledged to visit the pilot once it has launched. He attended a roundtable last week to discuss the trial with regional employers, colleges and training providers.

“We had really positive discussions about the exciting lecturer reservist pilot that will run in the West Midlands, bringing together regional employers, colleges and providers,” Hall said.

Recent Office for National Statistics data shows the motor trades industry (representing the automotive repair sector) has 4.1 vacancies for every 100 employees as of March 2024, the highest number of vacancies across all sectors.

The government is also concerned about the teacher recruitment and retention crisis in FE. Latest workforce figures show there were 5.4 vacancies per 100 teaching positions across the sector at the end of the 2021/22 academic year. The West Midlands had an unfilled teaching vacancy rate of 5.1 per 100.

The Department for Education took control of a teacher training scheme, called Taking Teaching Further (TTF), mid-contract last year from the Education and Training Foundation after numbers showed just over half the places available were filled. TTF aims to retrain industry professionals as full-time FE teachers.

Hayley Pells, policy lead at the IMI, said the FE lecturer reservist pilot could provide ‘bi-directional” benefits of lecturers “having closer links with industry” and reservists taking back ideas to the workplace.

“You’ve got your initial benefit of boots on the ground. We need to support our FE lecturers plus our learners need up-to-date experience of the technology that they’re going to be deployed to work on as soon as they qualify,” she said.

Benjamin Silverstone, who leads skills policy and workforce transformation at WMG and is ex-army, said the pilot was born out of a need for a “more sustainable and structured manner of enabling industry to support the FE sector”.

The pilot aims for each college involved to have at least one reservist from a company to test it out.

“It’d be quite nice if there’s a couple to get that internal consistency,” Silverstone told FE Week. “The focal point will be definitely around engineering.”

According to a briefing from last week’s roundtable, attended by Luke Hall, MP Chris Clarkson and former skills minister Robert Halfon, the pilot has the potential for a national rollout if successful.

Career changer programmes are waning after the Now Teach programme – for professionals to retrain as schoolteachers – was pulled by the government just last week.

Now Teach targeted people towards the end of their careers whereas the reservist programme is aiming to recruit motor professionals four or five years into their career who want to “give back” and develop career growth.

The nuts and bolts of the scheme

The granular details of the initiative are still unknown, but the West Midlands Combined Authority has already committed to funding an eight-week course for budding FE lecturer reservists.

After the course, the reservists’ employer and provider should agree the terms of how long and often the reservist would be needed away from work.

“It may well be that the individual is called on for their specialist capabilities to teach a module over 12 weeks or for an afternoon a week,” said Silverstone.

The roundtable briefing illustrated the rights of FE reservists, mimicking the armed forces reservists, their rights of which are enshrined in law.

If agreed by all stakeholders, FE lecturer reservists, like army reservists, could claim financial support of up to £400 per day to cover the difference between their substantive salary and the rate paid by the provider.

Small- and medium-sized enterprise employers could also claim £500 per month when their reservist employee is undertaking FE delivery.

Silverstone added that, under their proposal, “should that employer say, ‘I can’t pay you your full rate’, then the college could pay them and there’d be a top up as there is with the armed forces model”.

Miriam O’Leary, partnerships director at Colleges West Midlands, said the pilot might look completely different across the region, depending on its adoption.

“I think we’re working through the detail of how we work in practice, but we have a great deal of interest in working together to make it happen,” she told FE Week.

Lecturer wins payout over ‘distressing’ remarks after husband’s death

A southwest college has been ordered to pay more than £25,000 to a lecturer over claims she was bullied and subjected to “intimidating” remarks by her line manager.

Rachael Edgeler, a former health and social care lecturer at City College Plymouth, won her case of constructive dismissal and victimisation after she was forced to resign following criticisms from her manager shortly after her estranged husband died.

According to court documents, the teacher was subjected to “distressing” comments from the manager after she told her she should look for another job now she was a single parent.

The judge ordered the college to pay her £10,316 in compensation for unfair dismissal, £14,000 for injury to feelings and an interest payment of £905.65.

City College Plymouth has disputed the findings and is appealing the judgment “in the interests of justice and fairness” as its legal representative was not present at the hearing due to “unforeseen circumstances”.

However, Judge Nicholas Roper lambasted the college’s conduct for continually paying “scant regard” to the proceedings and being in “repeated breach” of tribunal orders, such as failing to file documents on time.

‘Maybe you should look for another job’

Edgeler, who began employment at the college in August 2020, was forced to resign in September 2022 after months of grievances with her manager.

The judge heard that Edgeler had a successful career at the college and had no criticism of her performance until her line manager joined in March 2022. Two days later, police told Edgeler that her estranged husband and father of her two young children had died.

While at her ex-partner’s funeral, the manager contacted Edgeler asking why she wasn’t at work, despite the college granting compassionate leave.

Upon her return to work, Edgeler’s line manager said her compassionate leave and a Covid-related sickness in late 2021 was “no excuse” for her absence.

“Now you are a single parent, maybe you should look for another job,” the former lecturer was told.

The tribunal heard that the manager publicly criticised Edgeler on a work WhatsApp group for running late. “Maybe leave home earlier as that’s the third time this week,” she told the group chat.

Edgeler was reprimanded for explaining her lateness was due to roadworks. “That’s not an excuse. Find an alternative route. Other people live that way. You would not be able to do that with any other employer,” her boss told her.

The manager was heard by a colleague claiming that Edgeler’s Covid sickness absence was “fraud”.

The judge heard that while Edgeler did not have set work hours, her boss said heavy traffic was not an acceptable excuse for being late and she must start work at 8.30am every day. She also told her that “she should look for another job with a work–life balance”.

After not receiving the results of an informal grievance with the line manager, Edgeler lodged a formal complaint with the college in June 2022. The following month, the college ruled that the manager had not “bullied or harassed” Edgeler, nor had she claimed her Covid sickness was a “fraud” as the colleague “must have misheard it”.

The college did find the WhatsApp messages were “unacceptable” for a manager and that “derogatory comments about a team member in front of their colleagues does constitute bullying behaviour”.

Edgeler launched an appeal but later found herself facing disciplinary proceedings over an allegedly transphobic comment she made to a student, and for allegedly creating a WhatsApp group to post negative and offensive comments about her boss.

After being signed off for sick leave from “stress and depression”, Edgeler found herself locked out of the college’s IT system, which was the deciding factor for handing in her resignation.

The judge said: “She was a single parent in difficult circumstances trying to cope with her work, and then found herself in a position where she felt she had no option other than to resign her employment.”

A City College Plymouth spokesperson said: “This was a case which was in fact decided in the claimant’s favour without our representative being present or our witnesses heard from. The judge decided the case despite our representative being on the way to the tribunal having been delayed due to extreme unforeseen circumstances.

“We are therefore appealing this decision in the interests of justice and fairness, and are unable to provide further comment until the appeal process has been concluded.”

New trials will build the evidence base to improve adult numeracy

Numeracy skills are vital in enabling people to improve their well-being and to access better jobs and better options for the future. However, more than eight million adults in England have numeracy skills lower than those expected of a 9-year-old and evidence suggests the majority of the country’s youngest jobseekers today are less numerate than their grandparents.

Confidence with numbers helps people with many everyday tasks from cooking to budgeting and helping children with homework. Brushing up on numeracy skills can also support people’s career progression and help them access higher levels of training.

So in 2022 the Department for Education (DfE) launched Multiply, its flagship programme to improve adult numeracy. Up to £270 million is directly available for local areas to deliver innovative interventions to improve adult numeracy.

There have been over 113,000 course starts to January 2024, with many more people engaged in outreach and engagement activity to build their confidence with numbers.

With such significant government investment, we want to build on this success and ensure evidence-based approaches inform future adult skills policy and delivery, and ultimately help improve outcomes for adult learners.  

That is why Tribal are working with the DfE and partners to launch a series of research trials over 2024 and 2025, designed to test the effectiveness of existing and new approaches to improving adult numeracy.

The research and evidence from these trials will be used to determine the most effective strategies to engage learners and teach adult numeracy skills. By grounding interventions in evidence, policymakers, educators and practitioners can maximise the impact of numeracy programmes and ensure resources are utilised efficiently.

Rolling out effective trials

Multiply has launched a research initiative to understand what works in adult numeracy through trials designed to identify effective strategies and interventions to help adults improve their numeracy skills.

In partnership with Campaign for Learning, Education and Training Foundation, IPSOS and King’s College London among others, we are rolling out five trials, with the majority starting in September:

  1. Preparation for GCSE mathematics
  2. An adapted mastery approach to functional skills qualification level 1
  3. A contextualised approach to functional skills qualification level 1
  4. Embedding maths in health and social care level 2, and
  5. A family numeracy programme.

The trials will be fully funded, and incentives are available. They also provide an exciting opportunity for training providers to contribute to research, collaborate with other organisations and access free training for staff to take part, all of which can enhance their existing provision.

Improving outcomes

These trials will help carve out a pathway to a more effective adult numeracy teaching landscape. By taking part you will be randomly allocated to a treatment (delivering something new) or control (business as usual) group.

If you are in the treatment group, it will be an opportunity to deliver something innovative that has potential to improve results for learners. If you are in the control group, you will continue to deliver your business-as-usual curriculum. Both groups are vital to the research and will receive payment for being involved.  

If you are in the treatment group, the interventions can slot seamlessly into guided learning hours making it easy for adult learning organisations and teachers to incorporate them into current practices.

Organisations will be fully supported to deliver this new scheme of work, and teachers will receive high-quality training ahead of the new academic year.

Investing in adult maths education that is evidence-based is essential to bridge skills gaps, promote social inclusion and unlock the full potential of people across society, helping to foster a more prosperous and equal future.

By adopting evidence-based approaches and leveraging effective strategies we can enhance adult numeracy education and unlock the full potential of individuals and communities across the country.

If you are a local area or a provider delivering maths provision to adults and would like to be involved, we’d love to hear from you.  To register your interest or for more information here

MOVERS AND SHAKERS: EDITION 460

Helen Sharpe

Assistant Principal – Apprenticeships and Employer Engagement, London South East Colleges

Start date: May 2024

Previous Job: Operations Director – Apprenticeships, South Essex Colleges Group

Interesting fact: Helen has been passionate about apprenticeships since completing her own (in hairdressing) around 27 years ago. Having worked in apprenticeships for South Essex College over the last 20 years, Helen is excited to star her new role and bring that passion to LSEC.

Graham Knott

Operations Director, HIT Training

Start date: February 2024

Previous Job: Business Operations Director, Professional Assessment Ltd

Interesting fact: Graham loves the great outdoors and photography. He can often be spotted on remote Lakeland fells with his flask and camera. Graham also recently acquired his purple belt in Shorai martial arts and is continuing to work towards black belt.

Ben Ward

Vice Chair, Hopwood Hall College and University Centre

Start date: July 2024

Concurrent Job: CEO, University of Manchester Students’ Union

Interesting fact: Through his role at University of Manchester Students’ Union and as the Managing Director for Manchester Academy Venues, Ben leads a staff team of 90 full-time and 350 part-time staff with the organisation having a turnover of £8.5million.

‘Change on an unprecedented scale’: Ofqual responds to ABS plans

Rishi Sunak’s “Advanced British Standard” risks an increase in the volume of exams, the continuation of “unregulated” international A-level qualifications and “significant investment” to deliver change on an “unprecedented scale”, Ofqual has warned.

The exams regulator has issued its response to the government’s consultation on the new qualification, which ministers want to see replace A-levels and T Levels in around a decade.

Here’s what you need to know.

1. ‘Reform on an unprecedented scale’

Ofqual said achieving the ambitions of the ABS “requires change on a scale unprecedented in England in recent decades”.

“It envisages concurrent reform to curriculum, qualification content and structures, the qualifications market, and any associated technological reform.”

Reform on this scale “can be delivered successfully, but its scale and complexity require significant investment of resource across all parts of the education system”.

2. Start with compulsory maths and English

The regulator welcomed the “long-term reform timescale and the resourcing commitments set out in the consultation”, adding it was “important to sequence changes carefully”.

They suggested the government “consider a staged approach”, with compulsory maths and English introduced as a first step “initially focussing investment on the teacher workforce here, while contributing materially to the delivery of the longer-term vision of the ABS”.

3. Consider keeping A-level ‘brand’

They A-level brand is “well-regarded by qualification users”, with a trust built over 73 years, Ofqual said.

It is “likely that awarding organisations will continue to offer unregulated ‘international’ A-levels, even if the ABS means that A-levels cease to be regulated qualifications available in state schools”.

“These A-levels could be taken in UK independent schools and abroad. This could present a confidence or reputational challenge for the ABS.”

The regulator said the DfE “might consider” if the aims of the ABS could be met whilst “retaining the identity and branding of well-established, and more recently introduced qualifications”.

4. Students may not be ready for higher study

Ofqual also urged the DfE to consider the “wide range of achievement recognised at age 16”.

For example, students achieving grade 4 in GCSE mathematics “may not have studied much of the higher tier content that typically forms the basis for study at level 3, including in the existing core maths qualification”.

“Likewise, the curriculum content for English would need to be broad enough to meet a range of needs at this level, building on prior attainment and preparing students effectively for their next stages.”

5. ‘Likely’ to increase volume of exams

Ofqual warned increasing the volume of content while maintaining grade reliability “will likely increase the volume of assessment”.

This would create “challenges to address relating to exam timetabling, exam delivery in schools and colleges, and timely marking and issuing of results”.

Having more exams without “increasing clashes” for students would require a longer timetable, either encroaching on teaching time or the marking period.

And any increase in the volume of exam papers “would introduce additional risk to the delivery of results and could exacerbate existing pressures, such as examiner recruitment”.

6. ‘Major’ and ‘minor’ grading scale could ‘mislead’

The consultation proposed a single grading scale for “minors” and “majors” within the ABS for all routes. This “contrasts with the current established variety of grading approaches”, Ofqual warned.

Supporting parity across the routes “might be better achieved in ways other than a common grading scale”.

“Specifically, the direct comparability that a common grading scale appears to offer would be misleading and is likely to lead to unintended consequences.”

As the ABS is intended for a broader cohort than currently sit A-levels, the existing six-grade scale “would likely need to expand”, risking “unintended differences in grading profiles across the range, academic and occupational, of ABS components”.

7. ‘Pass-fail’ approach would lower achievement rate

The government has also set out several options for grading the overall ABS award.

The proposed lead option is a certificate or statement of achievement with minimum attainment conditions.

Making the ABS “pass-fail” would “lead to a lower number of students achieving the overall ABS than currently achieve level 3 qualifications, potentially impacting on, for example, progression opportunities post-18”.

There could also be a variation in pass rates by choice of subjects, which could “distort students’ subject choices to maximise their chances of an achieving an overall pass”.

The second option – a certificate or statement of achievement without any minimum attainment conditions – presents “few technical grading challenges”, Ofqual said.

The third option – an aggregate ABS score or grade – would “inevitably reduce the amount of information conveyed by that overall result compared with that conveyed by results for each major and minor”.

8. ‘Complex’ to use multiple exam boards…

If a number of exam boards become providers of ABS components, an individual student’s ABS “is likely to comprise elements from more than one AO”, something that would be “organisationally complex”.

“They may also require additional time prior to the release of results, with potential implications for when this could safely take place.”

9. …but could create ‘stronger market’

Exam boards would have to demonstrate “proven expertise in delivering such high stakes qualifications if they were to offer the ABS”.

“It is possible, and perhaps likely, that this would result in a consolidation of the number of awarding organisations offering the ABS when compared with those currently offering post-16 regulated level 3 qualifications.

“This could helpfully lead to a stronger market. It is unlikely that a single provider model would ensure sufficient capacity and resilience to deliver a high stakes qualification in the volumes that the ABS would involve.”

10. Warning over existing reforms

The ABS could also affect “current” reform programmes, such as the level 3 post-16 qualifications review and T-levels.

Some awarding organisations are developing qualifications “that might exist only relatively briefly before the ABS is introduced”.

Ofqual warned it was “critical that the ABS reform programme does not lead some awarding organisations to exit the market hastily, for example due to reducing demand for their qualifications or because they do not plan to offer ABS qualifications”.

“This would leave students in the short term with a reduced choice of courses and qualifications.”

Hacking homework for exam breach suspect

A 16-year-old boy has been cautioned and must go on a programme to educate them about hacking after being arrested in connection with an exam board cyber attack.

Cambridgeshire Police arrested the teenager on suspicion of theft, fraud and computer misuse after a “data breach” at exam boards Pearson and OCR last summer.

In an update this week, the force said the boy had been given a conditional caution. The conditions included engaging with the cyber choices early intervention program, which aims to educate people about offences under the Computer Misuse Act.

Co-ordinated by the National Crime Agency, the programme has been designed for 12 to 17-year-olds to help them “find ways to develop their cyber skills and make sure they know how to do so without breaking the law”.

No other arrests have been made and the investigation is now closed, the force added.

A separate investigation by Surrey Police of a data breach at AQA exam board has been halted. Two people arrested were stood down from bail earlier this year. No one has been charged over the alleged attack.

Code words and ‘grab kits’: new anti-terror advice for education providers

Education providers should appoint “security leads” and devise emergency response plans, new anti-terrorism guidance states.

The recommendations have been included in documents published by government setting out “cost-effective methods” to keep learners and staff safe.

The non-statutory guidance does not appear to outline new responsibilities on schools, colleges and providers. It is more that it “adapts principles from the National Counter-Terrorism Security Office (NaCTSO) into more sector-specific advice”, the Department for Education said.

Here’s what you need to know…

1. Plans to ‘deter’ terrorists

The document recommends providers devise response plans “to reduce the risk of terrorist incidents and other incidents by making it difficult for someone intending to cause harm to target their sites”.

Staff should be able to draw on their knowledge of these strategies during emergencies to “make good, informed judgements about how to keep themselves and others safe”.

So-called “bomb threat checklists” should also be created. All members of staff are expected to “be familiar with the processes” detailed in them.

2. Appoint security and incident leads

Providers should appoint a “security lead”. They will be charged with developing and maintaining emergency plans and policies.

They will also be expected to ensure their colleagues “are aware of their roles and responsibilities” and liaise with external agencies, like the police.

During an emergency, they will normally become the provider’s “incident lead” to make “fast, clear decisions under pressure, to get people to safety”.

Providers are advised to have “one or two” employees available to deputise for them should they be absent.

3. Practice drills

The guidance says it is “relatively uncommon” for practice drills to involve early years and primary school children. These settings are advised to hold the exercises on occasions when youngsters are not present.

In secondary schools, colleges and other post-16 providers drills work best “as part of a wider plan to share security awareness and incident response plans in an age-appropriate way”. Learners with SEND should not be excluded.

“Staff should ensure that discussions and activities are conducted with sensitivity and awareness of the learner’s comfort levels … it is important not shock or frighten learners,” the guidance adds.

“Discussions and drills should focus on safety procedures and avoid implying the motivations for a possible attack.”

It is also advised that councils and the police are contacted “to either take an active part in your practice drill … or to help evaluate it”.

4. Responses to bomb threats and suspicious packages

To help identify suspicious packages, providers are told to “keep clutter to a minimum”.

They are advised to assess whether the item is hidden, “obviously suspicious” and typical of what you expect to find in that part of the provider when deciding if further action is required.

Areas should be cordoned off and the police called when suspicious items are identified. Radios and phones should not be used within 15 metres of the item.

If an evacuation is necessary, learners and staff should move to a location 100 metres away if the item is small, like a rucksack, 200 metres away if it is a small vehicle or large item, such as a car or wheelie bin, or 400 metres away if it a van or lorry.

Meanwhile, any bomb threats should be reported to the police. The guidance tells staff to “record and retain all evidence and make this available to” officers in these cases.

This can involve dialling 1471 following calls to identify the number used to make the threat and keeping hold of any menacing messages or voicemails.

5. Code words and signals

The guidance stresses that any communication methods, including any code words and signals, should be planned in advance.

Initial alerts to staff about potential incidents can include the use of existing alarms, internal phone systems, a tannoy or silent broadcasts or messages to staff devices.

Coded messages can also “convey a message to staff without scaring learners”. The guidance suggests these could “mimick a normal announcement” or use a “set of colours, numbers, trees, or anything else”.

During an incident leads and staff “need one or more communication methods to exchange information and instructions with one … until the police and emergency responders arrive”.

These should “silent and invisible” to those wanting to cause harm, allow for two-way communication and not be “dependant on your normal WiFi and wired connections”.

Initial messages to parents – chosen from “a selection of holding statements” – should be sent by the provider. They should “be clear that parents and carers should temporarily stay away from the site”.

Responding to press and social media enquiries, meanwhile, “are low priority in comparison”.

5. Grab kits filled with essentials

Providers have also been told to compile “grab kits” filled with “key items that can assist during an incident”.

The packages, which should be dotted around providers, can contain first aid kits, communication equipment – including phones and notepads and pens – and key information, medication lists and site plans.

However, staff “should not put themselves in additional danger to collect a grab kit”.

Nursery staff-to-child qualification tweaks spark criticism

A relaxing of rules governing how qualified early years staff supervise children in a bid to tackle a nursery recruitment crisis has been described as “shortcuts and cost saving”.

In a consultation published on Monday, the government confirmed it will introduce a new “experience-based route” for early years practitioners.

Staff-to-child ratio requirements vary depending on the age of children, but under current rules at least one staff member should hold an approved level-3 qualification for each age group.

Under the government’s new policy, early years managers will be able to count some of their level-2 qualified staff as level 3 without them having the “full and relevant qualifications” that are usually required.

Low pay and limited progression

The consultation is one of several government initiatives to address the crisis in early years staff recruitment as expanded “free childcare” hours are rolled out this year.

Recruitment issues in the early years sector are widely understood to be caused by low pay and limited career progression opportunities.

However, in a report also published this week, the National Audit Office said it was “unclear” whether the new experienced-based route, a recruitment campaign, or increased funding rates for level-3 training would have the “intended impact”.

In a foreword to the consultation, minister for children, families and wellbeing David Johnston said that while high-quality qualifications were “integral” to supporting the early years sector, the experience-based solution received “strong approval” from providers when they were consulted last year.

Three-quarters of respondents agreed with the proposal, with some expressing “frustration” that some “highly competent and experienced” staff members could not be counted towards statutory staffing ratios without a formal qualification.

To address concerns about potential “negative” impacts this could have on the quality of early years education, the government is now consulting on exactly how it should set the eligibility criteria for experienced staff.

Plan ‘won’t encourage staff into sector’

Helen Donohoe, chief executive at the Professional Association for Childcare and Early Years (PACEY), said a stable workforce can only be maintained with an established body of professionals and “the appropriate pay”.

She added: “[The experienced-based route] should never be used as leverage for shortcuts and cost saving, and so for it to work a comprehensive workforce strategy must be in place.”

The Early Years Alliance’s director of quality improvement Michael Freeston called the experienced-based route “yet another” attempt to quickly increase educator numbers and said it would do “little” to encourage people into the sector.

James Hempsall, managing director of childcare consultancy and training provider Coram Hempsall’s, said: “This initiative must be matched with investment to provide continuous professional development and access to it – which is entirely possible.”

Staffing numbers down, despite popularity of apprenticeship

The number of early years staff is down three per cent from its peak of 434,000 in 2019.

A survey by the Early Education and Childcare Coalition last year suggested that fewer than one in five nursery managers felt they could provide the government’s extended free childcare offer because of the recruitment crisis.

It also suggested that more than half of nursery staff were considering leaving the sector this year.

Ofsted has also raised concerns about the difficulty early years providers have in recruiting and retaining staff.

However, the level-3 early years apprenticeship was the most popular standard in England in 2022/23, with 14,850 starts. 

A DfE spokesperson said: “This government is delivering the largest ever expansion of childcare in England’s history, and we have the highest quality provision in the world, with 96% of early years settings rated by Ofsted as good or outstanding as of August 2023 – up from 74% in 2012.

“The experience-based route will provide another avenue for people to join the sector and is in response to demand from the sector for greater recognition of practical experience alongside qualifications. It is not a replacement for formal qualifications.”

A spokesperson for IfATE said: “The ‘typical duration to gateway’ is agreed by our trailblazer groups of employers as part of the apprenticeship development process.

“It indicates the recommended length of time needed for an apprentice to become competent at the job they are training for.

“IfATE does not dictate the model of delivery of apprenticeships.

“Providers can offer the apprenticeship with a duration that suits the employer’s need while ensuring sufficient time is available to become competent in the occupation. 

“There are a number of factors that could influence how long it takes an apprentice to complete.

“In addition to learning the knowledge, skills and behaviours set out in the standard, they include mandatory qualification requirements and whether a learner has prior learning before starting an apprenticeship which can allow for shorter completion time.”