Stephen Wright, CEO, Federation of Awarding Bodies

Marketing a brick is no easy task. “It’s not one of those things where there’s more than meets the eye — it’s a brick. You quickly run out of superlatives for the latest brick,” says Stephen Wright, who landed an early 1980s job in marketing with a brick and tarmac company fresh from a business degree from Coventry Polytechnic.

It’s a far cry from the world of qualifications, where Wright has headed up the Federation of Awarding Bodies (FAB) since last month.

“The sector is very variable, and awarding bodies are not homogenous — some are large, some are small, some have got very large international business,” he says.

And such variety does not, for the dad-of-three, equate to an overpopulated sector.

Wright, aged one, with grandfather Ernie, a train driver
Wright, aged one, with grandfather Ernie, a train driver

Indeed, he takes issue with the idea that there might be too many qualifications, as concluded by the Nigel Whitehead review for the UK Commission for Employment and Skills, which successfully called for public funding of many adult qualifications to be cut.

“I can understand the perception,” says 50-year-old Wright, but adding: “It doesn’t make sense to me because I’ve never worked for an awarding body which makes qualifications for fun just to annoy people like Whitehead.”

For new Skills Minister Nick Boles surveying all of the qualifications on offer, he admits, “it does look confusing.”

“But actually if you look at it from a niche position, as a business in a particular industry then you might know the three qualifications related to your sector,”
says Wright.

“There are thousands upon thousands of different employment sectors so it’s no surprise that there are thousands of different employment qualifications all at different levels, and even though some of them have small numbers of entries, they are exactly right for a particular need.”

“I’ve never worked for an awarding body which makes qualifications for fun just to annoy people like Whitehead”

 

But he acknowledges there is still a lot of work to do to illuminate the sprawling world of qualifications.

“We did a survey in the late 1990s about what qualification employers recognised most, and it was the O-level,” he says.

“But O-levels had finished in 1988 — it just shows that within the sector a lot goes on, but out there it’s such a small part of what people generally do you have to work very hard explain it.”

And it is the subject of the O-level replacement GCSE, and also A-levels, with regards annual headlines proclaiming exams are getting easier, that gets Wright hot under the collar.

Wright (right) playing football with younger brother John in 1970
Wright (right) playing football with younger brother John in 1970

“No, exams are not getting easier,” he says.

“There’s not really any great incentive for people to make exams easier. I guess there may be the temptation to go for one kind of qualification rather than another, but the vast majority of qualifications are well-designed, valid assessments of people’s skills.”

His three sons, George, aged 22, Henry, 20, and Oliver, 18, he says “work 100 times harder than we ever did and their expectations are so much higher”.

Wright’s first insight into vocational education came in 1993, when he began marketing the Devon and Kent trainee enterprise councils (Tecs).

Since then he has worked for awarding bodies small and large, from City & Guilds and Edexcel to ITEC and the Institute of Sales and Marketing Management.

And now as FAB chief executive, he says he’s only just realising how valuable the organisation’s work is for members — despite being a member since its inception in the early 2000s.

“The first thing that hit me was just the sheer range of subjects it gets involved in,”
he says.

My kids don’t believe I know anything about qualifications

 

“When [former chief executive] Jill Lanning handed over, I totted up just how many groups she was attending and it was 47 different committees and groups, which is quite astonishing.

“And that level of representation I just wasn’t aware of.

“I was aware of the weekly newsletter and as a small awarding body I thought was fantastic, it meant I didn’t have to go to 47 different committees to keep abreast of the main things that are going on — so my first job is to keep that going.”

Wright, one of three children, was born and raised in Southport where his parents — television rental company manager Ian and school dinner lady Joan — were “the very standard lovely mum and dad who looked after us, and encouraged us and supported us”.

School on the other hand, was less supportive.

sw-with-oliver,-george-&-henry-2004
Wright with sons, from left, Oliver, George and Henry in 2004

“I didn’t really enjoy it, but didn’t hate it either,” he says.

“The school’s expectations were pretty low and I accepted that very willingly — I did the minimum to be pretty good, without being anything special.

“Everyone has the odd inspiring teacher and there were certainly some of those, but generally an air of low expectations has an impact on everybody at the school.”

Wright now lives in Kent with wife Jane, a landscape artist, and Oliver, who is set to follow his brothers to university.

But despite his expertise in qualifications, Wright still experiences the same difficulties of any parent watching their offspring go through exams.

“I’m here to really do something with this rather than just keep chugging along”

 

“My kids don’t believe I know anything about qualifications,” he says.

“I say to them ‘Find out what the specification is, because that’s what you’ll be assessed on’ and they say ‘You don’t know anything about it, Dad’.

“They don’t listen to me, and then you notice that they sort of have later on.

“So I’ve said priority one is do something you’re interested in, you get the best results out of it.”

It seems he’s following his own advice
in his new role.

“Awarding is a fantastic sector to be in, it has such an impact on people’s lives and on the economy, the success of the country, by increasing skills, increasing people’s confidence,” says Wright.

“I’m still getting into the job. I’m just looking around, but I’m enjoying the fact that my day job is something I really want to do, and I’m here to really do something with this rather than just keeping it chugging along.”

And one of his priorities for FAB, he says, is “not only work with awarding bodies to get them to understand employers, but also to work with employers to get them to understand awarding bodies and what that can bring to their learning and development strategy”.

sw-with-brother-john-&-friend-Nick-Fahey-Wilson-at-Euro-2004-atStadio-Luz-Eng-v-France
Wright (centre) with, from left, brother John and friend Nick Fahey-Wilson at watching England vs France in Euro 2004

He also says part of his focus will be
on how FAB can “support, help and encourage awarding bodies to get into
the international market”.

“I went out to South Africa with City & Guilds and it’s quite enlightening — when you’re in the UK and people are umming and ahhing over vocational qualifications and
the value of them and then you go out to
South Africa and they’re so valued
and they’re considered so important and they’re held on such a pedestal. Yes, internationally, British qualifications have got a very high reputation.”

It’s a personal thing

What is your favourite book?

I quite like dystopian novels, like 1984 and Brave New World

What is your pet hate?

I don’t like being late, it doesn’t mean I’m not late, but I beat myself up about it

What do you do to switch off after work?

When I watch football, I can switch off everything. I used to play football with some friends but you get a bit old for it so me and a few friends have been trying a new sport every month — we’ve done canoeing, bowling curling, climbing, volleyball, sumo wrestling, tennis.

It’s just trying to find something to fill the void that football left

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

It would have to be somebody who little is known about like Shakespeare.

Also I met Charlie Duke who walked on the moon and he had amazing stories — an amazing man, and someone I’d want to meet again

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

A footballer [Wright is a Southport Football Club supporter]. I still do. A top footballer that everyone recognises is the best in that position.

Also an archaeologist. I have no idea why

Keeping the Feltag momentum going

The new academic year brings new pressures and priorities — and learning technology must remain foremost among these, says Bob Harrison.

The last Becta (British Educational Communications and Technology Agency) research in 2010/11 suggested that only 30 per cent of FE providers were using technology effectively for teaching/learning/assessment and management.

The 2012 Association of Colleges (AoC) survey suggested this figure was still accurate two years later despite millions of pounds being spent by the last year of Becta and two years of the Learning and Skills Improvement Service.

In fact, the AoC study concluded that government policy aims for FE and skills were in danger of being undeliverable because of the lack of technological capability and capacity.

Then we had former Skills Minister Matthew Hancock and the Further Education Learning Technology Action Group (Feltag) and its 35-plus recommendations.

They covered leadership/vision, infrastructure, regulation, workforce development, learner engagement and employer relationships.

There is a critical role for the Department for Business, Innovation and Skills in ensuring coherence and maintaining momentum

It is encouraging that the use of technology to improve learning in FE and skills is likely to be on every governing body agenda and the Feltag ‘nudges’ are already having an impact.

Virtual learning, blended learning and online learning are now part of the vocabulary of FE providers.

But there is a critical role for the Department for Business, Innovation and Skills (BIS) in ensuring coherence and maintaining momentum. There are many sceptics who falsely believe Feltag was a ‘flash in the pan’ from Mr Hancock.

They are sadly mistaken and if that view prevails, the future of FE is in danger. The challenges outlined in the Feltag report are common across all sectors. That is why the Education Technology Action Group (Etag) was established.

Of all the challenges, leadership/vision and workforce skills are the biggest and the efforts of a plethora of agencies, quangos, charities, trusts and the private sector need to be coordinated and coherent to avoid unnecessary duplication and waste of public resources.

There is also an enormous opportunity for an increase in effectiveness to create more and better learning opportunities for more learners who have improved access, more engagement, enhanced learning and tutor support, more relevant assessment and feedback and improved progression and employment opportunities.

But how will we know? Who will monitor progress? What data do we have and will we need?

That is the BIS challenge. Who will pull all this together? What data will we need to monitor progress? How will we bring some coherence to the potential free for all and overlap and duplication?

If Jisc is funding a major development, how will the Education and Training Foundation know? If UfI trust is funding a multi-million pound online/blended CPD programme for FE teachers to improve their use of technology for learning who else will know? Will all of these initiatives feed into the leadership and governance programmes of AoC?

Changes in digital technology, provision in schools and changes to the computing national curriculum, and most importantly the digital expectations of learners and employers mean the current funding and predominantly face to face deliver paradigm is simply unsustainable.

The FE system needs to realign its assets from a system designed to meet the needs of the first industrial revolution to one which meets the needs of the second revolution in an increasingly digital and global world.

The successful FE providers of the future will embrace the spirit of Feltag and not be sidetracked by 10 per cent or 50 per cent or wait for BIS to issue more clarification on how to implement Feltag as it will be a long wait.

FE providers should grasp the opportunity to sell off some of their empty glass palaces and invest in more teachers, learning design and a technological infrastructure that will allow them to engage, motivate, inspire, support, teach, assess and progress learners.

The FE providers who do not grasp this opportunity are in danger of becoming museum pieces of our industrial heritage.

After spending most of my life working in FE and adult education I am not prepared to let that happen.

Phones 4u collapse leaves learners in dark

More than 800 apprentices were today in the dark over their qualifications and job future after Skills Funding Agency (SFA) lead contractor Phones 4u plunged into administration.

The Staffordshire-based mobile phone retailer was placed into the hands of administrators PwC on Monday (September 15) after network operator EE joined Vodafone in cutting ties with the retailer.

A PwC spokesperson declined to comment on whether the apprentices and staff working for the company’s training arm could be saved by a future buy-out.

She said: “It is too soon to comment in any detail on these matters as the situation is still unresolved and we do not know what will happen.”

Employer provider Phones 4u, which was rated as good by Ofsted in 2009, was allocated an adult skills budget of £850,274 and £287,843 for 16 to 18 apprenticeships from the SFA this academic year.

The cash funded training, through subcontractor EQL Solutions, of staff that worked across 550 stores.

An EQL spokesperson told FE Week said: “We are Phones 4u’s chosen apprenticeship provider and we share their sadness at the business going into administration.

“Our colleagues are doing all they can to support the Phones 4u apprentices during this difficult time.”

Phones 4U spent £1m five years ago developing its training academy at Fort Dunlop, in Birmingham, which replaced its previous training base in Yarnfield, Staffordshire.

Specialist facilities at Fort Dunlop included dedicated areas for laptop and mobile phone handset training and a fully functional Phones 4u store where staff could develop customer service skills.

Training at the academy included a week-long induction programme for new staff and further courses for employees seeking promotion.

The company also ran a 15-week on-the-job training programme which new staff completed at the stores where they were based.

And Ofsted praised the Staffordshire-based company’s in-house customer services, business administration and management advanced apprenticeships that were run at the time by subcontractor Elmfield Training, before it went into administration a year ago and the contract passed onto EQL.

However, Phones 4U stores remained closed on Monday, hours before it was put into administration, leaving around 5,600 jobs under threat — including the apprentices.

An SFA spokesperson said: “Following Phones 4U’s decision to cease trading, the agency is in communication with the company to monitor developments to ensure that apprentices receive the most appropriate support to help them continue with their apprenticeships.”

Taking Indian involvement ‘to the next level’

Dame Asha Khemka explains what was behind her recent visit to India, and why colleges should renew efforts to have a stake in its skills development.

It was an honour to be one of five college principals that joined Deputy Prime Minister Nick Clegg’s 40-strong trade delegation to India to explore opportunities presented by the new Indian government’s focus on economic growth.

To see the FE sector represented so strongly on the education and skills group that also included Dawn Ward OBE [Burton and South Derbyshire College], Stella Mbubaegbu CBE [Highbury College, Portsmouth], Norman Cave [Bournville College] and Paul Little [City of Glasgow College], along with the Association of Colleges’ international director John Mountford, confirmed the importance in which it is regarded by the government.

Moreover, I was delighted there was such a strong focus on skills during this first high-level visit to India since Prime Minister Narendra Modi was elected in May.

With Deputy Prime Minister Nick Clegg emphasising time and again the role UK FE colleges can play in supporting India’s ambitions to train 500 million people by 2022, I felt we had somebody truly championing the work we do, on the international stage.

Our meetings with ministers and senior Indian government officials, and discussions with business leaders during the three-day visit to New Delhi, Mumbai and Bangalore gave valuable opportunities to continue the work started on Prime Minister David Cameron’s delegation in 2013, of which I was also a part.

So, why is India such an important market?

As one of the world’s fastest-growing economies, a large portion of the global workforce is sitting in India. Indeed, many of its citizens come to work in the UK. Why not play a part in ensuring they’re even better-skilled when they arrive here?

That doesn’t mean prioritising Indians over our own students. But let’s be clear. Many of our industries already employ large numbers of Indians; therefore our country directly benefits from having a highly-skilled, well-trained workforce.

Similarly, many British companies now have a sizable presence in India. This is mirrored by our own FE sector — albeit on a much smaller scale — with several colleges already operating there.

Indeed, my own college is working with the Cordia Group of Educational Institutes to develop the vocational curriculum for its planned new construction college in Sanghol.

Meanwhile, our subsidiary company bksb’s recent expansion into India will help thousands of citizens develop their English using its functional skills on-line learning solutions.

This demonstrates the opportunities that India’s growing skills agenda presents.

And in forming its first-ever Skills Ministry, the Indian government has stated its intentions very clearly.

Yet the UK faces huge competition from countries such the USA, Australia, Germany and Switzerland.

Why not play a part in ensuring Indian workers are even better-skilled when they arrive here? That doesn’t mean prioritising Indians over our own students

Individually, our colleges can only do so much. Yes, the consortium approach of AoC India has given us a credible voice and a seat at the table. It has also been successful in attracting £400,000 of funding through the UK-India Education and Research Initiative (UKIER) to enable member colleges to forge partnerships with Indian community colleges.

But now is the time to take things to the next level.

That is why I have written to Nick Clegg setting out a six-point plan to make a quick and visible impact in India.

My proposals include the formation of a Skills Task Force made up of ministers, government advisers, skills agencies, UK Trade and Investment, UK India Business Council and FE colleges to create a large-scale skills development project plan.

Initially working with a small number of large employers, we would consider their skills needs, develop a framework and, ultimately, train their workforce. By pooling our resources and talent, we can create and deliver a strong and successful skills landscape.

Re-creating the UK’s world-class education and skills system in India would reap rewards for both nations.

However, we need to move quickly if
we are to be a part of this once-in-a-lifetime opportunity.

 

EXCLUSIVE: UTCs running at 10 per cent full as enrolment plummets

A number of University Technical Colleges (UTCs) were running at around 10 per cent capacity last academic year — while the overall enrolment figure plummeted to just 30 per cent, FE Week can reveal.

Figures, supplied to FE Week under the Freedom of Information Act, indicate there was a total capacity of around 9,500 places in UTCs, but fewer than 3,000 were filled [see below].

All of the 17 UTCs operating in 2013/14 were undersubscribed, with the highest running at 81 per cent capacity before the next highest was half empty.

A Department for Education (DfE) spokesperson said that with most UTCs having only opened last year, they were “not expected to reach their capacity for a number of years”. But despite this, and despite the low enrolment numbers, he insisted the “recruitment picture is improving dramatically”.

Nevertheless, the poor figures will also come as a huge blow to the Baker Dearing Educational Trust, which oversees UTCs, having seen overall enrolment in 2012/13 at 55 per cent. And Hackney UTC has already revealed it will not be reopening next September having attracted just 29 of its target of 75 pupils for 2014/15.

A spokesperson for the Baker Dearing Trust said she was “confident that as the UTCs themselves become more established… recruitment will increase.”

The UTC project was launched in 2011 — two years before colleges were able to recruit full-time learners from the age of 14 — and has enjoyed cross-party support. Chancellor George Osborne described them as “a key part of the government’s long-term economic plan,” while Shadow Education Secretary Tristram Hunt called for “considerable growth” in the number of UTCs.

However, their Ofsted grades have not justified such positive backing. Of the five inspections to date, one resulted in an inadequate rating, two were deemed to require improvement, while the fourth and fifth were graded as good.

And with a further 13 UTCs having opened this month, and a planned total of 57 by 2016, the Association of Colleges (AoC) called for a rethink on UTCs. Gill Clipson, AoC deputy chief executive, said: “The government should assess how well the current UTCs are working before announcing the creation of even more.” She added: “Some local councils have been less than enthusiastic about advertising UTCs to their local community.”

Lynne Sedgmore, executive director of the 157 Group, said: “These figures would suggest most UTCs are significantly under-recruiting against targets, which considering the publicity and resources put into them is most surprising. I would be interested to know the reasons, particularly as Hackney closed due to such low numbers.”

University and College Union head of FE Andrew Harden said: “Many UTCs may offer similar courses and curriculum to existing FE colleges. At a time when our colleges are facing huge budget cuts it is essential that vital funding is not diverted at the expense of institutions already providing key vocational training. Considering the considerable expense and fanfare that has surrounded UTCs it must be disappointing for all involved that take-up has not been better.”

The DfE spokesperson said: “UTCs, their university partners and businesses should work together to ensure they are offering an attractive and distinct alternative to other schools.”

The Baker Dearing Educational Trust spokesperson said: “The technical education pathway offered by UTCs is wholly new to the English school system and we expected it would take time for them to reach their maximum capacity.

“We are confident that as the UTCs themselves become more established, as the JCB Academy has done since it opened in 2010 [as an academy, before becoming a UTC in January last year], recruitment will increase. The majority of UTCs opened in 2013 and it is a challenge to recruit students to a new school at the non-standard age of 14, even though this is the right age.”

Editorial

Capacity for review

With 2012/13’s UTC enrolment figures showing they were running, in total, at 55 per cent capacity, you would have expected a hint of caution in the corridors of power.

And armed with last year’s even lower figure of 30 per cent, you might even expect serious questions to be raised by government ministers and officials.

But not so, it would seem — to the extent that a DfE spokesperson said UTC recruitment was “improving dramatically”.

It’s hard to see this as a comment made in light of the facts, but regardless, UTCs continue to count on the support of Labour and the  Conservatives.

But then there’s also the quality argument. And on this UTCs don’t stand up particularly well either — certainly not when, as previously stated in this column, compared to the offer from general FE colleges, where inspections of 14 to 16 provision have yielded complimentary reports at Hull College and Middlesbrough College, among others.

And although it seemed former Education Secretary Michael Gove appreciated this when he called on Bedford College to step in and rescue the grade four-rated Central Bedfordshire UTC, we appear no closer to a critical analysis of the UTC  project.

But the AoC has called for such an assessment. So does FE Week.

Chris Henwood, editor

utcsfinal1

 

College wins second round in VAT fight – third round next

Hopes of a multi-million pound VAT rebate for principals have been boosted by a Hampshire college’s second legal win against the taxman over a training restaurant — but a third courtroom battle is on the cards, FE Week can reveal.

Brockenhurst College was awarded around £55,000 in February after it was found the supplies for its on-site training restaurant, MJ’s, were integral to educating students — and so should have been exempt from VAT.

Her Majesty’s Revenue and Customs (HMRC) appealed against the ruling (see cartoon, right) — with the figure representing a refund of four years’ worth of tax payments on supplies to the 50-seater training restaurant staffed by students and open to the public — but lost.

The defeat for the taxman has prompted calls for principals to get their claims for cash in now with a four-year time limit to refunds, before HMRC lawyers take up the case for third time, at the Court of Appeal in five months.

Brockenhurst College principal Di Roberts (pictured) has said she planned to plough the windfall back into the college, but she declined to comment on the latest development.

With more than 160 colleges in England operating similar facilities, plus other training enterprises such as hair salons, spas and theatres, successful payback campaigns in the vein of Brockenhurst’s could therefore net the college sector tens of millions of pounds.

Ruth Corkin, an accountant with James Cowper, which represents several colleges, said: “There is a four-year time limit in which colleges can make their claim, and, for instance, if HMRC loses at the Court of Appeal and decide to take it further, for example, to the European Courts, it could be a number of years before it is finally settled.

“Providers should be making claims for the last four years now and then making top up claims until the matter is resolved.”

Association of Colleges assistant chief executive Julian Gravatt previously described the HMRC’s initial appeal as “disappointing,” but declined to comment on the HMRC’s Court of Appeal move.

Association of Employment and Learning Providers chief executive Stewart Segal said his members might also be affected.

He said: “In the independent sector every company has a different structure in terms of how VAT laws apply to them ranging from large PLCs where there may a group structure to small charities.

“As a result, it is very difficult to know what the impact of any changes to the interpretation of VAT laws would be.

“In this specific case, independent learning providers do not tend to run training facilities that sell their services as they are more likely to place trainees with employers, but there may be some specific cases where this will have an impact.”

HMRC said it was appealing again having lost, but admitted it would have to consider refunds for colleges “in the same position” as Brockenhurst.

A spokesperson for HMRC said: “We have appealed the decision of the upper tribunal to the Court of Appeal. The court has listed the case to start on February 16, 2015.”

They added: “As the matter is under appeal, HMRC will also issue assessments in such cases to protect their position if ultimately HMRC is successful in the litigation.

“HMRC will issue a revenue and customs brief to explain how any colleges in an identical position can make claims as well as provide further guidance.”

IfL JOBS AT RISK

The future of more than a dozen Institute for Learning (IfL) jobs was today looking uncertain as it prepares to transfer assets to the Education and Training Foundation (ETF) before closing.

A spokesperson for the IfL told FE Week that there was no guarantee that any of its 15 workers would keep their jobs following the move, voted through by its non-executive board two months ago.

The transfer is expected to be complete by the end of next month, and an HR consultation is underway to determine the fate of IfL employees.

However, an Ifl spokesperson told FE Week: “The ETF is not taking over the IfL organisation and staff — the plan is for IfL to transfer its legacy, assets and membership to the ETF through a deed of gift before closing its operations.”

She was unable to guarantee that any IfL jobs would be saved, adding: “In view of the current HR consultation process, IfL does not consider it appropriate to make comments about staff and potential redundancies at this time.”

The transfer was triggered by fears the 33,500-member IfL did not have enough cash to keep going. It has seen huge numbers of members desert in the face of increasing membership fees in response to government funding being withdrawn.
However, the vote in favour of transfer was later hit with claims IfL had failed to consult rank-and-file members.

A number of IfL members complained that they were not involved in the decision, before IfL elected chair Sue Crowley (pictured) defended the process.

She said members, who generally paid £63 annual fees, were democratically represented by the advisory board members who took the vote.

It comes just a week after it was revealed the IFL’s Qualified Teacher Learning Status (QTLS) programme would continue under the ETF. The news came in a live webcast by Dr Jean Kelly, IfL chief executive, and ETF chief executive David Russell.

Dr Kelly said: “It will still be called QTLS, it will stay as it is for the foreseeable future. It’s there for people to apply and it will remain the status it has been since it has been in existence.”

Mr Russell announced the next window for members to apply to begin the QTLS process would open from December.

He added it was likely teachers who transferred from IfL would need to remain as fully-paid up members of the ETF to keep their QTLS.

The ETF declined to comment on the potential job losses among IfL staff.

Tributes to ‘exceptional’ late principal Paul Head

A London college principal described as “exceptional” and “outstanding” has died after a long illness.

FE sector leaders have paid tribute to Paul Head (pictured), who had been principal of the College of Haringey, Enfield and North East London since 2009, and its predecessor, the College of North East London, since 2002.

According to the college, Mr Head died on Wednesday with his family by his side following an extended leave of absence from work. He had battled with cancer.

Jane O’Neill, interim principal of Haringey, Enfield and North East London College, described him as a “warm, vibrant and hugely personable”, adding: “Paul was passionate about raising the educational aspirations and opportunities for young people and adults living in North East London.

“Paul’s energy and commitment extended beyond the College and he had an impact on the sector as a whole.”

Mr Head joined the College of North East London in 2001 having worked in the higher education sector for 15 years, latterly at Thames Valley University.

Martin Doel, chief executive of the Association of Colleges, said: “Paul was an exceptional man and an outstanding principal who, through his superb work at the College of Haringey, Enfield and North East London, changed thousands of Londoners’ lives.

“He was also a powerful advocate for college students on a national basis. For example, in 2011 he worked exceptionally hard to ameliorate Government decisions on ESOL which would have affected the most vulnerable students. Paul was one of our best leaders and he will be sorely missed by us all.”

Lynne Sedgmore, executive director of the 157 Group, said: “Paul was a key and committed member of 157 group. I knew Paul primarily through his courageous leadership in Conel from 2008 and  his fabulous support of the Centre for Excellence in Leadership.

“His dedication to his college through staff and students was exemplary, and legendary. His intelligence, his humour and his quickness were impressive but most of all his integrity was profound.

“He advised me on many occasions and I always learned from and listened to his wisdom. Along with many others I miss him hugely and give thanks that such a wonderful professional and human being graced my professional life.”

Student services leader criticises DfE over ‘costly’ handling of FE free meal top-ups

Education Secretary Nicky Morgan has felt the full force of college student service leaders’ frustration over her department’s handling of FE free meals top-up rules.

Polly Harrow, chair of the National Association for Managers of Student Services (NAMSS), has written a powerful email (copy of email below) to Ms Morgan outlining how a Department for Education (DfE) U-turn on the policy had proved “extremely costly and time-consuming” for colleges.

The DfE issued new guidelines on Monday (September 15) stating that the FE free meal figure of £2.41 per learner could be boosted from the 16 to 19 Bursary Fund and other sources — just a fortnight after telling colleges they couldn’t.

“I can tell you there is widespread frustration with the Department for Education’s U-turn over FE free meals funding,” wrote Ms Harrow, whose correspondence was seen by FE Week.

She added: “All this planning and re-planning has been extremely costly and time-consuming to colleges from an administrative perspective. It is also extremely frustrating.”

A DfE spokesperson, who confirmed “there has been a change in the policy,” said it would now be possible, for example, for a learner in receipt of the FE free meal £2.41 to be given a further 59p from other sources, including the 16 to 19 Bursary Fund, to have a meal to the value of £3.

The change in policy, he said, had been “decided to give them [providers] more freedom to their budgets for what they want to use them for”.

It means colleges that had originally been planning to top up the FE free meals handout before the Education Funding Agency told them they couldn’t, are reconsidering.

Among those told FE free meal top-ups were not allowed, before being told they were allowed, was Kingston College. Its principal, Peter Mayhew-Smith, told FE Week: “The recent change to the guidance on free meals has caused us some challenges as we now have to change the communication we’ve shared with our students again. We will do this and make sure we give our students the very best support and financial assistance we can offer.”

New College Durham confirmed it would top-up free meal funding to £2.50 and a Middlesbrough College spokesperson said: “Staff are now exploring funding sources for topping up”.

However, Ms Harrow told Ms Morgan that further clarification was needed on this point to determine how much topping up was acceptable.

She wrote: “We have been told we will have to ‘consider the value for money and reasonableness of such an enhancement to the £2.41 rate and must be able to justify this’.

“But are we supposed to know what a reasonable cost is before we think about justifying it?”

A DfE spokesperson declined to comment on criticism of its handling of FE free meals top-up rules, but said: “All colleges are free to use up to 5 per cent of their bursary to cover the admin costs of verifying students’ eligibility for free meals.”

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