Blossoming florist takes on apprentice

Business is blooming for a young florist who has taken on an apprentice from her old college.

Lauren Henderson, aged 21, completed level three floristry at East Durham College last year, before opening her shop in July.

“It’s been a mad few weeks, but business is going really well,” she said. The shop, in Sunderland, is named Ray of Sunshine in honour of Lauren’s grandfather, Ray.

It has quickly become so popular that Lauren has been able to take on 25-year-old Danielle Johnson as an apprentice.

“I loved my time at college,” said Lauren, who initially started A-levels before switching to floristry.

“I still keep in touch with my old lecturers, who continue to give me advice and guidance today, and the same lecturers are also now helping Danielle.”

Featured image caption: From right: Florist Lauren Henderson with new apprentice Danielle Johnson

‘Home-from-home’ for special needs students

Havering College of Further and Higher Education has transformed the home of its former caretaker into a state-of-the art facility for students with learning disabilities, including those on the autistic spectrum.

The London college spent £420,000 on the plush new facility, known as The Bungalow, which will feature a sensory room with fibre optics and bubble tubes, twin bedrooms —  for overnight stays — and a garden with specialised fitness equipment.

The idea is it will help students with learning disabilities adjust to college life, by providing them with a home-from-home environment.

Amanda Heary, whose 17-year-old daughter now attends The Bungalow, said: “I feel very fortunate that my daughter has a place here.

“She was definitely not ready to make the step straight into college but her transition into The Bungalow is personalised and it is going really well.”

Angela Watkinson, MP for Hornchurch and Upminster, cut the ribbon at the official opening ceremony.

Featured image caption: From left. Havering College principal Maria Thompson and Angela Watkinson MP

Food festival develops new catering skills

Catering students helped to bring Manchester Food and Drink Festival to Salford City College.

Working with chefs from award-winning local restaurant Grenache, they prepared and served a gourmet meal for guests at a festival-related event in the college’s training restaurant, The Glass House.

Student Adam Wright, aged 17, said: “We’ve learned a lot while working alongside the Grenache chefs.

“The experience has taught us lots of new skills and taught us to cope well under pressure.”

Featured image caption: Ryan Partington, aged 18, and Alex Cowlishaw, 17, on front of house duty at The Glass House

Plastic frocks bag designers place on the catwalk

Fashion and textile students took to the catwalk with clothes made entirely from recycled plastic shopping bags.

The Chelmsford College level three BTec learners showed off their garments at the intu Lakeside shopping centre, in Essex, alongside fashion displays from the centre’s shops, which donated the shopping bags for the students’ creations.

Julie Leahy, curriculum leader for the art and design faculty, said: “The students were extremely excited about being involved in such a high-profile show.

“They have worked extremely hard, with a professional approach.”

Students used bonding, stitching, knitting and weaving to create wearable upcycled outfits.

Audience member Jeni Bayliss said: “The outfits were fabulous and when I realised what they were made from I was completely amazed.”

Featured image caption: First year textile student Ella Chandler Lewis, aged 18, modelling a dress made as a collaboration between all first and second year students. Photography Daniel Jones

Seascape makes splash in photo competition

A photographic student’s picture of dark clouds over the Bristol Channel has been shortlisted in a national photographic competition.

Ed French, who is studying a level three BTec extendeddiploma in photography at Weston College, Somerset, captured the image last year.

He said: “I like how the sea meets the sky and is divided by the land. I altered it slightly to give it a blueish tone because I thought it enhanced it.”

Ed entered the photo into the National Historic Ships Photography Competition 2013, in the Young Photographer Historic Ship or Seascape category.

The image has been shortlisted, along with four others in its category, ahead of more than 500 other entered photographs.

The winner will be announced at a reception on board HMS Belfast, in London, on October 23.

Featured image caption: Shortlisted Ed French, aged 16, and his shortlisted photo (inset)

Hands-on science and maths work experience

A- level students got hands-on experience of professional scientific and mathematical research.

Nelson and Colne College Sixth Form students Sarah Kendall, aged 24, Fiona Dewhurst and Umair Asif, both 17, joined placements on university summer research projects.

Their involvement was organised by Nuffield Foundation charitable trust.

Sarah worked on a project studying brain damage associated with strokes at Manchester University.

She said: “The experience was brilliant. I loved the lab environment and it confirmed to me I am heading for the right career area.”

Fiona helped research spectroscopy —  how energy interacts with matter —  also at Manchester.

Umair went to the University of Central Lancashire to work on simulating how galaxies form, using computer programming.

Featured image caption: Umair Asif, Fiona Dewhurst and Sarah Kendall helped with university research this summer

Ofsted director Coffey wins praise for prison talk

Prison education and training came under the spotlight last week in a critical speech by Ofsted’s FE and skills director Matthew Coffey. But he also made a number of recommendations that have earned him praise from Rod Clark.

A grading of good, or maybe even outstanding, to Matthew Coffey for highlighting the need to improve prison education.

This resonated for me as chief executive of Prisoners Education Trust, a charity that has worked to rehabilitate prisoners through education for almost 25 years.

But there will be huge challenges ahead for implementing a learning culture that meets the needs of all prisoners.

This is a period of unprecedented change in criminal justice affecting a prison system that wrestles with the inherent challenges of an often transient, deeply troubled prisoner population in an age of financial cutbacks. Given that, how far can Ofsted’s specific recommendations go in addressing the problems?

Few prison qualifications carry credibility with employers”

I would like to focus on two of Mr Coffey’s recommendations that are central to the way education is configured within the prison itself; that prison governors should have more responsibility for education provision and for targets to be based on prisoners gaining vocational and employment-related skills at level two and above.

Some would argue that since the start of the current round Offender Learning and Skills Service (Olass) contracts, governors have, in theory, already got the lead on education.

That role is set to become both more complex and important in future. Such clarity of accountability will be essential when 21 new ‘Community Rehabilitation Companies’ manage the transition out of custody and will only be paid if prisoners do not reoffend.

More than 70 prisons will also have their roles re-cast as resettlement prisons for one ‘Contract Package Area’, meaning there needs to be a single point of authority to ensure that delivery from education providers supports that goal, particularly as some will contain two different Olass providers.

If the prison governor does not manage all these players and the process between what happens in custody and its connection through the prison gate, who else should? These are issues we are exploring along with 16 other members of the Prisoner Learning Alliance.

The other recommendation raises an even more fundamental question: what is prison education for?

To give a person the knowledge, skills and motivation to move them away from a life of crime towards a more positive future would be our answer.

For many, the answer is simply employment. Of course this is important, research shows that ex-prisoners with jobs are half as likely to reoffend, but at the moment most people leaving prison haven’t got the skills or training they need to progress.

Few prison qualifications carry credibility with employers and this is one of the reasons our organisation helps prisoners access courses at level two and above.

We fund a wide range of accredited courses in further and higher education via distance learning, but recent changes to the Olass contracts and the introduction of student loans have caused huge disruption for prisoners.

Of most concern, as the future is increasingly moving to an ICT model, is prisoners’ poor access to computers and lack of controlled access to the internet for online courses or e-learning resources as part of a blended learning model.

Without a significant step change in ICT access in prison, progression will become even more difficult.

It is also important to note that employers seek more than technical competence. They expect employees to have the life skills that are needed to equip anyone to return to life as a fully engaged citizen.

Many prisoners may not be able to relate constructively to others and few have self-belief and resilience in the face of likely discrimination from prospective employers when they leave prison.

Therefore without support to gain such basic life skills, we will be turning out prisoners fit for neither employment nor for playing an active role in society.

Rod Clark, chief executive,
Prisoners Education Trust

 

 

Our Mann’s impressed with Nottinghamshire college

Laying bricks, an afternoon jam with talented music students and a relaxing manicure were just some of the activities I enjoyed while visiting West Nottinghamshire College, writes Shane Mann.

My visit, with FE Week editor Nick Linford, began with a tour of the college’s Ashfield centre. (Pictured above: Principal Asha Khemka OBE welcomes Nick Linford (left) and Shane Mann (right))

Working in partnership with the Inspire & Achieve Foundation, the centre works with under 24-year-olds that are not in education, employment or training (Neets).

Offering flexible courses, predominately at level one, the venue aims to act as a springboard for Neets onto higher level courses.

We then dropped into the college’s construction skills centre, in Kirkby-in-Ashfield, which trains students in trades from bricklaying to rail track engineering.

The centre has a unique open plan design, containing study areas and scaled-down classrooms.  Then it was time to get creative at Vision, the college’s creative arts centre providing media, music and performance courses.

Here we learned about the college’s student-led TV station — called visioncreate.tv — and I become a band member, bashing the drums.

Me having a jam with music students Elliott Wheeler (left), of South Normanton, studying level three extended diploma in music and Tim Utting (centre), of Alfreton, studying Level three extended diploma in music technology
Level one automotive maintenance and repair student Keeley Boulton, aged 19, from Kirkby-in-Ashfield, instructs me on how to fit brake shoes on a car

Finally, we visited the college’s hair and beauty commercial wing, called Revive. As a persistent nail-biter, it was fitting for me to undergo a brief manicure before dinner. The enjoyable experience provoked a professional frown from my beautician, when she inspected my chewed nails. Revive, along with the college’s training restaurant, is housed at a newly-opened £11m centre at its Mansfield campus.

Left: Level two beauty therapy student Lucy Gilby, aged 16, from Mansfield, gives me a manicure
Right: Level three professional cookery apprentice Ian Heslop enlists me to help in preparing a meal in the kitchens of Refined — a fine-dining restaurant open to the public

We were following in the footsteps of  Skills Minister Matthew Hancock, who had a
similar tour two weeks earlier (pictured below).

Left : Jamie Fairless, 16, from Mansfield, shows me how to build a brick wall
Right : Mr Hancock has a go at building a brick wall during his visit on Friday, October 4

Photos by Richard Skelhorn

Rushanara Ali, shadow junior education minister

As Rushanara Ali’s staff show me into her parliamentary office, they seem understandably disorientated by her sudden change of focus from international development to education and young people.

But shadow minister Ali is unfazed by the results of Labour’s most recent reshuffle.

She seems to be in her element with her new shadow ministerial brief and once she begins talking on the subject, it’s difficult to interrupt.

She is, she tells me, “completely obsessed” with education’s power to influence social mobility.

The 38-year-old MP for Bethnal Green and Bow credits her own education in London’s East End with her position today.

“I went to some great schools, I was really lucky actually,” she says, looking particularly to her secondary school, Whitechapel’s Mulberry School for Girls.

“The teachers were very, very ambitious for their kids, it was just brilliant.

“They had a very strong sense that it didn’t matter what your background was, you could go anywhere if you put the work in and if you were ambitious and determined.”

The first Bangladesh-born person to enter UK parliament, Ali came to England when she was six.

“I remember it being grey and cold,” she says.

At college you get a real insight into the different points people are starting at and where they end up”

“I had a lot of family out there [in Bangladesh] — grandparents, aunts and uncles, a large extended family so arriving here was very different.”

When Ali’s family moved to England in the early 1980s, the London Bangladeshi community was less established, making the contrast between her life in Bangladesh and her new life in Tower Hamlets, East London, more apparent.

“If you have an upbringing in a country that’s completely different, childhood memories tend to stick,” she says.

“Like all children you miss where you’ve come from but very quickly you adjust to life.”

Education formed a key part of her family life, as her parents were “very supportive” although in different ways.

“My mother was very, very strict and everything was about studying, whereas my father was much more laid back, his attitude was that you should do what you’re interested in, which was a good balance actually,” explains Ali. “It was very much a case of ‘education, education, education’ from a very early age.

“There was a discipline of not wasting time, so when we arrived in England, as well as going to school, my mother was absolutely obsessed with us learning Arabic, English and Bengali — she had her programme and she was determined we would get through the education system and there was no getting away from her.

“All the hours would be taken up in some form of education — in the weekday evenings, it was school and then it was more classes.”

Grinning broadly, and clearly not resenting the time dedicated to her education, she adds: “I think the only playtime we had was on a Saturday and Sunday afternoon, it was pretty intense.

“So I credit my education and pathway to both my parents, but particularly my mother because she was determined that all her children but particularly her daughters, got a good education.

“But she probably didn’t know what she was getting herself into when I stood for parliament.”

Ali went on to study at Tower Hamlets College where she returned to become a governor before she was nominated to stand for election in 2010, and this, she says has made her “a passionate advocate of the FE system”.

“When I got to Tower Hamlets College, I was meeting a lot of people who’d gone back to college as mature students,” she says.

“So that was a really powerful influence for me because if you’re in a school sixth form, you’re with the similar age group, but at college you get a real insight into the different points people are starting at and where they end up.”

She left the East End to study politics, philosophy and economics at St John’s College, Oxford, but returned in her holidays to conduct research for renowned sociologist and social activist Michael Young, talking to youth workers and young people.

On finishing university, Ali found she was drawn towards human rights law, but, not really wanting to study for and also finance a law degree, she instead got a job with the then-MP for Bethnal Green and Bow, Oona King, who was also on the international development select committee.

Now, 15 years on, she has come to occupy that constituency seat herself, something she says she’s “incredibly proud of”.

“It’s hugely exciting, but a big responsibility, I think if it’s your home seat, if it’s the place you grew up in you have a special connection, you know a lot of people in the area,” explains Ali.

“The insights you get from a long span of your lifetime really help you to get across where the blockages are, where the problems occur and how those can be overcome.

“Also, I think what’s great is that when I say to young people ‘I went to your school’ or ‘I went to your college’ it doesn’t feel as detached for them.”Ali, along with fellow Labour politicians Shabana Mahmood and Yasmin Qureshi, was one of the first female Muslim MPs in the UK.

She was also the first person in her family to go to university and the first student from her school to go to Oxford. With so many firsts on her CV, questions about being a ‘role model’ are difficult to avoid.

“I think in terms of when I decided to go to university, it was about what I wanted to do, it wasn’t really about what then it symbolises,” explains Ali.

“But you are very aware, just like women in parliament, the first intake of women in parliament would have been very aware of the fact that there are others who would look to them — that happens.” And, she admits, role models have their place in “demystifying” aspirational places like university or parliament. “Certainly when I went to Oxford, one of my friends went to Cambridge and I think we were probably the only two in the borough who did, and that was important because our teachers could say to their kids ‘you should not see Cambridge and Oxford and all the Russell Group universities and so on as places you can’t get to’,” she says.

“That’s why I’m really keen that there are more people from diverse backgrounds who go into politics because then it becomes self-evident, it becomes normal and these places become places that anyone can feel that they can get into if they do the work.”

Perhaps the reason Ali seems so poised to make a smooth transition to her new brief is that she sees them as part of the same continuum of improving people’s lives and social equality.

“A lot of people say this I know, but education really is the key to all the other things that happen in the community or in a country, and that’s certainly what I saw in the east end of London,” she explains.

“For many people, the transformation of education has really transformed their lives. And that’s a very powerful story.”

It’s a personal thing

 

What’s your favourite book?

The Handmaid’s Tale by Margaret Atwood. It takes me back to my FE College, actually, I had these amazing English literature teachers Mary Jones and Helen Coxidge, and it was brilliantly taught

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

Nelson Mandela

What’s your pet hate?

There are probably lots of things but I can’t think of anything off of the top of my head

What do you do to switch off from work?

Friends, reading novels, family, films — although I rarely get time to go to the cinema now

What did you want to be when you grew up?

I actually wanted to be a teacher when I was 10 or 11, then I realised how hard it was — but there’s still time. Then I wanted to be an archaeologist. I think that had something to do with Indiana Jones