Frank Harris, reformed criminal and FE advocate

Further education was the “key to freedom” that was handed to lifelong criminal Frank Harris while he was behind bars for attempting to smuggle cannabis into the UK from Amsterdam.

The chance to study just a couple of GCSEs helped him turn his back on a life of crime that stretched back more than a quarter of a century.

With the support of prison charity the Foundation Training Company (FTC), he made the pivotal choice to go straight when he came out of prison almost a decade ago.

And now 53-year-old Harris returns — minus a criminal conviction — to pass on the FE message of hope to others.

“Further education in prison stopped that cycle of being in and out of prison for 30 years,” says the grandfather-of-two, who is now in the second year of a University of East London criminology and criminal justice degree.

“It is the one thing that gave me the key to freedom, and I am continuing that journey through education.”

Harris was in Hertfordshire’s Mount Prison when he took two GCSEs, achieving an A in English and a B in maths.

They set him on a path away from crime and along which he has worked with a range of substance misuse charities including Turning Point, St Mungo’s and Crime Reduction Initiatives (CRI).

He now mentors offenders at Brixton Prison where he sees his mistakes being relived by others — but he also hopes his FE redemption can be relived, too.

“It’s not hard work, but it is sad as far as I see it — you just see a lot of wasted energy and talent,” says the Londoner.

“Obviously people need to be in prison — it’s there for a reason, but you meet many who make you think, ‘You don’t need to be in here, you’re just not listening, and you therefore might be back in here again’. It can be disappointing.”

The son of Jamaican immigrants, Harris grew up as one of five siblings. His first conviction came before he’d even hit his teens, in 1969, for shoplifting.

“I didn’t do crime to support anything,” he explains.

“I did it because where I was born that’s just what everyone did and that’s how I grew up.”

At the age of 14 he was expelled from school in Bethnal Green for arguing with teachers and fighting and, unable to get into another local authority school, he was sent to Oak Hall boarding school in Sussex, where he counts former world champion heavyweight boxer Frank Bruno among his classmates.

“I don’t think my mum could manage me with four other children,” concedes Harris.

Oak Hall, now closed, was situated within a rural setting and pupils could do outdoors activities such as horse-riding, as well as taking weekly trips to the seaside, but, says Harris, says there was no “formal” education.

“When I was 16 I ran away from there — there was no education stimulus. That was when I really got into offending behaviour,” he says.

At the age of 21, Harris was inside Wandsworth Prison having for the first time started a sentence alongside adults rather than just young offenders. He also found himself taking drugs.

Continuing in a downward spiral over the next three decades, he racked up around 40 convictions, including theft, drug smuggling and fraud. He also spent time when not in prison homeless.

But Harris’s yearning for a new life first emerged in his mid-twenties, part-way through another sentence. He remembers the heartache of hearing about the birth of his first son from behind bars.

“The prison warder said to me, ‘Mother and baby are doing fine.’ But I was in prison,” says Harris, who has three sons — Cane, Ellis and Jason — and a daughter, Frankie.

“After that I didn’t go back for 11 years.”

But he did get back into trouble and was in prison throughout his late thirties and early forties before in 2004, aged 43, FE came knocking while. He was serving a four-year jail term at the time for attempting to smuggle cannabis from Amsterdam.

“My children were getting a lot older. I should have sorted it out at an earlier stage, but when you haven’t had experience in the classroom for many years you lose confidence,” says Harris, whose grandchildren are called Nera and Esra.

“I started off by just going into the library to read. It was attached to the education place so I finally decided to take a course.

“I’m scared of structure — I liked to go and read by myself — but the decision I had made was that I wasn’t going back to prison and I had to put meaning to that.”

And that determination was put to the test on the day of his release. It was to be another test he would pass.

“One of my friends picked me up and by-the-time we got back to London, I would probably have smoked a spliff and been diverted from where I was going and that would have been an easy option,” explains Harris.

“Fortunately what really had an effect was the FTC and so I didn’t do that.”

He adds that FTC spent time with those about to be released and he also had the option of going back to them for help after he was freed.

“It was a continuation from prison which solidified a way of life for me,” says Harris.

“It gave me appointments to go to and college and that link was vital.”

Nevertheless, with his GCSEs secured and enjoying life as a free man, he completed courses in preparation for higher education and counselling certificates level one and two, funded by the Prisoners Education Trust. He even won an Adult Week Learner award for outstanding learner of the year in 2009.

“The courses I’ve done are a rebuttal to my past and to those who didn’t give me a chance earlier,” explains Harris.

“It’s also a rebuttal to myself — ‘Why didn’t you fix up earlier, Frank? Look what you can do’.”

And he says because of what education did for him, he decided to work with offenders.

“Within the context of where I’m from, seeing lots of young black men being locked up and going through that revolving door, I wanted to send a message that you can have aspirations — not just through the criminal justice system,” says Harris, who grew up in a deprived London borough of Hackney.

“I try to say to young men that they shouldn’t just do education because I did. One cap doesn’t fit all.”

“Education inside isn’t just about trying to get a qualification to get a job, it’s about more than that — it’s about feeling self-worth and broadening your scope.”

And, by putting offending labels to one side, he says he focusses prisoners’ attention on finding their strengths.

“I try to let people see things within themselves, for themselves,” says Harris.

“I can also answer questions from my experience inside, if that might deter them, and I can advise them on help with drugs.”

But Harris’s own focus has gone beyond the prison walls. He wants to stop young men from even beginning down that road.

In 2009 he set up The School of High Achievers for West Indian boys in Islington, but the Saturday school, which included workshops such as drumming, closed with the loss of the venue. However, Harris says he is determined to start it again.

“I just want to continue to help stop young boys going to prison,” he says.

“If anyone’s listening, I just want to bring attention to the importance of educational facilities.”

“You can cut crime, but you also give children, fathers and mothers, and the community, an artist, a singer, a painter, a volunteer.”

 

Back in time for blooming success

West Country students’ blooming talent won them a bouquet of prestigious floristry awards at some of the UK’s top flower shows.

City of Bath College students claimed a gold medal and best floristry exhibit at the Royal Horticultural Society’s (RHS) Hampton Court Flower Show for their 1950s living room made of flowers.

They followed that up just two weeks later with a bronze award at the Tatton Park Flower Show for a black and white solar system-themed display called Orbit of the Galaxy.

Floristry tutor Louise Rawlings said: “To get medals from both RHS flower shows in the space of a couple of weeks is just massive.

“We tried to create something a little different… we are so proud of all the students’ hard work.”

From left: Floristry lecturer Joanne Matthews, level three floristry diploma student Stephanie Eastwood, 24, and floristry tutor Louise Rawlings at the Hampton Court flower show.

Older and wiser on inspection

Ofsted’s criticism of the college sector last year was a bitter pill to swallow and the toughened up common inspection framework offered little hope for sector praise. However, it hasn’t quite worked out like that says Joy Mercer.

At this time last year, colleges felt they had not weathered an Ofsted storm but were beached, and stranded on unfamiliar territory.

The inspection results for general FE and sixth form colleges were forbidding. Of the 60 inspected, 22 per cent were judged inadequate and only 40 per cent graded good or better.

There were no colleges graded outstanding for teaching, learning and assessment. A new common inspection framework was due, with only two working days’ notice of inspection and a central focus on teaching, learning and assessment.

The quality in the classroom would influence all other grades. Satisfactory became Requires Improvement, with a senior inspector allocated to a college with this grade and re-inspection within 12 to 15 months.

Governors who felt confident in their role in ensuring financial health and probity now had a clearer strategic responsibility for what happened in the classroom.

This came against a political drive to encourage choice and competition for 16-year-olds created through new school sixth forms, the growth of university technical colleges and free schools, and employers being paid directly to deliver apprenticeships.

One year on, the story is different.

Ofsted trebled its number of inspectors and our figures show that 61 per cent of colleges were judged good or better and only five were graded as inadequate.

Given that Ofsted inspects colleges on risk, it is important not to forget the ‘state of the nation’.

Last year’s Ofsted annual report said that 64 per cent of colleges were good or better. This year we believe it is 74 per cent.

However, there is no room for complacency — just over a third were judged to Require Improvement.

Ofsted has indicated that the long love affair with success rates is over.

Last year’s Ofsted annual report said that 64 per cent of colleges were good or better. This year we believe it is 74 per cent.”

This year, they have focused on student progression to employment or further study.

Themes that run through inspection judgements of good or better colleges include strong student tracking; high levels of attendance; teaching that focuses on employment opportunities and enterprise; using every opportunity to develop students English and maths skills; teaching that challenges students; good quality work experience; and, governors who understand the quality of teaching and learning, with strategies to ensure teachers improve.

Ofsted introduced Learner View last September. Whether colleges have used this student satisfaction method or their own, students’ opinions of the quality of their experience at the college is paramount.

So what of next year? Students without the gold standard of A* to C at GCSE in English and maths will be expected to gain the qualification by the age of 18.

This is likely to be measured in the new 16 to 18 performance tables as well as Ofsted inspections.

We are hopeful that after Ofsted’s own report on careers guidance in schools, due soon, there will be a much stronger focus on guidance in school inspections.

This may be the year when success rates take a back seat to outcomes into jobs and HE.

Ofsted will be reporting on study programmes and 14-year-olds studying full time in colleges. With intense competition, these have to tell a good story.

 

A year of Ofsted highs and lows

It has been a year in which Ofsted stories have hit the front pages time and time again — starting back in September last year with Sir Michael Wilshaw’s “Deptford not Delhi” criticism.

He warned that colleges could be at risk of focusing on international opportunities to the detriment of home-grown learners.

The former head teacher and executive principal spoke on the dangers of foreign recruitment in FE at a conference organised by the Association of Colleges (AoC).

His remarks came in an introductory speech to around 160 delegates at event held in London Bridge.

And in December, AoC chief executive Martin Doel accused Ofsted of “moving the goalposts” for colleges following a damning annual report that pointed to a threefold increase in the number of colleges judged inadequate.

Mr Doel hit out after the education watchdog’s report highlighted how 13 colleges received the lowest possible grading in 2011/12, compared with four the previous year and how, for the second year running, no college achieved an outstanding grade for teaching and learning.

“Colleges are delivering what government has asked of them and we are interested to discuss how college performance might be better reflected in a wider basket of measures,” said Mr Doel.

“But if the goalposts are being shifted by Ofsted, we at least need to know the rules of the new game. A fair and transparent inspection regime makes an important contribution to this process.”

Three months later one of England’s biggest colleges fell from outstanding to the lowest Ofsted grade of inadequate.

City of Liverpool College, which achieved the highest grade almost across the board at previous inspection in early 2009, was graded inadequate in every one of the headline Ofsted fields.

The report said the college, formerly Liverpool Community College, had too many students turning up late for lessons — if at all — and leave without achieving their qualifications.

Principal Elaine Bowker said: “We accept the report and are working hard to ensure that the areas highlighted as inadequate are improved.”

But things were looking up for the sector at the end of the month when Walsall College became the first general FE college to achieve an outstanding grade under Ofsted’s tough new inspection regime.

The West Midlands provider won glowing praise and its success meant the college was also the first to get a published Ofsted report with outstanding for teaching and learning — a field that, under the common inspection framework, limited the overall grade.

However, in April FE Week reported another shocking Ofsted inspection. City College Coventry was hit with an inadequate grade four result across each inspection headline field.

The 8,000-learner college was also given grade fours throughout the main findings board, including apprenticeships and 19+

learning programmes.

Despite initially vowing to “stay on and put things right”, college principal Paul Taylor announced within weeks that he would be leaving.

Catherine’s hot job at the Ritz

A Gateshead College student is all fired up to start her new job at one of London’s most prestigious hotels, the Ritz.

Catherine Smith (pictured) landed the job after scooping two gold medals in the North East Culinary Trade Awards, creating a dish for the Ramada Encore Newcastle-Gateshead Hotel and passing level two professional cookery with distinction.

Catherine, 28, who was recently named Gateshead College Student of the Year, said: “I enjoyed the course immensely and it has given me the knowledge and experience to start a career in something I love to do.”

Sisters’ graduation a first class act

Two South Tyneside sisters put in first class efforts to succeed at college as they juggled full-time jobs, family life and even debilitating disease.

Natalie and Juliet Hodson, from Jarrow, achieved top grades in their leadership, management and organisation degrees at Gateshead College while looking after young families.

Natalie, aged 27, who regularly works 45-hour weeks as a contracts administrator, also cares for six-year-old son Thomas, who suffers from Perthes disease, which attacks the thigh bone.

“It was a juggling act to say the least,” she said.

“We have physio appointments every two weeks and we have to go and see a consultant regularly as well, so we had that to deal with too.

“But I think if I can do it in my position with a little boy with a bone disease as a single parent and working full-time, anyone can do it. I daresay a lot of it was to do with the tutors at Gateshead.”

Meanwhile, 43-year-old Juliet was looking after her own two children while holding down her job as a performance and information support officer at South Tyneside Council.

“I don’t suppose many people get the opportunity to go to university with their sister, but we thought ‘it’s going to be hard but we’ll get through it together,” said Natalie.

“If one of us was feeling a bit down or a bit stressed, the other was there supporting them knowing what they were going through.”

She decided to go to college when she saw a niche she could fill at work.

“I started a new job, and it’s quite a technical company, but they didn’t really have anyone who was business-orientated; they didn’t have anyone with marketing experience or anyone with business acumen,” said Natalie.

“Obviously the market was dipping a lot at the time so I thought I’d do something to make myself more valuable and give myself something extra.”

After completing an Association of Accounting Technician qualification at level three and an NVQ level four in business administration, it “snowballed” from there, said Natalie.

Juliet also found she needed to gain new qualifications to progress in her job and her sister’s course caught the eye.

“I’d already enrolled on the course and I showed her what we were going to be covering and Juliet said ‘that’s exactly what I need’,” said Natalie.

Juliet is now developing her own business venture — an innovative bra design that has already won support from the Gazelle Colleges group, which gave her a £4,000 award to develop the idea.

“The degree has given me the confidence to take my business idea forward and develop it into a viable commercial venture,” she said.

But while Juliet plans to conquer the business world, Natalie has been bitten by the study bug and said she wanted to become a postgraduate student.

“Once you’ve started it’s really hard to stop,” she said.

From left: Juliet and Natalie Hodson

Spot the inspection difference on work-based learning

Different delivery environments for vocational learning are a hallmark of many independent training provid­ers — and that’s something that needs proper recognition from inspectors, says Stewart Segal.

When the latest common inspection framework (CIF) was introduced, it was clear that inspections in the sector would be very challenging.

It was not just the reclassification of satisfactory to requires improvement, but the emphasis on teaching and learning was always going to be a challenge in a sector where employer engagement and on-the-job assessment play such important roles.

Despite attempts to ensure all learning is given equal credit, many providers feel the inspection process reflects traditional classroom approaches.

Work-based learning by definition takes place in the many different environments of the workplace, often involving very small groups or even individual trainees.

The training provider may also be operating across several sites, which requires management oversight of a consistent set of standards to maintain the Ofsted standards.

It is difficult to argue against teaching and learning being more influential in the overall grading, but in the case of work-based learning and the provider’s role, it is often assessment of the learner’s progress and the wider support in the workplace which is so important and this may not be given the same credit as good teaching in traditional settings.

It is also true that success rates play a significant part in determining the grade of the provider.

Delivering to some hard-to-help groups in difficult working environments can mean it is very challenging to deliver high success rates.

We have to make sure that success rates are seen in the context of the different delivery environments.

Classroom-based learning has traditionally had higher success rates.

This might partly explain that under the new CIF, work-based learning providers have seen pressure on their Ofsted grades.

Not enough are outstanding and too many require improvement so the grade profile overall is likely to be worse than last year.

The focus for the Association of Employment and Learning Providers (AELP) must be on how we work with providers to support them to be good or outstanding.

The willingness to improve is not lacking, judging from the provider turnout that we see at our events on inspection, so AELP will continue to organise workshops that promote the sharing of best practice.

We have discussed with Ofsted the need to build capacity in the sector to ensure we have the skills and knowledge to deliver the standards required.

The discussions have covered a number of options around provider programmes and we hope to take those plans forward shortly.

The new Education and Training Foundation will also play a useful role in providing support to providers.

The new CIF is only a year old and providers need time to work with Ofsted to understand the standards and deliver the service to customers that meets the standards.

Providers score highly in terms of flexibility and meeting employers’ needs and we need to ensure these factors are seen as important elements of meeting the CIF standards.

Providers that have developed good working relationships with employers are now being excluded from delivering the traineeship programme because of their Ofsted grades.

Although we understand the importance of ensuring high quality delivery, we need to ensure Ofsted grades are not used to exclude effective provision especially where employers or learners are excluded as a result.

In the case of traineeships, the critical work experience element requires a large number of committed employers on board to ensure that the programme is a success.

There are many grade three work-based learning providers with access to these employers, but the grading threshold means employers will almost certainly not be participants in the programme.

We need a balanced approach to the quality threshold that puts the learner at the centre of the decision.

A fair, transparent and appropriate inspection regime should be the objective for everyone that believes in consistent improvement. We need to ensure that the inspection framework recognises excellent delivery and creates the platform for provider improvement.

Stewart Segal, chief executive, Association of Employment and Learning Providers

A ‘paradigm pertinent’ foundation

Dame Ruth Silver has broken her silence over the demise of the Learning and Skills Improvement Service (LSIS) to usher in its “paradigm pertinent” replacement — the Education and Training Foundation.

The LSIS chair since it was established in 2008, spoke exclusively to FE Week saying “change was absolutely needed”.

Former Lewisham College principal Dame Ruth said: “The foundation is the next generation of improvement bodies and I think in its different way of working it is paradigm pertinent in a way that LSIS was not.

“The paradigm in terms of delivery is absolutely skills, skills, skills in the context of the growth agenda.

“Change was absolutely needed, because of the state of the economy and what was happening with regards provision and grades in the sector — the state of government, the state of nation, the state of economy and the state of sector required different behaviours from improvement bodies and Ofsted.

“While continued improvement will be an essential focus, the foundation goes a step further into self-regulation, taking responsibility for the next development phase that reflects changing priorities and a pulling back by central government from regulation and guidance.

“It’s goodbye to a way of working and it’s time to mark that change.”

Government funding for LSIS stopped last month, but Dame Ruth remains as chair while the body was winding up.

She said: “Good endings are important not just for the staff of LSIS, its board and the trustees, but for the sector as well.

“We had terrific impact on individuals, organisations and institutions, but we were a sector improvement body and the foundation is a move towards the sector as a whole.

“We were doing bespoke services and my own personal view is that we had become really bespoke and the sector needs a new approach now.”

She added: “Our primary task at LSIS was improvement. The foundation’s is self-improvement.

Our focus was on the whole system’s professional practitioners and theirs is on sector proprietors’.

“We were told to be self-funding, but it never happened, whereas that is probably going to have to happen to the foundation. We were sector-led and sector-directed, whereas the new body is sector-owned and that’s quite different.

“The government put out tenders to run it and the AELP [Association of Employment and Learning Providers] and the AoC [Association of Colleges] won. It’s part of the Darwinian ethos of the government — ‘stand on your own two feet’.

“I can see that this sleeker, strengthened body will do things differently and I wish it the best of luck and time will tell.”

The start of sector self-improvement

It’s been a tough few weeks for the Education and Training Foundation with criticism of its hiring practices and the resignation of chief executive Sir Geoff Hall. But, says David Hughes, there’s still much to be positive about.

In autumn last year I was invited to chair the steering group of membership and sector organisations that had agreed to work together to establish what has become the Education and Training Foundation.

It was to be focused on supporting high quality teaching and learning, leadership and governance and helping develop ‘the system’ to deliver ever better experiences and outcomes for learners.

At that stage I was unsure whether we needed a new body but I was happy to help facilitate debate as we did need to consider it.

I am now sure that there is a need and that the new organisation has a great opportunity to lead research, development and thinking across the diverse organisations in our sector. And I am sure that as a sector we need more investment in system-thinking.

We can now start to openly recruit into the new structure”

We had our first full board meeting as the foundation on August 1, and chairing the steering group and now, for interim only, the board, has been fascinating.

Firstly, the process has been open and inclusive despite the lack of time. This has been supported by all the sector membership bodies and organisations with a stake. With their help we managed to involve leaders, practitioners and stakeholders in developing the ideas, challenges and proposals so far.

Our priorities are clear and uncontroversial — teaching, learning and assessment; vocational education and training; leadership, management and governance; and research and innovation. Agreeing those priorities is the easy bit — delivering impact against them is the big challenge. Because of that we have spent time agreeing the very nature of the new organisation and its role.

We want the foundation to add value to the investment which all organisations in the sector already make in the areas I set out above and not to duplicate or get in the way of what is already working.

So, for instance, the foundation should not attempt to fund or control investment in leadership development because every organisation will be investing in that themselves.

The foundation role might be to support cross-organisation learning, bringing leaders and future leaders together across the sector, researching what works, sign-posting to organisations which are doing it well and supporting new ideas to be tested.

Another role for the Foundation is where there needs to be big change in the sector. The use of technology in learning is a good case in point, as is the set of recommendations in the Commission on Adult Vocational Teaching and Learning or the new policies on English and maths and traineeships.

And these ideas are all fine, if they are what the sector needs. The foundation is a sector-owned body, and that ownership must come from consultations, research and continuing to involve practitioners and leaders in shaping our proposals.

Establishing a new organisation is never easy but when I have done it before we did not have such tight time constraints. That challenge was compounded because of the rapid winding-down of the Learning and Skills Improvement Service and the Transfer of Undertakings (Protection of Employment) Regulations issues impacting on staff.

The latter, for instance, resulted in us not being able to start recruitment of the permanent staff. The good news is that we have a new board and are in the process of recruiting an independent chair and a permanent chief executive. We can now start to openly recruit into the new structure and we can deliver better communications and engagement.

Our delivery plan is on our website and work is under way to commission and procure new activities as well as to review some legacy services such as the excellence gateway.

I have been pleased with the progress made in such a short time and I am confident we will make great strides in the coming months.

David Hughes, interim chair of the Education and Training Foundation and chief executive of the National Institute of
Adult Continuing Education