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Angela Joyce: The college big cat

Capital City College boss Angela Joyce reveals how her racing driver dad showed her life in the fast lane – and she now even runs a cattery in her downtime

Angela Joyce is not your typical college leader. With boundless energy and a willingness to take on challenges others would shy from, she reveals her passion for tackling complex problems drove her rapid rise to the top of one of the country’s largest college groups.

While many are perhaps fearful of Ofsted inspectors, Joyce married one (Paul Joyce, Ofsted’s deputy director for FE and skills). They share their Warwickshire home with a menagerie of horses, chickens, sheep, and up to 74 cats. Because alongside her job as chief executive of Capital City College, the country’s second-biggest college group, she runs a cattery.

Despite a gruelling four-hour daily commute to and from London, Joyce also finds time for showjumping and was once a national cross-country runner.

But taking on Capital City College in January 2024 was a relatively safe bet. She took on her previous two roles, leading Peterborough Regional College and then Warwickshire College Group, when both faced headwinds.

A “constant theme” is she has “never been shy of tackling big issues, asking difficult questions, and taking things on that maybe others might seek to avoid”.

“For me, I always need the next challenge,” she says.

Power couple

Paul is also taking on a fresh challenge; after 20 years with the inspectorate he moves to North Warwickshire and South Leicestershire College as deputy principal this summer.

While being married to Paul has given Joyce “an insight into a civil servant’s perspective,” she has taught him “the reality of running a large college”. They have “raised the roof a couple of times in our house” during “healthy debates” over policy.

And though she can be eyed with suspicion by recently-inspected college principals, she dismisses the idea she’s got the inside line because “at home we have other things to talk about. Like cats!”

Joyce’s own pet cats (Bertie, Basil and Beatrice) are, like her, big personalities – literally. They are Maine Coons, the largest non-hybrid cat breed. Bertie, who weighs 10kg, likes to sleep on Joyce. (“I can still breathe, just about.”)

Fortunately, she has “never needed” more than four hours of sleep a night and believes you can “train your body to get used to that amount”. Paul is “the opposite” and “could fall asleep on a washing line!”

Fast cars to FE

Joyce credits her dad, a former Formula 1 racing driver, for her can-do attitude and “fairly direct, straightforward” way of communicating.

Her background is different from many FE principals who wear their working-class roots as a badge of honour. Her dad had quit racing for a safer career as an entrepreneur and would pick her up from her grammar school to take her back to their smallholding in Buckinghamshire “driving anything from Land Rovers to Jaguars to a Beetle. He always loved his cars”.

He taught her to drive with “one proper driving lesson an hour before my test,” during which he took her to 50mph in her Metro before yanking on the handbrake.

Fortunately, she passed first time; “otherwise, I would’ve been disowned!”

Joyce was “raised with a mindset of ‘be whatever you want to be’,” but her background means she does not “buy into the story that we’re misunderstood [in FE] because nobody [in power] has been through college”.

“Just because I didn’t go to college doesn’t mean I value what we do any less,” she says.

One-college ethos

Joyce is finding it “nice to be back at this end of the country” after years working in the Midlands.

Capital City College is made up of three legacy colleges spread across 10 sites across central and north London, working relatively independently of each other.

Since taking over as CEO she has dropped the ‘group’ from its brand name and embarked on a “one-college ethos,” so management structures now look “across the group”.

In 2023-24, the college achieved earnings before interest, tax, depreciation and amortisation (EBITDA) of £5.3 million and an operating deficit of £4.6 million. It is banking on growing student recruitment and additional cost-efficiency measures to turn around the deficit this year.

With the London Growth Plan published a few weeks ago and the college now drawing up a five-year plan, Joyce is pleased to have “as many knowns as we can” in terms of policy direction, and believes “exciting times” lie ahead.

She wants to grow the college’s reputation – despite having 38,000 students “we’re probably the least well known” – and is exploring markets outside London and abroad.

Joyce says: “The great thing about being at the start [of the planning process] is you just go, ‘what’s the art of the possible? And how do we narrow that list?’ If there’s more runways at Heathrow, what doors does that open?”

Animal ambitions

Joyce has an appreciation of the challenges faced by employers, particularly small businesses, from her experience running the cattery.

The Joyces acquired the business six years ago with the ethos that “if you enjoy what you’re doing, you do it well” – and she loves cats.

But the only time Joyce’s brain “just focuses on one thing” is when she is eventing with her horses, which involves dressage, show-jumping and cross-country competitions. “I have to focus, otherwise we’ll end up in a heap!” she says.

Angela Joyce’s athletics medals days – her club Parkside (Harrow) AC ; London Marathon medal (sub 3hrs 40mins time) ; and medal placing her third best cross country runner in England – helping her compete in the European Cross Country Championships.

In her youth Joyce excelled as a long-distance track and cross-country runner and competed in the European cross-country championships.

At Loughborough University she studied sports science and English in the same year as Paula Radcliffe, so it was a triumph “just to get a place in the team”.

After her degree, she did a PGCE in preparation for becoming a physical training officer for the Royal Air Force, but ditched the idea after realising it meant committing to 15 years of service.

After getting “under my father’s feet,” he encouraged her to use her qualified teacher status, so she taught English and PE in secondary schools in Leicestershire.

When an opportunity arose to develop new sports provision for Moulton, a land-based college in Northamptonshire, the job became the “making” of her FE career and her marriage (she met Paul there).

With no staff or facilities for her 15 BTEC sports students, Joyce made use of the sprawling 450-hectare estate by arranging horse riding, clay pigeon shooting, sailing in a reservoir and “a lot of cross country running”.

By the time she left nine years later, sport was “huge” there with a rugby academy in partnership with the Northampton Saints, a football academy with Northampton Town Football Club and a basketball academy that won the national championships.

Joyce loved the opportunity FE gave her to innovate in her curriculum and delivery, and her next role aged 30 was as vice principal for curriculum and quality at Peterborough Regional College.

When she attended that year’s Association of Colleges conference, Joyce suspects some attendees were “convinced someone had brought along their PA” when they spotted her, given her relative youthfulness. “Nobody would talk to me,” she recalls.

“Now it just makes me chuckle.…I probably did feel a bit on the edges in settings like that, but it didn’t hold me back.”

Then, at 34, Joyce became the principal. At the time, Peterborough had “massive quality issues” and Joyce was working “24-7”, convinced she should “have all the answers”. She still works 24-7 but has since “learned the art of developing a team” around her.

Warwickshire woes

Joyce joined Warwickshire College Group (WCG) when it was simply ‘Warwickshire College’ and all the sites, some of which were once independent colleges, had been branded as ‘Warwickshire College’.

Joyce saw this wasn’t working so “pulled” Rugby, Royal Leamington Spa, Warwick Trident, Moreton Morrell and Pershore colleges “back out to their original identities”. Joyce believes that, like Capital City College Group, there is “huge benefit to thinking and acting as one college” – but while also “respecting the individual personalities, cultures and communities within a group structure”.

Then she merged the group with what was South Worcestershire College, reverting its two campuses back to their historical names of Malvern Hills College and Evesham College.

She took on WCG knowing it was financially stretched – its debt was over 50 per cent of income – but “wanted the challenge”.

Testing time

As someone who “always has a plan”, Joyce considers Covid was the most “testing time” of her career because she found herself “running out” of options. Forty per cent of Warwickshire’s income was commercial, with lockdowns shutting down those operations overnight.

Previously she rejected as “absolute nonsense” the idea that being a college leader was a lonely job. But Joyce recalls the loneliness she felt sitting in her front room thinking, “if I can’t balance the books, what am I going to do?”

Her “brilliant team” who she spoke to every day at 4pm kept her going, and after they returned to office life, the 4pm catch-ups were kept to “just chat for 10 minutes” and keep spirits up.

The focus on paying down debt meant the college’s financial health improved in 2020/21 despite low or negative operating surpluses. But in 2022 reclassification “changed the game”, as the group’s “really good” relationship with its bank was “taken away overnight”.

Then a funding audit in 2023 resulted in a clawback (still to be finalised) which hit the college hard.

Another of Angela Joyce’s Maine Coon cats

“When you’ve got some money in the bank, a bit of clawback doesn’t hurt you that hard, because you pay it back and it doesn’t hit the headlines,” Joyce says. “When you’re financially challenged, and reclassification means your overdraft facilities have been removed overnight and you can’t work with your bank, it’s a slightly different story.”

Last year after Joyce had left, Warwickshire requested government bailout loans totalling £4.7 million to cover its existing bank loan and swerve insolvency, and a financial support package was approved by the Department for Education.

Joyce says its financial position when she left was “a lot, lot better when I left than when I arrived” and points out that she and her team “maintained the quality” of provision; “Ofsted came and went with grade twos every time… students were first and foremost”.

Comfortable deputies

Joyce has no regrets about the decisions she made. She is “really proud that the college continued in quite a big geography”, that “key partnerships”, such as with Jaguar Land Rover, were maintained and that “difficult decisions meant that actually we paid off the debt. If we hadn’t I’m not quite sure where we’d have been”.

She believes characters like her who are willing to take on challenged colleges are becoming a rarity, which “very much” concerns her.

“A lot of people” in FE are “happy being number two” because “as principal you’re exposed as the ultimate decision maker”, she says.

While reclassification has “made [leadership] more difficult,” the FE sector is also partly to blame for “not being great at celebrating success”.

Joyce says: “We’re very quick to lay blame and point fingers, but this is a tough job. When the likes of me retire, are there enough people coming forward? There are probably easier things – like running a cattery!”

Start broad and end narrow as a blueprint for apprenticeships

The phrase “the middle solves the riddle” has been used to describe the UK’s productivity and skills gap at levels four and five, which is often highlighted as the problem. But an equally pressing challenge lies at the lower end of the skills ladder particularly at level two. For many, without access to entry-level apprenticeships, progression to higher levels is unlikely.

Level 2 and 3 apprenticeships in decline

Apprenticeship starts grew 1.3 per cent in the first quarter of this academic year. However, growth is concentrated at levels four to seven (over 9 per cent). Levels two three apprenticeships continue to decline, by 7 and 0.7 per cent respectively.

This is particularly significant for younger apprentices. Over half of level two apprentices are under 19, compared to one in 10 at levels four to seven. Yet 16-18 numbers remain stagnant. In the first quarter of 2024-25 just 32 per cent of all apprenticeships were started by under 19s, with little change in the last five years. Meanwhile, the number of young people not in education, employment, or training is rising: over 13 per cent of 16–24-year-olds in mid-2024, up from 11 per cent two years earlier.

The government is seeking to address these concerns with new “foundation” apprenticeships, the relaxation of functional skills rules and shorter apprenticeship durations.

But is there a problem with the apprenticeships themselves?

There are currently 132 different level two apprenticeships. Many struggle to attract meaningful learner numbers. In 2023-24, activity was recorded across 146 level two standards yet:

• 40 standards had under 10 starts.

• 37 had between 20 and 100 starts (100 is probably a minimum threshold for longer-term viability, competition and choice).

• Just 69 standards accounted for 97 per cent of all level two starts.

The top 10 level two apprenticeships represent over 53 per cent of total starts, none of which align with the eight government-designated growth sectors. Nor do they facilitate progression into these sectors, although two key underpinning areas, construction and health, are represented. Several are in low-paid, low margin industries. HM Forces training is undoubtedly valuable but probably replaces training that would have taken place anyway.

However, one feature of successful apprenticeships is their broad appeal. Niche apprenticeships such as express sortation hub operative (10 starts) have limited accessibility and exclude most SMEs. Young people and career advisors are unlikely to be aware of them, limiting uptake.

Such narrowly focused apprenticeships risk obsolescence as job roles evolve. Many could be consolidated into broader, more flexible standards; a general “horticulture” apprenticeship could encompass both sports turf operative (130 starts) and golf greenkeeper (410), offering greater career flexibility while maintaining sector-specific customisation.

General education in lower-level apprenticeships is lacking

Apprenticeships include limited general education – typically 100 hours of functional skills training, now relaxed for adults. This was already far less than Germany (480 hours) and Norway (588 hours).

Most sectors require transferable skills that span multiple job roles. Robust level two apprenticeships could embed these foundational skills – including emerging areas like artificial intelligence – while allowing for employer-led specialisation. Planned changes to end-point assessments may facilitate this.

Reform does not require drastic overhaul. Some apprenticeship standards should be phased out – but only if broader alternatives exist. Entry-level apprenticeships should be designed to function as stepping stones into high-growth sectors. Adding another layer through foundation apprenticeships may be unnecessary when existing structures could be improved.

A need to strengthen apprenticeship pathways

While level three apprenticeships share some of these challenges, specialisation becomes more relevant at higher levels. Rather than resembling a ladder, progression routes should resemble a tree – broad and strong at the base, with branches extending upwards and outwards into specialist high-value careers.

The government’s plan to de-fund most level seven apprenticeships will not increase level two or three starts but will weaken progression routes. Meanwhile, removing functional skills requirements for adults is bound to deter some employers from hiring younger apprentices and risks diluting the value of apprenticeships. Both policies jar with the government’s stated goal of breaking down barriers to opportunity.

The proposed level two business support assistant apprenticeship is a welcome addition, but the notion that all apprenticeships must be tied to distinct occupations needs reconsideration. Why not create a broad “business” apprenticeship that equips learners with transferable skills across multiple office roles? Such flexibility would improve accessibility and long-term employability.

Without well-structured entry-level apprenticeships, moving up the ladder (or climbing the tree!) and reaching the “middle”, becomes significantly harder.

I hope Skills England will work to avoid unintended consequences of apprenticeship reforms that could limit rather than expand opportunities.

Derby College Group DIRT and TOES: A Story of Enhanced Learning and Reduced Workload

The project, entitled DIRT and TOES, was focused on revolutionising the assessment and feedback process. It was driven by a desire to maximise student outcomes while simultaneously reducing teacher workload and sought to test the effectiveness of two innovative methodologies: TOES (Taxonomy of Errors Session) and DIRT (Dedicated Improvement and Reflection Time). This is the story of that project, its challenges, triumphs, and the lasting impact it had on both students and staff.

The traditional model of assessment and feedback in education can often resemble a cumbersome and inefficient machine. Teachers find themselves burdened with an overwhelming workload and a cycle of marking, providing feedback, and managing resubmissions. This often involves painstakingly writing comments on student work, pointing out errors, and suggesting improvements, a process that can be incredibly time-consuming, especially with large classes and heavy teaching loads. Students, on the other hand, frequently receive feedback that they either don’t understand due to its complex language or educational jargon, or simply ignore, leading to a cycle of repeated errors and frustration. They might glance at a grade but fail to delve into the detailed comments designed to aid their improvement. This disconnect between teacher effort and student engagement with feedback can be demoralising for both parties. This system, while well-intentioned, can inadvertently contribute to a negative learning environment, impacting attendance, behaviour, and ultimately, student achievement. When students feel overwhelmed or unsupported by the assessment process, their motivation can plummet, leading to disengagement and even absenteeism. Moreover, the pressure on teachers to constantly assess and provide feedback can lead to burnout and a diminished sense of job satisfaction.

Linzi Smithies, Advanced Practitioner in Land-based Animal Science and Equine at Derby College, experienced these challenges firsthand. Working closely with both teachers and students, she witnessed the frustrations and inefficiencies of the traditional assessment model. Passionate about supporting teachers and learners, she sought to find a solution to alleviate the burden of assessment while enhancing the learning experience. She recognised the need for a system that not only provided meaningful feedback but also empowered students to take ownership of their learning and development. “Assessments, assessments, assessments,” she explained, “it can sometimes be a burden. And we all know it…we all know that sometimes we dread the assignments coming in, not only the number of assignments that we may have, but also, the quality of work that comes through.”

Smithies understood that the sheer volume of assessments, coupled with the often-disappointing quality of student work, created a vicious cycle that negatively impacted both teachers and learners. She envisioned a different approach, one that would foster collaboration, encourage self-reflection, and ultimately lead to improved learning outcomes.

The inspiration for the DIRT and TOES project stemmed from a Derby College initiative, which Smithies and her team further developed and refined. Recognising the potential of this approach, they applied for and received a grant from the Skills and Education Group Foundation to conduct a rigorous study, exploring the impact of these methods on student outcomes and staff workload. This funding was crucial in allowing the team to dedicate the necessary time and resources to develop the project, collect data, and evaluate its effectiveness. The Foundation’s support underscored their commitment to innovative approaches in further education and their belief in the potential of the DIRT and TOES methodology.

TOES, or Taxonomy of Errors Session, is a structured peer feedback process designed to empower students to identify and address errors in their work before final submission. A robust TOES feedback sheet, written in accessible language, guides students through a systematic review of their peers’ work. This sheet breaks down the assessment criteria into clear, understandable components, prompting students to identify “what went well” (positive aspects of the work) and “even better ifs” (areas for improvement). The use of accessible language is paramount, ensuring that students can readily understand the criteria and provide meaningful feedback without being hindered by jargon or complex terminology. The TOES process is carefully implemented within a dedicated classroom session. This dedicated time allows students to engage in meaningful peer feedback in a safe and collaborative environment. The emphasis is on support and improvement, rather than judgment. Students are encouraged to view the feedback process as an opportunity to learn from each other and enhance their own understanding of the assessment criteria. It fosters a sense of shared responsibility for learning, where students become active participants in each other’s development.

After receiving peer feedback through the TOES process, students are given time to reflect on the comments and make necessary revisions to their work. This iterative process of feedback and revision significantly improves the quality of student work before it is formally assessed by the teacher. It allows students to address any misunderstandings or errors before they are graded, leading to a greater sense of confidence and ownership in their work. Moreover, it reduces the likelihood of students making the same mistakes repeatedly, fostering a culture of continuous improvement.

DIRT, or Dedicated Improvement and Reflection Time, focuses on the crucial stage of incorporating teacher feedback after assessment. Instead of simply receiving a grade and moving on, students are given dedicated time in class to engage with the feedback provided by their teachers. A structured DIRT sheet prompts students to reflect on their strengths and weaknesses, identify areas for improvement, and formulate action plans for future assignments. The DIRT process encourages students to actively engage with feedback, rather than passively receiving it. This active engagement fosters a deeper understanding of the assessment criteria and empowers students to take ownership of their learning. It moves beyond simply acknowledging a grade to understanding the specific areas where they excelled or fell short and developing concrete strategies for future improvement.

The DIRT and TOES project was initially implemented with Level 3 second-year Animal Management students at Derby College. The results of this pilot study were remarkable. Compared to the same cohort from 2018 (pre-COVID), the pass rate for assignments decreased by 37%, while the distinction rate increased by 6% and the merit rate by a significant 31%. These statistics demonstrate the profound impact of the DIRT and TOES methodology on student achievement. The shift towards higher grades suggests that students were not only learning more effectively but also demonstrating a greater understanding of the subject matter.

These impressive quantitative results were further supported by qualitative data gathered through student questionnaires and focus groups. A staggering 90% of students felt that the TOES assessment had enabled them to identify problems they had not seen themselves, and they felt that this process would help them achieve better grades in the future. Students across different levels emphasized the importance of well-developed and differentiated TOES and DIRT forms to maximize the effectiveness of the approach. The feedback from students highlighted the value of peer assessment in identifying blind spots in their own work and the importance of structured reflection in understanding and applying teacher feedback.

The success of the pilot project led to a wider rollout of the DIRT and TOES methodology across Derby College. Over 400 teachers received training on how to effectively implement these strategies in their classrooms. Early feedback from this expanded rollout has been overwhelmingly positive, with numerous staff members praising the adaptability of the materials and the positive impact on student learning. Teachers appreciated the flexibility of the DIRT and TOES framework, allowing them to tailor it to their specific subject areas and student needs. They also noted the positive impact on student engagement and motivation, as well as the reduction in their own workload due to the improved quality of student work.

One teacher commented on, “The way these [materials] can be adapted for your own approach but sets out a good standard.” This quote encapsulates the essence of the DIRT and TOES methodology: providing a clear framework for assessment and feedback while allowing for flexibility and individualization. Another highlighted the development of crucial life skills, stating the scheme can, “Improve confidence and communication skills.” This underscores the broader benefits of the project, extending beyond academic achievement to the development of essential skills that will serve students well in their future careers and personal lives. The potential for inclusivity was also recognized, with one teacher noting, “It will give me more ways of engaging SEND students and ensuring I’m more equipped to give them the best opportunity to achieve.” This highlights the project’s ability to cater to diverse learning needs and create a more equitable learning environment for all students.

The impact of the DIRT and TOES project extended beyond improved grades and reduced workload. It fostered a positive learning culture within the classroom, where students felt empowered to support each other’s learning. As Smithies explained, “It’s about the culture you create within your classroom, and allowing them students to step out of that box in a safe environment, and allowing them to not criticise, but support others by giving them even better ifs…it’s giving them the ability to be able to look at something and go, oh, that might not be quite right. How can I get that across to others in a positive manner, or that was amazing. I feel confident about giving them positive feedback.” This emphasis on creating a safe and supportive learning environment is crucial for fostering student engagement and encouraging them to take risks in their learning.

The project also instilled valuable life skills in students, teaching them how to provide constructive feedback, identify areas for improvement, and take ownership of their learning. These skills proved invaluable as students progressed to higher education, employment, and apprenticeships. The ability to self-reflect, seek feedback, and continuously improve are essential.

Reflecting on the success of the project and the transformative power of funding from Skills and Education Group, Joe Mcloughlin, the Foundation and External Affairs Manager said:

“The work undertaken by Linzi and her colleagues at the Derby College Group is exceptional and clearly demonstrates the positive changes that can be achieved when support is given for innovative ideas from experienced staff. Although perhaps less immediately eye-catching than the new equipment for colleges or the educational trips for students that our Foundation also supports, this enhanced pedagogical practice is no less important to our work, and its contribution to improved outcomes for all should be celebrated.”

You can learn more about the project in the Let’s Go Further Podcast and by watching this video.

Governor recruitment is a challenge – but with solutions

A good board that provides the right levels of scrutiny and support is vital to a college’s success.

But through my work as a national leader of governance and on external board reviews, it is clear many boards struggle to recruit governors and find it particularly hard to ensure that boards reflect the diverse make-up of their communities.

There are six main challenges when it comes to recruiting FE college governors.

Limited awareness and understanding of the role

Many potential candidates are unfamiliar with what governance in FE entails, which deters them from applying. Unlike school governance, which is widely recognised, FE governance is often less visible to the public.

Attracting skilled and experienced candidates

A good board has a wide skillset and should include financial acumen, legal expertise, HR experience, strategic planning capability and industry knowledge. There are also college-specific needs – a college serving rural communities needs governors with experience and knowledge of land-based and estates challenges and opportunities, while a college in a locality with a dominant industry or business needs a governor with specific knowledge of that area.

Finding individuals who possess the skills and can commit their valuable time voluntarily can be difficult. This can be particularly challenging in rural areas where the pool of potential governors can be much smaller.

Time commitment and workload

FE governorship demands significant time and effort. Governors should attend meetings fully prepared, having read meeting packs sometimes over 250 pages long. They’re also expected to review reports, engage with stakeholders and contribute to strategic planning. The level of responsibility – and liability – can be daunting, particularly for those with busy careers and family commitments. It is not unusual for new governors to find the workload overwhelming and leave after a few months.

Diversity and representation

Ensuring diversity is another major challenge. The FE sector clearly serves a broad demographic, including young people, adult learners and those from different socio-economic backgrounds and ethnically diverse communities. However, boards often lack representation from women, ethnic minorities and people with lived experience of FE. Undoubtedly, this under-representation can hinder a board’s ability to reflect and respond to the needs of its community. But some colleges don’t take board diversity seriously enough. I was told by one chair that the board ‘had diversity sorted’ as 50 per cent of his governors were women. The board, full of university-educated professionals, had no representation from the ethnically diverse communities the college served. Group-think was also an issue– there was only one perspective on the board and challenge suffered accordingly.

Competition with other sectors

There is stiff competition for governance roles across different sectors, including schools, charities and corporate boards. We must compete with these opportunities, many of which offer greater prestige, better networking opportunities or even financial incentives.

Recruitment processes and support

So, there any many challenges – but we don’t help ourselves. Too many colleges struggle with outdated or ineffective processes. Too often vacancies are not advertised widely enough, and the application and onboarding processes are overly complicated and bureaucratic. There are some great recruitment companies who work particularly well in the sector, but if cost is an issue, as it often is, it’s always worth talking to fellow governors about their own networks – or using LinkedIn to find suitable candidates.

Additionally, inadequate support and training for new governors can lead to high turnover rates, as individuals feel unprepared or exhausted by the role’s demands. Chairs have key roles to play in supporting and easing governors in, particularly around the lexicon and language of FE which can be impenetrable to those new to the sector.

I observed a board meeting last year in which a student governor without a meeting pack sat for over two hours looking completely bemused. No help was offered.

Recruitment of student governors brings its own challenges – working around timetables, part-time jobs and lack of confidence and board experience – but good student governors bring invaluable perspectives which include lived experience.

But the time commitment and challenges of governorship are worthwhile. Governors develop new skills, gain leadership experience, expand professional networks – and most importantly, help impact students’ lives. Seeing students succeed due to well-governed institutions is a powerful motivation for many governors, as is the knowledge that in helping to provide a pipeline of talent for local organisations, they’re also helping to improving the community their college serves.

The long and short of it is apprenticeships must deliver

Last month saw the announcement of some of the most significant changes to the apprenticeship system in England since those introduced following the Richard review over a decade earlier. Among them was a commitment to reduce the minimum duration of an apprenticeship from 12 to eight months, which education secretary Bridget Phillipson believes provides “the right balance between speed and quality, helping achieve our number one mission to grow the economy.” 

The twelve month minimum duration requirement was first introduced in 2012 as part of a wider set of measures to improve the depth and quality of apprenticeship training. The argument made by the government at the time was that ‘by ensuring they last between one and four years, we are not only giving employers what they say they want but also giving confidence back to everyone who has questioned the growth in shorter apprenticeships’.

You don’t have to spend long working in this sector to see the same issues come around again!

The requirement for a minimum duration of an apprenticeship is, of course, somewhat arbitrary. But what is critically important is that whatever their length, apprenticeships should be designed and delivered to develop competence. This is vitally important for employers, whose success depends on having a skilled, capable workforce with the right knowledge, skills and behaviours. It is critical too for individuals looking to enter and progress in a skilled occupation, and improve their long-term earnings and labour market security.

It is also true that developing competency takes time. And while it is clearly possible to gain competency in some occupations in less than a year, in others achieving full occupational competency will take much longer.

Several employer-led sector skills bodies have cautiously welcomed the commitment to trial shorter apprenticeships where this does not compromise competency, and have begun to identify options that could usefully be piloted – including in green energy, film and TV production and the rail industry. But they are also keenly aware of where a shorter minimum duration may well deliver the knowledge, but not the skills and behaviours required by that industry.

There are risks too that shorter apprenticeships reduce opportunities for progression for individuals by weakening the initial competency base on which the apprentice can build on throughout their career. Drawing on the expertise of sector skills bodies will be crucial as the government identifies and pilots this change.

More broadly, there is clearly a vital need, and significant employer demand, for high quality workplace training that can be delivered in less than a year. While apprenticeships have a valuable and important role in developing workforce skills, they are not the only – nor always the most appropriate – means of doing so. If we are to protect recent hard-won gains to the reputation and profile of apprenticeships, then we are likely to be better served by flexing what can be funded through a reformed growth and skills levy rather than solely looking to flex the apprenticeship model to meet the broad and varied training needs of industry.

Whether the recently announced proposed reduction in minimum duration ultimately proves to be a positive change that unleashes economic growth and individual opportunity, or a negative one that undermines the status of apprenticeships and further widens the vocational skills gap with our international competitors, is yet to be seen. We must do all that we can to ensure that it is the former, whilst not losing sight of the greater opportunity to invest in a wider range of vital skills training.

NEETs are turning a corner with our passport out of deprivation

At SCL, we work with some of the most vulnerable young people in England. Disadvantaged by their life experiences they find it difficult to focus on learning or to build the confidence to develop their talents.

We needed to create something to protect them, to help them believe in themselves and their potential, while removing the distractions that stop them from learning and fulfilling their aspirations.

That’s where our ID Passport curriculum came in – a programme developed to give these young people an identity and foundation to build on.

These youngsters face challenges that most of us can’t imagine. Many have experienced neglect or abuse. Some are caught up in gangs, influenced by gang culture, or manipulated into county lines or dangerous online spaces.

Their behaviour has often been shaped by a lifetime of neglect, manipulation, or violence. They’ve been told (directly or indirectly) that they’re useless and will never achieve their dreams.

NEET programmes

When we started delivering NEET (not in education, employment or training) programmes, the easy part was preparing to teach a qualification. The hard part was helping students believe that their lives could be different if they worked hard and made the right choices.

At SCL, we believe no young person is born ‘bad’; they are a by-product of their experiences. Whether their decisions have led them to drugs, crime or gang culture, our programmes are designed to ‘see through this behaviour’ and support them to make better decisions.

Three turned up high on weed because that’s their life

At a recent induction, three young people turned up high on weed because that’s their life. But it’s not a life that allows them to tap into the talent that every one of them has. We knew we had to do something different.

The ID Passport programme gives these young people an identity, a foundation to build on. It teaches them how to avoid toxic relationships, protect themselves online and recognise manipulation. It’s about helping them see their worth and gain the confidence to break free from their past.

We also introduced behaviour mentors – credible individuals who act as parents, counsellors or youth workers, influencing their personal development.

Mentors meet weekly with every learner, helping them unpack difficulties and overcome barriers. Without these relationships, the programme wouldn’t work. We have to build trust and show them that someone genuinely cares.

Lack of capacity for NEETs

Last year, we worked with 157 learners in the West Midlands. This year, we’re supporting 400 young people across the West Midlands and Leeds.

Our programme with the Department for Education and Leeds City Council arose because there was not enough capacity locally to meet need. It was provided through what is expected to be a one-off injection of funding to support a significant volume of 16 to 18 NEETs re-engage in education and support their progression to something positive.

It’s a step in the right direction. By giving us flexibility and time, we’ve created something that works for many NEET young people. It shows what can be achieved if we’re trusted to innovate.

These aren’t easy young people to work with. Some have been in pupil referral units or care. Some come from families who don’t care about them – or worse. Many have been significantly disadvantaged by the disruptions of Covid.

The risks they face every day are enormous. But they’re not beyond help. Time and again, I’ve seen young people transform from being angry, scared and distrusting to having a belief in themselves.

Gateway Qualifications has been instrumental in helping us to adapt qualifications to what our learners need. But we need more than flexible partners – we need the system itself to change.

At SCL, we believe in these young people when no one else does. All of them have potential; our job is to help them see it.

But we’re not here to change 400 lives; we want to change thousands.

We need government departments and authorities to support us by providing funding, and the flexibility to develop programmes that truly meet the needs of the hardest-to-reach young people in the country.

Wigan sixth form college upgraded to ‘outstanding’

A Greater Manchester sixth form college has been upgraded to ‘outstanding’ after Ofsted inspectors found it “embraces and celebrates” students’ differences.

Wigan-based Winstanley College was awarded top marks in all areas following its January 28 to 31 inspection, when Ofsted heard students describe the college as “one big community”, which they are “immensely proud” to belong to.

At the time of inspection, the college had around 2,200 students enrolled, most of whom were on A-level programmes and level 3 applied general courses and a minority on a mixed programme that combines up to two A levels with a level 3 vocational course.

The upgrade comes after the college was awarded a grade two rating in 2020, according to a newly published report.

Students told inspectors they found the college environment “welcoming, inclusive, caring and friendly” and everyone embraces and celebrates difference and that “they can be who they want to be”.

Principal Simon Lett said he was “absolutely thrilled” with the outcome.

“I am particularly pleased that the inspectors have noted that Winstanley College prides itself on delivering highly effective support for students. This ‘outstanding’ grade is a real testament to our highly motivated and ambitious students, who work hard, aim high and take a keen interest in the wider world.”

Inspectors were impressed with the “well-qualified, experienced and enthusiastic” teachers who give student-friendly examples to teach complex concepts.

For example, in maths when teaching standard deviation, they use data about the money that students spend in the canteen to identify variables.

As a result, two-thirds of learners achieve the highest grades on their A-level and vocational courses. Additionally, the “few” students who need to re-sit GCSEs in English and mathematics all achieve a grade 4 or above.

Winstanley college had seven high needs students enrolled at the time of inspection. Ofsted said the college supports them “very effectively” through the wealth of info they receive beforehand to develop individualised learning.

The SEND learners were found to achieve “as well as, and often better than” their peers.

Principal of Winstanley College Simon Lett

“I am also extremely pleased that the inspectors commented on the experience and enthusiasm of our teaching and support staff, who work extremely hard to ensure that students make excellent progress,” Lett added.

Meanwhile, the watchdog found the college makes a reasonable contribution to meeting skills needs through its partnerships with Greater Manchester Chamber of Commerce and other local college leaders.

The report noted that Winstanley leaders have very recently and “quicky” introduced a T-Level in media, broadcast and production to meet local skills shortages in the sector.

“Leaders have invested significantly in relevant industry-standard equipment to ensure that they teach students the skills that they need for local employment,” the report said.

The college has also been advised on curriculum content advice, workshops, visits, live projects and professional development opportunities for staff, which keeps industry knowledge up to date.

For example, managers for the level 3 extended certificate in engineering collaborated with employers to design a short course on the use of spreadsheets and the production of digital graphs to respond to employers’ “concerns” around a deficit in these skills.

Curriculum review could transform opportunities for disadvantaged

The ongoing curriculum and assessment review provides a fantastic opportunity for the government to transform outcomes for disadvantaged students.

By integrating essential skills – such as speaking, teamwork, and problem-solving – into curriculum, assessment and qualification reform, the government can ensure all students reap the personal and economic benefits of higher levels of essential skills.

Essential skills are those highly transferable skills that predict higher earnings, job satisfaction, and wellbeing. They drive social mobility and enable acquisition and application of other skills. Despite this, individuals from less advantaged backgrounds often have fewer opportunities to develop these skills in education.

But how can schools and colleges deliver these outcomes for learners by building essential skills effectively? Skills Builder’s analysis of 15 years of insights and data from thousands of education institutions reveal three curriculum features that educators say every school and college would benefit from. The review of the national curriculum is a brilliant opportunity to support schools and colleges to deliver this widely used approach to building essential skills.

Set clear milestones for essential skills development

To ensure that all learners leave education with the skill levels they need, the national curriculum should set clear, age-related expectations for essential skills. These should refer to progressive skill steps, rather than vague and unreliable descriptors like ‘good communication’. Our Universal Framework for essential skills is the leading way to do this, breaking each of the eight skills into 16 teachable, measurable steps.

To teach these skills effectively, it is important to develop them over the course of every learner’s education, rather than only towards the end when careers become a bigger focus. As with other skills, disparities in essential skills emerge early in life, setting a trajectory of widening inequality. To eliminate the gap, we need to set high standards for all learners from early years upwards.

Age-related expectations also allow teachers to focus tightly on the specific steps that will boost learners at every point throughout their education. Ultimately, this ensures that they leave school equipped with a complete education that prepares them for work and life.

Maximise opportunities for learners to practise those essential skills through the curriculum

Dedicated time for lessons on essential skills is important but must be supported by teaching essential skills through the wider curriculum. Schools and colleges that have achieved Skills Builder’s excellence standards identify opportunities across subjects to teach, practice, and reinforce essential skills.

For example, a history lesson can focus on developing speaking skills by teaching learners to consider tone when delivering a presentation. A science project can support learners to explore complex problems in a structured way. So much of this is happening implicitly in classrooms already, the opportunity we have is to leverage and augment it with rigour.

Flexibility is key. This approach enables schools and colleges to identify which essential skills to focus on for a particular year group and consider where there are opportunities to teach those skill steps across the curriculum. This connected, cumulative approach reinforces learners’ experience of education and development.

Encourage regular assessment of essential skills

Consistent formative and summative assessment are critical to tracking learners’ progress. Both teacher-led and student-led assessment can foster reflection and encourage learners to build on their abilities.

Proven methods for assessing essential skills include classroom observations, scenario-based tasks, and digital learner profiles. Digital profiles allow students to record and showcase examples of essential skills development, providing a comprehensive record over their time in education.

Regular assessments highlight areas for improvement and also celebrate achievements, reinforcing students’ confidence and motivation. We can thereby ensure that essential skills are treated as a core component of education, not as an afterthought.

Delivering a complete education

The evidence shows that a quality education – one that drives life outcomes – consists of building a strong portfolio of both basic and essential skills. Without a gear-shift to ensure every child develops essential skills, barriers to social mobility will persist. By driving up standards in how essential skills are taught and assessed, government can empower the next generation to thrive.

Universities are unlocking T Level industry placement opportunities

Are post-16 education providers making the most of the industry opportunities offered by universities and research institutions?

We know providers continue to look for more industry placement opportunities for their T Level students. But when it comes to universities and research institutes, significant strides have been made over the past twelve months, with institutions across the country embracing these placements and demonstrating their value to students, staff, and the technical workforce. The progress these institutions are making in hosting science, engineering and digital T Level industry placements, is truly transformative.

Over thirty universities and research institutions are actively collaborating with the UK ITSS, (which exists to champion the roles of technicians in higher education and research) to prepare for and host T Level industry placements. They include the University of Liverpool, University of Cambridge, University of Warwick, Aston University, Cranfield University, and Durham University, with a further thirty institutions expressing a strong interest in getting involved. These universities are highlighting progression pathways into skilled employment and further study to T Level students who might otherwise not have considered exploring them.

More than 100 T Level students have already experienced university work life, immersing themselves in world class research facilities and gaining access to cutting-edge technologies and technical expertise. The enthusiasm and dedication shown by these universities underscore a critical point: industry placements are available for your T Level students, and the number of opportunities is growing.

Post-16 providers might wonder whether these opportunities are truly accessible to their students or if there is sufficient demand to deliver science, engineering and digital T Levels. The answer is a resounding yes. The sector is experiencing a skills shortage with technical experts and this is a prime opportunity to bridge theses skills gaps.

The benefits extend well beyond the students themselves. Universities have found that hosting industry placements enhances their staff’s professional development. Pier Andrée Penttila, head of the Flow Cytometry Unit at the MRC Laboratory of Molecular Biology, University of Cambridge, shared that one of the most rewarding aspects of her role has been the opportunity to transfer decades of knowledge to an enthusiastic and conscientious young person.

Success stories highlight the potential of T Levels

Hosting placements also supports broader institutional goals and strengthens links with local communities and workforces. Durham University is collaborating with all local post-16 providers to ensure an inclusive offer to T Level students that provides clear progression pathways into apprenticeships and work opportunities, fostering skill development and retaining talent within the local area. They recently hired three of their digital T Level placement students as apprentices.

The University of Liverpool valued the talent of a science T Level placement student so highly that they offered the student a casual paid contract over the summer, months into their placement. At the University of Warwick, a former engineering T Level student has successfully progressed onto an apprenticeship with the institution, exemplifying how these placements can directly lead to workforce opportunities.

These success stories highlight the potential of T Levels. For students, the placements in universities and research institutions are life-changing, offering invaluable hands-on experience and connections to industries they may not have previously considered. For colleges and providers, they represent a compelling reason to offer T Level qualifications with confidence, knowing that high-quality placements are waiting.

Of course, there’s still more to achieve. With over 20 T Level pathways available, the opportunities are vast, and many universities are eager to partner with providers. The progress being made with science industry placements lays the foundation for similar successes across digital, engineering, business administration, and other pathways. The UK ITSS is working diligently with institutions across the country to ensure the required placements opportunities are available.

So, my message to providers considering delivering the science T Level is clear: significant progress is being made to meet the growing demand for T Level industry placements. Reach out to your local university and connect with me at the UK ITSS. We are here to support you, building valuable partnerships, connecting with universities and unlocking new opportunities for your students.