Beware the unexpected – apprenticeship reform risks unintended consequences

More than six months on from the announcement of blanket defunding for level 7 apprenticeships, last week’s revelation that there will be an exemption for 16 to 21-year-olds could be seen as progress. 

There is no doubt that Bridget Phillipson and her team want to get this right. The problem, though, is that this concession will have minimal practical impact because the government’s wider strategy of focusing apprenticeships solely on young people is fundamentally flawed. 

As Sheffield Hallam is home to the National Centre of Excellence for Degree Apprenticeships and one of the largest providers of degree apprenticeships in the country, we have said for years that apprenticeships work best when they work for everyone. 

And so, while it may be well intentioned, this caveat still does little to address the very serious concerns around the government’s overall policy towards level 7, and the knock-on effects it could have for apprentices, providers, businesses and the public sector.

The practical perspective

Even with the latest concession, the government is still essentially condemning level 7. 

Very few 16 to 21-year-olds will be qualified to undertake these courses. In our current cohort fewer than 7 per cent of level 7 apprentices are under 21, which is not enough to viably provide these standards at all.   

But, if the threshold were raised by even the smallest amount, say to the normal DfE categorisation range of 16-24, then already the picture looks different and some cohorts could run, and in really economically valuable sectors.  For instance, on our level 7 architect standard, 6 per cent are under 21, while that climbs to over 90 per cent when we look at under 24s.

Caution needed

Even if the government’s stated intentions were financially practical, they would still bring about concerning consequences.

An age limit would essentially pull up the drawbridge on many young people who are progressing through apprenticeship standards. Many have been told – very much in good faith – that the system is designed to create progression and have started a level 3 or 4 programme with the intention of moving through the stages.

In these cases, apprentices would almost certainly be over 21 before reaching level 7, and therefore punished for their age – and potentially mis-sold what they expected would be a structured pathway of progression.

Another side-effect which must be closely considered is the disproportionate impact that these measures could have on public services, especially healthcare. Level 7 apprenticeships train people in desperately needed skills, for key industries including the NHS.

Our level 7 advanced clinical practitioner standard, for example, would not run if it were subject to an age limit – be that 21 or 24. Individuals have to have worked their way up in the NHS to be in a role that means they can evidence the knowledge, skills and behaviours necessary to enrol.

So, this is almost exclusively a mature market, which helps committed healthcare professionals to take the next step in their careers. 

These are vital skills which the government surely does not intend to curtail. But, unless it changes course, the risk is very real. 

The esteem gap

As much as anything, the path which the government appears to be taking is disheartening. The all-ages approach to apprenticeships, which we – alongside many others – have long championed, is about changing attitudes and increasing opportunities. 

I have always said that we will only achieve cultural change and parity of esteem once we have a c-suite that has come through work-based routes – and this is finally beginning to happen. The fear now however is that this change will mean fewer decision-makers have direct experience of apprenticeships.

They will therefore revert to favouring traditional pathways based on their own lived experience, further impacting opportunities for young people.

This surely is not what the government wants. But, unless it thinks deeply and listens closely to industry as it continues to define its policy, then these may be the unintended consequences.

Beyond the 60%: Why apprenticeship dropout data needs deeper scrutiny

The government announcement that apprenticeship qualification achievement rates (QAR) climbed back to 60.5 per cent last year was understandably greeted positively, although the sector recognises that there is still plenty of room for improvement.

The debate has long moved on from simply laying the blame for non-completions at the door of providers. Research in the past five years has identified various reasons for apprentices withdrawing, ranging from the positive such as moving to a better-paid job to the negative such as lack of employer support.

These research projects are only occasional, however, and given the importance of apprenticeships, we need to deploy more regular means to identify reasons for non-completions and implement actions to further improve the QAR.

When a learner withdraws from an apprenticeship, there is a Department for Education requirement to capture within the ILR the reason from a set of limited categories. Although training providers may be aware of the reason, the most commonly used category is “other” followed by “other personal reasons”, which between them account for almost 90 per cent of withdrawals and does not tell us much at all.

The reason offered by the early leaver may be given directly to the development coach, which does not guarantee honesty. Hence the ILR withdrawal categories do not allow for an informative analysis of why learners withdraw and how this might vary across apprenticeship levels and ages.

While still mapped to the ILR codes, Aptem’s customer providers can create detailed custom categories to track withdrawals which ensure a richer data set and result in more effective learner improvement plans.

We recently undertook a thematic analysis of withdrawal reasons used by our customers, clustering these into 23 categories. We did this by analysing the available data for learners withdrawing from an apprenticeship on or after August 2023 to March 2025. This gave us 35,190 data points across 140 training providers, of whom a third are using custom reasons to capture the reasons.

We found that a third of withdrawals were employment status-related, where the learner’s employment was either terminated, the learner made redundant, they resigned or were promoted to a new role not suitable for their apprenticeship programme. Some 6.3 per cent of learners withdrew due to an employer no longer supporting the apprenticeship and withdrawing or not actively providing support within the workplace.

A further 15 per cent of apprentices withdrew due to a lack of commitment or engagement, poor attendance or simply no longer wanting to continue with their apprenticeship. Another 4 per cent withdrew because the course/programme was unsuitable for them, or they had decided to study in further or higher education instead.

Perhaps surprising given the case for the recent policy changes, the analysis only identified 4 per cent leaving due to dissatisfaction with or failing to complete functional skills requirements – although this rises to 7 per cent for level 3 apprentices. We would expect the recent scrapping of functional skills requirements for adult apprentices to lead to this small proportion reducing further over the next academic year.

 At lower levels, apprentices were more likely to leave for employment status-related reasons compared to their higher-level peers, with those on degree level apprenticeships such as nursing and policing being on clear employment and progression pathways.

Apprentices aged 16 to 18 were more likely to withdraw for employment status-related reasons (47 per cent) compared to any other group. Often this was due to a change of employer.

Older learners were significantly more likely to withdraw for personal reasons or commitment and engagement factors. Compared to younger learners, those aged over 35 were almost twice as likely to withdraw for health-related reasons.

The use of custom reasons therefore offers more detail on why learners withdraw. It can identify appropriate interventions such as learner motivation, wellbeing support and better employer engagement.

Improved retention will obviously lead to an increase in success rates, while the richer data can evidence positive progression, such as when a learner leaves to move into further study. All this offers a much more nuanced picture of outcomes, beyond the QAR.

From vulnerable to vigilant: Our cybersecurity transformation

Eight years ago, our college was under financial concern, our cybersecurity posture was poor and our vulnerabilities obvious. FE has always been an easy target; underfunded IT teams, legacy systems and competing institutional priorities create the perfect conditions for risk.

With barely any budget, the only immediate improvements we could make were replacing ageing firewalls and installing anti-ransomware software. It was far from being enough.

The most valuable thing we did initially was an honest gap analysis. We needed to know how bad things were. That became our roadmap, exposing the weaknesses we could act on and solutions we could implement when resources allowed.

Looking back, I wonder whether I should have translated cyber risk into financial risk more explicitly. Cybersecurity is not just an IT problem but a business, operational and financial risk. If I had been more forceful about a potential breach’s cost, we might have secured investment sooner.

Building the foundation

As our financial position stabilised, we made improvements. We started with perimeter security – enhancing email protection, encryption and malware detection. We eliminated remote access vectors to reduce entry points.

That was followed by web filtering to stop data exfiltration and SIEM (security information and event management) to give us visibility over what was happening across our systems.

Authentication was next. MFA (multi-factor authentication) was introduced for admins, then staff, then students. Strengthening passwords was another battle, revealing just how weak they were. We rolled out local administrator password solution (LAPS) and Azure password policies.

Network segmentation came soon afterwards. The thought of an attacker moving freely across our network kept me awake at night. We tackled it with port-based network access control (802.1x), micro-segmentation and RADIUS authentication, making lateral movement far harder.

In those early days, systems were only patched when someone logged in for maintenance. We implemented structured, automated patching for both OS and applications, eliminating one of our biggest vulnerabilities.

Regular penetration testing followed. Some reports made for uncomfortable reading, but they forced action. Importantly, leadership backed the work, meaning we could fix issues properly without cutting corners.

We also shifted towards zero-trust principles – conditional access policies, tighter firewall rules for privileged accounts and country-based blocking. We were no longer just securing the perimeter; we were securing every access point, user and system.

Maturing our approach

The biggest shift has been moving from reacting to threats to actively preventing them. Today, our strategy includes:

  • Monthly vulnerability scanning to fix weaknesses before they become breaches.
  • Annual penetration testing to simulate real-world attacks.
  • Immutable backups that ensure ransomware cannot hold us hostage.
  • Regular disaster recovery and cyber playbook exercises, so we know how to respond before an incident happens.

Cybersecurity is not just about tools but people. Engaging with Microsoft partners, Jisc and sector networks has been invaluable in strengthening our defences.

The road ahead

There are things that I would do differently if starting over. We should have implemented a more formal governance framework earlier.

User awareness training is another challenge. We have delivered cyber training, but engagement has been inconsistent. Staff and students remain the weakest link.

We also learned the hard way that security must be embedded in procurement from day one. Retrofitting security onto existing systems is painful.

Cybersecurity is not just about firewalls, passwords and patches. It is about culture, strategy and forward planning.

Lessons for the sector

  • Start with brutal honesty. A gap analysis might be uncomfortable, but it gives you clarity to prioritise.
  • Build gradually. Cyber resilience is not a one-time fix.
  • Make the business case, not just the technical case. Cybersecurity is a financial and operational risk.

The education sector remains a prime target. Ransomware, business email compromise and social engineering attacks are not going away. FE must take cybersecurity as seriously as any other core function.

Virtual work experience: a gamechanger for T Level placements?

Work experience could be more than just a rite of passage, providing a vital stepping stone for NEETs (those Not in Education, Employment or Training) to access meaningful careers.

In February, research by The King’s Trust (formerly The Prince’s trust) found that 61 per cent of students worry that their lack of skills, experience or qualifications affects their chances of securing a stable job in the future economy.

But too often, access to the work experience opportunities that might allay those worries is limited by geography, financial constraints or a lack of employer engagement.

That’s where Virtual Work Experience (VWEX) comes in – a digital solution that removes these barriers and gives every student a fair chance to explore their future.

Despite growing success, VWEX still faces scepticism. Questions arise, from “Does it really count?” to “Can a virtual programme truly replicate real-world workplace experience?” Some wonder how employers should navigate workplace legislation to make it happen.

But we believe that high-quality VWEX isn’t just a temporary solution, it’s a game-changer.

Recent updates to the Gatsby Benchmarks mean that meaningful encounters with employers and employees can comprise both in-person and virtual experiences. Colleges are increasingly seeking virtual opportunities for their students, particularly with the rising demand driven by changes to T Level placement requirements. 

After all, up to 20 per cent of an industry placement can be delivered remotely across all T Level routes and for Digital T Levels, this rises to 50 per cent. This presents a huge opportunity for employers to develop high-quality virtual experiences that support young people and align with T Level requirements.

What is virtual work experience?

High-quality VWEX provides an engaging online experience where students can connect with employers, complete industry-specific tasks and develop key employability skills, all without needing to step into a physical office or workshop. It features live or pre-recorded sessions with professionals, interactive assignments and career pathway information, culminating in a completion certificate that strengthens a young person’s CV or university application.

The biggest advantage is accessibility. Traditional work experience often excludes students in rural areas, those from lower-income backgrounds or those with health concerns. VWEX removes these barriers, ensuring that every young person, regardless of location, disability or background, can gain meaningful insight into the world of work.

The legislation quandary

A common concern is that workplace legislation could prove to be a barrier, but programmes are designed with compliance in mind. Unlike in-person placements, students are not required to be physically present in a workplace, eliminating many of the health and safety and insurance complexities of traditional work experience.

Instead, VWEX focuses on industry insight, skills development and exposure to professional environments through structured online engagement. Employers work closely with us to ensure that content is educational, interactive and aligned with industry standards. By focusing on work-related learning rather than direct job performance, VWEX sidesteps many of the legal hurdles that apply to physical placements.

Does it work?

Our social return on investment (SROI) research, conducted in partnership with GIST Impact, found that Springpod’s VWEX programmes have generated £98 million in social value.

Learners completing VWEX programmes report a 45 per cent increase in career confidence and a 59 per cent rise in job readiness. Employers benefit from early talent engagement, a more diverse applicant pool and reduced recruitment costs. Companies investing in VWEX report a 40 per cent reduction in hiring expenses.

Call to action

FE providers play a vital role in preparing students for the workforce, but they can’t do it alone. Employers, educators, and policymakers must work together to provide universal access to work experience. VWEX isn’t about replacing traditional placements; it’s about complementing them and ensuring that no student is left behind.

The FE sector thrives on innovation and adaptability. As the job market evolves, we must embrace new solutions that build relevant skills and experience. It’s time to stop asking whether virtual work experience can be effective and start recognising that it already is. 

Immigration white paper is a call to action on social care skills

The 1.59 million people working in adult social care in England are vital to our society, communities and economy.

The plans set out in the government’s immigration white paper will effectively close the door to the recruitment of care workers from overseas. This means we need to make sure we’re doing everything we can do to strengthen the sector’s domestic workforce, so we can provide the best possible care for the people who draw on it. Skills are at the heart of this.

The sector had 131,000 vacancies on any given day in 2023-24. As well as filling those vacancies, we’re likely to need another 540,000 posts by 2040 just to keep up with the projected increase in the number of over-65s in the population.

Looking ahead, the issue is not just about capacity but also capability. The complexity of needs will increase and the way care is delivered will need to change. This includes focusing on preventing illness, healthcare activities currently delivered by the NHS, mental health and using digital technology. We’re going to need new and different roles and skills to meet these challenges.

There are many hurdles to overcome, and one of the biggest systemic challenges facing our sector is fragmentation. Adult social care has a fragmented market, with 18,500 different employers funded and commissioned by a range of sources. The training market for social care is also fragmented.

Skills development is not effectively recognised, with low hourly pay and a lack of pay progression for experienced care workers making it harder to attract, retain and develop good people.

Skills England’s first report correctly identified the critical demand in adult social care. But the occupational standards for social care need to change to reflect the increasingly complex needs and future skills of the workforce. Functional skills remain a barrier to raising the skill levels of the workforce, and more digital skills are needed.

Current apprenticeships and T levels do not cater well to the sector – the number of people starting adult social care apprenticeships has fallen by 76 per cent since 2016-17.  Improving the supply of good-quality training and increasing portability between providers is also essential.

So, what can we do?

The white paper talks about the importance of workforce strategies – and the good news is that we have one for adult social care. Skills for Care developed it in collaboration with the whole social care sector, plus colleagues from education and health. It sets out a plan for building the workforce needed over the next 15 years and outlines the different skills required to meet increased and more complex demand.

The workforce strategy recommends expanding skills through the Care Workforce Pathway – the first universal career structure for the adult social care workforce, offering a vital framework for career progression, skills and learning. This must be used as the basis for occupational standards in adult social care.

It also recommends overhauling apprenticeships by examining funding and content. Additionally, continuing to roll out the level 2 adult social care certificate qualification will improve minimum competency standards and confidence in consistency of standards, and reduce repetition in induction training.

Digital skills also need to be incorporated into recruitment and career development. They’re pre-requisite for the digitisation of the sector and more innovative models of care – and demonstrate the need to recruit and retain young people with digital skills and interests in a sector with a 44.6 per cent turnover rate for under 25s.

The immigration white paper presents a call to action to get domestic recruitment and retention right in adult social care. To do that, we need to ensure the quality of roles and development opportunities are improved, because we know that qualifications and access to training are key factors in keeping the people we need.

Everyone working in social care should have the chance to develop, learn, and grow in their role. Creating the right skills landscape for this has never been so important.

Why Labour’s immigration plan misses the mark on ESOL

This week saw the publication of Labour’s Immigration white paper which, although months in the making, was released straight after Keir Starmer’s year-old government faced defeats to Reform in local and mayoral elections. The white paper aims to reform a broken immigration system and address skills gaps.

But linking English language teaching and learning and proficiency levels to rights of entry and settlement in the UK overlooks some important facts. 

First, 2021 Census data shows that one in three people who report not being able to speak English well or at all are UK citizens – not migrants seeking to come to the UK.

According to the same data, nearly half (42 per cent) of adults with low English proficiency were born in or have been resident in the UK for over ten years.

Urgent need to address UK citizens’ language learning needs

These statistics tell us that there is an urgent need to address the language learning needs of UK citizens who don’t have English as a first language and that this isn’t about migrants. The white paper does promise this, stating that: “Across government, we will also make it easier for those already in the UK, working with partners in the DfE, MHCLG to access classes for English language lessons for those who need additional help”. There are no details of planned additional investment, however, which leads to my second point.

As colleges, learners, and teachers know well, demand for provision massively outstrips both supply and investment in it. According to government data, the growing demand for English for Speakers of Other Languages (ESOL) education (up by 17% since 2021) is being met with ever-declining funding and current provision not reaching those who need it. Government data shows that there were 151,000 adult ESOL learners in England in 2022/23. This means that only 4 per cent of all adults in the UK who speak English as a second language are accessing ESOL classes. 

Declining budget for ESOL

Thirdly, all of this is happening against a backdrop of the overall declining budget for adult education. According to the Institute for Fiscal Studies, classroom-based adult education spending has reduced by two thirds since 2003/04, with a further 3 per cent cut to adult skills funding announced for 2025/2026. This is all operating in the context of devolution, with mayoral combined authorities setting priorities and some now having access to an integrated settlement.

This funding mismatch sits in stark contrast with the evidence, which tells us that investing in ESOL provision will pay dividends for both learners, communities and the public purse. 

Qualifications reform

Fourthly, we know that migrants often come to the UK bringing high skills levels but lack access to appropriate and specialist English language provision to unlock those skills, which can mean them ending up in lower skilled work. Current ESOL provision focuses mainly on equipping learners with the skills needed for home life.

While essential, these are not sufficient for the English language skills needed to access higher level work or for study: 85 per cent leave ESOL provision with Entry Level 1-3 qualifications, which is too low to successfully move on to mainstream vocational and educational provision and employment. Changes are needed to current qualifications to ensure that learners are equipped with the skills they, and their prospective employers, need. Qualifications reform, a stated priority of the Department of Education and Ofqual, must address this gap.

In the wake of the Immigration White Paper, there is undoubtedly a case for smart public investment that pays for itself by helping to address the current skills shortage and grow the economy. Government must make good its promise of making it easier for everyone to access English language learning. 

‘Potential’ for more skills devolution amid mayoral ‘tension’, says minister

The skills minister has said there is “potential for further devolution” as she admitted to “tensions” with mayors over skills funding powers.

Jacqui Smith highlighted 16 to 19 funding as a potential area where the Department for Education could release some control to local areas during a business and trade committee hearing on the industrial strategy in parliament today.

Around 60 per cent of the government’s adult education budget has been devolved to mayoral combined authorities since 2019. Mayors have repeatedly called for control of more skills pots, including apprenticeships and 16 to 19 funding.

Quizzed by business and trade committee chair Liam Byrne on whether mayors are still asking for the DfE to go further with skills devolution, Smith said: “Yes, they are. 

“Let me be completely clear. There is tension over the funding for 16 to 19. We have a compulsory education system between 16 and 19, that is a national system, and I think there is a limit. I could not envisage that we would devolve all of that 16 to 19 funding to mayors. 

“I meet frequently with the mayors on this. We’re currently doing quite specific work with Greater Manchester about how we could go further on devolution. And I think there might be some elements of that that we could look to devolve.”

Pressed again by Byrne on whether the DfE currently has the right “balance” with skills devolution, Smith said: “I think there’s potential for further devolution.”

DfE ‘biggest frustration’ for mayors

Her comments come two weeks after several MCAs gave evidence to the business and trade committee and spoke up about their desire to control more skills funding, including Greater Manchester’s Andy Burnham who described the DfE has his “biggest frustration” during his tenure.

Howard Dawber, the Greater London Authority’s deputy mayor for business and growth, told the committee: “The 19-plus bit is delegated to us. The adult skills bit is delegated to us. The 16-to-19 bit is not. We have very little say over that. We have colleges with which we work where we represent a part of their income but not all of it. We also do not have responsibility over apprenticeships or higher education.”

He added that the GLA would “ideally” have more skills funding devolved.

North East mayor Kim McGuinness agreed with Dawber. “I do not know why we do not do that,” she said.

“Businesses will say to us, ‘We have skills shortages in these places’. You cannot drive that from Westminster. You need to be able to drive it locally. You need a system that is properly joined up. At the moment, as we know, there are too many people who are not in work or education in that 16-to-19 bracket. 

“Economic inactivity in young people is not at a sustainable level. That will absolutely affect our ability to grow as a country. We have an education system that separates post-19 and 16-to-19. People are falling through the gaps.”

Burnham later said: “The biggest frustration is the Department for Education, without a shadow of a doubt. I am not just speaking alone here with a pet grievance of my own. All the mayors feel this. 

“Why are we remaking the case for devolution to this department now? I have been doing it for eight years. It stands to reason, chair, that you can create stronger technical education pathways when you can work with the actual employers in your city region who will be employing the young people or older workers who will come through. We are the only ones who can create those meaningful pathways and who can commission colleges according to the actual sectoral strengths of our economy, yet that is still being resisted.”

Burnham added that the “position” of the Department for Education on this issue “risks becoming an anti-growth policy”.

Funding cuts mean the immigration plan won’t add up

The government’s new immigration white paper, Restoring Control over the Immigration System, marks a significant shift in how the country plans to manage migration and workforce development. But for those of us in adult education, it’s more than just a policy document—it’s a moment of reflection and responsibility.

The white paper outlines a clear direction: reduce reliance on overseas labour and build a stronger, more self-sufficient domestic workforce. That means raising the bar for skilled worker visas and removing salary discounts for shortage occupations. In short, employers will need to look closer to home to fill vacancies. But this change is shortsighted with no clear plan on how the skilled migrant labour will be replaced with settled communities.  And the mandate to have advanced English skills is laughable given that 1 in 5 adults in this country have literacy levels below a 11 year old.

This is where adult education steps in.

As the government tightens immigration routes, the demand for local skills training will rise—and adult learning providers are perfectly placed to meet that need. Whether it’s retraining adults for careers in health and social care, upskilling workers for green jobs or supporting digital inclusion, our sector is ready to deliver. We are well placed to achieve this, but also ensure the communities in most need of opportunities and careers currently out of scope.

But here’s the catch: we’re being asked to do more with less.

Recent cuts to the adult skills fund (ASF) have hit the sector hard -both in the short and long term. Many providers are now facing difficult decisions about which courses they can continue to offer. It is a frustrating contradiction. On the one hand, we’re being told we’re essential to the UK’s economic future; on the other, we’re being asked to deliver that future with shrinking resources.

And while the white paper focuses on reducing migration, we must not lose sight of the learners already here—many of whom are migrants themselves. Migrant learners are a vital part of our communities and our classrooms. They bring skills, resilience and a desire to contribute. Adult education plays a crucial role in helping them integrate, improve their English, gain qualifications and access employment. As policies shift, we must ensure that support for these learners is not diminished, and that they continue to feel welcomed, valued and empowered.

The introduction of a new labour market evidence group, which the white paper says will make “informed decisions about the state of the labour market and the role that different policies should play, rather than always relying on migration”, could be a step in the right direction. But that is only if it leads to better alignment between policy, funding, and the realities on the ground. It must also include voices from the adult learning sector and reflect the diversity of learners we serve.

For Holex and the wider adult education community, this is a moment to speak up. We need to make the case—loudly and clearly—that adult education isn’t just a tool for economic growth. It’s a foundation for inclusion, opportunity, and social cohesion. If the government is serious about reducing immigration and boosting productivity, it must invest in the people and providers who can make that happen.

North East college group upgraded to Ofsted ‘outstanding’

A Teesside college group has been awarded top marks by Ofsted inspectors for its “very clear” vision to deliver high-quality education across the board.

The Education Training Collective (ETC), which comprises six colleges and training providers, has been upgraded to ‘outstanding’ in a new report this morning by Ofsted, a boost from its 2022 ‘good’ rating.

The group was given full marks in all but one area; its apprenticeships provision was rated ‘good’.

Ofsted visited the group of colleges and training providers between March 18 to 21, which had over 5,000 young and adult learners and apprentices enrolled across the six providers at the time.

The ETC comprises of: Bede Sixth Form College, NETA Training, Redcar and Cleveland College, Stockton Riverside College, The Skills Academy in Billingham, and Innersummit in Gateshead.

Inspectors were wowed by the “highly inclusive, supportive and welcoming culture” in the group and the improvements made since the last inspection.

“This is a phenomenal result for every staff member and student across the group,” said ETC’s chief executive and group principal, Grant Glendinning. “The result represents the pinnacle of years of hard work, determination and a firm commitment by all to get us to this point.”

Learners were commended for their “exemplary” behaviour and positive attitudes about their studies.

“They embrace the strong sense of belonging that they experience at all campuses. They feel valued and respected, regardless of their backgrounds,” inspectors added.

Ofsted praised learners with high needs, who make “impressive” progress in delivering the outcomes in their education, health and care plans.

They were also impressed with those on supported internships at Amazon who develop the skills and knowledge “rapidly”.

Meanwhile, adult learners also grasp skills quickly. ESOL learners at Stockton Riverside College swiftly develop their conversational English, “often from a very low base” so they can deal with finances and health appointments.

Teachers ‘sharp focus’ on English and maths

Teachers were found to use “highly effective” teaching strategies and plan their teaching “exceptionally well”.

Teachers also have a “sharp focus” on developing learners’ and apprentices’ skills in English and mathematics, who subsequently improve their skills and successfully apply them to their technical subjects.

Staff also give learners “excellent opportunities” to develop their personal and community skills, such as volunteering for the Salvation Army and learning about consensual relationships and the dangers of toxic masculinity and domestic violence.

“They are confident to challenge peers over inappropriate behaviour,” inspectors said of learners.

The report also outlined the “strong” contribution to meeting skills needs from the group’s strong relationship with employers and stakeholders to meet Tees Valley skills priorities.

“Leaders have a very clear vision to provide high-quality training and education across the Tees Valley,” Ofsted said.

The watchdog noted leaders have developed an “ambitious” and broad range of vocational and academic courses to meet the community’s needs.

The group delivers skills bootcamps for adults and provision for growth sectors like renewable energy, health and social care, and professional skills, working closely with the Tees Valley Combined Authority and local councils.

Inspectors were pleased with the group’s partnership with BP to develop a “highly successful” clean energy technician scholarship, based at the clean energy education hub at Redcar and Cleveland College. 

Meanwhile, Ofsted said that the group’s governance is “exceptionally strong”. Governors were found to have extensive experience and provide rigorous scrutiny and oversight of the strengths and weaknesses across the six providers.

Jason Faulkner, ETC deputy chief executive officer, said: “Achieving outstanding is amazing for our students, for our staff, our communities and stakeholders. However, it is important that we continue to be amazing and continue to deliver outstanding services as it is our duty as local colleges serving our communities.” 

Stuart Blackett, chair of the ETC governing board, said: “This Ofsted result is massively important to us as a group of colleges and training providers. To achieve the outstanding grade is external validation of the brilliant work that we, as governors, know the team does, each and every day.”