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Ofsted’s reforms are a missed chance that won’t futureproof FE and skills

In just under a month’s time, Ofsted will roll out its revised Education Inspection Framework (EIF) for further education and skills providers. On paper, it looks like progress: the single overall judgment is gone, replaced by multi-domain report cards. And the proposal for a five-day inspection notice period championed by the Fellowship of Inspection Nominees (FIN) has been retained. The framework also upholds the principles of belonging, thriving and inclusion, which is commendable.

But dig a little deeper and some cracks appear. While the revisions are well suited to full-time study programmes delivered by colleges, they fall short for apprenticeships or employment-focused provision that serves learners of all ages and at all stages of life. Apprenticeships are no longer a second-best alternative to university; they are, for many, the preferred route: debt-free, valued by employers and offering a purposeful journey to career progression. Skills bootcamps and short employer-led courses similarly can provide efficient, impactful routes into employment. Yet the framework does not pay enough attention to these realities and misses the opportunity to lean into this optimism and create a futureproofed framework.

One key reason may be the limitations of the inspection workforce itself. Inspectors are trained in education, not industry. Their expertise equips them to assess teaching, learning and basic employer engagement, but they often lack the foresight to understand industry needs, workforce planning or the wider economic impact of training programmes. Ofsted has acknowledged the need to address this but feedback from the pilots suggests that we still have a long way to go before this fundamental flaw is rectified and it certainly won’t be fixed before November.

FIN supports the new emphasis on inclusion but in our submission, we asked for a definition of inclusion, a statement on what constituted “barriers to learning” and clear guidelines to ensure fair assessments across all types of providers. While the new toolkit includes a response to this, it has not sufficiently recognised the challenges faced by independent training providers in this regard, particularly as these providers don’t receive the same level of funding support allocated to other institutions.

This brings us to the data which Ofsted looks at. The inspectorate has much to say on learner achievement; it says it will consider learner progress and an individual learner’s starting point. But for FIN, there is too much emphasis on achievement rather than progress. As someone providing governance and oversight for multiple providers, including those rated outstanding, I see the value of data scrutiny. However, the balance here has tipped in the wrong direction. The framework is now more about producing numbers for the government than capturing the full impact of FE and skills on learners and employers.

On the issue of governance, Ofsted have again disappointed. Inspection reports will name the chair of governors. But in our case for stronger oversight, we called for evidence that a college or provider board included members who were impartial or independent. This requirement has not been forthcoming.

The new framework could have been an opportunity to address better:

Employer satisfaction: Are businesses gaining skilled staff through work-based learning?
Return on investment: Do programmes improve productivity and retention?
Career progression: Are learners advancing in roles and qualifications?
Inclusion: Are providers driving inclusion through proactive support systems, not surveillance?
Post-16 choices: Are Ofsted reports offering clear information for learners and employers choosing between providers?

Although LSIPs don’t get a mention (but inspectors consulting employer representative bodies do), all providers will now be assessed under the five-grade system for their local and sector impact.

The revised framework is a step forward in transparency and fairness, particularly for colleges delivering full-time programmes. It is also right that the toolkit retains scrutiny on maths and English for learners without level 2 attainment.

But for apprenticeships, employer-led training and other employment-focused programmes, it is still a missed opportunity. Until inspections reflect the realities of the workplace, the economic value of FE and skills, and the preferences of learners choosing apprenticeships over university, the framework will remain incomplete.

The exclusivity of the inclusion agenda: it isn’t ‘inclusive’ when voices are missing

Anticipation and trepidation surround the government’s forthcoming white papers on SEND reform. DfE has been unusually quiet, with only its adviser Dame Christine Lenehan’s indication of substantial changes to Education, Health and Care Plans (EHCPs) filtering through. What’s clear is a significant push on ‘inclusion’. Ofsted will include an ‘inclusion’ judgement for educational settings from the Autumn, and numerous committees and panels have been convened to develop inclusion as the key to solving the SEND crisis.

Yet, ‘inclusion’ is a loaded word and a difficult concept to discuss, primarily due to our inability to agree on a shared definition. The term can sound a lot like acceptance, and who wouldn’t want to be accepted for who they are? But if that acceptance leads to a loss of support, or disruptive change in provision, this seemingly positive concept loses its meaning for young people and their families.

The term ‘inclusion’ is complex because it lacks a shared definition. For some, it is place-based (all children and young people in the same school or college), while for others, it is needs-based (all needs met in the most appropriate setting). However, to truly understand and implement inclusion from a system perspective, we must actively seek and integrate voices from every part of that system, especially where success is already evident. Policymakers, in their attempts to define and implement inclusion, are ironically creating exclusive panels and taskforces with a distinct lack of lived experience, and no specialist setting or FE leaders on these crucial bodies.

These omissions carry significant risks, undermining the very goal of true inclusion:

Throwing the baby out with the bathwater by overlooking what already works well in our current system, particularly the successes found in the FE sector.
Being exclusive in the thinking around inclusion by focusing solely on a narrow, place-based idea (i.e., everyone in a mainstream school or college), rather than valuing the diverse pathways and expertise of specialist settings.
Failing to genuinely hear from children, young people, and their families about what they truly need and aspire to. Without their voices, the system remains predicated on assumptions rather than realities.

First, let’s address the exclusion of the FE sector. Consider this: 90 per cent of young people with an EHCP attend a mainstream further education setting, with just 10 per cent on roll with a specialist setting. In contrast, 41 per cent of children and young people with an EHCP attend a special school or setting. Why is it that a much greater proportion of young people with EHCPs are successfully integrated and progressing within mainstream FE settings? The broader FE sector already shows effective models of support and inclusion for young people with varied and complex needs. To convene a national inclusion group without significant representation from the FE sector is not merely an oversight; it’s a missed opportunity to genuinely understand where inclusion is already thriving and how those lessons can be scaled across the system.

Next, the conspicuous absence of voices from specialist settings. This can’t be solely about mainstream school placement; true inclusion means ensuring every young person, regardless of their needs, can thrive and lead a fulfilling adult life beyond their education. Leaders of special schools and specialist colleges understand the young people they support and the ways in which other settings might adapt to meet more of their needs. Without their insights, the ultimate goal appears to be simply everyone attending a mainstream setting, potentially at the expense of individual need. There will always be a need for specialist settings for young people with the most unique needs; they’re an essential part of a truly inclusive system. Specialist settings have always worked alongside their mainstream counterparts to improve understanding and share expertise. As mainstream settings develop their capabilities, specialist settings continue to specialise, working with greater complexity. We need to support this collaboration, not stifle it.

Perhaps most importantly, the lived experience of young people with SEND and their families is vital. We need to understand their experience of a system which remains predicated on failure. Real inclusion is about feeling valued and understood in a setting, and then having agency in decisions that affect their future. It is about an equitable system that adapts to their needs, rather than expecting them to fit into a pre-defined mould, and one where their unique contributions are recognised and celebrated.

We invite policymakers and expert panels to engage with the full breadth of experience across the SEND sector, particularly within specialist and FE settings, because these voices offer unparalleled insights into effective practices and truly person-centred support. By doing so, we can collaboratively build a truly equitable and effective SEND system.

Team UK comes together during day 2 of EuroSkills

Team UK reached the midpoint of the EuroSkills competition with a sigh of relief today.

Some competitors had to undergo hours-long tasks involving stress and time management while others found themselves up against some experienced peers who were involved at WorldSkills Lyon last year.

Going into the final day, Team UK members told FE Week they were pushing through some tiredness to make it to the end but with a dash of positivity.

Grace Longden, 18-year-old health and social care competitor has luckily come to Herning already riding the high of a win.

Longden, who is a triathlete representing Great Britain in the 16-19 age group, won gold in the Asia and Europe triathlon in Istanbul two weeks ago.

“It was a tough race,” she said, adding that the swim in the Bosphorus River was “one of the best swims” she’d ever had.

Coming to Denmark for EuroSkills, the Macclesfield College alumnus said there is “always” the hope of a medal.

“We’re competing against the best in Europe. Everyone is so well trained, so competent,” Longden said.

“Being on the younger age [bracket] of my skill, I have got some tough competition,” she added.

Health and social care competitor Grace Longden

Longden is up against Croatia’s Dino Brkić and Germany’s Anna Telle, both of whom won a Medallion for Excellence at WorldSkills Lyon last year, showing they met the international benchmark.

Nevertheless, Longden has acclimatised to the spectacle of the competition after day 1 and said her second day of tasks went swimmingly.

She said: “Going into the day one, I did feel quite nervous, because there were quite a few crowds about and we had to be microphoned up as well. Going out on stage was quite daunting the first time, but it got easier and easier throughout the day.”

“The second day, I came into a bit more confident. […] I was happier than I was yesterday.”

Today, Longden had to treat a breast cancer patient coming to terms with a diagnosis and teach a stroke patient how to use a walking frame.

“I’m starting university next week in physiotherapy, so that was one of my strengths,” she added.

Longden will be attending Keele University next week after receiving a distinction grade in her T Levels.

Meanwhile, Katie Sime, 20-year-old hairdressing competitor with Reds Hair Company, had to undergo a five-hour task of working on both a men’s and women’s cut and colour.

“It’s a lot of time management, working out what you’re going to do first and then, because obviously, once you’ve then got one colour on, you have to stop what you’re doing to take that off. So it’s a lot to think about.”

“It’s long and quite stressful, but, yeah, I was happy in the end,” she said.

Tomorrow, Sime and her peers are facing live models, which she is a tad nervous about.

“We don’t know what their hair is going to be like until they arrive so that adds a bit of extra stress onto it but hopefully it’ll all be good, and I’ll be happy,” she added.

Sime also had some advice from last year’s Medallion for Excellence winner Charlotte Lloyd to “have a good time and come away with good memories”.

Sime has already come away with a shot of confidence since the new experiences of competing on an international stage, but it has also made her closer to her teammates in Team UK.

“I think at the boot camps, although you spend a lot of time together, it’s only for like, a couple of days, and people just come and go, I think. But I think this week has been really nice, and everyone seems to be getting along really well.”

Lynette Leith appointed Boston College principal

A college in Lincolnshire has appointed a new boss following the retirement of its principal.

Lynette Leith (pictured above) will take on the top job at Boston College from November 1, joining from Hull College where she was vice principal for curriculum and skills.

She replaces Claire Foster, who has worked in further education for 30 years, serving the last five years as principal of Boston College.

Leith said: “It’s a privilege to be appointed as principal and CEO of Boston College. The college has a strong reputation for supporting its students to achieve their ambitions and for working closely with its communities and employers to drive skills, opportunities and growth.

“I look forward to working with the corporation, staff, students and partners to build on this success and to lead Boston College into an exciting future.”

Before Hull College, Leith held roles at Uxbridge College, Hertfordshire Regional College, Loughborough College and Chesterfield College. She is also currently a governor at Bradford College and was awarded an OBE in the New Year’s Honours 2025.

Boston College enrolled over 5,000 students last year, is judged ‘good’ by Ofsted, holds a ‘good’ financial health rating and employs more than 400 staff.

A spokesperson for the college highlighted multiple milestone achievements under Foster’s leadership, including the completion of a £20 million major estates development.

Foster first worked in further education in 1995. Before joining Boston College in 2020 she held leadership roles at Grimsby Institute and North Lindsey College.

Foster said: “After 30 rewarding years in further education, I am announcing my retirement from Boston College with immense pride in what we have achieved here together.

“We have transformed our college campuses while never losing sight of what matters most – putting students at the heart of everything we do, creating powerful partnerships and serving our communities across East Lindsey, South Holland and Boston. I am particularly proud of the dedication, commitment and hard work of my exceptional team.

“It has been the privilege of my career to be part of this remarkable institution and to witness firsthand the positive impact we make every single day.”

On your (Den)marks, get set, go

Team UK finished day 1 of EuroSkills 2025 quietly confident after completing some of the more challenging tasks of the three-day European skills competition in Herning, Denmark.

UK restaurant services competitor Yuliia Batrak, from Grwp Llandrillo Menai, said her first task was the coffee service element of her competition, which she was least looking forward to.

“I had to come out with my signature coffee recipe, a black forest gateau iced latte. My mum used to make it in my childhood, so I was inspired by this,” she said.

Batrak also had to deliver an afternoon tea service and serve a prawn cocktail.

“It was very busy, but when you’re in the competition, you can’t feel how time goes,” she added.

The next two days will be less stressful for Batrak, as she looks forward to her fine dining test tomorrow, and cocktail making on the final day “just for a little celebration to end this competition”.

Batrak works at St George Hotel in Colwyn Bay, Wales and combined with studying, she said participating in WorldSkills competitions made her manage her time better so she can still socialise.

Batrak’s family fled the war in Ukraine in 2022, and she began studying catering and hospitality at Grwp Llandrillo Menai when her family moved to Wales.

“I’m so extremely proud of myself to be able to compete in the scale and represent such a great country as the United Kingdom. And also I feel like I’m kind of privileged to compete with the best people in restaurant service from whole Europe.”

Meanwhile, Luke Roberts, Team UK’s welding competitor was also proud of his first day on the EuroSkills floor.

Roberts, who is an apprentice with Haven Engineering and studies at Pembrokeshire College, said he “surprised himself” on the first day, mainly because his first task was welding aluminium.

“I don’t like welding it whatsoever. It’s not my biggest fan at all,” he said.

“It’s the hardest one to weld out of all of them, but I surprised myself and they came out better than I thought it would so I was happy.”

Roberts was also up against welding four test pieces, all out of carbon steel, but he’d only ever practiced one before.

“One wasn’t too bad, but the other three I’d never done and I surprised myself as well as they came out not too bad too,” he added.

Opening ceremony pride

Both competitors were beaming after last night’s opening ceremony.

Roberts, who had never flown before, said last night was also another first.

“It’s like a once a lifetime opportunity. I’ve never been on stage before. Just got to take it all in and hear everyone clap and cheer and it’s nice feeling,” he said.

Batrak added: “Oh, my goodness, the opening ceremony is something that I’ll never forget in my life because the amount of people, cameras, lights and everything, you feel like you’re part of something huge, and you feel like you’re not living your life.”

She said she was even more looking forward to the closing ceremony with more people and hopefully a gold medal as well.

Pair of Swiss-owned training providers suddenly close

Two training providers owned by the same Swiss investment firm have ceased trading after the Department for Education terminated their apprenticeship contracts.

West Yorkshire-based Woodspeen Training and Merseyside-based Jarvis Training Management, which between them train thousands of apprentices and hundreds of adult learners, announced insolvency today.

Around 175 staff are employed by the providers, according to Companies House.

A spokesperson for both training providers said their collapse follows “recent Department for Education decisions under the apprenticeships accountability framework”.

“The outcome reflects historic performance challenges, particularly around timeliness measures that lag behind recent operational improvements,” the spokesperson explained.

“Since April this year, the new leadership team has refocused the business on its core strengths, strengthened governance, and launched intensive learner support initiatives.

“Despite these efforts, the formal review concluded before improvements could be sufficiently evidenced.

“Our priority now is to work closely with the Department to transfer learners smoothly to alternative providers and support staff through the transition.”

Woodspeen Training has operated for over 30 years ago. It was judged ‘requires improvement’ by Ofsted this year and trains over 1,800 apprentices in business, care and health, as well as 70 adult learners on courses in beauty and fitness. It also offers skills bootcamps in pharmacy and in public service delivery funded through the Greater Manchester Combined Authority and Liverpool City Region.

The provider’s overall apprenticeship achievement rate in 2023-24 was 42.8 per cent, according to latest available government data.

A key criticism in Ofsted’s report on Woodspeen was that “too many learners and apprentices leave their programmes early and do not achieve”.

Jarvis Training Management (JTM) is owned by Woodspeen but has itself been running since the 1980s.

JTM was judged ‘requires improvement’ by Ofsted in 2023 and delivers hundreds of apprenticeships in the early years sector. The provider also offered courses to over 100 adults in beauty therapy at the time of the watchdog’s visit.

This provider’s overall apprenticeship achievement rate was 51.9 per cent in 2023-24.

Similar to Woodspeen, JTM was criticised by Ofsted as there were “too many learners and apprentices [who] fail to complete and achieve within the planned time”.

According to Companies House, JTM is owned by Woodspeen Training which itself is ultimately owned by Alphen Trust, an independent investment advisory and asset management company based in Zurich, Switzerland.

The spokesperson for the providers said: “We are proud of the progress made under the new team and grateful to colleagues for their professionalism.”

How student-led tech projects helped reshape our FE curriculum

How do colleges effectively and authentically embed emerging technology across diverse curriculums without overwhelming staff? It is a common headache. Institutions often hit barriers such as staff hesitance, alignment to curriculum and a lack of time. Meanwhile, the demand for those skills is only growing with the rapid emergence of AI. At Gower College Swansea, we have found a way forward by using students as our digital ambassadors to drive tech-based curriculum enhancement.

This is not about top-down training. It is a practical, replicable model that is enhancing curriculums, inspiring staff and empowering students. And it has all been achieved with just two hours a week of my time.

The idea clicked for me after a visit to Humber College in Toronto in 2024. I was blown away by how confident and comfortable their students were with emerging technologies. They were curious and unafraid to experiment if it aided their learning. That is what technology-enhanced learning should look like – a culture in which students are the researchers and testers. We have relied for too long on staff CPD sessions that merely tempt staff to try something new. The learners are the ones receiving these skills, so they need a real say in the tech we embed.

How we do it:

My role as a tech enthusiast is to provide knowledge and guidance to a small group of student digital ambassadors. Each learning area from across the college is asked to provide one learner, with whom I work one-to-one. After showing them a range of emerging tech (VR, AR, 3D printing, drones, AI, content creation tools), I let them choose what technology they want to explore and how they think it could fit into one of their subjects. I am certainly no expert in criminology, healthcare or geology, and that is the point. I facilitate from a “technology coach” perspective, while the students bring the crucial curriculum know-how. All it takes from them is a bit of enthusiasm and a short meeting every couple of weeks.

To give you a clearer picture, here is how the Curiosity Project model typically unfolds:

This approach has a brilliant side-effect. It subtly piques the curiosity of staff.

When our geology team saw one of their students using drone technology to scan a cliff face, 3D-print it and make a tabletop mobile AR experience from it, it had a direct impact on the student but also a big impact on the lecturer. They could suddenly see how this could make their field trips more valuable and generate bespoke, tactile resources. Before this, talking to a lecturer about embedding 3D-printing might have been met with reluctance. Now, they see the potential – it demystifies the tech and truly inspires.

Take our level 2 landscaping course. Imagine trying to convince a lecturer to use VR. You would get questions about its necessity and practical application. But three landscaping students I worked with solved that for us. They developed a mixed reality solution where they could draw different coloured plants into an empty planter to test colour harmonies. This would otherwise take much longer and generate a lot of waste, showcasing a clear, sustainable benefit.

To see some of the other projects our students have delivered, from business students using NFC technology to criminology students using VR, visit this link: https://www.jon-parker.xyz/projects

Across the nine student-led projects we have delivered, involving 34 learners, staff have been genuinely inspired by the outcomes. This has directly impacted future course enhancement and will benefit countless learners yet to study with us. This student-led model has proven to be a powerful and sustainable way for Gower College to make an impact, fostering genuine curiosity and confidence in technology. We are really excited to see it grow next year.

Redundancy shouldn’t spell end of an apprenticeship dream

An apprenticeship is supposed to give a young person a strong start in work. But redundancy can abruptly end that journey. Too often, apprentices are left without support, losing not only their income but also the chance to finish what they started and gain valuable skills.

I know this from personal experience. My employment contract ended before my apprenticeship was complete, and my employer refused to extend it. Experiences like this highlight a gap in support that needs addressing.

Scotland found a solution to this problem with its Adopt an Apprentice scheme. The programme, run by Skills Development Scotland on behalf of the Scottish government, was part of a £10 million effort to recruit and retain apprentices. It offered financial support of up to £5,000 to employers willing to take on apprentices who had been made redundant. It became especially important during the COVID-19 pandemic, helping young people continue their training when businesses were closing or scaling back.

The impact was significant. While the grant was active, nearly half of redundant apprentices were able to carry on with a new employer. And over 75 per cent went to businesses that accessed the grant. Once the scheme ended in 2023 continuation rates fell to just a third, highlighting the difference the programme made.

England’s apprenticeship challenge

England faces a similar challenge. Within the last five years, an average of 3,896 apprentices were made redundant each year. Nearly two-fifths of them were under 19. Supporting them through a grant scheme like Scotland’s would not only allow them to complete their qualification, but also reduce the risk of them becoming NEET, one of the country’s most pressing challenges.

The government already has ambitious goals around tackling youth unemployment and building a skills-first economy. Apprenticeships are central to that vision. But those ambitions will fall short if young people lose their jobs and slip through the cracks. A scheme like Scotland’s would not only safeguard apprenticeships, but also align with national priorities on reducing NEET figures, increasing social mobility and meeting labour market needs. By enabling apprentices to finish their training, England would be making a practical investment in its workforce, supporting both immediate recovery and long-term economic resilience.

The economic benefits are clear. Research from the Centre for Economics and Business Research shows that every £1 spent on apprenticeships generates £21 for the economy. Based on recent redundancy figures, a grant scheme could enable 531 additional apprentices to complete their training each year. With the median public cost per apprentice in 2020 at £7,058, according to a report for IfATE (now Skills England), supporting these extra apprentices could conservatively add nearly £78.7 million to the UK economy annually, outweighing the £3.74 million annual cost based on latest publicly available data.

However, a grant alone cannot solve the problem. We must prevent apprentices being made redundant in the first place. Employers should be encouraged and supported to retain them wherever possible. The grant should act as a safety net, helping apprentices who are affected by unavoidable disruptions such as business closures or economic shocks.

A fair chance

Scotland’s experience shows that relatively modest investment can protect apprentices, support employers, and deliver tangible economic value. England has similar redundancy rates and the same opportunity. Introducing an Adopt an Apprentice-style grant, alongside stronger retention incentives, would shield apprenticeships from disruption, secure skilled workers for businesses, and give young people the fair chance they deserve to complete their training.

Learning about Scotland’s programme has reinforced for me how much better things could be in England. We cannot afford to waste the potential of thousands of young people each year when a proven solution exists just across the border.

One minister, two beasts: Can Jacqui Smith fix the skills system?

Jacqui Smith has taken on the unenviable but exciting job of straddling two Whitehall beasts, the Department for Work and Pensions (DWP) and the Department for Education (DfE). Her mission is to bridge the world of classrooms and workplaces, making sure skills aren’t just taught but used, and revitalising the apprenticeship programme.

We have seen versions of this before. Back in 2016 Nick Boles held a joint brief spanning The Department for Business, Innovation and Skills (BIS) and DfE, trying to knit business needs with education. Smith’s appointment follows in that tradition but takes on an even broader challenge: workforce and education side by side, and the complexity of levy funded apprenticeship programme.

We welcome this move. But ultimately, learners, apprentices and employers want results, not structural tinkering in Whitehall. They want well-funded, flexible courses that lead to decent jobs. If Smith’s role is the start of a more joined-up skills system, backed by a cross-government push, it could be the long-term strategy the UK has been missing.

Still, her brief only runs across DWP and DfE. The real world of skills and retaining doesn’t fit neatly into departmental silos: health, migration, business, housing, defence all depend on a skilled workforce. We would like to see a proper cross-government skills taskforce, chaired by Smith, bringing in the Department for Business and Trade (DBT), the Department of Health and Social Care, the Home Office, the Ministry of Defence and the Ministry of Housing, Communities & Local Government too. This would:

Make sure big recruiting departments invest in staff skills through procurement and there are openings for young people to become apprentices.
Link health and care workforce planning with lifelong learning.
Align visa and immigration rules with home-grown skills policy.
Join up local and mayoral skills powers with national ones.
Give voice to learners and employers who are usually left out.

Such a task force could turn a promising start into a truly integrated skills system, one that ties education, employment, health and economic growth together.

Of course, there are questions. We now know that control over apprenticeships policy will move to DWP, while Skills England will continue to work across government. But will DfE and DWP budgets merge? Will Skills England be split so that the future skills need observatory stays with DFE and the management of apprenticeships more to DWP?

What happens to mayors’ devolved skills powers, bearing in mind they were desperate for apprenticeships?

Will Ofsted’s remit be expanded to cover DWP employability courses? And let’s not forget that the adult skills budget isn’t just about the basic skills entitlements and retraining. It also covers learner support, adult SEND, and family learning and a good quality apprenticeship is as much an education programme as it is a training programme. The German model sits firmly within their education system.

So what are Smith’s chances of success?

The upside:

Joined-up thinking – one minister could finally close the gap between what’s taught and what’s needed.
Better learner journeys – adults might escape the revolving door of the low-pay–redundancy loop, especially if rules like the DWP 16-hour cap (on permitted work before losing benefits) are rethought.
Faster decisions – fewer circular Whitehall debates, more action.
A visible figurehead – skills now have a public champion.
Room for creativity – her dual brief could spark fresh approaches linking work programmes, digital skills, and local initiatives.

The pitfalls:

Overstretch – DWP and DfE are both giants; it’s easy to be pulled in two directions.
Employer-focused shift – Moving apprenticeships to DWP could align them more closely with employers and the world of work. But without careful oversight, there’s a risk of prioritising quick job placements over quality training, confusing providers, and leaving apprentices without lasting skills.
Unintended disruption – Colleges and providers need stability; even small funding changes could inadvertently destabilise the sector.
Missing links – Excluding Health, Home Office, or DBT leaves crucial connections dangling.
Civil service turf wars – Budgets and priorities may be fiercely protected, complicating collaboration.
Risk of symbolism – Without real control over budgets and levers, the role could risk being more about appearance than impact

Smith’s joint role is a step in the right direction. It is visible, ambitious and potentially game-changing. But to make a real difference, she’ll need clout, cross-government allies and a touch of Whitehall diplomacy.

It is a good start. But let’s go further, faster. And if anyone can do it, Jacqui Smith can.