We’re reaching those young people who left the classroom behind

There are growing concerns about the rise in persistent absence, school avoidance, and the complex personal circumstances affecting young people. One manifestation of this trend is the sharp increase in elective home education (EHE). By autumn 2023, an estimated 92,000 children were in EHE nationally, up from 80,900 the previous year. Locally, we have seen a similarly significant and rising trend.

Wigan & Leigh College’s Re-Engage programme was established in response to this shift. It is designed to re-engage EHE young people, many of whom are disaffected or disengaged with traditional education and to offer them a fresh pathway forward. The programme aims to:

  • Reintegrate vulnerable learners into an education setting
  • Support achievement of key GCSEs in English and maths
  • Build confidence in learning and essential life skills
  • Provide tailored guidance on post-16 education options

The programme addresses three key concerns:

  1. Progression: Many EHE learners have not sat GCSEs, limiting their options.
  2. Retention: These learners often struggle to adapt back into full-time post-16 study.
  3. Risk of NEET: Without intervention, the likelihood of becoming NEET (Not in Education, Employment or Training) increases.

In 2023-24, we piloted the Re-Engage programme with a small cohort. Demand quickly grew, and in 2024-25 we expanded to accommodate 50 learners across two campuses. So far, 77 young people have been supported to sit their GCSEs, restoring their life chances and opening doors to further education.

Many of these young people did not leave school by choice but out of necessity, often due to unmet educational or mental health needs. An increasing number of EHE learners take no formal qualifications and are at real risk of being left behind. Re-Engage specifically targets this underrepresented group, respecting the decision to home educate while offering a bridge back to structured learning and post-16 pathways.

A core strength of the programme is its collaborative, non-adversarial approach. We understand that many EHE families distrust traditional institutions due to past negative experiences. Re-Engage builds relationships based on trust and choice. We work closely with families, allowing learners to attend voluntarily and participate at their pace.

Previously, EHE learners could access some college classes, particularly maths and English. But there was no bespoke offer. Re-Engage is groundbreaking in its structure, ambition, and delivery. It includes:

  • Small, dedicated classes exclusively for EHE students
  • Delivery across multiple campuses to reduce travel anxiety
  • Carefully selected classroom locations to minimise stress and ease transition
  • Joint presentations with the local authority to introduce the programme to parents and learners

Central to Re-Engage is a belief in transformation through education. Learners who had previously disengaged from schooling develop new confidence, motivation, and pride. The results speak volumes:

  • 100 per cent GCSE exam pass rate in 2024
  • 58 per cent of students achieved grades 9–4
  • 40 per cent achieved grade 5 or higher

Behind the statistics are individual stories of transformation. One such example is Pupil A, who left school in 2019 with just 7 per cent attendance. Their parent was anxious about the return to formal education, attending the first session for reassurance. Those concerns quickly faded. Pupil A thrived, achieved 100 per cent attendance, and secured Grade 8s in both English and maths.

This story reflects a broader impact: not only academic success but renewed belief in education and self. In learner feedback, students describe feeling “seen” and a strong sense of belonging.

Re-Engage is changing lives. When our 2023-24 cohort joined the programme, their average prior school attendance was 23.7 per cent, with some below 10 per cent. On Re-Engage, the average rose to 89 per cent, with over half of Year 11s achieving attendance of 94 per cent or higher and a third with perfect attendance.

The programme requires investment, but the return is evident in lives redirected, opportunities unlocked, and futures reclaimed. As one parent put it, “This gave our child a second chance we didn’t think was possible.”

That’s why we are recruiting again for the programme this academic year.

Being a ‘digital native’ doesn’t mean students are safe online

Online safety experts have criticised Ofcom’s latest regulations for social media companies and adult content providers for failing to go far enough in ensuring young people are protected holistically in digital spaces.

Research from Qoria, Smoothwall’s parent company, found this concern is warranted. Of the schools polled, 64 per cent said they lack the training and knowledge to deal with AI-specific threats, a figure that should alarm the FE sector when looking at the rapid transformation and acceptance of online harms. These extend in many cases beyond social media.

As young people progress into FE, they often gain more independence and with it, a growing confidence in their digital capabilities. Many see themselves as digitally mature. But independence should not be mistaken for immunity. Confidence online doesn’t always equate to competence, and maturity in real-world spaces doesn’t always extend to virtual ones.

What the new legislation means

Under the Online Safety Act, the “riskiest” services, such as social media platforms and adult content providers, have to block harmful content through age checks. Failure results in a fine, or the full site being shut down ‘in extreme cases’.

This still relies heavily on enforcing certain content types for different age groups, with the implication being that some exposure to harmful material is ‘appropriate’ if the user is old enough.

Enterprise-grade on-device safety technologies offer a far more comprehensive safeguard, capable of detecting and responding not only to social media harms but also to the wider spectrum of online risks beyond social media, including AI-generated exploitation, gaming-related abuse, gambling exposure and access to pornography. These solutions deliver real-time, age-assured protection exactly where young people are most at risk.

Ofcom should be actively exploring these tools as part of a more robust, long-term and holistic digital safety strategy that doesn’t leave young people’s wellbeing reliant on inconsistent age checks alone, in one segment of the internet.

Older students, different risks

FE students sit at the intersection of growing autonomy and intensifying digital threats. While they may appear more self-sufficient, their digital lives are shaped by a new layer of complex risk, AI-driven manipulation, gambling exposure, targeted scams, deepfake pornography and peer exploitation.

The myth of the ‘digital native’ can lead us to overestimate their resilience and underestimate the support they still need. Legislation continues to lean heavily on ‘age-appropriate’ thresholds, yet the reality is that online harm doesn’t stop when youngsters turn 16. It shifts, often becoming more sophisticated and difficult to detect.

What’s needed is a staggered, age-appropriate and progressive approach that supports students’ growing participation and digital literacy. Instead of static benchmarks, we must offer evolving safeguards that adapt to how students use technology, engage socially and experience risk across each developmental stage.

Holistic approach needed

Ofcom recently launched an investigation into two pornographic websites that did not appear to have any effective age checking mechanisms at all – which would be a violation of the new regulations under the Online Safety Act. It highlights a wider issue of regulation not working in practice.

Age verification technology is riddled with inconsistencies and often fails to provide reliable outcomes, leaving critical safety gaps that young people can fall through. In practice, many young users bypass these controls using VPNs or even AI-generated images to fool age estimation tools – highlighting how quickly current safeguards can be undermined without robust, multi-layered protections.

Many sites still rely on easily bypassed, simple self-declared age checks. FE students are more likely to be exposed, often engaging with online content far more independently and without safeguarding oversight. Ofcom regulations call for “highly effective” age checks, but these cannot be held up as the backbone of online safety strategy until verification is more robust.

Wider accountability from platforms and stronger support for FE providers is needed, particularly to support educators managing increasingly complex risks without adequate resources. 

Too often, the burden of navigating complex digital risks is placed on educators alone. This overlooks the broader culture of accountability required to truly protect young people.

Now is the time to ensure that online safety policy reflects young people’s real digital lives. That protection starts with acknowledging their risks, respecting their need for guidance and responding proactively rather than after harm has occurred.

Why we’re ditching pass/fail for bronze, silver and gold

Five years ago, The City of Liverpool College became a pilot institution for the WorldSkills UK Centre of Excellence programme and in the process, redefined its approach to technical education.

Serving over 10,000 learners annually, 75 per cent from the top three areas of postcode deprivation, our college is based in a designated Education Improvement Zone. Many students arrive with low starting points, diminished confidence and aspirations hindered by past educational or challenging life experiences. Our goal is to turn disadvantage into advantage. Becoming a member of the WorldSkills UK Centre of Excellence, in partnership with NCFE, beautifully supports our core mission. It shifts the focus from courses to careers, ensuring that no one is left behind.

Central to this partnership is the idea of moving learners from competence to excellence by embedding competition-based pedagogy across the curriculum. Trained by WorldSkills UK in a seven-step skills excellence framework, five educators across key departments cascaded this model college-wide. The result has been a cultural shift, embedding high standards and fostering ambition at all levels.

This is particularly evident in our School of Construction, where WorldSkills UK’ Gold-Silver-Bronze benchmarking is now wholly embedded into Level 1 and 2 assessments, turning pass/fail courses into genuine vehicles for aspiration. Instead of “you’ve passed”, learners now hear “you achieved silver, here’s how to reach gold”. The impact on self-belief and motivation, particularly amongst those with limited prior academic success, has been striking. At the recent regional plastering competition, our students claimed first, second and third place, with two heading to the SkillBuildFinals and one named as a reserve.

Success stories like Shayne’s show what’s possible. Starting at Level 1 plastering, Shayne progressed to an apprenticeship, won his regional SkillBuild competition, placed eighth nationally as the youngest competitor, and was named British Gypsum’s Apprentice of the Year 2024. Our most recent regional champion has just won the same title for 2025.

Dan’s journey in health and social care mirrors this success. He won his regional competition, earned bronze nationally in the WorldSkills UK Finals and is now part of Squad UK training for WorldSkills Shanghai 2026. Other students have shone in hairdressing and games development, with our games team placing second in the games benchmarking event.

Last year, we were selected by WorldSkills UK to lead an innovation project focused on integrating international benchmarking into all Level 1 programmes through co-designed assessments rooted in industry standards. This led to a shift from ‘meeting outcomes’ to ‘achieving mastery’. It encourages teachers to go beyond the specification and identify “what does excellence look like” in basic but essential skills, whether producing a perfect three-strand plait or preparing ingredients for a soup. Alongside assessing just technical skills, we embedded the resilience, confidence and professional behaviours that employers value because we firmly believe that excellence is more than just technical ability.

The impact was significant. Over 80 per cent of students reported greater confidence in their technical abilities and employability. The same proportion felt the benchmarking approach raised their aspirations, and 90 per cent said they now felt confident to enter competitions which is a remarkable outcome for those who previously saw themselves as having “failed” the system. This approach has helped to dismantle the pass/fail ceiling many had internalised. In our context, where trauma-informed pedagogy is essential, WorldSkills UK has helped us reframe what success looks like.

We are proud to be a trusted voice in this space. This work has amplified our presence in national conversations, from AoC conferences to DfE briefings, to showcase how WorldSkills UK pedagogy can be a powerful tool for social mobility. But the real success lies in what our learners have achieved. They’re not just qualifying, they’re becoming confident, industry-ready professionals.

Through the Centre of Excellence, we’re raising aspirations and developing the talent pipelines our region desperately needs. Our learners, regardless of background or starting point, are challenged to go beyond ‘good enough’ to achieve excellence. In doing so, we are proving that excellence is not exclusive. It belongs to everyone.

Adult education provider climbs to top of Ofsted ladder

An adult learning provider has been awarded Ofsted’s highest grade after inspectors found high achievement rates and “highly appreciative” employers.

The JGA Group, established over 30 years ago, offers apprenticeships, skills programmes and short courses to mostly adults in London and the south east.

It today received top marks across all areas following a full inspection between July 15 to 18, which found challenging content, “excellent” support and a well-planned adult curriculum that meets skills shortages.

The provider was rated ‘requires improvement’ in 2014, where it was critiqued for its maths and English provision and employer involvement.

It improved to a ‘good’ rating the year after and subsequently ‘outstanding’ following its latest Ofsted visit according to a glowing report this morning.

JGA Group managing director Richard Goodwin said today’s report was the culmination of “more than 10 years of hard work developing processes in a very human-centred way”.

“We’re just delighted,” he told FE Week. “I hadn’t really thought of it as 10 years of work until after the result, and I sat back and thought that it has been a long journey.

“We just about got our ‘good’ in 2015 by skin of our teeth, and then it’s developed from there.

“We’re over the moon. I think it’s fair to say,” he added.

Inspectors reported that the JGA Group has a comprehensive understanding of employer’s needs.

The report said: “The JGA Group is excellent at meeting the specific needs of large employers through niche apprenticeships. Employers are highly appreciative of this and very positive about the support that they received from staff at the provider.”

The JGA Group had 474 apprentices enrolled on 17 standards across level 3 to level 7 at the time of inspection. Just under half were on level 4 programmes such as policy officer and marketing executive.

The watchdog noted that a high proportion of apprentices and learners from JGA Group achieved their qualification.

Government data shows JGA’s overall apprenticeship achievement rate in 2023-24 was 70.3 per cent.

Goodwin said he would like to introduce standards that provide progession for people already on existing apprenticeships, such as offering a policy manager or policy advisor standard to complement the current policy officer standard.

“With the level sevens going we’re looking for opportunities for some big, new niche ones,” he added.

The ITP also had 164 adult learners on short courses and 92 skills bootcamp participants on film and television and spectator safety courses.

Ofsted commended the tutors for teaching bootcamp learners “valuable” technical skills before they gain employment.

“Leaders expose learners to prestigious employers in the creative and security sectors. This gives learners excellent insights into the industry,” the report said.

Weir ‘outstanding’ again after rare double Ofsted inspection

An apprenticeship provider has retained its ‘outstanding’ Ofsted rating after overturning a provisional lower judgment through a rare second inspection.

Weir Training Limited scored grade ones across the board in a glowing report published today – a repeat of the same feat it accomplished in 2018.

The latest inspection report for the south east provider heaps praise on “highly effective curriculums”, “very successful” engagement with employers to meet specific business needs, “expert” staff who provide “exceptionally high quality” training and “highly committed” leaders.

Apprentices “thrive” at Weir Training, achieve “excellent results” and “greatly value the positive impact of training on their job roles”, the report added.

However, FE Week understands the provider was forced to challenge Ofsted after its initial inspection, conducted in May, resulted in a drop in its overall grade.

The watchdog accepted complaints about the provisional result and dispatched a fresh inspection team to conduct another visit in July. This resulted in ‘outstanding’ judgments across the board.

Changes to judgments under the moderation process are rare – it hasn’t happened in FE since 2022-23, according to Ofsted’s annual reports.

Weir Training director Julie Ridley said: “The inspection process was unusual; we received two visits. The initial visit in May 2025 was confirmed as ‘incomplete with unsecure judgments’.

“While it was a difficult experience, we had taken the rare step of independently challenging the initial outcome as we believed so strongly in the quality and integrity of our provision.

“A subsequent ‘gathering additional evidence’ visit was carried out in July 2025 by a different, out-of-area inspection team.

“Securing outstanding across the board once again affirms what we and our stakeholders, already knew, that our approach is rigorous, inclusive and sector leading.”

The specifics of Weir Training’s challenge could not be shared at this time.

Ofsted is currently overhauling its inspection process after a coroner ruled that an Ofsted inspection contributed to the death of headteacher Ruth Perry and amid wider concerns about the reliability of inspection judgments.

New-style report cards are due to be rolled out this autumn, with headline overall grades for FE providers removed in favour of sub-judgments in up to 20 areas. 

Ofsted is expected to publish its response to a consultation on the proposals and confirm its final position this month.

Quality prevailed

Weir Training was created in 2000 and had 125 apprentices on its books at the time of Ofsted’s visit on standards from levels 2 to 5 in business admin, leadership, customer service, education and retail.

The report lauded the “professionalism” of apprentices who have “exceptionally positive attitudes to their learning” as they benefit from a “culture of care that staff have created”.

Leaders are also “very ambitious for all apprentices, including those with SEND, to make very rapid progress” and collaborate “effectively” with employers to ensure “apprentices make significant contributions to their workplaces”.

Ofsted said leaders and staff ensure that on-the-job and off-the-job training is “well aligned, so apprentices can practise and consolidate learning at work”, while “experienced and expert training staff use a range of effective teaching strategies to help apprentices build knowledge and skills”.

The report added: “Staff prioritise apprentices’ well-being, so apprentices know how to stay physically and mentally healthy. With close staff support, apprentices explore relevant topics, such as the menopause, mental health strategies and sleep.”

Weir Training’s “high quality” careers guidance was also highlighted by Ofsted, as were the provider’s “experienced” governors who “provide leaders with effective challenge and hold them to account for the quality of training”.

The proportion of apprentices who complete on time and achieve their apprenticeship has “improved significantly”, Ofsted added.

Government data shows Weir Training’s overall qualification achievement rate rose from 53.3 per cent in 2022-23 to 67 per cent in 2023-24.

Ridley said: “We are incredibly proud. To secure this judgment for a second time is a testament to the dedication of our staff, the ambition of our apprentices and the strong partnerships we have built with employers and the wider community.

“Above all, this outcome demonstrates the dedication of our team and the power of standing firm in the pursuit of fairness and accuracy.

“I would like to sincerely thank our amazing staff, apprentices, employers and stakeholders for their unwavering support and shared belief in our mission to inspire excellence in everything we do.”

Ofsted declined to comment.

Merger date set for mega south west college group

Two south west colleges have announced their intention to merge in January.

Exeter College and Petroc today launched a public consultation on their proposal to create a large college group in the region that would serve more than 16,000 learners, employs nearly 2,000 staff and have a turnover in excess of £100 million.

The pair first explored merging in 2015 and reignited the talks this April.

If approved, the new organisation would be known as the Exeter and North Devon Colleges Group (ENDC) from January 5, 2026.

The proposal is a voluntary merger, with neither college in any form of intervention. But Petroc was downgraded to ‘requires improvement’ by Ofsted last year and experienced financial challenges that led to staff redundancies and the resignation of former principal Sean Mackney.

Exeter College is judged ‘outstanding’ by Ofsted and is double the size of Petroc in terms of student numbers, staff and income.

A spokesperson said that by combining their resources and expertise, the colleges “aim to create a stronger, more resilient group with the capacity to invest in learners, staff and facilities, while responding more effectively to local and regional skills needs”.

The new group would oversee two sixth form provisions in Exeter and North Devon, alongside an expanded apprenticeship, adult, SEND and higher technical education offer across the county.

Petroc’s Barnstaple campus would become known as North Devon College, while Exeter College would retain its name. 

But Petroc’s Tiverton campus will become the “Centre for Progression, Tiverton”, with a new focus of supporting young people with additional learning needs.

John Laramy, CEO of Exeter College, said: “This is an exciting opportunity to create the best place-based college group in England.

“By joining forces, each college aims to deliver even greater opportunities for learners, employers and communities across Devon; underpinned by the capacity, capability and resilience offered by being part of a larger group.”

Under the plans, Petroc would dissolve on January 5.

All students at Petroc who have not yet completed their course by the date of the proposed dissolution will “continue their education in the merged college on the same campus where they studied immediately prior to the dissolution of the Corporation of Petroc”, the consultation document said.

This will affect around 4,526 students.

Kurt Hintz, interim CEO of Petroc, said: “This is a fantastic opportunity to pool our strengths and knowledge, building economic resilience and maintaining outstanding sixth-form provision on both sides of the county.

“This merger will give learners more choice, better progression routes and access to specialist facilities, while employers gain a single, stronger partner that is responsive to local skills needs.”

The public consultation will run from today until September 30, 2025. The outcome will be published by November 30.

Another large college merger completed in neighbouring Somerset on August 1. Strode College has now dissolved and joined Bridgwater and Taunton College to create the University Centre Somerset College Group (UCS College Group).

Sudden closures hit Derbyshire adult education centres

A Reform UK-run council in the East Midlands has claimed it needs to suddenly close a third of its adult education centres due to “rapid changes to grant conditions” it has known about for at least six months.

Derbyshire County Council took the unusual step of announcing the closures to five of its centres yesterday (August 28), effective from Monday September 1, without advanced notice or consultation.

The closures, which will affect an estimated 1,300 learners and at least 22 employed staff, have been met with outrage from local MPs.

In a statement, cabinet member for SEND and education, Jack Bradley, blamed government funding for needing to close the buildings and argued that the decision “future-proofs” the council’s adult education service.

He added that the council will consult “all stakeholders” on a full review of its adult education services and continue to offer courses from its remaining centres.

Costs of teaching, business support and property at the five sites announced for closure – all of which it owns – amount to an estimated £1 million per year, about a quarter of the council’s overall adult education service budget.

Running one centre in Long Eaton cost an estimated £1,462 per learner, higher than the average of £731 for the whole service, which teaches about 5,900 learners each year.

It leaves the county with eight centres, following the closure of two other centres in July this year.

Courses offered at the centres earmarked for closure include English, English for Speakers of Other Languages (ESOL), maths, basic digital skills.

Other council-run courses still available for enrolment include careers workshops, cooking for adults with learning disabilities, yoga for wellbeing, and diplomas for working with children or in care.

Last-minute announcement

For reasons that are unclear, Derbyshire County Council published the closure report on the day it took effect, appearing to breach its own constitution which requires it to give 28-days’ notice before taking a high value decision and to publish a detailed report five days in advance.

The August 28 report, approved by Cllr Bradley, says the council’s adult education service has seen a grant income reduction of about £1.3 million, or 19 per cent, due to the end of Multiply funding in April and cuts to adult skills fund (ASF) allocations from the East Midlands Combined County Authority (EMCCA).

The council claims that these reductions mean it needs “rapidly and dramatically” withdraw from a total of seven centres, which it says have “poor reach for area of need” or high costs per learner.

It argues that reducing costs will “afford greater service flexibility” such as moving provision to community buildings such as schools and libraries.

The council has known that EMCCA, which took control of adult skills funding this academic year, planned to reduce its allocation by about £400,000 to £4.5 million since April this year.

Local authorities including Derbyshire County Council have also known that funding for adult numeracy programme Multiply was due to end in April since at least November 2024.

An EMCCA spokesperson said:”The Mayor of the East Midlands, Claire Ward, has awarded Derbyshire County Council more than £4.5m in adult skills funding for 2025/26 and it is up to the authority to ensure it reaches the people, businesses and communities who will benefit most.”

Natalie Fleet, Labour MP for Bolsover, where one of the centres is located said it’s “disgusting” that the council had agreed the closures “without even speaking to the public and explaining why”.

She added: “We were promised transparency with a Reform-run county council, instead we’re getting deals behind closed doors.

“The people of Shirebrook deserve as many education resources as possible, not to see them being snatched away with no notice. Residents are angry about this, and I am too. It’s not good enough.”

Adult education ‘desert’ fears

Derbyshire County Council is not the only local authority to cut back its adult education service footprint in the last year, sparking fears of “deserts” for adults seeking better qualifications.

In December, Cornwall County Council confirmed the closure of seven of its 17 centres and Kent County Council – also Reform-run – confirmed the closure of at least one centre.

Both councils carried out public consultations before making a final decision.

Sue Pember, policy lead at adult education body HOLEX, said: “This type of reduction in premises will become widespread if national funding is continually reduced.”

Jo Grady, general secretary of the University and College Union, said: “It is scandalous that Reform is tearing up Derbyshire’s adult education provision without even consulting the public and those affected, including learners and staff whose livelihoods are going to be affected without any proper process.

“The people of Derbyshire did not vote for important community provision to be slashed and Reform now needs to immediately change course, keep the adult education centres open and consult fully before making such drastic changes.

“We are asking all concerned Derbyshire residents to sign our save adult education campaign petition and write to their MP demanding fair funding and an end to the cuts.”

Jonathan Davies, Labour MP for Mid Derbyshire, said: “Lifelong learning helps people fulfil their potential and grow the economy. It also prevents people becoming unemployed as the world of work rapidly changes.

“That is why Reform-led Derbyshire County Council’s decision to shut some of its adult education centres – taken behind closed doors and without public consultation – is so appalling.

“Around 1,300 learners will be hit by this decision. Those reliant on public transport may not find it viable to make a longer journey to one of the few remaining centres.

“I am calling on Reform to find ways to make these centres work – including by attracting more learners and building partnerships to make them more financially sustainable.”

A Department for Education spokesperson said: “We have further devolved adult skills funding to give those with local knowledge the power they need to make decisions that are best for their areas. For Derbyshire, the funding has been transferred to East Midlands Mayoral Strategic Authority.

“Adult education is key to our mission to grow the economy through our Plan for Change, which is why we are spending over £1.4bn this financial year on the Adult Skills Fund despite the challenging fiscal environment, as well as launching Technical Excellence Colleges like the construction TEC at Derby College.”

Skills bootcamp provider scores top marks from Ofsted

A Reading-based skills bootcamp provider has been awarded the top rating by Ofsted inspectors for having a “transformational effect” on learners’ futures.

The Curious Academy, which delivers government-funded 12-week bootcamps in digital marketing and data analytics at its co-working office in Reading, wowed the watchdog for its “exceptional” support of learners’ careers and technical skills well beyond course completion. 

During its July 15 to 17 inspection, the independent training provider (ITP) had 19 adults learning digital marketing and 10 enrolled on the data analytics bootcamps.

In its first full inspection report published this morning, the team of three Ofsted inspectors found bootcamp trainers tailor learners’ interests and career ambitions, as well as providing personalised career and technical guidance.

“For example, learners who are interested in housing analyse national housing data and those who are interested in the beauty sector analyse shifts in consumer trends,” the report said.

While learners come to the Curious Academy with little or no prior knowledge, the inspection found they develop “substantial” new skills that “transformational effect on their futures”.

Students also benefit from leading peer discussions and feedback, which impressed Ofsted, who said the ITP’s learner-led activities and teacher expertise prepares them “exceptionally well” for professional work after the course.

Matt Bovey, course director, told FE Week: “We’re proud to have achieved ‘outstanding’ in our first Ofsted inspection as a skills bootcamp provider. We are committed to in-person learning – our twice-weekly, face-to-face classes in Reading create the accountability and peer collaboration that we believe are essential for effective professional skills training.”

“The inspection particularly recognised the supportive learning environment we create and our commitment to providing ongoing support to learners well beyond course completion,” he added.

Bovey also mused the reason for receiving the top Ofsted marks was “the fact that we’re committed to positive outcomes for the students.”

Inspectors commended almost all learners, including disadvantaged students, for completing their bootcamps successfully, achieved by a presentation of their final project or securing a job interview.

“We’re fortunate enough to have our own venue that is also a co-working space. Students are invited to use the space after they graduate and a number of them now work for employers that use the space,” Bovey added.

Leaders were praised for their “highly effective culture of continuous quality improvement” that reviews curriculums to reflect “rapidly evolving” skills priorities.

“For example, leaders adapted the data analytics curriculum to include more advanced tools such as specific programming languages and data visualisation in response to feedback from learners and employers,” the report added.

They also sought learner feedback and tracked their next steps after completing the bootcamp.

Inspectors even commended leaders’ work with employers, particularly those who have hired bootcamp graduates, to check the suitability of the training and to ensure it meets industry expectations.

“We have a number of employers now that are waiting for people to finish the bootcamps,” Bovey said.

“I think there’s a stigma about people on bootcamps. There’s possibly not enough providers doing it well and not enough employers engaging so there seems to be a missing part of the process somewhere.”

Ellen Thinnesen named as new FE Commissioner

The chief executive of a north east college group has been appointed as the next FE Commissioner.

Ellen Thinnesen, who heads up Education Partnership North East (EPNE), will succeed Shelagh Legrave from January.

Legrave has held the job since 2021. Her tenure was due to end in October, but she will remain in post until Thinnesen serves out her notice, FE Week understands.

Thinnesen began her career as a nurse before moving into FE. She worked in senior college posts at Tameside College, Manchester, and Grimsby Institute of Further and Higher Education before becoming principal at Sunderland College in 2016.

While running Sunderland College she led two mergers with Northumberland College and Hartlepool Sixth Form College to create EPNE in 2019. 

EPNE, which has about 15,000 students, seven main campuses and an income of about £63 million, was rated ‘outstanding’ by Ofsted last year. 

Thinnesen said: “It is a great privilege to be appointed Further Education Commissioner at this crucial time when skills are vital to delivering the government’s missions for growth and opportunity.

“The further education sector plays a critical role in transforming lives and driving economic growth. Looking ahead, it is well-placed to tackle persistent skills challenges, deliver equitable access to quality education, and re-engage those not in education, employment, or training (NEET). By adapting, innovating, and aligning provision with future labour market needs, the sector has a vital role in equipping learners with the skills to thrive in a rapidly changing economy. 

“I look forward to working with colleges across England to ensure they are in the strongest possible position to change people’s lives for the better and meet the needs of employers and communities.”

Thinnesen has held several roles alongside her FE college leadership, including as a member of North East Combined Authority’s Business Board and joined the board of housing association Gentoo Group as a non-executive member in 2023. 

She is also already one of the FE Commissioner’s national leaders of further education and was named an OBE in the Queen’s New Year 2021 Honours list.

Education secretary Bridget Phillipson said: “I am delighted to appoint Ellen to the vital role of FE Commissioner. Her experience of driving improvement will be invaluable as we work to ensure the FE sector creates the skills our economy and communities need to thrive.

“I would like to thank Shelagh Legrave for her work in the role over the last three years and I wish her all the best for the future.”

The FE Commissioner role was introduced in 2013 as a key adviser to ministers in the Department for Education. The commissioner intervenes in struggling colleges, where visits turn into published reports which assess quality and financial health, as well as the existing governance and leadership.

The post has since evolved to also provide a range of support functions for college leaders, such as independent curriculum efficiency reviews, financial health checks and mentoring for up-and-coming principals.

Its inaugural post holder was David Collins, who was replaced by ex-Exeter College boss Richard Atkins in 2016.

Thinnesen will be the first FE Commissioner to hail from a northern college.

The FE Commissioner leads a team of almost 20 deputy FE commissioners and FE advisers, made up mainly of current and former college principals or deputy principals and directors of finance.

The four-day week role was advertised back in February with a £140,000 salary. It is a three-year term.