Always check the engine before you blame the passengers 

Back in 2001, I was waiting for Estelle Morris, the then education and skills secretary. Despite the conference venue, Church House, being literally just across the road from her department’s Whitehall HQ, she was running late. 

Her skills minister, John Healey, was about to go on stage but was anxious to catch a word with his political boss. We were launching the new sector skills councils (SSCs) initiative to an invited audience of industry leaders. 

“What’s our core message?”, he asked me. 

As a post-16 advisor at the time, I told him: “Well minister, we need to put employers at the heart of the skills system. Sector skills councils will achieve this aim by handing ownership of the skills and productivity challenge over to them.” 

“Great”, he said, “make sure Estelle gets the same message when she arrives.” 

Ever since that point, we have seen a succession of government ministers and senior officials parrot the same line: “Employers at the heart of the skills system.”

The trouble is, the whole thing has turned out to be one massive illusion. 

Employers today are no more engaged in government skills policies than they were two decades ago. In fact, there is strong evidence by volume of firms engaged, not to mention employer investment in workers, that they are even less engaged. 

The Labour Force Survey shows a 28 per cent decline in company training since 2005 (11 per cent since 2010). 

Some people reading this will remember the employer ownership of skills pilots (EOP). It turned out that firms are great at taking “free money” from taxpayers to boost skills. But they are rather less forthcoming in stepping up and putting in their own cash, as reported by FE Week at the time. 

In fact, independent researchers commissioned to evaluate the pilots found huge deadweight in the £350 million programme. Only 40 per cent of the original planned starts were met.

It is hard not to be cynical when you rock up at another one of these taxpayer-funded “terrace events” in Parliament, as I did this week.

The core message of the event on Tuesday, marking the launch of a new report by IfATE on “a simpler skills system”, was as predictable as it was tiresome. 

Perhaps we should not blame hard-working officials who put together this guff. They are made to “drink the Kool-Aid”. 

I liken it to blaming the passengers on a bus that has broken down. You would always look at the mechanical faults in the engine compartment first. 

The truth is that civil servants have become prisoners of an ideology that is total nonsense.

Let’s start by examining the bold claim that the institute is the “voice of employers in the skills system”. For a public body established under the political direction of ministers, this is constitutionally impossible. 

IfATE can only ever be the voice of the government of the day. It is the duty of officials to serve ministers in what they want to achieve in terms of apprenticeships and technical education. 

The institute is chaired by a Conservative peer. It has a career civil servant at the helm, as opposed to a celebrated captain of industry. 

IfATE is neither a representative structure nor is it an independent voice in the skills system. It exists to do the bidding of the governing party. And, in a democracy, there is absolutely nothing wrong with that. 

If the government was really serious about employers being placed in the driving seat – or taking more responsibility for skills development, public and private – we would see some kind of renaissance of the employer-led sectoral approach to training. 

I find it amusing, given my Labour background, that I successfully argued back in 2001 that the last people you would put in charge of a skills system are a bunch of civil servants, however well-meaning. 

When Estelle Morris finally arrived at Church House, I dutifully relayed the “employers at the heart of the skills system” message. In retrospect, I wish I had just told her Ronald Reagan’s famous line about the nine most terrifying words in the English language: I’m from the government and I’m here to help.

College group becomes first FE institution with permanent degree powers

NCG has become the first further education college group to be granted permanent awarding powers for taught degrees up to masters level.

The Office for Students (OfS) has confirmed that, with effect from June 1, it removed the time limit on NCG’s degree awarding powers, making it the first FE institution with indefinite taught degree-awarding powers.

Jon Ridley, NCG’s deputy principal for higher education, described the milestone as a “gamechanger” for the organisation, giving it the ability to plan longer term and expand its “full tertiary” offer in Newcastle and beyond.

NCG, formerly known as Newcastle College Group, is one of England’s largest groups with seven colleges across the country under its belt. Its degree-awarding powers apply across all its college sites, though most of its HE provision is currently delivered at its Newcastle College University Centre.

Higher education providers are initially awarded taught degree-awarding powers with a time limit. NCG was first awarded the powers by the Privy Council in 2016 until July 2022. This time limit was extended by two years by the OfS in July 2022, and removed altogether this month.  

“NCG has a long, proud history as a provider of higher technical education stretching back decades, and we have been an awarding institution for over 10 years,” Ridley said.

“Having taught degree-awarding powers without time limit recognises the quality of our higher education. This is a first for a college-based HE provider and supports our ambition to be the country’s leading provider of higher technical education.”

This is the latest in a run of firsts for the group’s higher education portfolio. The then-Newcastle College Group was among the first FE colleges to be granted foundation degree-awarding powers in 2011. It was then the first FE institution to receive time-limited taught bachelors and masters degree-awarding powers in 2016.

There are other colleges, such as WCG and TEC Partnership, with bachelors degree-awarding powers, though these are, for now, still time limited. And private provider Multiverse received the power to award its own degrees in certain subjects in September, though they too are time limited. 

NCG’s offer currently boasts a BA(Hons) in fine art, BSc(Hons) in aircraft engineering and an MBA.

“This is a full tertiary solution,” Ridley said. “You can arrive here with no qualifications and leave with a masters, on your doorstep.”

The final approval for NCG came after a “rigorous” assessment process with the OfS, Ridley said.

“Do you have the right academic structures, are you self-critical as an organisation, can you uphold the standards of higher education? We’ve had to prove that we’ve sustained that level and also grown as an institution.

“It is gamechanger because now we can plan with confidence.”

Jon Ridley at the Newcastle Aviation Academy

The college’s higher education prospectus boasts smaller class sizes and dedicated HE student services as part of its offer, which must be important with two large universities – Newcastle University and Northumbria University ­– on its doorstep.

Higher education accounted for around £19 million of the group’s £136 million total income in 21/22, with learner numbers hovering between 2,300 and 2,400 over the past four years.

For Ridley, being the only FE institution with indefinite awarding powers could catalyse new partnerships with other colleges and providers.

He said: “Our ambition is to grow our partnership work with other colleges and providers, but that has got to align with our values and principles.

“We are going to do degree apprenticeships, we are going to do modular. We are already doing those things. Our focus is on degrees and higher-level study that leads into employment or to better somebody’s opportunities.”

Back in business: Employers renew case for level 2 business admin

Employers are making another attempt to get a level 2 business administration apprenticeship over the line, with plans to launch a government petition if officials continue to reject the proposal.

A trailblazer group held a meeting with around 100 employers last week to sound out support for the bid ahead of a formal submission in September.

A survey has also been launched to ask more businesses to back the proposal, working with the provisional title of level 2 “administration assistant”, to “demonstrate current business need” to the Institute for Apprenticeships and Technical Education (IfATE).

The institute has batted away proposals for such a course since the popular level 2 business admin apprenticeship under the old-style frameworks was officially switched off on July 31, 2020. Officials claimed that a proposed replacement did not meet the required duration or quality of the new-style apprenticeship standards.

An alternative “public sector organisation administrative assistant” standard at level 2 was put forward months later but was dropped last year after Rob Nitsch, IfATE’s delivery director, said it was “some distance off” the quality threshold.

The survey for the latest proposal, which will be for both public and private sector employers, states that, if the institute “continues to deny the need for a level 2 administration standard, it has been suggested that our next step could be to launch a petition to get a formal response from government.

“We would create a petition that asks for a change to government policy. After 10,000 signatures, petitions get a response from the government and, after 100,000 signatures, petitions are considered for debate in Parliament.”

A spokesperson for IfATE said: “‘Where employers have come forward, we have continued to work with them, and this includes with regard to business administration. We continue to remain open to new standards and the adjustment of all where they satisfy the necessary criteria.”

There is a level 3 business administrator standard available, which has attracted over 55,000 starts since its launch in 2017. The standard is currently being revised, including its content, end-point assessment plan and £5,000 funding band.

But employers such as the NHS, councils, supermarkets and police have warned that level 3 is not the right entry point for many business admin apprentices, and the absence of a level 2 equivalent is the “missing rung” of skills minister Robert Halfon’s supposed “ladder of opportunity”.

The Education and Skills Funding Agency previously highlighted the level 2 customer service practitioner standard as a potential replacement for the level 2 business admin framework, but admitted this would not fit all apprentices’ needs.

The level 2 business admin apprenticeship trailblazer group was not able to comment.

‘Astonishing’: Ofqual publishes VTQ entries for first time

Ofqual has published entry data for vocational and technical qualifications for the first time.

Today the exams watchdog revealed that more than 334,000 results for level 3 VTQs, which include BTECs and CTECs, are due to be issued in August.

Every year, A-level entry figures are published, but this is the first year that similar data has been published for VTQs.

Ofqual claimed the move marks the “first significant step towards parity of treatment between A-levels and VTQs”.

It is a “milestone” in the regulator’s VTQ action plan, which was launched following last year’s results debacle that saw around 21,000 BTEC and Cambridge Technical (CTEC) results issued late, leaving students in limbo.

Ofqual chief regulator Jo Saxton (pictured) said: “As astonishing as it seems, never have we had a definitive picture of the number of vocational and technical results expected ahead of results day, even though this has been in place for GCSEs and A-levels for many years.

“Over the years, we’ve heard a lot of words about parity, but the publication of this data represents the first concrete actions in securing parity for all students.

“Every student deserves the chance to move on quickly and smoothly to the next stage of their career after working hard to obtain their qualifications – whether they study VTQs or A-levels or a combination.”

Despite its promises of parity, the data published today is sparse compared to the equivalent release for A-levels and GCSEs.

Earlier this month, Ofqual published 2023 data which broke GCSE and A-level entry data down by subject and provider type.

FE Week has asked Ofqual for a further breakdown of their VTQ entry data as this was not initially released.

Ofqual said the entries data is the culmination of 2,500 schools and colleges in England confirming with awarding organisations which of their students expect to get level 3 VTQ results this summer.

The watchdog is working with a new VTQ Taskforce, made up of sector representatives, to oversee the delivery of its VTQ action plan.

David Hughes, chief executive of the Association of Colleges, said: “With an economy crying out for people with technical skills, it is pleasing to see just how many young people are on course to achieve VTQs this summer.

“We should celebrate their successes just as much we do the achievements of their peers doing A-levels; and now we can see the huge number expecting a result, we can begin to understand the positive impact this part of the education system has on the economy and on young people’s lives.”

The VTQ taskforce members are:

.             Association of Colleges (Catherine Sezen, Interim Director of Education Policy)

 .            Association of School and College Leaders (Dr Anne Murdoch, Senior Adviser, College Leadership)

 .            Confederation of School Trusts (Steve Rollett, Deputy Chief Executive)

 .            Department for Education (Directors, Qualifications) (Observers)

 .            Federation of Awarding Bodies (Tom Bewick, CEO)

 .            Joint Council for Qualifications (Ian Morgan, Chairman, Margaret Farragher, CEO)

 .            NAHT (Sarah Hannafin, Senior Policy Advisor)

 .            National Association of Examinations Officers (Jugjit Chima, CEO)

 .            OCR (Jill Duffy, CEO)

 .            Office for Students (John Blake, Director for Fair Access and Participation)

 .            Pearson (Freya Thomas-Monk, SVP Vocational Qualifications & Training)

 .            Sixth Form Colleges Association (Bill Watkin, Chief Executive)

 .            UCAS (Clare Marchant, Chief Executive)

Council rapped for failing to meet student’s SEND transport costs

A mother has been awarded almost £3,500 in compensation after a council refused to pay to transport her son, who suffers with anxiety, to college.

The young adult, who has an education, health and care plan, spent three academic years being driven to and from college by his family as Stockton-on-Tees Borough Council “failed to recognise its duty to arrange free transport”, a report by the Local Government and Social Care Ombudsman found.

The review also highlighted an inadequate appeals process and poor record-keeping that led to long delays in addressing the mother’s concerns.

The council has agreed to apologise to the mother and reimburse her fuel costs and for the “distress, uncertainty and time and trouble” caused.

Local authorities do not have to provide free or subsidised post-16 travel support but have a duty to “encourage, enable and assist young people with learning difficulties/disabilities (SEND) to participate in education, up to the age of 25”, according to government guidance.

Young people with SEND qualify for free transport where a council assesses that, in order to attend education, they require transport arranged by the local authority.

Ali Fiddy, a solicitor and chief executive of the Independent Provider of Special Education Advice (IPSEA), said post-16 SEND transport was an area where “most local authorities are trying to cut costs by changing or limiting the offer”.

In a speech at the NATSPEC annual conference this week, she described the issue as a “real lottery” and “worrying issue” for families once their child leaves school at age 16. She said it was “very difficult to challenge” a council when it refuses to provide free travel for SEND learners in further education.

The Local Government and Social Care Ombudsman reported that the young adult in Stock-on-Tees was originally travelling to college in shared transport, paid for by the council. But, when his mother said it was no longer suitable because of his anxiety, the council failed to “properly consider the mother’s concerns or make other suitable arrangements”.

The ombudsman found the council’s post-16 transport policy “was not in line with its statutory duties”, adding that the council should have provided transport free of charge “if it considered transport necessary”. Instead it required a contribution from the mother.

The investigation also found the council’s appeals process did not follow statutory guidance – it did not offer a hearing at stage two of the complaints process, and then did not direct people who were unhappy to the ombudsman.

Additionally, the ombudsman criticised the council’s poor record-keeping: it did not have a central system for recording decisions, which would have allowed these to be accessed after staff left.

Paul Najsarek, the Local Government and Social Care Ombudsman, said: “The council’s responses to my enquiries, and its current transport policy, leaves me concerned that there are systematic issues in Stockton that may be affecting other young adult learners who have education, health and care plans.

“I am also particularly concerned that the council is not signposting parents to my office if they are unhappy with the outcome of any complaint about its appeals process.

“I am therefore pleased the council has accepted my recommendations to improve its processes and policies to ensure other young adults – and their families – are treated fairly and in line with statutory guidance.”

Stockton-on-Tees council has now agreed to pay the mother £3,432.50.

The council has also agreed to amend its letters, templates and policies to ensure they fall in line with statutory guidance and refer people to the ombudsman, and provide training and guidance to staff responsible for school and college transport on its new policy.

Councillor Bob Cook, leader of Stockton-on-Tees Borough Council, said: “We recognise the findings of the ombudsman and have offered our apologies to Ms X, who we will also reimburse for fuel costs. 

“Steps have now been taken to ensure this does not happen again, including updating the relevant policy and procedures.” 

ESFA to run special AEB allocations review for colleges

Colleges facing cuts to their national adult education budget allocations due to underdelivery during Covid will have their funding reviewed, the government has announced

The special review of ESFA-funded AEB allocations for 2023/24 is planned for colleges and other grant-funded providers that have experienced a significant boost in delivery this year following drops in adult learner numbers over the previous two years.

Recruitment of adult learners took a fall in 2020 and 2021 amid the pandemic and associated lockdowns, forcing many colleges and other providers to underperform against their annual grant funding allocations.

The Education and Skills Funding Agency released individual AEB budgets for 2023/24 at the end of March, but multiple colleges found their allocations have been reduced compared to recent years.

The funding taken away from those colleges who suffered with low recruitment in the Covid years, delivering less than 90 per cent of their allocations, was used to increase the budgets for colleges who had over-delivered.

But there are concerns that the 2023/24 allocations will not be sufficient as recruitment returns to pre-pandemic levels.

The ESFA has now promised to review those most affected this November.

In an update to the sector today, the agency said: “We delivered ESFA adult education budget funding allocations for academic year 2023/24 at the end of March. Some providers received an allocation lower than their 2022/23 funding allocation. This is because their delivery was below 90 per cent of their allocation over the past two funding years.

“A small number of providers with lower funding allocations will have significantly increased their delivery in academic year 2022/23. This could mean their delivery in 2022/23 exceeds their allocation for academic year 2023/24.

“We will operate a review process for these providers in November 2023.”

This process will only apply to those providers who have a “significantly reduced allocation in academic year 2023/24” and can “evidence significant increased delivery in their R14 data return for academic year 2022/23”.

The ESFA said it will publish the criteria for this process and further information in the next update of the AEB funding rules “later in June”.

ChatGPT: Keegan launches call for evidence on AI in education

Education secretary Gillian Keegan is launching a call for evidence on using artificial intelligence (AI) like ChatGPT in education “to get the best” out of the new technology.

Keegan will tell the London Tech Week conference she wants to “kick start a conversation” with experts on using generative AI in a “safe and secure way”.

She believes teachers’ day-to-day work could be “transformed” by the emerging tech and help with workload, but that the standard is not yet there.

It comes a mid growing debate about the role AI should play in education – with fears it could be used for cheating by students.

The Department for Education has also today confirmed a new “digital and computing skills education taskforce”, made up of tech experts and led by senior civil servants (see full list below).

Members include Dame Wendy Hall, who developed the microcosm hypermedia system in the mid-1980s, a forerunner to the World Wide Web.

The group will establish what computing and digital skills are needed now and for the future and work with industry experts to “encourage” more young people to consider a career in cyber security, AI or computing, DfE said.

‘We need to understand the opportunities and risks’

Keegan is inviting schools, colleges and universities to respond to the call for evidence, which will close on August 23.

Ministers want to get a handle on how generative AI is being and could be used in education providers as well as any risks, ethical considerations and training needed for staff.

Keegan will tell tech experts the education workforce needs to be “best equipped with the skills and knowledge” so they can “ride the wave” of AI.

“For that potential to be realised, we – the government, our schools, colleges and universities – need to be able to understand those opportunities, as well as the real risks new technology brings.

“That’s why we want to kick start a conversation with experts from across education and technology to hear their views and learn from their experiences. This will help us make the right decisions to get the best out of generative AI in a safe and secure way.”

DfE previously advised schools and colleges they “may wish to review” their homework policies and strengthen cyber security as AI could increase the credibility of attacks.

Ministers committed in March to “convene” experts to work with the education sector to “share and identify best practice and opportunities to improve education and reduce workload using generative AI”.

Exam boards have also published their own guidance on “protecting the integrity of qualifications”. It stated schools and colleges should make students do some coursework in class “under direct supervision” to make sure they are not cheating.

The digital and computing skills education taskforce:

  • Julia Kinniburgh (chair) – Director General Skills, Department for Education
  • Tom Rodden (deputy chair) – Chief Scientific Advisor, Department for Science, Innovation and Technology
  • Dame Muffy Calder – Head of College of Science and Engineering University of Glasgow
  • Rashik Parmar MBE – Group CEO of The British Computing Society The Chartered Institute for IT
  • Dame Wendy Hall – Professor of Computer Science at Southampton University
  • Matthew Scullion – founder and CEO of Matillion
  • Lawrence Munro – Global Head of Innovation at NCC Group
  • Araceli Venegas-Gomez – CEO and Founder of QURECA

How Ofsted’s proposed new complaints process will work

Ofsted is consulting on a new complaints procedure following prolonged criticism and its acceptance the current system is “not working”.

In January, FE Week’s sister paper Schools Week revealed that senior leaders were reviewing the process to make it more human and less bureaucratic.

And pressure for change has since been ramped up amid the fallout from the death of headteacher Ruth Perry.

Ofsted’s complaints policy was in the spotlight again last week as training provider UKTD Ltd remarkably overturned its ‘inadequate’ judgement following a botched inspection last year.

Now Ofsted has revealed its plans that would see it throw out its current system of internal reviews and allow leaders unhappy with how their complaints are handled to go straight to an external adjudicator.

If approved, the changes will replace the cusrrent procedure that was put in place in 2020.

Here’s what you need to know…

1. Formal ‘checks’ with leaders during inspections

Ofsted said its inspectors already routinely check with leaders throughout an inspection if they have “queries or concerns”.

The watchdog has proposed formalising this by asking inspectors to check with leaders at specific stages of the visit, “where appropriate”.

These stages will be…

  • during the pre-inspection notification call or when an inspector arrives
  • at the end-of-day meetings
  • at the final feedback session

Ofsted said inspectors could then address any issues raised at the time, rather than after the inspection has taken place.

2. Direct line to a senior inspector

Providers will be given a “new opportunity” to call Ofsted on the day after their inspection to discuss “any unresolved issues”. It is understood this has been piloted in one region of England already.

The watchdog said this may include raising informal concerns about the process and its “likely outcome”, queries about what happens next or highlighting “information that they feel was not fully considered”.

Ofsted said these calls would be directed to senior inspectors “relevant to the type of inspection, but separate to the inspection in question”. 

The inspectors “will then discuss any issues with the provider so that they can be resolved at the earliest opportunity”.

3. Two routes to address concerns

At present, complaints about Ofsted follow a four-step complaints process. 

The first step is raising concerns informally shortly after inspection. The second, if issues are not resolved informally, is a formal complaint. The third is an internal review and the fourth is an external complaint to an official adjudicator.

Ofsted is proposing a new first step, with two routes. Leaders can either highlight “minor points of clarity or factual accuracy”, which will be considered “promptly” before the report is then finalised.

The watchdog said it expected “the vast majority of providers to follow this route”. 

However, those that do will “not normally have a later opportunity to raise a formal complaint or challenge”, which is a change from the current approach, though Ofsted will consider each provider’s circumstances.

The other option is a formal complaint.

4. An inspector calls…

Formal complaints will be investigated by a member of Ofsted staff “independent of the inspection”. 

This will involve a phone call to “explore their concerns fully and, where possible, resolve issues quickly”. Principals/CEOs can highlight information they feel was “not fully considered”.

There will be four possible outcomes to an investigation…

  • No change to a report
  • Changes to a report’s text only
  • Changes to a grade, including overall effectiveness
  • The inspection is deemed incomplete and confirmation of a further visit to gather more evidence

Ofsted said it would also revise complaint outcome letters to be “clearer for providers about the reasons for decisions made”.

5. Internal review process scrapped

Ofsted said it believed its proposals would help it achieve a “right first time” approach and “strengthen” complaints-handling arrangements.

As a result, the watchdog plans to scrap internal reviews of how it handles complaints, which currently form step three of its process.

Under the current scheme, schools, colleges and providers have to go through this internal review before they can ask for an external, independent review.

Under the new scheme, providers concerned that their complaint did not correctly follow the right process would be able to go directly to the Independent Complaints Adjudication Service for Ofsted (ICASO).

This will “reduce the burden on providers raising concerns”, the watchdog said. 

“Instead of the current escalated levels of review, Ofsted will consider any formal complaints once, and thoroughly.”

6. External reviews of closed complaints

Ofsted also plans to introduce periodic reviews of how it handles complaints.

This will be done by taking a sample of closed complaints, which would be submitted to a panel of external reviewers, which will include external representatives from the sectors Ofsted inspects.

They can “provide challenge and transparency on how we have handled complaints about our work”.

Have your say by September

The consultation, which opened today, will run until Friday, September 15

Ofsted said the “information you provide us with will inform our new post-inspection arrangements and how we handle complaints about our work”.

“We will publish on our website a report on the outcome of this consultation in due course.”

Reclassification among reasons for considerably delayed college accounts

Unfinished audits and reclassification to the public sector are among the reasons why nine colleges have considerably missed the government’s deadline for publishing their annual accounts this year.

Education and Skills Funding Agency rules state that colleges must publish their audited accounts in an easily accessible location on their website no later than January 31 each year to “maximise transparency and to support accountability”.

However, 2022 accounts for nine of the 170-odd colleges in England are still yet to surface five months after the deadline.

Plumpton College said its delay is down to the Department for Education’s new strict arrangements for capital borrowing.

Colleges have had to gain special permission – which will only be granted in rare circumstances – to borrow commercially since November 29, 2022, when the Office for National Statistics changed their status from the private to the public sector.

The overnight ruling resulted in many colleges having to put key campus projects on hold. In response, the DfE belatedly launched its own time-limited loans scheme for college capital projects, but this process is still ongoing.

A spokesperson for Plumpton College said: “Plumpton has completed its annual report and accounts, with a clean audit and approval by the corporation in December. The college is however unable to submit signed accounts until the DfE confirm a loan to replace its commercial borrowing for a capital project completed in April 2023.

“The DfE is aware of the situation and has extended the filing deadline pending their approval of the loan facility.”

As well as new rules on borrowing, reclassification to the public sector has opened colleges up to scrutiny of “novel, contentious, or repercussive transactions” such as those that are considered to be outside of colleges’ normal sphere of business or may cause controversy or criticism.

Lincoln College Group is among the colleges that attract the largest amounts of commercial and international income and is one of the nine colleges to not have published accounts for 2022 yet.

A spokesperson for the college said: “As with a few other colleges, transfer to the public sector has led to a delay in the filing of our accounts. We are working closely with the DfE and our auditors to ensure this takes place as soon as possible.”

Two of the other colleges with late accounts said unfinished audits had caused the delay.

South Gloucestershire and Stroud College said: “The ESFA via Mazars have undertaken a funding audit of SGS college provision of which we are still awaiting the final report. College accounts cannot be signed off until this report is received. The ESFA is aware of this, and accounts will be submitted when the report is provided. SGS college remains in good financial health.”

And Hull College said: “Hull College is currently undergoing an ESFA financial audit and is unable to submit and publish accounts until that audit process has been completed. The ESFA are aware and working with us to bring the audit to a conclusion.”

Kingston Maurward College, a land-based college in Dorset, is also yet to file accounts for 2022. The college has faced financial challenges over the past few years due to a big hit on its commercial income during the pandemic and associated lockdowns.

The college received a financial notice to improve as well as an FE Commissioner visit last year.

Principal Luke Rake told FE Week the “continued financial challenge” means that whilst his college works through the details with the ESFA and FE Commissioner teams together, the board is “not yet comfortable signing off the 12-month going concerns just yet”.

“We anticipate getting this resolved fairly soon,” Rake added.

Eastleigh College – which is expected to merge with struggling City College Southampton as well as Fareham College in August 2023 to create a “financially strong network” – is also yet to file accounts for 2022.

A spokesperson for Eastleigh would only say the college has “been working to deadlines agreed by the DfE” and that it “expects to publish accounts in due course”.

The three other colleges with late 2022 accounts – South Essex College, Strode College and Wakefield College – did not respond to requests for comment.