Online learning flattens barriers in the age of devolution

Devolution in post-16 education isn’t a passing policy trend – it’s the direction of travel, whatever your political stripes. Whether you’re enthusiastic or cautious, the reality is that localism is here, and it’s expanding.

Thanks to technology, we live in an era of extraordinary accessibility. Entertainment, information and services are at our fingertips streaming into our homes. Sometimes, it sparks unlikely comebacks. Kate Bush’s resurgence through Stranger Things wasn’t just a pop culture moment – it reminded us that timing and access can bring long-standing talent back into the spotlight.

We should treat online learning the same way. It’s not new, but it’s never been more powerful. As we embrace devolution and build more responsive systems, we must not overlook the transformational potential of online education.

Local leaders understand their communities – the challenges, employers and opportunities. From tackling youth unemployment to green skills pathways, a local approach enables decisions closer to where they matter most.

Devolution gives colleges, training providers and community organisations the platform to shape provision that reflects local ambitions. But delivery models must not unintentionally narrow access. While “local” speaks to geography, skills challenges don’t respect borders, and neither do learners.

Flexibility: The other local solution

I spend a lot of time on the road, putting miles on my beloved motorbike visiting colleges, combined authorities and more. No two places are the same but the barriers learners face often are.

And while I have the freedom to choose my route, many don’t have access to transport or the flexibility to fit learning into their lives.

Not everyone can reach a training centre. Geography, travel costs, caring duties or health concerns can all make attendance a challenge.

That’s where online learning becomes essential. It opens doors for:

  • Rural and coastal learners
  • Parents and carers
  • Individuals with health needs
  • Shift workers
  • Adults returning to education

The list goes on. Online learning isn’t an add-on, it’s a core enabler of inclusion. At recent conferences, the message was clear: if we want inclusion, we need flexibility.

Like many Kate Bush tracks, online learning has stood the test of time in adapting and expanding and is now more relevant than ever.

Aligning with national strategy

The industrial strategy, Building a Britain Fit for the Future, makes clear that skills are key to growth. One pillar, ‘people,’ calls for a world-class technical education system.

Online learning supports that vision. It connects people to opportunity enabling reskilling, career shifts and wider participation.

Some of the best ideas aren’t new, they just need the right moment. Like Running Up That Hill, online learning is being recognised for what it’s always been: effective, accessible and essential.

Connecting the dots

If devolution is about local need, we need systems, not silos.

No one provider can do it all. Strong systems connect colleges, training providers, community learning, employers and local authorities working together.

That’s the power of devolution: connecting the dots. Or as Bush might say: less Cloudbusting, more clarity.

Don’t keep learners on the hill

In 2023, I wrote a Bon Jovi inspired article and said, “devolution is not incompatible with learner demand, but it is a barrier.” That still stands. When systems favour what’s nearby over what’s accessible, learners are left running up that hill.

Online learning flattens that hill. It meets people where they are. Like Bush’s chart return, it shows trusted solutions still create transformative results.

Let’s not let geography decide futures

Devolution holds promise. Local leaders can build bold, inclusive systems. But that means going beyond what’s on the doorstep.

Let’s stay true to the spirit of localism meeting learners where they are, in classrooms or online. As Kate Bush might say, stop wuthering and build systems that help every learner fly, not fall.

JCB Academy breaks ground with Ofsted grade 1

An independent training provider specialising in construction and engineering apprenticeships has been upgraded by Ofsted to ‘outstanding’.

JCB Academy, headquartered in Staffordshire, was praised for its work with “world-leading organisations” to develop curriculums and “exceptional” teaching to help hundreds of engineering and construction apprentices.

In a glowing grade 1 report published this morning, Ofsted found that apprentices thrive in their studies and go onto supervisory and leadership roles after completing their apprenticeships at JCB Academy.

At the time of its June 3 to 6 inspection, the ITP had 250 apprentices in learning, 135 of which were on the engineering technician apprenticeship, its most popular standard.

The provider was last inspected in 2019, where it was awarded a ‘good’ rating.

Inspectors were impressed that apprentices develop “mastery” in very sought-after skills in the engineering and construction sectors.

Though most apprentices start with little or no prior knowledge, the report said they quickly learn skills that make a “swift and lasting positive contribution in the workplace”.

They noted that most apprentices achieve their qualification and go onto long-term employment, with many “securing promotions to supervisory and leadership roles”.

JCB Academy principal Jim Bailey said the firm was “pleased” that its apprenticeship programme has been recognised as ‘outstanding’ in every category. 

He said: “This achievement reflects the exceptional commitment of our staff, the dedication of our apprentices, and the valuable partnerships we maintain with dedicated and passionate employer partners.

“At The JCB Academy, we remain committed to providing an industry-focused education that prepares learners with the skills, character, and confidence necessary for success in their chosen careers.”

Apprentices were found to have high attendance to lessons, a good understanding of extremism, and often exceeded their expected progress. Ofsted pointed out that sometimes, apprentices have instructed more experienced colleagues on how to operate unfamiliar equipment in the workplace.

The watchdog’s report added: “Level 3 engineering technician apprentices learn to use industry-standard software for their computer-aided design drawings rapidly and skilfully.” 

The inspectorate also complimented tutors for “skilfully supporting” apprentices to build confidence and character and providing comprehensive career advice.

Apprentices also gain a “deep understanding” of diverse career pathways and receive tailored support to help them achieve their ambitious goals.

“Exceptional teaching helps apprentices thrive in their studies,” inspectors said.

JCB Academy subcontracts construction apprenticeship provision to Accxel Limited to 47 apprentices, half of which were aged under 18 when enrolling. 

Inspectors said leaders have input “rigorous assurance processes” to understand the quality of education, including within its subcontracted provision.

“They undertake frequent learning walks, annual lesson observations and apprentice and employer surveys. Leaders take precise and well-considered actions where necessary to improve the provision’s quality continuously,” the report said.

Governance at JCB Academy was found to be “highly effective”. Senio leaders provide governors with detailed information on performance of apprentices and course, which they use their expertise to hold leaders to account.

Term limits and recruitment reform is vital for effective FE governance

If the FE sector is to thrive in an era of devolved authority and heightened accountability, one thing is clear: governance reform can’t wait. Too many colleges are stuck in a cycle of complacency, where boards are packed with allies, scrutiny is superficial, and term limits are ignored.

The result is a system that values stability over challenge and conformity over innovation.

The fix? Two fundamental changes: mandatory term limits for governors and independent recruitment processes.

Without these, FE governance risks becoming an echo chamber where accountability statements collect dust and real oversight takes a back seat.

Self-perpetuating boards and the ‘old guard’

A senior governance colleague recently told me: “When new governors push for progress, they’re often vilified by the ‘old guard’, leaving them intimidated into silence.”

Sound familiar? It’s a culture that’s all too common. CEOs and chairs handpick governors who won’t challenge them, long-serving members dominate discussions, and promising candidates are rejected for fear they’ll rock the boat.

But here’s the thing: harmony isn’t the goal of governance, robust scrutiny is.

As one Organisation for Economic Co-operation and Development review notes: “The governance office is the conscience of the organisation, ensuring short-term pressures never eclipse long-term values.”

Why term limits are essential

Guidance on governor tenure is so vague it’s practically an invitation to overstay.

While the FE Code of Good Governance suggests nine years as a benchmark, many treat it as a starting point, not a limit.

The fallout? Groupthink, reduced independence, and boards that lack the fresh ideas needed for today’s challenges, from local skills improvement plans to devolution.

Mandatory total term limits of, say, eight years max, would ensure a steady influx of new ideas while keeping institutional memory intact through staggered rotations and succession planning.

Meanwhile, allowing CEOs and chairs to dominate governor recruitment is a glaring conflict of interest. Instead, FE colleges should adopt independent nomination committees to bring in diverse, skilled appointees.

Skills-based recruitment should be the norm, prioritising expertise in finance, education and digital transformation. And boards should reflect the communities they serve, not just the inner circle of leadership. Whilst this is seen and done in many colleges, it is too often controlled from the top.

This isn’t pie-in-the-sky thinking. Australia’s TEQSA (Tertiary Education Quality and Standards Agency) audits and enforces strict governance standards, and Canadian colleges use independent panels to appoint board members.

Training and culture: Learning from Weston

The Weston College scandal around the chief executive’s pay laid bare the gaps in governance training. While the Institute of Directors’ Governance Professional Programme is a step in the right direction, we need mandatory training for governors as well, covering financial oversight, risk management and inclusive leadership.

A national governance qualification, written for governors, backed by the Association of Colleges and the Education and Training Foundation, would raise the bar.

Whistleblower protections are a must, so concerns can be raised without fear.

And we must guard against items such as accountability statements being treated as tick-box exercises. Because if that’s all they are, then once completed they become forgotten and any potential for behavioural change is lost.

Change for the better

Governance needs a cultural change with boards’ performance being measured. Such measurement could be undertaken via an annual review, and overseen by a specialist body such as the Association of Colleges or even the FE Commissioner’s team.

The FE sector isn’t a collection of independent fiefdoms, it’s a cornerstone of the public sector that is accountable to mayors, employers and learners. To meet its responsibilities governance must step up with term limits, independent recruitment and professionalised training.

Governors are ready to lead this change, but they need support from policymakers and sector bodies to speak up and break the status quo.

Bottom 10 per cent missing out on GCSE core subject success

Between 2012 and 2023, young adults in England went from being one of the worst-performing groups in the OECD for literacy and numeracy to one of the best, making improvements on a scale not seen across other countries or other age groups in England.

The Survey of Adult Skills (PIAAC) shows dramatic improvements in essential skills among 16 to 24-year-olds. Literacy scores improved by seven per cent and numeracy by nine per cent.

Some, including the current skills minister Jacqui Smith, have attributed this improvement to schools. However, we have not seen similar improvements among 15-year-olds in PISA (the Programme for International Student Assessment). Between 2012 and 2022, their scores stagnated. Improvements in maths for year five and nine in TIMSS (Trends in International Mathematics and Science Study) were not on the same scale as the increase seen for 16 to 24-year-olds.

The 16-19 condition of funding, introduced in 2014, has drastically increased the continued study of English and maths, supporting around 3 million young people over the decade – specifically the lower attainers who would be represented in the bottom half of the PIAAC distribution.

Concerning lack of progress

The graphic below shows the average improvement among young adults between 2012 and 2023 by decile of the PIAAC distribution. Decile 1 (D1) are the lowest 10 per cent of students and decile 10 (D10) the highest.

It shows how the largest improvements were concentrated in the bottom half of the distribution, particularly for literacy. This signals improvements arising from resits.

But it also demonstrates a very concerning lack of progress for the bottom 10 per cent of students.

Students in decile 2 (between the 10th and 20th percentile of achievement) make the most progress in literacy and numeracy, with a huge spike in attainment between deciles 1 and 2. These are students very likely to have been subject to the resit policy. In numeracy, improvements have been larger and spread across more of the distribution (deciles 2 to 7 make more than 7 per cent improvements in scores). This wider increase in numeracy probably reflects the growth of A-level and Core mathematics.

We can triangulate these improvements against the increase in 16-19 English and maths achievement from 16.4 per cent in 2012/13 to 28.9 per cent in 2018/19 (the last year before Covid grading interferes with analysis). Taken together, the evidence suggests the condition of funding has been effective on average.

Remaining stuck

However, the bottom 10 per cent of the distribution is concerning. These learners should continue to study English and maths during their post-16 education. But between 2012 and 2023, they remained stuck at the lowest standard on the PIAAC scale.

This aligns with the curriculum and assessment review’s interim report finding that those “with lower grades [at 16] were less likely to achieve” by 19, though the report did not explore the causes in detail.

One is that these young adults are more likely to have not been in education or training (NET) between the ages of 16 and 18 (when they would have been resitting GCSE English and maths). The rate of NET for 16 to 18-year-olds between 2012 and 2023 ranged from 12 to 15 per cent.

They are not well served by ‘flexibilities’

There are also many flexibilities in the resit policy that are likely to disproportionately exclude lower attainers from continued study. The policy’s ‘tolerance’ allows institutions to not provide further study of GCSE English and maths for up to 5 per cent (changing to 2.5 per cent) of their entire student body. This disproportionately affects lower attainers and those with additional learning needs.

Moreover, EHCP (education, health and care plan) learners can be exempted altogether rather than being given extra support.

Finally, the policy allows learners with lower prior attainment to study towards functional skills, which has half the guided learning hours of the GCSE. These flexibilities are likely resulting in less English and maths support for those who need it most.

The huge improvements in young adult literacy and numeracy over the last 10 years deserve to be celebrated. They have been concentrated among the bottom half of students, suggesting that the resit policy has had a material impact on literacy and numeracy for young adults.

Sadly, students at the bottom 10 per cent of the distribution have been left behind. They are more likely to be disadvantaged, have additional needs, and are not being well-served, both by the unintended consequences of ‘flexibilities’ and by a 16-19 education system that sees too many students become NET. This needs to be a clear focus for the ongoing curriculum and assessment review.

Colleges can play their part in getting more teens to vote

The government’s announcement that 16- and 17-year-olds will be able to vote in the next general election is nothing short of a seismic shift for democracy. For those of us working to engage young people in civic life, it’s also the defining moment we’ve long hoped for and which brings new urgency to the work we do every day in further education.

At Trafford and Stockport College Group this news lands with particular resonance. Over the past two years, we’ve been piloting a pioneering voter registration initiative that allows students to register at the point of college enrolment. It’s a simple opt-in tick-box on a form; practical, secure, and student-friendly. But its impact has been anything but small.

Auto-enrolment pilot

Our first-year pilot in 2024 saw over 1,000 students register. Since then, momentum has grown rapidly. With the backing of local election managers, MPs, and Greater Manchester leaders, the scheme is now ready to be rolled out across all Great Manchester colleges and other colleges across the UK have begun replicating our model. What started as a local pilot is fast becoming a national movement and the government’s announcement is the wind in our sails.

But with this new right comes a critical question: how do we ensure that newly enfranchised 16 and 17-year-olds feel empowered to use their vote?

This is where FE colleges have a unique and powerful role to play to ensure our young people are socially aware, politically engaged, and more than ready to take part in shaping their future. What they need is a system that lets them in, and educators who help them feel confident once they’re there.

Registering to vote isn’t just about participating in elections. It supports independence, boosting credit scores, making it easier to rent a home, and giving young people the power to sign their own phone contracts. But more than that, it sends a message: your voice matters. You belong in the democratic process.

For too long, our youngest citizens have been trusted with responsibilities – working, paying taxes, even joining the armed forces -while being denied a say at the ballot box. Now that imbalance is being corrected. The right to vote at 16 affirms a belief in young people’s capacity to lead, to contribute, and to make informed decisions about the world they’re inheriting.

Matching belief with action

Our job now is to match that belief with action. We need to ensure voter registration becomes a seamless part of post-16 education across the UK. That means practical infrastructure, yes, but also a shift in mindset. Civic participation shouldn’t be treated as an extracurricular add-on. It should be embedded in the student journey from day one.

At Trafford and Stockport College Group, we’ve learned some important lessons along the way. Building strong partnerships with local authorities is vital. So is putting student experience at the heart of every decision. When you make registration easy, respectful, and relevant, students respond. And when they feel heard, they’re far more likely to engage not just in politics, but in shaping the communities around them.

This is a proud moment, not just for me personally, but for everyone who’s worked to get us here. From local councillors to policy advocates, educators to students themselves, this change has been powered by people who believe in democracy’s full potential.

But pride must now give way to purpose. The vote at 16 is not the end of the journey; it’s the start of a new chapter.

A copy-and-paste into AI opens up a new shadowy world of risk

Artificial intelligence is transforming how we work by offering opportunities to enhance productivity, improve service delivery and streamline processes. But with these opportunities comes a growing, often invisible risk: shadow AI.

Shadow AI refers to the use of artificial intelligence tools, applications or models within an organisation without formal approval, oversight or governance from IT, data protection or risk management teams.

Three-quarters of knowledge workers are using AI tools at work, according to the 2024 Work Trend Index annual report by Microsoft and LinkedIn.

This may be seen as positive news for AI adoption and efficiency, but a more concerning statistic is that 78 per cent of those workers are doing so without their employer’s knowledge. For apprenticeship providers and their employer customers, this presents a significant risk.

Apprenticeship providers and colleges hold large volumes of sensitive learner, employer and funding data – from ILR and LRS records to Ofqual-regulated qualifications. Shadow AI use within these organisations introduces several risks:

  • Data privacy and GDPR breaches: Unregulated AI tools may process personal or sensitive data without consent or safeguards, breaching UK GDPR and the Data Protection Act 2018.
  • Information security and data leakage: Shadow AI can transmit sensitive organisational data to external servers in unknown locations, increasing the risk of data exposure, intellectual property theft and security breaches.
  • Non-compliant use of publicly funded data: The mishandling of sensitive apprenticeship and funding data through unapproved AI tools could violate strict Department for Education/Information Commissioner’s Office compliance rules.
  • Academic integrity: Unmonitored AI use in assessment processes can undermine academic standards, devalue qualifications and complicate appeals processes.
  • Bias and fairness: Without human oversight, AI-driven assessment and decision-making risks embedding unconscious bias, potentially breaching equality legislation.
  • Damage to public trust and sector reputation: As education providers hold a position of public trust, any scandal arising from shadow AI can severely damage both institutional and sector-wide reputations.

Providers must protect employer data too. For instance, if a tutor puts a transcript from a progress review into ChatGPT to generate a summary, it could well contain information that their employer partner wouldn’t want exposed. Examples could be information gleaned from a leadership programme covering specific internal challenges and how the apprentices have applied their learning to that issue, or a project management apprentice talking about a sensitive project that isn’t yet in the public domain.

To address these risks, apprenticeship providers need AI tools that are built for their specific context – with data protection, compliance and academic standards at their core.

Aptem collaborates with providers to have in place secure, auditable AI solutions designed specifically for apprenticeship delivery. Partnership working ensures:

  • Secure AI solutions to prevent data and security breaches
  • Audit trails to demonstrate compliance and transparency
  • Human-in-the-loop solutions to prevent bias and uphold fairness
  • In-built compliance with regulatory requirements.

In this way, we can guarantee the compliant handling of publicly funded data, while AI tools designed for the apprenticeship sector maintain academic integrity and quality standards.

Providers need the confidence to use AI in the right way. The conversation should be one of opportunity, because there is significant potential to deliver efficiency gains and higher quality standards. At the same time, being responsible is equally important.

At present, neither Ofsted nor Ofqual has taken an overly prescriptive approach to the use of AI, but that may change if audits reveal widespread misuse.

Both bodies are balancing the need to embrace innovation with the equally important need to protect learners and preserve academic standards. The regulatory principles offer a clear framework for providers that demonstrates why shadow AI usage presents such a risk.

Providers who understand the dangers of shadow AI usage can proactively implement IT policies to support the proportionate use of AI. These policies will support the adoption of secure, compliant solutions, which can mitigate the risk of shadow usage.

The right policies and solutions allow apprenticeship providers to protect their data, reputation and academic standards while making the most of AI’s potential.

We’ll not alert Gen Z students to roles using dusty old job boards

It’s always disappointing to see once-successful businesses go into administration, but the recent collapse of Monster and CareerBuilder should serve as a wake-up call. In a rapidly changing labour market, no one is immune to disruption.

For training providers, the UK careers landscape has seen little innovation in 30 years. A new approach to recruiting apprentices isn’t just desirable – it’s overdue.

So it’s no surprise only 4.5 per cent of 16 to 18-year-old school-leavers become apprentices, despite a growing NEET (not in education, employment or training) crisis. Careers guidance in England simply isn’t working and it’s not equipped to meet the demands of the government’s industrial strategy.

Ministers appear to recognise this. Last month, the Department for Education announced it would start checking whether schools are complying with the Baker Clause, which requires them to give FE providers access to speak with pupils about post-16 options.

But despite this and a string of well-meaning initiatives, not to mention a mountain of investment, the needle has barely moved since 2018. It’s clear we need something radically different.

With exam season over, we’re now at the height of apprentice recruitment. At Remit Training we never struggle to find applicants for our automotive programmes. But we know our employer partners would benefit from a broader and more diverse talent pool.

Many recruits come from families already in the sector, which is no bad thing. But we also need to appeal to those outside the traditional pipeline. Take young women, for example. They remain underrepresented in automotive roles.

That’s why my heart lifted during a recent Sky F1 grid walk when the presenters interviewed Jodie, a former female apprentice with Mercedes who now works on engine recovery systems for Aston Martin. Her journey is a powerful reminder that university isn’t the only pathway into a high-profile motorsports career.

So, how do we find and inspire more Jodies?

For starters, Gen Z is finished with endlessly reworked CVs and carefully crafted cover letters that often lead nowhere. On our side, AI-generated applications are making it even harder to sift through candidates and identify those with real potential.

In our search for better solutions, we partnered with urfuture, a careers-tech disruptor that understands young people get their information from TikTok and mobile apps, not outdated job boards. Remit Training is the first provider to introduce the new app. It allows would-be apprentices to create a profile in under 10 minutes, avoiding the need to tweak a CV for every job.

Algorithms connect candidates to suitable roles

The platform uses matching algorithms to connect candidates with a genuine interest to suitable roles.

We’ve worked closely with partners to create a customised pathway for automotive and digital apprenticeships. That includes a mechanical reasoning test to help identify aptitude early. It’s short, accessible and non-intimidating so when we reach out to a candidate via a chat or video call, we already know they’re a good fit.

We’re also addressing one of the most common complaints from young applicants: lack of feedback. We’re introducing a system to ensure every unsuccessful candidate gets a proper response and constructive guidance.

This approach is built specifically for Gen Z and designed to support entry-level opportunities at levels 2 and 3. It arrives at a crucial moment: graduates are facing the toughest job market since 2018, and many are questioning whether university was the right choice. Now, more than ever, we must get careers guidance right so school and college leavers can make informed decisions about their futures.

Our new app allows Gen Z talent pools to gain careers advice from other young people in a method that works for their age group. A pilot, run with one employer client and supported by nine TikTok videos, resulted in over 900,000 views.

Could this be the answer to help schoolteachers reach out to all young people and add better knowledge, advice and guidance? After all, nearly everyone has a mobile phone!

National providers can invest in innovative, tech-enabled solutions in a way that local providers often can’t. That’s why we believe the DfE and devolved administrations must urgently abandon tired careers guidance models and adopt new, Gen Z-friendly tools which benefit learners, employers and providers everywhere.

College senior pay sign-off threshold raised to £174k

Colleges can now pay bosses up to £174,000 before needing approval from the government.

Governors were previously required to apply for approval from the Department for Education and the Treasury for senior salaries over £150,000.

In updated guidance published today, FE colleges wanting to advertise salaries above £174,000 will need sign-off.

The government has also increased the level bonuses need to be approved from £17,500 to £25,000.

The new rules will only be applicable to roles that have not previously had HM Treasury and DfE approval.

Approval for high paid college leaders has been in place since colleges were reclassified into the private sector in November 2022.

DfE’s guidance also said: “New approval does not need to be sought if the role has had previous approval from HMT [Treasury] and the total remuneration and performance related pay are the same or below what the incumbent receives, or involves an increase of no more than 2 per cent, and the previous HMT approval placed no conditions on the incumbent or subsequent recruitments.”

It comes after FE Week revealed last year that colleges were experiencing “unacceptable” lengthy delays from getting salary approval, which was impacting senior recruitment processes.

The guidance added that “for planning purposes” colleges should allow a minimum of two months to hear back on an approval decision.

Nearly 60 principals would now no longer be in scope for the approval.

According to the government’s latest college accounts documents for 2023-24, 57 college accounting officers earned between £151,000 and £174,000 a year.

Additionally, only two principals were awarded bonuses of more that £17,000 that academic year – Activate Learning and Burton and South Derbyshire.

The new guidance is effective from June 26.

Blame game as lawyers conclude Marples v DfE fight 

The honesty, credibility and competence of senior government officials came under attack as the Marples family’s case against the Department for Education closed in the High Court

Meanwhile, Peter Marples was himself labelled as “someone who is extremely prone to blaming his misfortunes on others” as government lawyers delivered their closing arguments in the hotly anticipated case.

KCs for both sides spent a day each putting their final arguments to judge Eason Rajah KC following two weeks of testimony which involved 12 witnesses and two experts.

Marples and three members of his family, who were shareholders in apprenticeship giant 3aaa, are suing the DfE for £37 million, plus interest.

They claim negligence and misfeasance in public office, alleging the DfE’s then Skills Funding Agency acted with malice when refusing to sign off on a change of control that scuppered a planned sale to Trilantic Capital Partners (TLP) in 2016.

It could take months before the judge delivers his verdict. 

What is it you’re complaining about? 

Adam Solomon KC, representing the Marples family, said the SFA – especially then-CEO Sir Peter Lauener – expected TLP to walk away from the deal as a result of its refusal letter and “intended that to happen because he did not wish the claimants to profit from their shares”. 

He claimed the SFA “misunderstood” its powers, by “wrongly believing and acting as though it had the power” to refuse a change of control.

“What it could have done, if it had genuinely had concerns, is set out the concerns and say: we reserve the right to terminate,” he added.

Solomon admitted there is no claim for breach of contract after the judge pointed out the refusal letter had no legal effect.

Judge Rajah told Marples’ KC: “They [the SFA] haven’t exercised a contractual power, they’ve done nothing. So what is it you’re complaining about? They’re not exercising a statutory function.

“You keep saying that as if there’s some magic to the fact that they’ve assumed a power. They didn’t suddenly, when they wrote the letter saying we refuse permission, have any more power than they had before. They didn’t acquire anything.”

Solomon argued there was instead a “practical effect” whereby SFA chiefs “granted themselves the ability” to act as if they had the power to refuse a change of control that would “have the effect of crashing the deal”, meaning “we get home on negligence and misfeasance”.

Solomon added: “The fact it has no legal effect is not a factor against me.”

What prejudice?

James Segan KC, for the DfE, hit back. He said although Marples’ lawyers made it the “centrepiece” of their negligence claim that the SFA “took on itself a non-existing power to allow or prevent the claimants selling their shares”, the “clear evidence” was that references to “approval for change of control” were “simply a commonly-understood shorthand for the process of seeking an assurance that the SFA would not exercise its right of termination”. 

He added: “The SFA’s decision was based principally on a concern that the business plan put forward by Trilantic made unrealistic expectations as to future growth that failed to reflect the impact of imminent changes in the funding environment, such that the pursuit by a new buyer of that level of growth would undermine the stability of the company and jeopardise the stable provision of services.  

“That concern was reasonable, justified and held in good faith.” 

Judge Rajah said he struggled to see what prejudice there would have been to the delivery of the contract if TLP had bought the business.

Solomon rejected the suggestion of “shorthand”, claiming SFA staff “never once stated their powers correctly and were obviously confused about them”. 

“The SFA had no intention of terminating 3aaa’s contract in 2016-17 and never indicated that it would do so,” he added. “It therefore cannot have meant to indicate in the refusal letter that it would terminate if the change of control went ahead.” 

Solomon reiterated claims that Sir Peter considered and was “obsessed” with “irrelevant factors” when making his decision, such as how much money the family would make from the sale. 

But Segan said documents show Trilantic’s withdrawal from the proposed acquisition was primarily the result of a reassessment of the funding environment, rather than the SFA’s refusal to give an assurance. 

He told the court that Peter Marples’ own evidence was TLP “believed there was a risk to the business based upon what Mr Lauener had told them. Quite clearly, Mr Lauener spooked them, and that’s ultimately why we’re here today”.  

Segan concluded: “If that is right, then the decision on the change-of-control request was not the reason why the transaction did not complete, and the claim fails.” 

Judge questions duty of care

Segan also batted away claims there was a “duty of care” to the claimants since the SFA’s contract was with the training provider, not its shareholders. 

Judge Rajah said that if Solomon, Marples’ KC, is to be believed then Sir Peter’s true purpose was to torpedo the sale and harm all who stood to gain from it, which would have included all shareholders, not just the claimants, as well as TLP.

Solomon said the fact the other shareholders and TLP have not brought a claim against the DfE is “irrelevant”.

Marples was ‘self-defeating’ 

Segan attacked Peter Marples’ witness evidence, stating it was “clear” the 3aaa co-founder “nurtures a powerful grievance against the SFA, among numerous others”. 

He added Marples’ evidence was “self-defeating” because his criticisms “are so extensive and wide-ranging that the overriding impression is simply that Mr Marples is someone who is extremely prone to blaming his misfortunes on others”.  

Segan pointed to claims that date back over two decades from Marples that multiple public servants “disliked him because of his wealth”, as well as descriptions of SFA officials as “wankers”, “bastards” and a “shambles”, while 3aaa chair Derek Mapp was a “bully”. 

Compromised expert evidence should be revoked 

Solomon defended Peter Marples, claiming he gave “clear and cogent evidence”. 

But not even his own KC could justify the fact that Marples had made 150 contributions to the evidence of Vivian Cohen, who was supposed to be an “independent” accounting expert uninfluenced by the wishes or interests of the instructing parties, who then adopted Marples’ views as his own.  

The changes were made without the knowledge of law firm DWF, which represents Marples, and it was even revealed that Marples had instructed Cohen to disable a ‘track changes’ feature that records any amends made. 

During cross-examination, Segan put to Cohen: “You knew it was important to keep his [Peter Marples’] involvement in the joint statement secret because you knew that the joint statement is intended to be uninfluenced by the parties, yes?” 

Cohen replied: “Yes.” 

Segan said Marples’ refusal to accept the “obvious reason” why he wanted Cohen to delete the fact of his contributions to the joint statement was “similarly incredible”. 

Segan has requested the judge revoke Cohen’s “compromised” submissions. 

Marples had known Cohen through matrimonial valuation work he had carried out as a single joint expert, instructed by his divorce firm Fair Result. 

Solomon told the court: “It is accepted that Mr Cohen should not have done this – but any criticism should fall on him (as the expert with duties to the court) and not on Peter Marples, who was only doing what he was asked by an expert.  

“It was the first time Peter Marples had litigated with party experts (rather than a single joint expert) and he had never seen a joint statement before.” 

Sir Peter’s ‘handful of comments’

Marples’ team, after the close of evidence, dropped misfeasance claims against former senior SFA officials Karen Sherry and Kirsty Evans. 

Segan said it remained “wholly unclear” what alleged acts by other ex-SFA senior staff Keith Smith or Sharon Forton were relied on as constituting the misfeasance, adding that there was “no coherent pleaded case” in that regard. 

He added the case against Sir Peter was “also hopeless”.

Segan said it was “clear Sir Peter had faithfully sought to discharge the responsibilities of his office, and that he had no animus towards Mr Marples, the claimants, the company, or private providers generally”.

He pointed to early 2016 when Sir Peter expedited a multi-million-pound payment to 3aaa to stop it going into administration.

The DfE’s KC highlighted the claimant’s “attempt to construct an allegation of bad faith from a handful of comments or turns of phrase in the thousands of documents disclosed”, such as one email referring to his blood pressure rising after seeing 3aaa profits, and another that said “then we stand back and wait for the fireworks” once the refusal letter was sent.

Segan said Sir Peter’s answers, including that one of the emails was a bit of “banter”, were “credible and fair: he accepted that some of the language was informal but rejected the attempt to characterise them as evidence of inveterate hostility”.

Solomon, for Marples’ side, took a different view.

He described Sir Peter as an “unsatisfactory witness, whose recollection was heavily clouded by his attempts to argue the case he wanted to advance in oral evidence, and to defend his actions, rather than to assist the court with his recollection of events”.  

“Equally incredible” was his “insistence that he knew what the SFA’s rules said at all times, despite asking Mr Smith and Ms Forton ‘what do our rules say’ about various matters”. 

The KC added that Sir Peter’s “lengthy answers to simple questions seem to have been intended to obscure rather than illuminate, further undermining his credibility”. 

Harsh criticism of other witnesses 

Solomon alleged Keith Smith was a “very poor, and often obviously dishonest, witness who sought to evade and obfuscate his role, rather than assist the court”. 

Smith’s attempts to argue that he only had limited involvement in or knowledge of the 3aaa change-of-control process “lacked credibility – especially given his emails throughout the process, his involvement in the drafting of the refusal letter, and the fact that his direct superior (Sir Peter) and subordinate (Ms Forton) were both central to that process”. 

Segan denied this and told the court Keith Smith was a “competent civil servant” who spoke of his “respect” for 3aaa. 

Tony Allen, the former head of the large contracts unit at the SFA, was described by Solomon as one of the “most important witnesses” to Marples’ case, claiming he was “independent and gave clear and credible evidence on central matters” such as on “past change of control processes” which “survived cross-examination fully intact”. 

But Segan criticised Allen for giving evidence that was “not only extremely compromised but demonstrably wrong”. 

Allen, who worked with Marples as a consultant after leaving the SFA, gave evidence about his involvement in the change-of-control process in respect of two providers, Lifetime and Babington, even though documents “made clear that he was not and could not have been involved in those processes”. 

Andrew Palmer, who worked at 3aaa as managing director before leading another large provider Learndirect, was meanwhile accused by Segan of “attempting to spin or recast his written evidence when it was shown to be wrong”.

SFA director Kirsty Evans was said to be “honest and credible” by Segan, while Solomon added that her evidence was “generally clear and reasonable”.

Karim Khan, who acted for 3aaa’s shareholders in relation to the proposed Trilantic acquisition, told the judge during his evidence that no private equity firm would touch 3aaa after a change of control refusal. He was described as someone “with no skin in the game” by Solomon, adding that he was impressed with his “fluency, knowledge and ability to deal clearly and coherently with the facts and the market in general”.

‘Partisan’ SFA investigators 

Allegations of fraud that led to 3aaa’s collapse in 2018 have played a part in the Marples’ family lawsuit, even though it was two years after the change-in-control issue at the heart of the case. 

Lead SFA investigator David Smales and his boss Keith Hunter gave evidence. 

“His flawed and incompetent investigation led to the closure of 3aaa’s business when, he now admitted for the first time in oral evidence, that he had no proof for his allegations,” Solomon said about Smales. 

The KC added Hunter was “even more trenchant in his view that 3aaa had committed fraud, despite not having carried out the investigation”, telling the court he “came across as a zealot who ignored his superiors by launching an investigation into 3aaa out of a vendetta, without evidence”. 

Segan said that since Smales was giving evidence about a “thoroughly documented investigation, rather than any disputed events in relation to which the court would need to decide between competing recollections, that evidence was of doubtful utility”. 

He also criticised Marples’ KC for an “odd” cross-examination of Hunter, which, after giving some “clearly knowledgeable answers about the exercise that had been performed and why the result was consistent only with deliberate manipulation”, ended “abruptly after less than an hour”. 

Lee Marples, the nephew of Peter Marples and who was 3aaa’s resources manager and a claimant in the trial, was at the centre of data manipulation claims and all cross-examination of him focused on this.  

Solomon said Lee Marples “only had limited involvement in or knowledge of those matters” and claimed the defendant’s case on this had “wholly failed on the evidence”. 

But Segan said Lee Marples’ attempt to explain “innocent errors” or “anomalies” rather than admitting to evidence of deliberate manipulation was “unconvincing”. 

Where was Sarah’s and Thomas’s evidence? 

The DfE’s KC also said the absence of evidence from Sarah and Thomas Marples, the remaining claimants, was “potentially highly significant” because documents show the vast majority of cash proceeds of the sale to Trilantic “were going to be paid to them, rather than to Peter or Lee Marples”.  

Segan said: “It is not possible simply to proceed on the basis that all four individuals fall to be analysed in the same way, particularly because of the way in which the claimants put their case on assumption of responsibility.”