Create new ‘national apprenticeship inspectorate’, says think tank

A think tank run by a former government skills adviser has called for a new apprenticeship inspectorate to be formed to clamp down on poor quality training that is leading to half of apprentices dropping out.

In a radical report that claims tens of thousands of apprentices are not receiving their minimum entitlements to training, EDSK director Tom Richmond has called on the government to take direct action against those employers and training providers who are “letting down their apprentices”.

He also said there is a widespread “lack of genuine training” that has become so prevalent that one in ten apprentices are “not aware that they are on an apprenticeship”.

But provider chiefs say the report, called ‘no train, no gain’, paints a picture of the apprenticeship system that is “simply not true or one the sector will recognise”.

EDSK’s report aims to assess the state of the apprenticeship landscape 10 years on from the coalition-government commissioned Richard Review.

It said that while there were “many excellent apprenticeships available” it had “no choice but to conclude that the quality of apprenticeships in England remains a serious problem”.

The report, penned by Richmond and Eleanor Regan, has called for a new “national apprenticeship inspectorate” to be formed, with the role of carrying out inspections instead of Ofsted, and responsibilities to manage the register of apprenticeship training providers.

It said that a new body would enable the scope of inspections to be widened to include regulation of the on-the-job training that an apprentice may receive from their employer which is currently “not subject to any formal quality assurance”.

This new inspectorate would also be able to make more timely and frequent inspections, of at least once every three years regardless of the provider’s grade, after noting that “frequency and scale of [Ofsted] inspections for new and existing provision” can be too slow because it is essentially determined by government which sets Ofsted’s budget.

The report said this new body would, in effect, be created by “spinning out Ofsted’s current apprenticeship inspection duties and then expanding its remit and responsibilities”.

Richmond and Regan propose that the national apprenticeship inspectorate should have a budget of £60 million a year – three times what Ofsted is able to spend on all further education and skills inspections.

Elsewhere, their report said that some low-quality and low-skilled roles rebadged as apprenticeships were “just as prominent today as they were in 2012” with some apprenticeships offering training that could be learned in a few weeks.

The report continued that, while allowed in the funding rules, allowing homework tasks and online learning as training went against what the Richard Review wanted to see.

EDSK referenced IFF Research’s evaluation of apprenticeships in 2021 which said that one in five of more than 5,000 apprentices surveyed were not even aware of the 20 per cent off-the-job training requirement, and less than half (46 per cent) achieved the minimum amount of off-the-job hours.

In addition, it said that it was “concerning and regrettable” that many apprentices were only given limited information about their training programme before starting, explaining that the lack of curriculum for standards gave apprentices “no point of reference for what training they should be receiving”.

Around one in twenty apprentices were unaware they were on an apprenticeship, according to IFF research, while Department for Education data indicated that more than two thirds of those who dropped out cited quality of the course as a reason.

The report called on the government to “publicly restate its commitment to the Richard Review’s definition of what constitutes a high-quality apprenticeship” and any apprenticeship that does not meet this definition should be “immediately banned from accepting new apprenticeship starts and fully withdrawn by 2024”.

It also said employers should be required to produce a “training curriculum for each apprenticeship standard from 2024 onwards”. Every training curriculum should have to demonstrate that it meets at least 300-hours of off-the-job training each year, and a minimum 200 hours of the 300 must be delivered face-to-face.

But Jane Hickie, chief executive of the Association of Employment and Learning Providers, said the report “tried to paint a picture of the apprenticeship system which is simply not true or one the sector will recognise”.

She said Ofsted remained the correct body for regulation and said the 300,000 starts last year indicated a “strong appetite from employers” for apprenticeships.

She added: “Simply identifying a few weak vacancies posting as a proxy for quality of lower-level apprenticeships is wholly inappropriate.

“The suggestion of remote training being poor quality is totally misinformed and any sort of arbitrary cap goes against the principle of an employed-led system. This would jeopardise the bespoke and innovative programmes that are co-designed by employers and providers.”

EDSK director Tom Richmond said there were “many excellent apprenticeships available in this country” but added: “So long as the government is content for watching webinars and doing homework to be counted as ‘training’ then there is little hope of improving the experience for current and future apprentices.

“The only wat to eradicate poor provision and substandard training within the apprenticeship system is for the government to now set a much higher bar for what constitutes ‘quality’, as well as doing a better job of protecting apprentices from malpractice and exploitation.”

Minister for skills, apprenticeships and higher education, Robert Halfon, said apprenticeships “continue to deliver great outcomes”.

He added: “Our reforms have made apprenticeships more rigorous, with more training and they now properly reflect the needs of employers, with high satisfaction rates and 92 per cent of apprentices securing sustained work or further training.

“We know there is more to do to ensure all apprentices get a great experience, which is why we’re introducing a suite of reforms to boost quality. This includes refreshing our register of training providers and strengthening provider accountability, Ofsted will inspect all apprenticeship training providers by 2025, and we have launched a new feedback service for apprentices.”

Revealed: The 2022 Pearson Teaching Awards winners

Sixteen winners from across UK schools and colleges have been honoured in the 2022 Pearson Teaching Awards for their dedicated work in education.

The “inspirational” gold winners have been revealed following a week-long celebration of teaching on the BBC’s The One Show.

Now in their 24th year, the awards celebrate the best teaching across the UK and thousands of nominations were received for the gold award winners.

The week ended with all the award-winning teachers, schools, leaders, teaching assistants and lecturers being presented with their trophies at a ceremony at The Brewery in the City of London.

Education secretary Gillian Keegan congratulated the winners, saying their “fantastic work and dedication to their students is truly an inspiration, and these awards provide well earnt recognition of the work of incredible teachers and school staff up and down the country”. 

“We have some of the best teachers in the world and I want to thank every single person working so hard to support children and young people for their expertise and commitment.”

Here are this year’s winners. You can also read about the silver award winners here.

Primary teacher of the year

Nicola Richards, Caegarw Primary School, Mountain Ash, Wales

Nicola is described as an “inspirational teacher who places staff and pupil wellbeing at the heart of the whole school curriculum”.

Her “sunny and positive approach to school life is infectious, and she is a much-loved member of staff”.

Secondary teacher of the year

Tara Hall, Fir Vale School, Sheffield

Tara started as literacy co-ordinator at Fir Vale School in 1999 and “has been a leader at all levels, from head of english to mentoring early career teachers and those in teacher training”.

She mentors a teacher, and former pupil, “who couldn’t speak English when they joined the school, who credits Tara with turning their life around”.

Outstanding new teacher

Simon Wheatcroft, Outwood Academy Adwick, Doncaster

Simon is a motivator and is described by colleagues as “an inspiration to his entire school community”.

He “brings a love of technology and a wealth of knowledge and industry experience into the classroom to bring alive for students the impact of technologies in society”.

Primary headteacher of the year

Helen Stott, Allerton CE Primary School, Leeds

Helen has “shown throughout her 30-year career a burning passion that the arts are not the advantage of the privileged but a right for every young citizen”.

She is a “strong, inspirational, and open leader with the courage to take risks”. Helen is “determined to make the school a home from home”.

Secondary headteacher of the year

Andrew O’Neill, All Saints Catholic College, Kensington

When he was appointed as head in 2016, the “future of the school was bleak”. In 2022, All Saints is a “completely different environment, both physically and academically”.

A 2021 Ofsted inspection which marked the school as ‘good’ also suggested that there was “enough evidence of improved performance to suggest that the school could be judged to be outstanding”.

Primary school of the year

Port Ellen Primary School, Isle of Islay, Scotland

Port Ellen Primary is a “small school with big ambitions, central to the heart of the community”. 

Located on the Isle of Islay, a two-hour ferry journey from the Scottish mainland, the curriculum is “designed around island life and has won a number of awards around STEM and entrepreneurialism”.

Secondary school of the year

Limavady High School, Limavady, Northern Ireland

Limavady High School in Causeway Coast and Glens in Northern Ireland has a “dedicated, dynamic, and hardworking team of teaching and non-teaching staff who are all committed to developing the whole child”.

The ethos of the school is “one of inclusivity and support in a caring environment where each child is valued and the school specialises in pastoral care”.

Excellence in special needs education

Andrew Sanders, Moorcroft School, Uxbridge

Moorcroft is an ‘outstanding’ secondary special school for students aged 11-19 with severe learning difficulties, profound and multiple learning difficulties and autistic spectrum disorders.

Sanders is described by colleagues as “more than a headteacher: an educator, a facilitator, a community leader and the ‘steady rock’ of the school”.

Teaching assistant of the year

Esta Bernardini, Carlton Keighley, Keighley

Esta joined Carlton Keighley as a dinner lady, then volunteered as an unpaid teaching assistant before applying for a role supporting a visually impaired student.

She has “worked tirelessly to support students with additional learning needs to be successful, and has quietly transformed the culture of special education needs and disabilities (SEND) support there”.

Unsung hero

Carolynn Southcombe, Cottingham CofE Primary School, Cottingham

Carolynn has worked as an administrator at the school for 20 years. She organises student enrichment trips, arranges weekly whole school yoga sessions, and opens these up to students and parents.

She also leads the Magnificent Minds group, working with select children who work as role models to promote wellbeing and healthy living to other students, as well as the ‘Love to Lunch’ group which invites family members into school to eat with the children.

Early years team of the year

Redgate Community Primary School, Liverpool

The early years team at Redgate has grown from one teacher and a teaching assistant working alongside seven reception pupils in 2015, to the 20-strong team it is today, which works across nursery, reception and the complex needs unit, supporting 84 children.

This growth “has brought new and exciting opportunities for the children and families in the community to learn and develop together within an inclusive, nurturing, child-centred and play-rich environment”.

Impact through partnership

Royal Opera House: Create and Dance Partnership in Coventry, Earlsdon Primary School, Coventry

In 2019, the Royal Opera House’s Create and Dance team partnered with Coventry Schools, the Local Cultural Education Partnership (CCEP), Coventry City Council and Coventry City of Culture.

The partnership assembled schools across Coventry to address a perceived gap in inclusive dance provision. It continued throughout the pandemic, offering online events, and has since launched a programme for all schools in the area.

Lifetime achievement award

Angela Williams, Huddersfield New College, Huddersfield

During her 15 years as Principal at Huddersfield New College, Angela has helped “well over 18,000 young people to achieve their dreams in an environment that provides equality of opportunity for all”.

She “transformed the post-16 education available to young people in Kirklees and the surrounding areas, and their life chances. Huddersfield New College is now in the top 10 per cent of colleges in the UK”.

Digital innovator of the year

Kalam Neale, Barnsley College

Kalam has “envisioned, created and driven ground-breaking, specialist digital provision with educational development at its heart”.

Barnsley College has become a sector leader in the field “because of his trailblazing work, and his expertise is now in demand in the UK and across the world”.

FE team of the year

Health Studies Team at North West Regional College, Londonderry, Northern Ireland

The health studies team is “focused, passionate and committed, and support their students to reach their professional goals and open doors to bright futures for them”. The team brings years of “unique professional health and caring experience with them”.

They are focussed on introducing their students to the practical skills they need to succeed in a career in the health services, including through work placements. They have an “overwhelming sense of duty, to their students and to the health profession”.

FE lecturer of the Year

Steph Lee-Vae, The Bedford College Group

Steph’s “boundless energy, prolific ideas and ability to network drives an extensive list of opportunities for their students”. Her courses have a track record of 100% retention and achievement over the past few years.

Steph set up a YouTube channel during lockdown in 2020-21, with video tutorials and digital workshops for students to access at their own pace, so that no one was left behind. It remains in place in 2022.

MOVERS AND SHAKERS: EDITION 407

Kam Nandra
Assistant Principal – Quality, South and City College Birmingham

Start date: November 2022
Previous Job: Director, Nandra Education Ltd

Interesting fact: Kam says the best CPD he ever took part in was an introduction to plaiting hair. He is now an expert and is allowed to plait his seven-year-old daughter’s hair!


Amber Massey
Director of Hairdressing and Beauty Academies, Learning Curve Group

Start date: November 2022

Previous Job: Head of Sector – Hairdressing and Barbering, Realise

Interesting fact: Amber started her hairdressing career path at 15 whilst still at school doing an evening course and then started teaching hairdressing and barbering when she was 20


John Low

Chair, JTL Training

Start date: November 2022


Previous Job: Chief Executive, Charities Aid Foundation


Interesting fact: John has driven on the bottom of the English Channel in a submarine with wheels while testing sonar imaging equipment with a French crew

Winners of 2022 BTEC Awards revealed

Inspiring students, teachers, colleges and schools from across the country have been honoured in Pearson’s 2022 BTEC awards.

Twenty winners were announced today for the awards that are in their twelfth year.

Pearson’s senior vice president, Freya Thomas Monk, said that after “two long years spent giving or receiving lessons behind a computer screen, through face masks, or socially distanced, 2022 has been a whirlwind for everyone involved in education”. 

“Considering this, it makes the inspiring achievements documented in our winners’ submissions all the more impressive,” she added.

Prizes were won across multiple categories including health and social care, engineering, music, esports and creative media.   

Learner of the year

Judges praised ‘learner of the year’ winner Lyla Khan for her curiosity and relentless motivation as “incredibly impressive”.

Fleeing her native Pakistan to claim asylum in the UK a few years ago, she has gone on to achieve unimprovable triple distinction star grades to win a place at university.  

Khan, who attended The Pendleton Sixth Form College in Salford, was said to have regularly brought new ideas, arguments, and theories into class to challenge pupils according to her teachers.

Harrow College and Uxbridge College (HCUC) in London won BTEC College of the Year. Judges highlighted that 96 per cent of HCUC BTEC students went on to study at a higher level or into employment last year.  

BTEC International Institution of the Year 2022 was presented to Beaconhouse International College, in Islamabad, Pakistan. 

The college offers BTEC learners the opportunity to gain an international qualification and building strong industrial experience.  

Other awards went to Tahreema Khatun from Newcastle College for the BTEC Art and Design Learner of the Year award.  

Daljeet Sachdeva, from Blackburn College, landed Business and Enterprise Learner of the year award and Mark Cruxton, from Newcastle and Stafford Colleges Group won BTEC Tutor of the Year.

During lockdown, Mark Cruxton, who is the curriculum leader for graphics, games design, animation and concept art, created a 3D virtual gallery space from scratch and helped more than 20 courses to render work which allowed hundreds of students to give their efforts the showcase it deserved, in spite of the testing circumstances. 

Over the course of several years at Stafford College, he has maintained a 100 per cent success rate of his students being accepted on to university-level courses. 

He said: “I am very surprised and honoured to have been selected for this award. 

“I enjoy helping students to move forward in their journey and have had the pleasure of seeing many students fulfil their ambitions of working within the creative industries at some of the biggest names in the business.” 

The ceremony also included the 2022 Showstopper Challenge, a chance for students to showcase their performing talents, in addition to the award winners.  

Performances came from Stage Right College, Jackie Palmer Academy, D16 Performing Arts College, and Woodkirk Academy.

The full list of BTEC winners 

BTEC Art and Design Learner of the Year – Tahreema Khatun, Newcastle College  

BTEC Business and Enterprise Learner of the Year – Daljeet Sachdeva, Blackburn College  

BTEC Child, Health and Social Care Learner of the Year – Alfie Brown, Truro and Penwith College  

BTEC Construction Learner of the Year – Rebekah Woodend, Leeds College of Building  

BTEC Creative Media Learner of the Year – Siomha McStay, Belfast Metropolitan College  

BTEC Engineering Learner of the Year – Elizabeth Willis, Blackpool and The Fylde College  

BTEC Esports Learner of the Year – Layton Ripley, Barnsley College  

BTEC Hospitality, Travel and Tourism Learner of the Year – Bethany Bradford, Blackpool Sixth Form  

BTEC IT and Computing Learner of the Year – Adam Davey, Callywith College  

BTEC Land-Based Learner of the Year – Emma Radcliffe, Dean Valley College  

BTEC Music Learner of the Year – Domhnall Morris, Belfast Metropolitan College  

BTEC Performing Arts Learner of the Year – Lise-Mari Van Wyk, Northlink College, South Africa  

BTEC Public Service Learner of the Year and Adult Learner of the Year – Emily Checkley, Blackpool Sixth Form College  

BTEC Learner of the year and Science Learner of the Year – Lyla Khan, Pendleton Sixth Form Centre  

BTEC Sport Learner of the Year – Lois Page, Nelson and Colne College Group  

BTEC College of the Year – HCUC Group, Harrow  

BTEC International Centre of the Year – Beaconhouse International College, Islamabad, Pakistan  

BTEC School or Multi-Academy Trust of the Year – Archbishop Holgate’s School, York  

BTEC Teacher of the Year – Caroline Noela Gichuru, Braeburn International School Arusha, Arusha, Tanzania  

BTEC Tutor of the Year – Mark Cruxton, Newcastle and Stafford Colleges Group, Stafford   

Lifetime Training taken over by ‘lenders’ amid ESFA investigation

England’s largest apprenticeship provider has been taken over by its “lenders” amid an investigation that could result in the government demanding over £13 million is repaid.

Lifetime Training had been owned by private equity parent Silverfleet Capital since 2016 but has now been sold to Alcentra – one of the provider’s lenders which specialises in credit management, private credit and structured credit strategies.

Jon Graham, Lifetime Training’s chief executive, claimed the sale is part of the “natural cycle of private equity and puts the business on firm, secure footing for the future”.

FE Week understands the Education and Skills Funding Agency is about to commence an audit into the provider after they raised concerns over overclaimed funding.

The provider’s newly published accounts state: “A funding partner of the company communicated its desire to further audit past trading and referenced a figure of £13.7 million.

“The amount and timing of any contingent liability is uncertain and a reasonable estimate cannot be made at this time and therefore a provision has not been included in the financial statements. The company has retained legal counsel regarding this matter.”

Graham claimed Lifetime Training is being audited as part of the ESFA’s “regular audit cycle of all independent training providers” but added that the investigation is specifically looking into the use of additional learning support funding, which is available to meet the costs of putting in place reasonable adjustments for apprentices with a learning difficulty or disability.

Lifetime Training’s accounts show there was an additional £1.46 million clawback, which has already been repaid, to the Student Loans Company after an “error” was identified which was “directly attributable to funding for apprenticeships for the years ended 31 July 2016, 2017 and 2018”.

The reason for the refund was because Lifetime Training’s systems “did not retain sufficient evidence to support their adherence to the requirements of the ESFA for these learners for the periods mentioned”, the accounts state.

Lifetime Training was founded in 1995 and currently trains around 20,000 apprentices and learners. The firm has recruited more apprentices and secured more levy funding than any other provider in the country for several years, delivering to big-name employers including the NHS, KFC, McDonalds, Wetherspoons, B&Q and David Lloyd, as well as the civil service.

The provider was recently hit with a ‘requires improvement’ report from Ofsted, in which inspectors criticised the firm’s focus on financial performance and starts over quality, as well as a lack of off-the-job training and poor achievement rates.

Lifetime Training has made several leadership changes this year, including bringing in Geoff Russell, who used to head up the Skills Funding Agency, as chair and Jon Graham as chief executive.

The firm’s accounts show that its highest paid director received a salary of £430,362.

Lifetime Training has almost 1,000 staff.

The firm’s turnover increased to £71.1 million compared to £59.9 million in 2020. But its EBITDAE (earnings before interest, tax, depreciation, amortisation and exceptional items) fell from £9.391 million in year ended July 31, 2020 to £2.249 million in the 18 month period ended January 31, 2022.

The accounts also reveal the company made a loss for the financial period of £9.2 million, compared to a profit of £6.8 million in 2020.

Graham said the change in ownership will not affect the day to day running of the business, nor will it deliver any changes in personnel.

“We will be continuing business as usual. Alcentra shares our ambitions for organic growth, and we look forward to working together,” he added.

Lifetime Training’s accounts explain that an “agreement” was entered into to restructure, which means its group parent company – MTH Midco 2 Limited – and its subsidiaries are “to be acquired by a new parent entity, a UK registered company jointly owned by certain lenders who currently provide debt financing to the group”.

Alongside the change in ownership, a new financing package is to be put in place that includes the “extension of the maturity of the existing loan facilities to 31 July 2027 and the provision of an additional working capital facility”.

In addition, the “relevant lenders have confirmed that they will support the Company to meet its financial obligations as they become due for at least the next 12 months from the date of approval of these financial statements”.

The ESFA was approached for comment.

What’s behind the spate of ‘inadequate’ SEND college inspection results?

Staff shortages, leadership gaps, and a lack of accountability have been blamed for a spate of ‘inadequate’ inspection results of colleges working with the most vulnerable students. 

Independent specialist colleges (ISCs) provide post-16 education and training to young people and adults with learning difficulties and/or disabilities. 

As well as education and training, specialist colleges must also cater for learners’ mental and physical care needs, and help students with life and employment skills. They are funded by both the ESFA and local authorities.  

Specialist colleges are independent with their own legal status, including charitable status, and are inspected by Ofsted. But, unlike general FE colleges and independent training providers, there is no clear intervention regime or support structure for this part of the sector.  

As a result of poor inspection outcomes, one specialist college was forced to close earlier this year after having its contract terminated by the ESFA and its local authority. Another has been warned it will face an ESFA funding review if it fails to improve by early next year.  

FE Week analysis of recent ‘inadequate’ inspection reports found poor leadership, staffing shortages and several safeguarding breaches have concerned inspectors.  

In the years between 2017 to 2021, there were only four ‘inadequate’ Ofsted inspections at independent specialist colleges. But there were seven inadequate inspections in 2021/22, whose reports are peppered with issues surrounding staff shortages, curriculum shortfalls, and leadership challenges.  

A spokesperson from Ofsted emphasised that these challenges are only part of the picture. Although there has been an increase in the proportion of inadequate judgements, the proportion of specialist colleges judged as ‘good’ or ‘outstanding’ rose to 79 per cent by August 31, 2022 – a 5 percentage point increase compared to last year.   

Ruth Perry, senior policy advisor for NATSPEC, the representative body for specialist colleges, explains that the issues have been around for a while, but she doesn’t think there is a common theme behind the ‘inadequate’ grades. Rather the weight of a succession of historic problems has culminated to overwhelm a small proportion of smaller providers.    

Staff shortages  

Colleges have been struggling to recruit staff from all levels, including governors, senior leaders, teachers and learning support staff, as well as specialist therapists and behaviour analysts.    

Perry explains that the whole FE sector is currently facing challenges in recruiting staff. “This is being felt acutely by specialist colleges where difficulties in sourcing appropriately skilled and often highly specialist staff have had a detrimental impact on provision. 

“Training new staff and agency staff in time to ensure continuous high standards of provision is also a challenge. Natspec has been lobbying DfE on the staffing crisis since last winter to help address the potential risks to provision for learners with the most complex needs.”  

There has been a challenging recruitment crisis across the whole FE sector for a long time. An Association of Colleges survey carried out earlier this year showed that there are around 6,000 job vacancies in the general FE sector. According to the AoC this is the highest number of vacancies seen in “two decades”. 

Ongoing wage issues 

Perry explains that this challenge is put under further pressure from the loss of staff to the hospitality, retail and catering sectors.   

According to David Holloway, senior SEND policy manager at the AoC, where funding is provided by local authorities, specialist colleges are unable to pay staff like teaching assistants more than the minimum wage. He says such low pay means that it is difficult to recruit to the sector.  

According to the National Careers Service, the average salary for a full time SEN teaching assistant is between £14,000 and £23,000 per year – below the national living wage. 

Research from the DfE in 2019 showed that teaching assistants were consistently asked to carry out a huge range of other tasks, including providing personal care and monitoring medical equipment or administering medication.  

Farleigh Further Education College in Frome received an ‘inadequate’ inspection in February. The inspectorate found in the follow up visit that despite the college making ‘reasonable progress’, not all the students had access to specialist therapy required to help them access the curriculum.  

This was because “leaders had been unable to obtain the services of fully trained staff.” 

The inspector noted that plans were in place to address this, and leaders are working with a local university to provide placement opportunities for year 3 occupational therapists.  

Without the right staff, SEND learners struggle to access the curriculum which compromises the quality of learning.     

Progress being made 

Ruth Perry says that whilst it is concerning that there are seven ‘inadequate’ specialist colleges, the most recent monitoring visits suggest that some colleges are making encouraging progress.  

If a specialist college receives an ‘insufficient’ judgement for safeguarding, the DfE says it will be removed automatically from its section 41 list – a list of approved independent special schools and special post-16 institutions. Some local authorities will only fund a college if it is on that list.  

If a local authority declines to pay for new students or withdraws funding for existing students, this can make the college unviable and result in its closure. 

Specialist college My Life Learning announced its closure to new students in July after its ESFA and local authority funding was pulled following an ‘inadequate’ Ofsted inspection outcome. The inspection followed two monitoring visits, the first of which provided ‘insufficient progress’ ratings across the board. 

An agreement has been reached between the ESFA, the local authority and the college to transition learners to new provision, which is currently underway.  

Clarity around inspections 

Unlike the general FE college and independent training provider sectors, what happens when a specialist college receives an ‘inadequate’ inspection report is unclear. Specialist colleges are not part of the FE 

Commissioner’s remit and local authorities are able to decide their own approaches to support, intervention and, ultimately, contract termination in the wake of poor performance.  

The Michael Tippett College received an ‘insufficient progress’ monitoring visit report this week following an inadequate inspection result back in March, which included ineffective safeguarding. But it’s funding hasn’t been withdrawn.  

Perry Vlachos, the acting head of Michael Tippett College, told FE Week his college has one more chance to show its improvement. 

Vlachos explains that if the college fails to make improvements by the next Ofsted inspection, expected in early 2023, this could trigger a review of funding arrangements by the ESFA.  

NATSPEC’s Ruth Perry suggests that statutory duties on colleges and local authorities are not being enforced, and a lack of sanctions is holding back improvement. She says it doesn’t seem right that you can have a set of duties that aren’t fulfilled, and nothing happens as a result.  

Those duties are set out in the government’s SEND code of practice. The code, at nearly 300 pages, sets out expectations for high-quality education and transparent decision-making with local authorities. 

“If colleges were delivering against the current SEND code of practice, then these issues wouldn’t be happening. Why are there no sanctions for a local area when they don’t fulfil duties?” Perry asks.   

“You can never just throw money at a problem, can you? You’d still need a relentless focus on quality improvement. Extra money doesn’t buy that, you’ve got to put the work in.”  

“I feel for local authorities because they’re trying to work with an amount of funding that doesn’t stretch to cover everything that they need to do well but the fact you can fail to comply with impunity, that’s problematic for the system,” Perry says. 

WorldSkills UK national finals 2022 supplement

Find who has topped the tables at this year’s WorldSkills UK national finals in this special supplement from FE Week.

Enjoy interviews with some of Worldskills UK’s international stars, features on how skills competitions are leading the way in new and emerging industries, and find out what TV’s Steph McGovern has to say on why vocational and technical student deserve their spot in the limelight.

REVEALED: WorldSkills UK’s 2022 national finals results

The UK’s newest crop of top vocational and technical skills champions have been announced as the results of last week’s WorldSkills UK national finals are finally revealed.

From a special broadcast from the ‘Steph’s Packed Lunch’ studio, Steph announced over 200 bronze, silver and gold medal winners across 63 award categories.

The national finals were split into five categories: foundation skills, construction and infrastructure, digital business & creative, engineering & technology, and health, hospitality and lifestyle.

Southern Regional College topped the medal table, moving from third position last year, with 32 medal points.

City of Glasgow College maintained their second place position with 28 medal points including five golds, one silver and two bronze.

Coleg Gwent shot up the table from 11th place to 3rd place.

North Warwickshire & South Leicestershire College was the winning organisation for foundation skills medals, with Chichester College Group and Coleg Gwent not far behind in second and third.

Dr Neil Bentley-Gockmann, WordSkills UK chief executive said: “To be named among the top performing organisations in the WorldSkills UK national finals is a fantastic achievement and recognises the high level of teaching standards within these colleges and training providers.”

The winners

Two hundred and seventeen young people have been recognised in total, an increase on last year’s 186.

Rosie Boddy, from Airbus UK, won gold for aircraft maintenance, Tymoteusz Rozanski, from Coleg Cambria won silver and Bradly Pettitt from Marshall Aerospace and Defence Group in third.

Other gold medal winners included Chloe Vicary, from Coleg Gwent, for creative media make-up, City of Glasgow College’s Lidia Modlinska in website development and Jade Oakes from Riverside College in painting and decorating.

Zeeshan Hassan, from Oldham College, and Margret Holly McCauley-Brown, from Coleg Sir Gar, came joint first in foundation skills: health and social care.

Sam Hurst, from North Warwickshire and South Leicestershire College, and Amy Sanderson, from New College Durham, both won gold medals in foundation skills: restaurant service.

Bentley-Gockmann said: “If we are to create a high value skills economy in the UK then organisations like these are going to play a vital role in getting us there, and they need to be celebrated for their commitment to excellence for their students and apprentices.

“It is also great to see such strong representation in the medal table from organisations who are part of our Centre of Excellence programme.  The initiative, which was launched in 2020 in partnership with NCFE, to drive up standards of technical training, has seen us work with educators across the UK to transfer international best practice to ensure young people are being equipped with the world-class skills that employers are demanding.  To date over 37,000 learners and apprentices have benefited, and it was fantastic to see some of them demonstrating what they have learnt in our National Finals.”  

The full results for every competition category can be found in our special WorldSkills UK national finals supplement, published today.

WorldSkills UK 2022 National Finals medal tables
WorldSkills UK 2022 National Finals medal tables

Over 40 organisations removed from apprentice assessment register

More than 40 organisations have been removed from the government’s register to deliver final assessments for apprentices, as officials strengthen regulation around the system. 

Data released under Freedom of Information laws to Apprenticeship Data Insight – operated by FE Week publisher Lsect Ltd – found 42 end point assessment organisations (EPAOs) that had previously been on the register (and awarded 2,509 apprenticeship certificates between them) were no longer on there because of changes this year. 

The new system introduced this year requires EPAOs to gain Ofqual recognition and submit their EPA on Ofqual’s register of regulated qualifications, as well as applying to the EPAO register through the Department for Education’s apprenticeship service. 

The DfE then reviews the application submitted to its register and cross-checks that with the qualification on the Ofqual register, before approving its inclusion. 

This more robust regulation system was introduced after years of concern over the organisations that were being allowed onto the EPAO register, which FE Week previously revealed had included one-man bands and companies with no trading history.  

Federation of Awarding Bodies chief executive Tom Bewick said EPA had become a “Wild West market”. 

According to the DfE, EPAOs had until May 16 to make formal applications to Ofqual for recognition and must complete the recognition process by December 31. Its guidance however did stress that those removed from the register will be welcome to reapply for Ofqual recognition and the register later. 

Ten of the 42 EPAOs no longer on the register had not issued a certificate in the last three years, according to the data, with the other 32 having issued a combined 2,509 certificates in the last three years. The United Centre of Excellent Ltd (UCE) issued 339 in the last three years, but twice has been refused entry onto the register. 

It remains in the system attempting to iron out the issues raised by Ofqual in its application, but said it had lost customers as a result. 

Richard Bates, former chief executive of UCE, said the rejection was around UCE’s role as both a training provider and an EPAO, with Ofqual not satisfied there were no conflicts of interest around the firm assessing its own intake. 

It has also faced a 12-week window before it could re-apply. 

Bates said: “We have applied and are still waiting in that window. It was the conflicts of interest that was the problem, and we could show quite clearly that we had a system working around that and had no conflicts, but it was just the wording and the clarity.” 

Bates said the firm, which assessed standards in improvement technicians, practitioners, professionals and leaders from levels 3 to 6, would have preferred to have seen Ofqual visit and carry out an audit. 

“I know why they put Ofqual in to do that, I can appreciate that and we are happy we have got proper governance now, but the only thing is it has taken too long – it should have been done right from the start,” Bates said. 

Others, such as the Association of Taxation Technicians (ATT), opted not to apply as a commercial decision. 

The ATT, which issued 231 certificates in 2019/20 and 20/21 but none in 2021/22, said it did not apply for Ofqual recognition at all given the number of EPAs it was issuing, and was only involved in one standard – level 4 taxation technician. 

Rosalind Baxter, institute secretary and director of education at ATT, said: “We always have around 5,000 students per student qualification at any given time, but we never got over 100 per session on the EPA, and sometimes a bit lower than that. 

“If you weigh that up against the requirements of going into Ofqual, it’s hard to stack that up resource-wise as we are a charity.” Instead, ATT opted to work with NCFE for the same standard, and was able to ensure existing apprentices could transfer. 

Jeremy Hay-Campbell from Manpower Services Ltd, which issued just over 300 certificates in the last three years, said the firm opted to withdraw from delivering EPAs as a commercial decision following a review earlier this year. 

According to the data obtained by ADI, City and Guilds issued the most certificates in the last three years (37,000), followed by Innovate Awarding Ltd (25,629) and Chartered Management Institute (22,932). 

There are now 285 EPAOs left on the register.