So you’re a leader in FE for the first time ever?

Leadership courses are often focused on schools or are too costly. To develop as a leader, collaborate and listen hard to your staff, writes Jonny Kay

Among those FE staff heading into 2022-23 with a mix of excitement and nervousness will be those who have become leaders for the first time.

Many new leaders will be taking up roles and so our attention turns to the support, guidance and training they will need.

Much like those entering initial teacher training, new leaders can expect to work with a mentor, complete a statutory induction and work to identify their own developing needs.

But what support is available outside of their new role?

Well, over the last year, the national professional qualifications have been relaunched. They are now less focused on specific roles and more focused on leadership and development of teaching and learning, behaviour and culture.

These qualifications are excellent and they are funded, but there remains a clear focus on primary and secondary school settings, leading many to ask: what is available for FE leaders?

Of course, there are opportunities available and the Education and Training Foundation has a range of courses for new, aspiring and current middle and senior leaders.

But these courses can be costly, too broad in content or unavailable until numbers are confirmed.

As a result, there remains a lack of FE-focused leadership training opportunities. But why is it so important to have FE focused leadership development?

To start with, FE remains the most truly diverse sector, and leaders are tasked with managing and leading that diversity at all stages.

They must handle staffing, induction, finance and budgeting, progression, timetabling, recruitment, retention, managing achievement, apprenticeships, higher education and adult provision.

Some of this simply does not exist in primary and secondary settings (or they do so at a significantly reduced level. Middle leaders in FE regularly manage 50 or more staff and a budget in the millions of pounds).

As a result, the generic elements of leadership (delegation, clear communication, curriculum intent, managing teams) are very different as there are so many variables to manage, mitigate against and consider.

So, what can new leaders do to continue their development in FE?

The answer to this is collaboration.

Network with both new and experienced leaders

By collaborating and networking with new and experienced leaders within and outside of your own setting, there is the opportunity to share best practice and discuss new strategies to resolve age-old problems.

It is also important to accept that failure is inevitable. There is no such thing as a perfect leader, so it is vital to accept that you will make mistakes.

This is why it is so important to identify and work with a mentor and a coach – they perform different roles but will become equally as important.

Both will give feedback which will allow you to develop effectively, as will your team: giving regular feedback opportunities to your team will help to shape what leader you become.

Remember that effective leaders speak last. Seek to communicate, open a dialogue and gain feedback from your team as they will give you the richest feedback on the impact you have. Good leaders communicate – ineffective leaders broadcast.

Feedback is important. Seek it always: you have two ears and one mouth for a reason.

The simplest method for improving leadership is to consult the literature. Read. Broadly and often.

Books from inside and outside of education will provide a host of approaches; whether Sir Alex Ferguson’s Leading, Simon Sinek’s Start With Why or Mary Myatt’s High Challenge, Low Threat, each will signpost transferrable skills and ideas to support the steps you want to take.

No matter the preparation or training undertaken by a new leader, it’s important to remember that what is out there is support only. You must find your own leadership style and find what works for you.

Like anything, this can take time. In the coming months, new leaders will strive to be different things for different people, dealing with innumerable new challenges using a range of leadership models and styles.

To do this successfully, authentic leadership is key.

New ministers: change universal credit rules so people can skill up

People on universal credit say work coaches don’t engage properly and rules stop them from accessing training, write Trinley Walker and Olivia Gable

Throughout the pandemic, the government placed a strong emphasis on the role of training and re-skilling through programmes.

It has done this through Restart and JETS (Job Entry Targeted Support), which formed part of its Plan for Jobs.

But the Department for Work and Pensions and the Department for Education can be misaligned in practice.

For example, universal credit is underpinned by a “work first” approach.

Re-entry into the labour market is prioritised for out-of-work claimants, with individuals required to demonstrate the steps they have taken to find employment each week.

Should they not fulfil their requirements, they risk being sanctioned (losing financial support).

Although different types of conditionality dictate how much time claimants must spend on job search activity, a significant proportion have to show 35 hours of activity.

This leaves little opportunity for training and education.

But what if people claiming universal credit hold ambitions that reach beyond the immediate and available jobs they can get with their current experience and qualifications?

What if they want to boost their opportunities to access better-quality work?

Conditionality rules makes it hard for claimants to take up training opportunities.

The government’s skills bootcamps are a case in point.

Many of its courses are highly intensive, run over a 16-week period and sometimes requiring full day participation, while others require evening and weekend learning time.  

For many people getting universal credit, this would leave no time to meet the requirements to search and apply for jobs set out by their work coach, and so could risk a break in financial support.

This means people with a universal credit claim generally cannot access full-time training.

The government is now running a pilot scheme called Train and Progress which allows a small number of claimants to access up to 12 weeks of training without having to meet work search requirements.

In our recent research, we conducted interviews on this issue.

While most of the interviewees were engaged in training in some way, these efforts could be disrupted by their conditionality requirements.

Some interviewees were required to conduct job activity for 35 hours a week, limiting their ability to undertake training.  

One person we spoke to had to use classroom time to search for jobs, putting her at risk of missing out on the learning experience.

One claimant had to use classroom time to search for jobs

Interviewees also reported variable experiences with their work coaches.

While some interviewees benefitted from relationships with work coaches who were responsive to their needs, too often, this wasn’t the case.

Typically, people found their engagement with work coaches to be transactional. It was conducted through brief meetings in which their underlying needs were not addressed.

Some interviewees had to research training opportunities themselves as their work coaches were not well informed about the local area.

Our research also found that childcare responsibilities present a further barrier to training.

There could be significant strain where parents were attempting to balance training courses with conditionality requirements and part-time work. 

We are calling for:

  1. People on a course while receiving universal credit to have a one-year pause on conditionality so they can study full-time or part-time without risking their benefit entitlement.
  2. The DWP to create opportunities for people on universal credit to discuss training access with their work coach at any point in their claim. This should trigger a training-focused meeting and potentially signpost to the National Careers Service.
  3. The DfE to ensure work coaches have up-to-date knowledge of local skills ecosystems, labour market demand and training opportunities, including government skills initiatives, by establishing a specialised group of career developers.
  4. Better alignment between DWP and DfE programmes to facilitate training for people on universal credit.

With the cost-of-living crisis set to deepen further, it is vital that people on low incomes who want to build new skills are offered tailored advice and support. This will allow them to access training that might help them move in to more secure forms of employment.

How do you go from ‘just’ a clerk to a great clerk?

Governance professionals like clerks aren’t there to set the strategic direction of a college. But they can still create ripples of change, writes Lisa Farnhill

The role of a clerk was described as an “unseen strategic leader” in a paper by the Further Education Trust for Leadership.

In other words, the clerk might have a quiet yet forceful alternative standpoint. This includes influencing perspectives and challenge around equality, diversity and inclusion.

Although my perspective isn’t entirely unique, perhaps my experiences are.

I have witnessed and suffered acts of devastating inequality. I have stood up for myself, stood in alliance with marginalised co-workers, risked my own career progression and educated myself and my children about what is right and wrong. But I haven’t always got it right.

I’ve backed down, admitted defeat, and walked away when the fight was too fierce and personal losses too great.

The erosion of confidence when faced with an unwinnable and unjust fight remains a large chip on my small shoulder.

As a clerk, I’m responsible for advising the governing board and ensuring compliance with regulatory and statutory requirements.

I guide, steer, advise, and yes, I carry out administrative tasks, but overall, my role is strategic.  

This enables my pursuit of what sometimes feels like a one-woman mission to right society’s wrongs.

This for me is when governance must go beyond compliance. My position enables me to empower change.

However, seeds of doubt creep in. Because as “just” the clerk, I have no vote, I don’t write or approve the policies, “set the strategic direction” or “determine the educational character and mission of the college”.

So how do I ensure I can have a positive influence in my work?

This is where I don’t give up.

I recall one occasion in a board meeting where a staffing report was challenged. The discussion was: “Our workforce isn’t overly diverse. How does this compare to our student cohort and community? Is our staff body representative?”

The response was an evidence-based assurance that our workforce reflects our student cohort and local population.

So the challenge ended.

But was this enough? I felt we could go further to champion diversity, including neurodiversity.

As a college, we’re a beacon of the local community and have the most supportive, inclusive college culture.

How could we ensure this seeped out into our community, enabling us to be the root of change for our town?  I thought wider.

Why was our community not diverse? Were we looking at this backwards? Could we work towards our community reflecting our college diversity rather than us reflecting what is already there (or not there)?

There was also a clear business case. Governance studies have proven diversity improves productivity and feeling included ensures students enrol and stay.

We weren’t thinking wide enough.

I was left conflicted. Pleased there was challenge, disappointed there wasn’t more, yet knowing it is my place to guide and not to challenge. Knowing I can’t change the world.

I was left conflicted

I didn’t give up. I decided if I thought there was more the college could do, there was more I could do, but perhaps not alone.

As the Association of College’s director of diversity, Jeff Greenidge knows legislation, history, trends, best practice, and how to deliver a message with impact.

Additionally, Jeff is chair of a governing board in a non-diverse town, and knows first-hand how to use college governance as the beacon of change.

Jeff listened, shared ideas, and offered support. He embedded my message of endless possibilities for positive change into an engaging and thought-provoking session for our governors. I felt proud again.

I had done what I was there to – influenced and facilitated. I had been a great clerk, not ‘just’ a clerk. With a supportive, responsive board, I felt empowered again.

I also then delivered our message to the AOC CPD week. Jeff knew that I wanted to influence change, and he supported me to do it.

In turn, attendees felt empowered to begin their own ripples of change.

So can you start your own ripple and be the beacon of change? To build an inclusive future for everyone, we need to ensure everyone knows that they are not “just” anything.

Labour needs another Wilsonian ‘white heat of technology’ moment  

Radicalism and realism will help the party to win the next general election, argues Tom Bewick

In October 1963, the Labour leader Harold Wilson delivered one of the most memorable political interventions of the 20th century.

Historians refer to it as the “white heat of technology” – a memorable phrase in the text, characterised by the opposition leader’s focus on education and science as the means to higher living standards.

The expansion of FE and the creation of the Open University (Wilson originally called it a “university of the air”) is a direct legacy of this period.

His speech at Scarborough also coincided with a turbulent decade for the country. The “swinging sixties” were about more than mini-skirts and the Beatles.

It was a new age of automation. 

Britain and the west were locked in an ideological and economic race with the Soviet Union, as one bloc tried to outdo the other, believing it had the best answers for progress.

We all know how the story ends. The west eventually won the Cold War. And economic growth of 5.7 per cent in 1964to  helped unleash a new Britannia.

To put this in historical perspective, average annual productivity growth in the UK since 2010 has been a sluggish 0.7 per cent. On this measure, the country is second from bottom in the G7.

What is perhaps most striking about Wilson’s speech was its clear-eyed honesty. It was a brutal lecture in both radicalism and realism.

Like the party today, Labour in 1963 had been in the political wilderness for 12 years.

It was genius of Wilson to tell the party faithful “there is no more dangerous illusion than the comfortable doctrine that the world owes us a living”.

He had a sobering vision for Britain – “that we will have just as much influence in the world as we can earn, as we can deserve”.

The following year, in 1964, Labour returned to government with a majority of four seats.

Fast forward to the present and Sir Keir Starmer faces a similar set of challenges. His task is not helped by Russian aggression in Ukraine that is once again upending the global order.

The temptation in Liverpool next week will be to tell the party faithful what they want to hear.

Starmer must inspire with a tough love message

Instead what the Labour leader must do like his election-winning predecessors, Wilson and Blair, is to inspire them with a tough-love message.

The tough part is to tell them that statism, practised under Labour and the Conservatives over the past decades, has failed this country.

If the trade unions think Labour back in power equates to a fresh round of top-down Whitehall-driven schemes, they should think again.

The debt-overhang of the pandemic and energy insecurity will constrain public spending for years to come.

Starmer’s more conciliatory tone should be that – with voter support – everyday working people can wrestle back control of society from an out-of-touch elite. Giving people, as equal citizens, real agency back in their lives.

In FE, we need to move beyond sterile arguments about whether colleges should be nationalised or privatised.

The Labour response should be to implement an ambitious programme of mutualisation of the sector.

In policy terms, that’s three things:

1. Devolve all post-18 funding to the individual, truly creating a lifetime skills guarantee, with no restrictions on what courses or qualifications learners can take.

2. Remove bureaucracy entirely from the skills system via a war on administrative duplication and waste. Inevitably, that means some quangos may have to disappear from the landscape altogether.

3. Every FE provider should be invited to become a mutual, where FE staff can become co-owners of the enterprise alongside the local community. Like the John Lewis partnership, FE mutuals would have complete control over how they are run.

And finally, Starmer can echo Wilson.

The latter said: “We shall need a totally new attitude to the problems of apprenticeship, training and re-training for skill”.

Skills toolkit platform launched in lockdown is under review

The government is reviewing a much-vaunted platform that signposts people to free skills courses after coming under fire for publishing and celebrating unreliable data.

Figures for registrations and completions of courses featuring on the “skills toolkit” are supposed to be updated monthly but have not been published by the Department for Education since May 2022.

The DfE told FE Week it has paused the release of this data because officials “do not yet have reliable skills toolkit statistics due to lack of complete data returns from all providers.

“We are reviewing the operation of the skills toolkit and will confirm our plans in due course,” the DfE added.

More than £1 million of public money has been spent on developing and advertising the “skills toolkit”, which consists of a web page on the National Careers Service and directs visitors to free online content provided by the likes of Amazon, the Open University, Microsoft and LinkedIn.

It was launched in April 2020, shortly after the first Covid-19 lockdown began, to help people boost digital and numeracy skills during the pandemic.

Ministers were quick to hail the platform, with then education secretary Gavin Williamson describing it as having a “transformational impact on so many people taking furlough” during a speech in October 2020. But a previouFE Week investigation found that many of the courses are simply short video tutorials or PDF documents that people can stop and start, with no tuition and no external quality assurance. Despite this, ministers repeatedly claimed the skills toolkit courses were “high-quality”.

FE Week previously revealed how significant overcounting led to revised estimates of “registration” claims, which can include web hits from anywhere in the world, as course providers do not filter for geographical locations. FE Week also revealed how some course “completions” were being counted when users spent three minutes looking at one of the online resources.

The DfE publishes “experimental” skills toolkit data alongside its monthly apprenticeships and traineeships statistics release. The publication  does point out the limitations of the data and makes clear that reporting of registrations and completions varies by provider.

In March 2021, the Office for Statistics Regulation reprimanded the DfE over the data after FE Week’s findings raised concerns, especially after inaccurate registration figures were told to parliament.

Since then, it appears the toolkit has reduced in size: there was almost 80 courses to choose from but there are now just 61.

The DfE’s data release claims that as of May 2022, there have been about 256,200 course registrations and 51,700 course completions.

DfE outlines next steps for UK’s first skills taxonomy

Proposals for a map of skills provision to determine shortages across England have progressed, with plans for the first phase of work beginning in November. 

The Department for Education last year revealed ambitions for a ‘skills taxonomy’. This would act as an algorithm to identify and map skills shortages for jobs and occupations, and develop future college courses. 

Education chiefs predicted the taxonomy could play a role in developing local skills improvement plans (LSIPs). These documents would outline priority post-16 skills needed in regions or counties developed by business-led boards. 

The East Midlands and Sussex chambers of commerce developed their own local skills taxonomies when creating their trailblazer LSIPs earlier this year. 

The DfE’s Unit for Future Skills has put out a pipeline notice for a £50,000 contract for the first phase of work, delivered over two years from November. 

That phase of work, according to the notice, is for stakeholder engagement, detailing methodology, and developing a detailed workplan for developing the skills taxonomy. 

The second phase, subject to a separate contract, will focus on developing the taxonomy itself. 

The notice said a review will take place after phase one to evaluate “quality and feasibility” to determine whether to proceed to phase two. 

The call for bidders is expected to go out at the end of the month. 

The notice said: “The Unit for Future Skills within the Department for Education is seeking to establish a UK-specific taxonomy that will enable the department (and government more widely) to better organise and describe LMI [labour market information] and extract greater insights from it. 

“This will greatly improve our understanding of what jobs require which skills, and which qualifications provide different skills. This in turn will help identify skills mismatches, allowing policy makers, education providers, employers etc to respond appropriately.” 

The latest planned contract tender followed a £25,000 research review last year by Frontier Economics for the education secretary’s Skills and Productivity Board, a group of labour market and skills economists tasked with influencing the direction of policy in skills. 

It is expected the board will use the taxonomy to highlight areas of skills shortages that could determine future policy to address gaps. 

Ofqual seeks colleges’ evidence on BTEC results delays

The exams watchdog is urging schools and colleges to submit evidence on delays to BTEC results this year as part of a review to stop it happening again.

Ofqual will launch a two-week call for evidence next week after delays which meant thousands of students did not receive their results on time this summer. The review is also examining delays to Cambridge Technical qualifications.

Jo Saxton, chief regulator, said it was “unacceptable” for students not to receive results “when they either legitimately expect them, or need them for the purpose of progression”.

In a letter to schools and colleges, seen by FE Week, Saxton said: “Please be assured that we are carrying out this review with the interests of students firmly in our sights, and that we will use the findings to take action to protect students who are expecting results in 2023.

“This will include regulatory action if we feel it is appropriate.”

Saxton revealed the review will look at the actions and communications of awarding organisations.

Pearson delivers level 2 and 3 BTECs while OCR offers CTECs.

The review will also analyse how data is collected, shared and used to support student progression, including with UCAS, and how Ofqual identifies and manages risks.

Finally it will look at feedback from those impacted on problems they experienced.

Saxton said Ofqual would value schools’ and colleges’ contribution to the evidence collection, adding they “welcome the submission of evidence relating to delays with level 3 or level 2 VTQ results”.

Ofqual will write to schools and colleges again with details on how to contribute.

Pearson is already facing a record-breaking £1.3 million fine over re-mark failings.

MOVERS AND SHAKERS: EDITION 399

Jude Holloway

Managing Director, Educ8 Training Group Ltd

Start date: August 2022

Previous job: Operations Director, Educ8 Training

Interesting fact: Jude is from an equine background but has recently swapped her mode of transport to a road bike, and has successfully completed a couple of half Ironman triathlons.


Sharon Davies-Powell

Operations Director, Educ8 Training Group Ltd

Start date: August 2022

Previous job: Operations Manager, Educ8 Training

Interesting fact: In her younger life Sharon played international pool for Wales. During her playing career she has held the World, European and Speed Pool Team Championship titles.


James Powell

Marketing and Communications Director, Educ8 Training Group Ltd

Start date: July 2022

Previous job: Marketing and Communications Director, Tenovus Cancer Care

Interesting fact: James loves to travel, having lived in Paris for a year and spent a summer in the States. Closer to home, he can often be found outdoors climbing big hills, camping and sea kayaking.


Paul Lawrence

Executive Director of Business Development and Employer Engagement, North Warwickshire and South Leicestershire College

Start date: November 2022

Previous job: Director of Strategic Partnerships and External Relations, York College

Interesting fact: Paul has previously worked in Europe, Asia and Africa and is a personal fitness trainer in his spare time.


Inspection section: Series of grade 4s released following pause in publication of Ofsted reports

Multiple training providers are facing contract terminations after Ofsted published a backlog of ‘inadequate’ inspection reports.

Concerning findings were reported in a series of grade four reports this week. These typically lead to the government cancelling the providers’ funding agreements.

Apprentices at Risual Limited were found to have had no formal teaching in over 12 months and were relying on the internet to research the skills and knowledge they felt they needed to work.

Apprentices at London Vocational College Ltd were not aware they were in fact apprentices. The report noted staff “do not have an accurate list of which learners and apprentices are in learning and training … therefore, they cannot assure themselves that learners and apprentices are safe.”

Alarming safeguarding practices were also flagged up in Ofsted monitoring visits. A series of ‘insufficient progress’ reports for new providers mean they will be suspended from taking on new apprentices.

Leaders at The Employers Forum Ltd, for example, do not know whether concerns from vulnerable adults “are being recorded and reported accurately”.

Ofsted paused the publication of their reports during the 10-day mourning period after Queen Elizabeth II’s death on September 8, leading to a backlog of reports.

More than 50 FE and skills inspection reports have been released since Ofsted lifted the pause on Wednesday, which included six ‘inadequate’ reports. But the backlog also showcased many positive results, including two ‘outstanding’ and 16 ‘good’ full inspections. Ten reports produced ‘requires improvement’ judgements. The rest were monitoring visit reports.

Learners unaware that they were in fact apprentices

The ‘inadequate’ inspections included two major adult care training providers: Care First Training Ltd and Mercia College Ltd.

Mercia College Ltd has just under 300 apprentices, most of which work in the adult care sector. Care First has 859 apprentices and 70 adult learners in training, mostly in adult care or early years.

The inspection at Mercia College Ltd noted the standard of teaching was “not sufficient to ensure that apprentices were actually learning, most of what they were learning was coming from their day-to-day experiences at work”.

At Care First Training, the inspection found “trainers rely too much on apprentices learning topics on their own. As a result, most apprentices struggle to complete their work within set deadlines”. It noted that learners’ access to English and maths support was limited, causing a lack of confidence in their ability to produce high-quality work. 

However, Mercia College Ltd did score ‘good’ in behaviour and attitudes and personal development, with the report observing that “leaders, managers and staff pay good attention to their apprentices’ personal health and well-being.”

Alongside these two large care apprenticeship providers, four other providers were found to be providing ‘inadequate’ training to apprentices: Beats Learning, IC Training Centre (ICTC), London Vocational College Ltd and Risual Limited.

London Vocational College Ltd has about 140 apprentices and 664 adult learners, all funded by the Greater London Authority.

The report picked up on an overall poor delivery of training and, in one instance, some level 2 apprentices were not aware they were even apprentices when they were asked.

Inspectors found instances where learners’ and apprentices’ work were plagiarised and said, “it is unclear how much knowledge and skills learners and apprentices develop”. 

Alarmingly, the report noted how assessors allowed learners and apprentices to choose what they learned and when. It noted that to improve, leaders “must ensure they have an accurate oversight of the number of learners and apprentices in learning so they can ensure they are safe.”

Beats Learning received an equally startling report. Many of its 252 apprentices feel demotivated and lack enthusiasm due to their lack of progress, which leaves them concerned about their futures. Most apprentices leave the industry they are training in during their apprenticeships.

ICTC is training 68 apprentices and scored ‘inadequate’ in all areas apart from behaviour and attitudes. Although apprentices have positive relationships with staff, they are not making good enough progress because employers do not facilitate them receiving their off-the-job training time. ICTC were called out for not enforcing this.

Level 4 cyber security technologist apprentices at Risual Limited, which has 65 in total, did not receive any formal teaching in over 12 months and had to rely on the internet to research the skills and knowledge they felt they needed to work.

Safety alarm raised at new independent specialist college

Elsewhere, new providers had their first or follow-up monitoring visit outcomes published. Of these, APT Health and Safety Training, Future Horizons Leeds and The Employers Forum were found to have made ‘insufficient progress’.

Future Horizons, an independent specialist college, gained funding in May 2021. It provides training for 19 learners aged between 19 and 25 with profound, severe and moderate learning difficulties, and autism spectrum disorder.

The report said “learners, parents and carers are not fully informed about opportunities, and learners are not fully prepared for life after college”. It also stated staff were not trained properly in evaluating learners’ needs or how to recognise or record learners’ progress and achievements. In a few cases, learning outcomes were not age-appropriate as it referenced terminology such as “toys” and “hide and seek”. The report concluded that “teachers do not evaluate learning sufficiently well”.

APT Health and Safety Training has been delivering apprenticeships since February 2021, and has 32 apprentices, with around 27 apprentices on the level 3, and all aged 19 or above mostly delivering level 3 safety, health and environmental technician standard and level 2 metal recycling general operative standard.

Ofsted report roughly a third of the apprentices enrolled on the safety, health and environmental technician standard have not continued, and recently managers withdrew some eight apprentices from the programme. The inspection said: “The management of the apprenticeship provision is too informal … leaders have not held managers to account or identified and tracked areas for improvement quickly enough.”

The Employers Forum Ltd received its second ‘insufficient progress’ monitoring report in a row. Its most recent report found that the company had not done enough to improve upon the safeguarding concerns in the previous monitoring visit.

Although the new safeguarding lead had some safeguarding training, inspectors said that contemporary risks of criminal exploitation or modern slavery were not covered. Leaders do not know what safeguarding issues vulnerable adults raise with staff nor do they know whether concerns are being recorded accurately.

The backlog includes two outstanding inspections from First Intuition Reading and Leeds Teaching Hospitals NHS Trust.

First Intuition Reading offers its 385 apprentices training in accountancy and taxation, and reported confident and enthusiastic students receiving excellent training from skilled staff in an environment where they thrive.

Leeds Teaching Trust’s six apprentices were found to “receive high levels of care and support from the staff at the trust” with high-quality teaching in dental care.

Other positive inspections included ‘good’ grades for Thornbeck College – North East Autism Society, Total Training Provision Limited, Watertrain Limited, Springfields Fuels Limited, Reed Business School Limited, Middlesex University and Gem Partnership Limited.