Latest news from FE Week

Farage: I’ll appoint political enforcers to stop colleges promoting diversity

A Reform UK government would ban diversity, equality and inclusion initiatives in schools and colleges, and appoint Whitehall enforcers to ensure compliance.

Following the riots that took place in Belfast and Southampton amid growing racial tensions, Reform UK’s leader Nigel Farage revealed his plans in an essay titled ‘Britain is a two tier state – against white people’ taking aim against what he calls the “toxic ideology of diversity, equity and inclusion (DEI)” and claiming that “every section of the state” has been “ideologically compromised”.

He added that in the education sector, “bureaucrats are more interested in diversity than the educational success of the largest group of pupils”.

Under a Reform UK government, Farage said national and local government bodies would be prohibited from engaging in or promoting DEI.

“To ensure democratic accountability, political appointments will be appointed from Westminster into public bodies with a mandate to enforce bans on DEI at a ground level,” he said.

When asked whether ‘public bodies’ included state-funded education organisations such as FE colleges, schools and sixth form colleges, a Reform UK spokesperson responded: “Yes. Under a Reform government, the progressive indoctrination of our children will end.

“Schools will only commemorate accepted civic events, such as St George’s Day/other national days or D-Day.”

Flying the flag

Farage also spoke of the curriculum changes he wants to usher in. He said his government would “end the ideological capture of our classrooms and ensure every pupil in England receives a balanced and patriotic education”.

Every school would be required to fly the union flag, honour St George’s Day in England and mount an official portrait of the King in a visible communal space. Reform UK’s spokesperson did not respond when asked by FE Week whether colleges and sixth forms would need to follow these rules.

A new history curriculum would be launched, which Farage said would be “rooted in honouring our island story with pride”.

There would be no public funding under Reform UK for research or courses attempting to “decolonise” the curriculum.

Farage also said that pupils should not be “forced” to celebrate Black History Month, Pride Month and Refugee Week.

He claimed that in education, white children were being “left behind”, and “the teachers who should be looking out for them are lecturing them about ‘white privilege’, telling them about their ‘responsibility’ to reduce racism, telling them it is impossible for black people to be racist towards those with white skin”.

He pointed to the equality policy of Langley School, a secondary run by the Collaborative Education Trust in Solihull, which he said contains a “fascinating glimpse into how our institutions think”.

Stating that 23 per cent of its pupils are eligible for free school meals and almost half are white British, he said the school promised “embedding EDI within teaching and resources”, “promoting community cohesion” and “instilling in pupils an awareness of prejudice”.

FE Week has approached the school for comment.

Leaders hit back

Pepe Di’Iasio, general secretary of the Association of School and College Leaders, said it was “ridiculous” to suggest, as Farage had, that schools and college classrooms had been ideologically captured.

“We completely refute Nigel Farage’s characterisation. Schools and colleges do endeavour to make pupils of all backgrounds feel welcome and supported, and they promote respect and tolerance. These are values which we believe are integral to a peaceful and harmonious society.

“Mr Farage’s plan to appoint political commissars to enforce bans on certain events and celebrations in schools and colleges sounds a little like something that could have come out of the Soviet Union. It is chilling.”

David Hughes, chief executive of the Association of Colleges, pointed out that colleges serve “highly diverse student populations with people of all ages, races, religions, and with and without disabilities” and that “with everyone, they try to meet their needs to ensure they can succeed”.

He added: “That is not ideological or political, it is simply living by the values which colleges hold dear – everyone matters and the aim is that everyone can belong in the college, for who they are, what they can do and what they want to achieve.

“Colleges are inclusive, caring, fair places where students can succeed and where the diversity in our society is celebrated. I do not recognise the world that is being described in this essay and would be very happy to offer Nigel Farage the chance to visit some colleges to learn more about the fantastic places they are. I am sure he would be impressed and pleased with what he saw.”

Reform UK also intends to repeal the Equality Act and ban any recruitment, training or promotion policies that favour one group over another.

Farage claimed that in the NHS, a “flood of incoming international graduates” have left doctors coming through Britain’s medical schools who have “consistently better performance than their international peers”, unable to find speciality training places and jobs.

PeopleCert pursues former City & Guilds chiefs for £3m ‘unauthorised’ bonuses

PeopleCert is seeking to recover almost £3 million in bonuses paid to former City & Guilds chief executive Kirstie Donnelly and finance chief Abid Ismail after an internal investigation concluded the payments were “unauthorised”.

The Greek-owned awarding organisation announced today that it will pursue the pair over a total of £2.9 million in bonus payments allegedly approved without the knowledge or authorisation of PeopleCert, the City & Guilds board or the charity that previously owned the business.

The move follows the dismissal of Donnelly and Ismail without financial settlement in April for alleged gross misconduct, after they received bonuses of £1.7 million and £1.2 million respectively shortly after PeopleCert’s acquisition of City & Guilds Limited (CGL) in October last year.

But the pair hit back, denying the allegations and claiming they have evidence that both the buyer PeopleCert, seller City & Guilds and their advisers were “fully involved” in the structuring and approval of bonuses.

According to PeopleCert, Donnelly and Ismail “directly authorised and paid bonuses” to themselves and other CGL staff, worth £5 million in total, “without authorisation” from the CGL board, PeopleCert or City & Guilds London Institute.

Pay rises were also allegedly made without formal authorisation.

A PeopleCert spokesperson said: “These payments were not brought to the attention of PeopleCert until December 2025, a month after they had been paid, and there was no provision, board resolution, or other binding instrument that authorised these payments.

“It also found that salary increases for the [executive leadership team] and other colleagues were also made without formal authorisation from the CGL board or PeopleCert.

“These actions were in direct breach of their duties and responsibilities as office holders and caused significant harm to the organisation’s reputation.

“In the case of Kirstie Donnelly and Abid Ismail, we intend to take all action available to ensure the recovery of these amounts (£1.7 million and £1.2 million respectively) and will make appropriate referrals to the relevant authorities.”

PeopleCert said other executives who received bonuses will also be asked to repay them in full. However, payments made to around 60 other staff members will be “ratified” by PeopleCert and “no attempt will be made recover the amounts, given the investigation’s conclusion that recipients were neither fully aware nor instrumental in the scheme”.

The findings came from an investigation carried out by a committee of non-executive directors, led by Michael Milanovic, chair of PeopleCert subsidiary LanguageCert, with support from legal advisers Balfour+Manson.

PeopleCert said a subsequent appeal process, led by CGL non-executive director Richard McCarthy CBE, did not uphold appeals against the dismissal decisions.

The findings have been shared with the Charity Commission, which launched a statutory inquiry into City & Guilds in January following the sale of the historic charity’s commercial business.

PeopleCert’s own investigation has also expanded to look at “allegations of manipulation of information” about the level of investment required to upgrade City & Guilds’ IT systems provided to bidders during the sale process.

In a joint statement through their legal representatives, Donnelly and Ismail, who announced legal action against CGL in April, told FE Week the pair “categorically reject” CGL’s allegations.

They called PeopleCert’s disciplinary process “fundamentally flawed and lacked the necessary independence”, insisting they will be “exonerated”.

They said that in “due course” the pair will present evidence to the courts that “overwhelmingly demonstrates” all bonus payments were “approved, documented and implemented” as part of the transaction process.

The spokesperson added: “It further shows that both the seller and the buyer, along with their advisers, were fully involved in the structuring and approval of the bonuses paid.

“This evidence has also been provided to the other appropriate agencies, including the Charity Commission.

“Our clients acted reasonably and honestly at all times. We therefore remain confident that they will be exonerated and that their dismissals will ultimately be found to have been unfair.”

In an internal email this morning, seen by FE Week, PeopleCert boss Byron Nicolaides told City & Guilds staff the bonus issue has created “a challenging environment” for the business that he was now pleased to “draw a line under”.

He said: “Whilst some will continue to voice their opposition to the private ownership of City & Guilds, we must remember some important context.

“Our acquisition followed a fully intermediated, competitive process involving multiple international bidders, with PeopleCert selected as the preferred party as we offered the highest price and had significant experience of operating regulated products and services.

“We also had the global scale, expertise, technology capability and investment commitment needed to develop the organisation for the long term.”

He claimed that under its charity owner, City & Guilds had been loss-making for the previous eight years, was losing market share, had been issued regulatory fines for “failings of governance and technology control”, and did not have the ability to fund the “scale of transformation required”.

Apprenticeship subcontracting review launched by DWP

A “full review” of apprenticeship subcontracting rules and policy is set to run over the coming months, the government has said.

The Department for Work and Pensions confirmed the move in version one of the apprenticeship funding rules for 2026-27 published today.

It said: “We will undertake a full review of the subcontracting section in July – August 2026.

“This will include a review of the underpinning policy, the rules and evidence requirements and the associated definitions. We will involve sector representative bodies in this review and aim to conclude the review by September 2026.”

Changes will come into effect from 2027 and further details of the scope of the review will be “made available in due course”.

The announcement follows comments made by DWP’s head of funding delivery Tracey Cox at this year’s Apprenticeship and Training Conference, who said officials were looking to update their definitions after finding some providers were failing to declare subcontracting because they were unsure what counts.

In March, Cox said there were around six cases where auditors proposed to clawback all funding handed to providers because rules were misinterpreted.

Under the new rules, DWP said it was “reviewing the definition of a subcontractor to make it clearer who is and who is not a subcontractor and what we mean by directly managed and controlled”.

The intended new definitions have already been included in the funding rules glossary, with any resulting changes likely to take effect from January 1, 2027.

Current and intended subcontracting definitions

De-minimis row back

The DWP had proposed introducing a £25,000 “de-minimis” threshold for organisations to be a subcontractor where they are not on the official apprenticeship provider and assessment register.

This has now been dropped and the existing £100,000 threshold will continue to be used.

However, there is also an amendment to the existing de-minimis to remove the stipulation that this can only be used by providers who have achieved the subcontracting standard. This exemption can now be used by all providers for delivery from 1 August 2026.

Min wage withdrawals and ‘substantial’ job link

Elsewhere in version one of the 2026-27 funding rules is an update that if a provider is made aware that a learner is not being paid in line with the national minimum wage regulations, the learner must be withdrawn from the programme.

A clarification has also been added to state that the outcome of an apprentice’s initial assessment must show a “clear and substantial” link between the job role and the apprenticeship, with the apprenticeship “leading to full occupational competence for that role”.

The draft rules said the provider must agree with the employer “that the individual’s job role has a productive purpose and there is a direct link between the selected apprenticeship standard and the individual’s job role”.

This paragraph has now been strengthened to say the provider must agree with the employer “that the individual’s job role has a productive purpose and there is a clear and substantial link between the selected apprenticeship standard and the individual’s primary day‐to‐day occupational duties and purpose, such that the apprenticeship will lead to full occupational competence relevant to that role”.

New enrichment benchmarks: What colleges need to know

Schools and colleges will be expected to provide broad and varied enrichment activities, celebrate participation and achievement and work with external partners where necessary as part of the new enrichment framework.

The Department for Education has published the eight new benchmarks against which schools and colleges will be able to evaluate their provision and make improvements.

Enrichment activities should cover each of the five categories: arts, sport, nature, civic life and life skills.

Schools and colleges will also be able to use a self-assessment and action planning tool to help them assess their offer against the eight benchmarks.

The guidance is non-statutory, but Ofsted said it would look at a school or college’s enrichment as part of how it assesses personal development from September.

DfE added independent training providers (ITPs) are not covered in the guidance but can follow the benchmarks voluntarily.

But the guidance does apply to young people with SEND in mainstream and specialist colleges.

“Colleges will find the benchmarks and self-assessment tools useful, but they also need practical support to do the planning and build the partnerships which are needed to ensure that every young person can benefit from enrichment wherever they study,” said David Hughes, Chief Executive, Association of Colleges.

He added: “Many of the enrichment funding strands exclude colleges and for the strategy to fulfil its ambitions for young people across the country, there will need to be additional investment in FE.

“We have demonstrated that regional enrichment support can work with additional funding and this could be rolled out across the country.”

Here’s what colleges need to know for each of the benchmarks:

1. Enrichment should align with broader priorities

The first benchmark calls for schools and colleges to establish a “strategically aligned enrichment offer”, which fits in with broader priorities. This includes attainment, attendance, behaviour, careers guidance, curriculum, personal development and wellbeing.

Schools and colleges are expected to have a “structured enrichment offer” which is backed by senior leadership and governors and understood by staff. Schools and colleges should also have a plan for implementation and monitoring, including clear roles and responsibilities.

They should also consider how the offer contributes to achieving development priorities and statutory requirements, and include it in their college development plan where appropriate.

The offer should also be “designed and delivered in alignment with its values, context and curriculum intent”.

Specialist post-16 institution Condover College’s enrichment offer was highlighted as a case study that prepares SEND learners for adulthood. Leaders deliver activities such as safety and digital literacy sessions aim that helps students recognise misinformation, protect personal information online, and understand boundaries and consent in relationships.

2. Provide ‘multiple and varied’ opportunities

Schools and colleges are also expected to provide a “broad and well-rounded enrichment offer” as part of the second benchmark.

These “multiple and varied” activities should be “purposeful, fun and can support a thriving childhood and successful transition to adulthood”.

They should also cover five categories at a minimum. These are…

civic engagement
arts and culture
nature and the outdoors
sport and physical activities
life skills

Schools and colleges should deliver activities regularly across the academic year, including some provision during the day such as during lunchtime or timetabled lesson time.

DfE’s guidance highlighted Waltham Forest College’s coding club and STEM employer-led masterclasses as well as outdoor enrichment such as community clean up and inter-college sports leagues.

In this section, colleges also face an additional expectation to teach relationships and sex education as part of developing wider life and future skills.

3. Communicate with parents and celebrate participation

Parents and students should have “timely, accessible and clear” information about the enrichment activities that schools and colleges offer, including expectations and how to access them.

Schools and colleges are also expected to “hold and communicate high aspirations” for students to participate, and to celebrate participation and achievement.

For example, they could hold awards or give out certificates, link enrichment to personal development or leadership awards, or recognise contributions in reports or college records.

Learners should also be supported in reflecting on their enrichment experiences, and how they have learned or gained new skills from them.

4. Consider student, parent and staff feedback

The fourth benchmark calls for enrichment opportunities to be “shaped by the school or college community”, and schools and colleges should ensure that feedback from students, parents and staff informs what they offer and how it is delivered.

Student leadership of enrichment activities should be encouraged where appropriate, with support from staff or external providers and appropriate safeguards in place.

They should consider the interests and expertise school and college staff, as well as their capacity.

5. Make activities accessible and engaging

Enrichment activities should be accessible and inclusive for all students, particularly those who are at risk of missing out.

This includes those with SEND, vulnerable and disadvantaged learners, young carers, care-experienced children and young people and those who are persistently absent.

Schools and colleges are expected to have systems to monitor participation so they can understand patterns and address barriers, such as by directly engaging with students and parents to encourage participation.

Delivery should also be tailored to the individual circumstances of the school or college as well as the local context and community needs.

6. Work with external partners

Students should have opportunities to take part in activities supported or delivered by “high-quality external partners” as well as those developed by schools and colleges.

Leaders should look at opportunities to work with local, national and virtual partners to broaden their offer. This could range from local sports clubs, FE and HE providers, local, regional and national employers, museums, theatres and libraries and guest speakers.

This could involve upskilling and resources for school or college-led enrichment activities, external delivery of enrichment activities and organising off-site visits. There also needs to be a clear process for feedback and review of work with external partners.

Schools and colleges should also be able to signpost to opportunities that extend beyond their own enrichment offers.

7. Focus on outcomes

Schools and colleges should consider the outcomes its enrichment activities aim to achieve and track them over time.

This could include educational outcomes, social and emotional development, physical and mental wellbeing and wider community engagement.

Schools and colleges should use effective systems for collecting and monitoring outcome-related data, and the DfE said they could explore how their management information systems can be best used for this purpose.

8. Keep improving enrichment offer

Schools and colleges are expected to put in place “consistent and efficient mechanisms” to improve the quality and impact their enrichment activities. For example, they may gather feedback from students, parents and staff.

Areas of improvement could include providing activities across the five categories, participation rates and impact on desired outcomes.

DfE set to publish enrichment goals for colleges

Colleges will be included in new government enrichment benchmarks to be published this week, but ministers have not said they will be eligible for funding from a new £132.5 million activities scheme.

The Department for Education (DfE) and the Department for Culture, Media and Sport (DCMS) have said a new enrichment framework will give schools and colleges “practical tools and guidance” across five areas: civic engagement; arts and culture; nature, outdoor and adventure; life and future skills, including STEM; and sport and physical activities.

It follows last year’s curriculum and assessment review, led by Becky Francis, which said there were inconsistencies in access and quality of non-qualification activity in 16 to 19 study programmes, sparking calls from student services leaders at the time for a dedicated FE enrichment framework.

The government responded to the review saying it was developing guidance for schools to deliver a “high-quality enrichment offer” and would extend the framework to cover colleges.

Then the post-16 pathways implementation plan, published last month, said the forthcoming enrichment framework would be non-statutory guidance for schools and colleges supported by “case studies and additional resources”. It also said DfE would update 16 to 19 study programme guidance ahead of September 2027 to set expectations for the knowledge, skills and behaviours students should develop through employability, enrichment and pastoral support.

In its trail for the enrichment framework, DfE suggested activities in keeping with the framework could include music groups, engineering clubs, debating societies, football clubs, “and much more.”

It also said that complying with the framework will not initially be essential to achieve an ‘expected standard’ Ofsted rating because it is new. Information on a school’s enrichment offer will also be available to parents through new “school profiles”, but this element of the announcement did not mention colleges.

Capacity and funding questions

Pepe Di’Iasio, general secretary of the Association of School and College Leaders, said they welcome the intent but “as with many other government announcements, there are several question marks over the capacity” to deliver these aspirations.

“Schools and colleges already strive to provide excellent enrichment opportunities to their students, but they have to operate within extremely challenging financial and staffing constraints.

“Those pressures will not disappear simply because the government announces new policies. It has to focus more on how to turn aspirations into realities, particularly in areas of high disadvantage where these opportunities are most needed.

“We’ll now work with our members to fully understand the implications of the new framework and the resources that will be required to deliver these expectations.”

DfE will soon announce “leading figures” within each enrichment category as ambassadors to “inspire participation, raise awareness and help drive support for enriching opportunities for young people”.

The department also announced a £132.5 million “Every Child Can” scheme. Funding comes from the dormant assets scheme, a government-backed initiative that unlocks cash from financial products like bank accounts and pensions that have been left untouched for years.

It will be delivered “through” schools, community programmes, weekend activities and holiday provision. There was no mention of colleges having access to this funding, but more information was promised “in due course”.

King’s birthday honours 2026: Damehood for ex-FE commissioner Shelagh Legrave

Former FE commissioner Shelagh Legrave has been made a dame in the King’s birthday honour list.

She is one of 32 people honoured from the FE sector, including five college principals and the Association of Colleges deputy chief executive Julian Gravatt.

Two CBEs, six OBEs, 21 MBEs and two British Empire Medals have been handed out for services to further education, skills, and apprenticeships.

Dame Shelagh, who left the FE commissioner role at the end of 2025 and led Chichester College Group for over a decade, said she was “deeply honoured and humbled” by the award.

She said: “Throughout my career, including my time as FE commissioner for England, I have worked alongside exceptional colleagues, leaders, governors, lecturers, and support staff whose dedication transforms lives every day and who have made this honour possible.

“I am hugely appreciative of the outstanding work of the further education sector and of everyone who continues to champion opportunity, aspiration, and excellence in education.”

CBEs were awarded to Thomas Goldman, a deputy director of strategic finance at the Department for Education, and Jonathan Yates, executive director of the Youth Endowment Fund and Ofsted board member. Yates was also a policy adviser under former education secretary Damian Hinds.

OBEs were picked up by several college governing chairs, including current Waltham Forest College’s Paul Butler.

Butler also holds roles with the Association of Colleges and the Education Training Foundation, advising colleges on governance and community development.

He said: “This award is not only a personal milestone but also a testament to the dedication and passion of the entire Waltham Forest College community and a very special and dedicated group of staff and governors. Our shared commitment to creating opportunities, raising aspirations, inclusion, empowering learners and giving hope has been the driving force behind every initiative.”

AoC deputy chief executive Julian Gravatt said he was “surprised and grateful” to be awarded an OBE for services to further education.

Gravatt joined the AoC as director of funding in 2003 but began working in college finance in the early 90s.

“I was told in 1992 that taking a job at Lewisham College was a very bad career move, but I’ve enjoyed the last 34 years in further education and my work at the Association of Colleges immensely because the vast majority of people I’ve worked with have been purposeful, productive and pleasant.”

MBEs went to multiple college leaders, including Sally Alexander, CEO and group principal of Milton Keynes College Group and Mark Dale, principal of Portland College, a specialist college in Nottinghamshire.

Alexander said her MBE was a reflection of her colleagues, partners and learners that she was privileged to work alongside throughout her career.

She added: “I have always believed that further education is nothing if it is not at the heart of our communities. It has the power to change lives, create opportunity and bring people together, and I am proud to be part of that every day.”

Mark Dale, principal of Portland College

Dale said the MBE came in his 20th year at the Portland charity.

“For me and many who are involved with Portland it is more than a job or an education course, it is practically a way of life. Our wonderful staff, volunteers, learners, residents and their parents and carers all work together to make the world a more inclusive place,” he said.

“To me, this honour feels like something we have achieved together, not mine alone.”

Multiple civil servants were also recognised for their contribution to skills policy and services to education. MBEs were handed to DfE 16 to 19 policy manager Elisabeth Baines and Plymouth City Council skills lead Emma Hewitt.

Apprenticeship champions were also awarded MBEs such as George Fleming, chair of Fleming Agri Products, Gary Stevens, chair of Focus SB, and Heather Frankham, who founded Bud Systems and Lifetime Training Group.

Meanwhile, Kirklees College assistant principal and DfE’s FE student support champion Polly Harrow was also bestowed an MBE.

Harrow said the award was a “wonderful” way to be recognised for her campaign to embed trauma informed and restorative practices in FE colleges.

Ofsted to test new SEND inclusion cash plans

Colleges and training providers receiving new SEND inclusion funding will have to show inspectors how the money is improving outcomes for students under updated Ofsted rules coming into force this September.

The watchdog’s refreshed further education and skills inspection toolkit, published today, said inspectors will examine, as part of the whole-provider ‘inclusion’ judgment, whether leaders and governors have developed and published plans for spending the new 16 to 19 inclusive mainstream fund (IMF).

Funding worth £73 million from the fund is set to make its way to colleges and training providers next month. It is designed to help providers better meet SEND students’ needs in mainstream settings.

Providers were already expected to explain how they will use the funding in their accountability statements.

Today’s update to Ofsted’s inspection toolkit means that, from September, inspectors will test whether leaders and governors have “developed and, where appropriate, published plans for the inclusive mainstream fund” and whether they have “taken steps to strengthen inclusive practice”.

The new inspection toolkit adds the IMF to its evidence-gathering section for the inclusion judgment.

It was one of several changes in Ofsted’s September 2026 inspection guidance documents.

Focused monitoring inspections to get reports

Focused monitoring inspections are triggered when “a serious concern has been raised with Ofsted and a decision to inspect is made”.

They are separate from improvement monitoring inspections, which are triggered by ‘urgent improvement’ or ‘needs attention’ judgments or when safeguarding is ‘not met’.

Ofsted’s chief inspector and the secretary of state for education have discretion to “inspect any provider at any time” through a focused monitoring inspection, but example triggers include a significant decline in education standards or a serious breakdown in leadership and governance.

They can be announced or unannounced. The September guidance says the decision on whether or not to give notice will depend on the level of concerns raised, including whether there are concerns about the safety of learners or apprentices.

Currently, inspectors are told to “amend [a provider’s] report card as applicable” following a focused monitoring inspection.

But from September, inspectors will be told to “draft a focused monitoring inspection report setting out your findings”.

Ofsted retains its right to follow up a visit with a full inspection, but the way it communicates its findings changes from September.

Instead of an updated report card, a report will be published, even if inspectors find no evidence of what triggered the visit.

Mental health risks added to safeguarding

Ofsted has bolstered its whole-setting safeguarding criteria with clearer expectations on serious mental health concerns.

Its current version says leaders and staff should identify learners and apprentices who need support for “significant mental health issues”.

But the September update goes further, adding serious mental health concerns to its list of “risks of harm” to learners alongside violence, grooming and exploitation.

Serious mental health issues such as eating disorders, self-harm or suicide ideation are now explicitly listed as safeguarding risks in new inspection guidance.

Government rolls out emergency MenB vaccine scheme for students

Around one million young people will be offered a meningitis B (MenB) vaccination this summer under a one-off government programme aimed at preventing outbreaks in universities and residential further education colleges.

From late July, pharmacies will offer a two-dose MenB vaccine to all students finishing year 13 this summer. Young people under 25 who are going to university or residential FE provision will also be eligible.

Eligible year 13 students are those born between September 1, 2007 and August 31, 2008.

The vaccination campaign follows what the UK Health Security Agency (UKHSA) described as a “genuinely unusual” outbreak of the life-threatening disease in Kent earlier this year, which affected 21 people and was linked to two deaths. Additional clusters in Weymouth and Reading were also larger than expected.

Ministers said they are assessing the latest evidence to determine whether the incidents signal a change in the way meningococcal B disease affects people.

The one-off vaccination programme is intended to protect young people at the highest immediate risk as they move into university and residential college accommodation this autumn.

Officials said students living in shared accommodation face a higher risk because meningococcal disease can spread more easily when large numbers of young people from different parts of the country live together for the first time.

It can spread through prolonged close contact, kissing and sharing drinks and vapes.

Health secretary James Murray said: “By offering two doses of the jab ahead of the academic year, we will help reduce the risk of serious illness and larger outbreaks of this horrendous disease.

“I urge all those students who are eligible to come forward for their two doses in July and August, to give them peace of mind as they head off to continue their studies.”

A first dose is expected to be available from the end of July, with a second dose available in August.

Eligible young people will be contacted directly through the NHS App, by text message and email. Under-25s will be able to book appointments directly with participating pharmacies.

Officials confirmed that accepting the vaccine will be optional. They estimate that around one million people will be eligible for the programme.

The Department for Education has published a list of more than 80 residential further education settings whose incoming students will qualify for the programme.

Deputy chief medical officer Dr Thomas Waite said: “Meningococcal B disease is a rare but very serious infection which is fatal in up to 10 per cent of cases and can cause lifelong injury.

“There has been an increase in clusters of disease this year and so this one-off programme is designed to provide direct protection to those at highest immediate risk, which is typically when students travel from across the country to attend university and further education for the first time.”

Government officials said evidence from the infant MenB vaccination programme suggests the jab has reduced cases of the disease by around 75 per cent among vaccinated groups.

Former DfE civil servant appointed DWP permanent secretary

Dame Sarah Healey has been named as the Department for Work and Pensions’ next permanent secretary.

She is set to transfer from the same position in the Ministry of Housing, Communities and Local Government in August to replace Sir Peter Schofield, who has held the role since 2018.

Healey will be in charge of leading DWP’s welfare reforms, changes to UK pensions and overhauling employment opportunities to young people.

Schofield has dedicated 35 years to the civil service and will leave next month.

Prior to her overseeing the MHCLG department, Healey was permanent secretary of the Department for Digital, Culture, Media and Sport (DCMS) for four years, looking after initiatives such as the online safety act and the Birmingham 2022 commonwealth games.

Healey is a career civil servant, having worked across government departments since 2001. She began in former prime minister Tony Blair’s number 10 strategy unit fresh out of university.

She has also previously worked in the Department for Education as a director of education funding and strategy.

Healey was a senior DfE civil servant leading the tail-end of the Conservative government’s ‘building schools for the future’ investment programme, half of which was procured under the controversial private finance initiative.

Healey was also a key leader in the Cabinet Office where she oversaw the development of economic and domestic policy following Brexit negotiations.

Last year she was awarded a damehood for her career in public service.

Work and pensions secretary Pat McFadden said: “I’m delighted to welcome Sarah Healey as permanent secretary of DWP. She has an outstanding record across government, and that experience is exactly what’s needed as we work to support people to realise their potential at every stage of life – providing opportunities to those who can work and security for those who cannot.

“Sarah will take forward our agenda to improve outcomes for customers through modern, connected, personalised services. I’d also like to pay tribute to Peter Schofield for his extraordinary commitment to public service over 35 years and wish him all the best for the future.”

Healey said: “I am delighted to have been appointed as permanent secretary of DWP. The department touches millions of lives and I am excited by the opportunity to lead its ambitious reform agenda.

“I leave MHCLG with great pride in what we have accomplished together in the last three years, and sincere thanks to my colleagues there for their outstanding commitment and professionalism.”