Ofsted leaves a bitter taste for online-only dental school

A dental training school that recently moved into the apprenticeships market by training learners solely online has received a scathing Ofsted verdict.

Lotus Education Ltd, which also goes by the name Lotus Dental School, has been running commercial training courses since 2012, but began delivering Level 3 dental nursing apprenticeships in 2021.

It claims on its website to offer “a great course that changes the lives of our students”.

But Ofsted inspectors carrying out an early monitoring visit found a catalogue of issues, determining that the provider was making ‘insufficient progress’ across the board in a report published this week.

The report said that most apprentices – 33 at the time of the inspection and mostly aged 19 and above – were in dental practices in the east of England, but “apprenticeship training is provided wholly online”.

Inspectors reported that “no apprentices will complete their apprenticeship in the time planned” at Lotus, and said that few reviews of their skills training had taken place so far.

The report said that apprentices used recordings of lessons to consolidate their learning, but “assessors accept apprentices catching up on missed lessons as off-the-job learning”.

In addition, inspectors found that staff did not have “appropriate expertise to provide a programme of training that meets the requirements of an apprenticeship”, such as English and maths training.

Ofsted has voiced concerns over online-only teaching in the past. In its latest education recovery research published in July, the watchdog said: “Unless there are clear benefits for learners and their curriculum, remote learning narrows opportunities for skills acquisition and rehearsal, and limits social engagement.”

In the same paper it added that learners are “unable to learn practical skills remotely”.

Chief inspector Amanda Spielman addressing the Annual Apprenticeship Conference in 2021 said that “remote apprenticeships are very much the second-best option, reserved for crises such as the pandemic”.

She added: “Face-to-face training for apprentices is still the gold standard for most industries.”

Lotus’ Ofsted report said that managers had not yet ensured that apprentices had received their off-the-job training entitlement, and managers did not identify which aspects of the training were good and which needed improving.

It added that tutors did not use assessment effectively to inform ongoing learning, or mark written work promptly, as well as failing to provide feedback that helped apprentices improve.

Inspectors noted that the staff turnover was high, which had negatively impacted on learning. “A significant proportion of apprentices have left their apprenticeship early,” as a result of losing motivation, the report added.

Employers, the report said, were not invited to be involved in planning training or progress reviews, but noted that employers themselves were fully involved in the learning of apprentices at work.

Basic expectations of keeping apprentices safe were also not covered, the watchdog found.

The provider now faces a suspension on starts until Ofsted identifies improvements, in line with government funding rules.

Ofsted guidance states that a provider receiving an insufficient progress judgment in a monitoring visit will likely receive a full inspection within six-to-12 months of their monitoring report being published.

Lotus did not respond to requests for comment.

Prisoner apprenticeships: The start of a new policy paradigm

This week saw a monumental change in the justice sector. Just three days after legislation was changed to allow prisoners to become apprentices while completing their sentences, the first offenders have already started their apprenticeships.

It is difficult to understate how transformative this change is for prison education – and the justice sector more broadly. It will provide a fresh start for many offenders by offering a high-quality technical pathway for them to gain the skills that are so essential to securing stable employment upon their release. This is a critical part of breaking the cycle of reoffending.

At LTE Group, we are fortunate to bring together experts from the full spectrum of the FE and skills sector, from further and higher education to apprenticeships and prison education. Over the past 12 months, we have used this unique position to play a leading role in putting this policy change into practice. This has led to offender learning specialists, Novus, and independent training provider, Total People, working hand in hand to deliver one of the very first prisoner apprenticeships in partnership with the Timpson Group, with the support of HMP Thorn Cross. 

The benefits

In our minds, there are two core benefits to changing legislation to enable offenders proper access to apprenticeships (including allowing those in open prisons approaching the end of their sentences to leave custody to undertake on-the-job training).

First, given that many offenders have low literacy levels, providing them with a hands-on alternative has the power to engage offenders in skills and learning in a way that they might struggle to access in a classroom. This more practical pathway will enable more offenders to make the most of their time in prison, and ensure as many as possible can gain skills and prepare for a career at the end of their sentence. This not only ensures that sentences are more productive but also benefits society more broadly, as research shows that prison education can significantly reduce reoffending rates.

Second, we passionately believe that high-quality skills and training are key to solving skills gaps in the economy. That includes equipping prisoners with the skills needed to support the economy upon their release from custody. With many sectors having more vacancies than available skilled workers, it is vital every source of potential talent is tapped. We believe that equipping offenders with skills is an important part of the solution. 

A blueprint for innovation

In May, LTE Group held a roundtable that brought senior officials from the Department for Education and the Ministry of Justice together with experts from Novus and across the sector to discuss how we could collectively make apprenticeships a reality for prisoners. We are delighted that, this week, that vision has come to pass.  Not only is it a positive and progressive policy that has transformative powers for offenders, but it also demonstrates the power of collaborative working within the sector and across government.

This change would not have been possible were it not for organisations from different parts of the FE and skills sector working together and with central government. We are hopeful that the powerful impact of this approach in prison education will provide a blueprint for engineering further policy changes in the future with the potential to unleash impactful innovations.

When viewed in the context of a UK economy at close to full employment and a growing number of vacancies in the jobs market – coupled with skills gaps in numerous sectors and a shortage of the highly skilled workers employers need – it is clear such collaboration and innovation is essential if the FE and skills sector is to play its full part in meeting the challenges faced by UK plc.

Can FE ever really be more than just a qualification?

Every year, thousands of learners navigate their way through the tumultuous landscape of further education in England. The question I often find myself asking is: what motivates these people to attend, work hard and develop relationships with staff and peers alike?

The obvious answer is that learners simply want to gain whatever qualifications they find themselves studying towards. On an individual and subjective level, this is surely the most important thing in the learner’s educational life. So, the relationships they develop along the way must merely be vehicles for progress and attainment – pure working relationships with a means to an end, to get the learner to the next stage of their journey. 

However, in light of the pandemic, the subsequent crisis of motivation and achievement, and the constant pressure from centralised bodies to ‘add value’ and develop the ‘hidden curriculum’, surely we owe it to these individuals to give them more?

At The City of Liverpool College, we have a focus on the cultural and hidden curriculum. We have created a personal development programme for all learners who walk through our doors, which stays with them for their entire time with us. It even refreshes if they spend more than one year studying with us.

We want the learner to be aware of the world around them: sustainability initiatives; social connections; digital skills; and what we ultimately describe as ‘The Liverpool Way’. We work hard as teachers to identify gaps in qualification specifications that can be filled with lifelong skills and experiences. For example, I try as much as possible to take groups to local areas of natural beauty, to the Crown Court to watch live trials, and to educate them on local history through the array of museums on our doorstep. And I try to develop their skills for work too, like the ability to present information, to work in a team and generally to communicate effectively. I do this on top of any specification requirements, but I link it back in where relevant and appropriate. 

Learners’ experiences can be enriched almost without their knowledge

But do the learners want this? In fact, I think if they were surveyed the instant response would be ‘no’. I am not sure whether learners can link the kind of experiences listed above with positive outcomes or destinations. And because their time is valuable to them, most would probably prefer for us to just get on with teaching them what they need to pass the course.

This is where the trick and nuance of the hidden curriculum comes into play. Through a series of well-planned, well-defined tasks and activities, learners’ experiences can be enriched almost without their knowledge. They will leave as more and better prepared individuals, ready for industry and for civic life.

One of my hardest post-pandemic challenges has been embedding resilience into the curriculum. Resilience is a key life skill that we all use every day, but exposing a learner to scenarios where they hone it seems unfair even at the best of times. After all, we can’t fail a learner in the name of making them more resilient. However, we can look for clever ways to push learners out of their comfort zone. Delivering a small presentation, participating in a fitness test or even pairing disconnected learners together for small tasks have been effective solutions in our curriculum and working group. 

Ultimately, it is probably best to not sweat my titular question. Perhaps college is just a means to an end for the learners we enrol – but as colleges and as teachers it is our responsibility and duty to provide more than this.

We must do this with the understanding that we may never get to see the fruits of our labour. But are we there for thanks and gratitude, or are we there to do our best for those who find themselves sitting in our classrooms?

How to support learners with SEND into employment 

For many learners with special needs and/or disabilities (SEND), approaching the end of their full-time education is a daunting time. National outcomes for gaining employment are far lower for them than for people without learning disabilities, and they face many perceived (and indeed real) barriers to securing a paid job. 

However, our experience shows that these young adults have huge potential to be successful members of a workforce – and of real value to employers and businesses. Our outcomes reflect this, as does being designated a SEND Centre of Excellence by the Education and Training Foundation (ETF).

This year, more than 80 per cent of learners on our supported internship programmes were given offers of employment – with destinations including supermarkets, a cinema, a football club, garden centre and Princess Royal University Hospital. 

This remarkable success rate of getting learners with SEND into employment demonstrates just what’s possible with the right partnerships and support in place. 

Vocational profiling 

Vocational profiling is an essential step to successful employment for learners with SEND. Discovering where someone’s talents and interests lie enables the personalisation of their placement. The right progression pathways can then be developed and suitable placements identified. 

Dedicated supported internship advisers work with our students to see what experience and skills they might already have, and help uncover their aspirations. To support this process, visual aids are used, if needed, and the student’s family are involved to ensure aims are realistic yet aspirational. 

Progression pathways 

Once a learner’s vocational profile has been established, the next step is to support them to become work-ready and equipped with the skills needed for employment, including English and maths.

Internal work experience is a valuable starting point; we have a dedicated student-run restaurant, a horticulture polytunnel, a shop and a construction workshop. These facilities help students learn and practise skills such as handling money and customer service, building confidence and preparing them for a real-life working environment. 

Travel training is vital. Many local authorities provide additional training to support the work done in colleges. It is a crucial part of many learners’ journey to employment. 

Employers and partnerships 

For colleges, finding supportive employers can be a challenge. Using a third party to broker some of these relationships can be useful.

For example, we have worked with Mencap for many years. The charity assists us in finding placements to suit our learners’ needs and aspirations. 

The most successful placements are those where the employer is supported alongside the student – with an understanding that this might be a new and different undertaking for every party. Employing a young person with a learning disability helps create a rich culture of diversity and inclusivity. 

Waitrose, Co-op, Aramark, Vue Cinemas and Crystal Palace Football Club are examples of excellent employers we work with, which provide successful placements and paid jobs for our learners. 

In partnership with a local NHS Trust and our local authority, we recently piloted a supported internship programme for seven autistic learners. Six of these young people secured permanent paid employment in different areas of the hospital. This was a fantastic result, clearly demonstrating the positive impact of true collaborative working. 

Sustaining employment 

Sustaining long-term employment is crucial to their lives and those of their families. So, in partnership with Mencap, we ensure our learners are supported for up to six months upon leaving college and moving into work. This involves a dedicated mentor making regular visits to see the learner in their work environment, providing any support or advice that might be needed. 

For example, one learner was struggling with stock rotation and sell-by dates in his role at a supermarket – but this was picked up and the support he received ensured his employment could continue successfully. 

Learners with SEND are undoubtedly an untapped resource for businesses. With the right support and joined-up approach, many more people could access employment and the benefits of truly inclusive workforces could be realised.

Growth, growth, growth. But what about education?

This year’s Conservative Party conference took place against the backdrop of economic turbulence and an opposition party racing ahead in the polls. The decision to announce two U-turns (on the 45p tax rate cut and to bring forward the date for the Office for Budget Responsibility’s forecast) did nothing to raise the spirits of gloomy conference-goers or mutinous MPs. A worry for the new prime minister, who should have been enjoying her ‘honeymoon’ conference.

The economy and the repeated refrain of “growth, growth, growth” dominated conversations. Yet for a country facing an immediate cost-of-living crisis and low trust in the current administration, this mantra felt strangely out of touch and long-term.

And where will this growth come from? From public sector services? For education, cuts cannot be an option. The education sector has already been woefully underfunded for years and we are seeing the damaging effects through a teacher retention and recruitment crisis, serious underfunding in the further education sector, and anecdotal evidence of parents having to reach into their pockets to fund school swimming lessons and libraries or being unable to afford adequate lunches.

Given the scale of the crisis, we sadly saw little mention of education. And when we did, there was little cause for celebration. Kit Malthouse announced that he would look to lift the ban on grammar schools, and that he would be even more assertive about intervention and standards. How about we trust our teachers and school and college leaders, and allow them to get on with the joy of teaching for a change?

For a government obsessed with growth (and a new PM who at one stage hoped to be the “education prime minister”), it was a wasted opportunity not to put education and training at the heart of discussions. Investment in education is an investment in human capital and future talent. It can help to restore a sustainable upward trajectory in productivity. And education needs our help now. Teachers and students need our help now. We cannot simply wait for trickle-down economics to deliver changes. Young lives and teacher welfare depend on immediate action.  

Yet there was minimal discussion on the topic of skills and further education. Our ‘Skills for the Future’ fringe event sought to address this with a panel made up of Sir Charlie Mayfield, NFER’S Carole Willis and Jude Hillary, Shaun Bailey MP, UK Youth CEO Ndidi Okezie, and myself. We all highlighted that the gap between education and what the world of work wants continues to widen.

Apart from the newly secured Skills and Post-16 Education Act, there has been a sense of government inertia for too long. We now need cross-party action with a sense of urgency to deliver fundamental changes to the skills system.

After all, there are well-researched solutions for the challenges the sector faces. Our open letter to the secretary of state set some of these out and called for:

  1. A long-term education strategy
  2. Prioritising skills as well as knowledge
  3. Evidencing a wider portfolio of talents
  4. Turning the tide on technical education
  5. Developing balanced school and college evaluations

We sincerely hope these recommendations are taken on board and look forward to working with politicians and civil servants to turn them into reality.

We face turbulent times and not just from the cost-of-living crisis. Concerns about climate change and the fallout of Brexit are also important challenges for which further education can be part of the solution.

Yet the sector and the nation have been lurching from one policy change, one heated political debate, one scandal to the next. This has resulted in a febrile atmosphere surrounding politics. But worse, it has embedded a strange lack of policy memory.

If the government now wants to move forward with no distractions, we must restore public trust in politics and policy making. For education, this can begin with an open and continuous dialogue with the teachers, young people, policy makers, employers and parents who are willing and ready for change.

That’s one U-turn that could win hearts and minds. And votes.

This government is committed to an ambitious skills agenda

Further education changes lives. The sector plays a pivotal role not just in powering our economy but also helping people realise their ambitions.

I know that perhaps better than most. My dad was a lorry driver in Yorkshire, and I worked and took vocational qualifications before heading to university later in life. One of the reasons I am so thrilled to be skills minister is because I know first-hand how the right skills can help people follow their dreams.

Getting on and building a career isn’t all about academia. That’s why we are pursuing policies that reflect that reality, such as continuing our roll out of T Levels, with 16 courses including engineering, finance and digital now available at more than 175 providers across the country.

I had the pleasure of joining some of the first ever students to get T Level results at Nelson and Colne College in Lancashire this summer. It’s brilliant that so many of them have gone on to apprenticeships, full-time jobs or places at university.

But further education isn’t just about young people preparing to enter the workforce. The sector is just as vital for adults looking to retrain or upskill at any stage of their life.

I’m in love with ‘Skills Bootcamps’ and over the summer I had the opportunity to visit one for trainee HGV drivers in West Yorkshire. It was inspiring to meet people working hard to gain a new skill – one that is close to my heart and which helps keep the nation moving.

Through ‘Skills Bootcamps’ and ‘Free Courses for Jobs’, we are delivering the skills Britain needs, and we’ve invested more than £260 million in the past year to expand these excellent adult training schemes.

People are understandably concerned about rising costs

That’s on top of continuing to fund adults to get the essential skills in literacy, numeracy and digital they need for a workplace that is constantly changing, often in the blink of an eye. This includes up to £559 million through the new ‘Multiply’ programme, which will help adults to develop essential numeracy skills.

Our very first Institutes of Technology are now up and running, and next year we will see the next wave open their doors. Two new institutes will offer world-class training that builds on the UK’s global reputation for excellence in education.

We are pushing ahead with our plans to boost apprenticeships, not just in traditional sectors such as construction and manufacturing but also in fields as diverse as marine navigation, solar panel installation and video game design.

Degree apprenticeships offer a great alternative to studying a traditional three-year degree, and we want to see more of them, giving people the chance to get vocational experience alongside their degree.

I know people are understandably concerned about rising costs. So I’d like to take this opportunity to reassure you that we are committed to supporting our brilliant FE sector, so that it can continue to offer high-quality education and training.

We’ve increased funding for 16-19 education by £1.6 billion in 2024-25 compared to 2021-22, including an upfront per-student cash boost.

In addition, our new Energy Bill Relief Scheme is providing a discount on wholesale gas and electricity prices for organisations and businesses, alongside support for households facing rising bills.

I know that many of you will have questions regarding the Office for National Statistics review and the potential reclassification of the Further Education sector. We are continuing to work closely with the sector on this issue as it develops.

Our skills agenda is at the heart of our plans to level up the economy, and we’re focused on transforming the post-16 education and skills landscape, giving people and businesses the skills they need to flourish.

It’s what all our young people and adult learners deserve, and it’s what our country needs. I look forward to working with you all.

New funding rule for breaks in employment WILL apply to existing apprentices

A new rule that means training providers no longer need to immediately withdraw an apprentice where they have a break in employment for more than 30 days will be applied to existing learners, the government has confirmed.

The Department for Education made the clarification in version two of the apprenticeship funding rules published today.

Until now every apprentice that changed employer part-way through their programme was automatically counted as a non-achieving leaver if they did not commence new employment within 30 days. This would in turn bring down an individual provider’s retention and overall qualification achievement rate.

Version one of the apprenticeship funding rules for 2022/23, published in July, revealed that where there is a break in employment of more than 30 days and up to 12 weeks, the main provider does not have to withdraw the apprentice immediately.

Instead, the provider can record the apprentice as on a break in learning after 30 days, and only when the apprentice does not re-start with a new employer after 12 weeks must the provider withdraw the apprentice from the programme.

Version two of the rules has clarified that this rule will apply “irrespective of the apprentice’s start date and will include existing learners who started their apprenticeship programme in previous funding years”.

The Association of Employment and Learning Providers said the rule change was a big win for apprentices, providers and employers as it will reduce the number of non-completions.

“We’re pleased the Department for Education has extended the rules around breaks in employment to include apprentices from previous funding years,” said chief executive Jane Hickie.

“This should result in fewer apprentices being unnecessarily withdrawn from programme and in turn help increase overall achievement rates.”

Today’s funding rule update also reminded providers that following a change in legislation, prisoners are now eligible to undertake apprenticeships without the need for an apprenticeship agreement. The first prisoners to take up an apprenticeship started their programmes this week.

Consultation launches on ‘risk register’ for HE colleges and universities

Plans have been unveiled by the Office for Students to develop a “risk register” for higher education colleges and universities, in a bid to ensure equality of opportunities.

The OfS has launched a five-week consultation on the proposals for an Equality of Opportunity Risk Register (EORR), which it said would regulate equality of opportunities, which could include assessing numbers of disadvantaged students, attainment gaps and non-traditional routes into higher education such as apprenticeships.

The regulatory body for higher education said that it expects universities and colleges delivering HE courses to consider the register when they set their plans for access and participation.

It warned that credible evidence will need to be demonstrated, with establishments needing to significantly improve the volume and quality of their evaluation work, and work more closely with schools to ensure fair access to higher education.

The OfS said it would move away from a system of national equality targets and instead encourage providers to assess their own efforts and outline measures to mitigate risks to equality of opportunity, including measurable numerical targets.

Access and participation plans will be expected to cover a year, with approval rolling over each subsequent year up to a maximum of three.

It said the lengthened duration of plans will allow establishments to look at longer-term activity.

The OfS reported that it expects to set out next steps in spring next year, with the register and improved plans coming into effect from 2024/25 onwards.

Schools, students, universities and colleges are all invited to share their thoughts, ahead of the November 10 midday deadline.

OfS director for fair access and participation John Blake, who set out early details last week, said the register will “provide a framework for support sector-wide collaboration which highlights effective practice and identified where improvement is needed”.

He added that it will help “identify and tackle barriers” through a student’s journey to ensure that “choice not chance determines who access and succeeds”.

The register will likely be updated annually, the OfS report said, and include information on identified risks, the students who may be affected, and evidence and assessment of the impacts.

The consultation report said some students may have experienced inequality, citing black students who are less likely to achieve a 2:1 or first than white students, disabled students and those from low income or low participation areas.

The OfS said current access and participation plans are focused on a list of target groups, which included mature students; those from black, Asian and minority ethnic (BAME) backgrounds; those from lower household incomes; care leavers; and Gypsy, Roma and Traveller communities.

The new plans, the OfS said, would broaden the definition of who may be included and what risks there may be.

Skills minister Andrea Jenkyns said: “Real social mobility is about more than just getting students through the door – we want universities and colleges to reboot their access and participation plans in order to boost attainment, cut dropout rates and support students with high-quality courses.”

To take part in the consultation visit the website here.

Oxfordshire college settles staff dispute after agreeing to ‘significant’ pay rise

Abingdon and Witney College staff have called off a strike after voting to accept an improved pay deal worth up to 8 per cent.

The deal also includes an agreement that closure days over the Christmas period will not be taken from staff holiday entitlements, which gives staff five additional days of holiday to use throughout the year.

The pay award, reached after negotiations with the University and College Union, will see an 8 per cent increase for the lowest paid, 5 per cent for middle earners, including lecturers, and 3 per cent for the highest earners within management.

Strike action was suspended at Abingdon and Witney College, based in Oxfordshire, whilst staff members were consulted on the deal.

The deal was put forward by the college in July but only accepted by UCU members last Friday after negotiations concluded.

Staff across the country have called for a 10 per cent pay increase to help with the cost-of-living crisis.

More than 20 other colleges will continue strike action over low pay offers this week and next.

The Association of Colleges recommended a 2.5 per cent pay increase earlier this year in June, which the UCU rejected leading to strikes in colleges.

UCU regional official Nick Varney said: “This deal is the result of determined organising from our members at Abingdon and Witney. We are always willing to negotiate fairly with management and we recognise that the college leadership have negotiated with us in good faith.

“Other colleges need to learn from this approach as we are in the midst of a cost-of-living crisis and our members in further education are taking action like never before with around 4,000 college staff on strike across England.”

Abingdon and Witney College principal, Jacqui Canton, said: “The college is absolutely committed to supporting our staff wherever we can, and we fully appreciate how hard the cost of living challenges are for everyone, so we were pleased to be able to prioritise staff pay so significantly this year.

“Our more recent discussions with UCU have included commitments to continue our positive dialogues in relation to pay and workloads, and to ensuring that members are actively involved in providing feedback on future strategic direction, so we are hopeful that constructive conversations will continue moving forwards.”