WorldSkills UK diversity heroes shortlist announced

Champions of equity, diversity and inclusion (EDI) in technical education, skills and the workplace have been announced as finalists for this year’s WorldSkills UK Equity, Diversity and Inclusion Heroes Awards.

The awards honour people and organisations that promote and embed innovative practices, projects and initiatives that are having a positive impact on students, workplaces and the wider skills system. 

Finalists for eight award categories have been selected from large and small companies, charities, training organisations, colleges and universities. 

WorldSkills UK’s chief executive Dr Neil Bentley-Gockmann said: “Congratulations to all those who have been shortlisted. We launched these awards to highlight and celebrate the impact our partners’ work is having and to showcase best practice, so we can all learn from each other. With more categories and nominations this year, I am so pleased to see the awards are going from strength to strength.”

A total of 34 nominations have been shortlisted this year for awards such as EDI initiative of the year, inspirational role model award and diversity network of the year.

Three hopeful EDI heroes have been shortlisted for the inclusive skills excellence award, which is sponsored by FE Week. This category will celebrate inclusive curriculum activities and will be won by either Nicola Duggan from New College Lanarkshire, Mike Butcher from Pembrokeshire College or Mo Isap from IN4 Group.

The awards are organised by WorldSkills UK in partnership with Coca-Cola Europacific Partners and NCFE.

Winners will be revealed at a virtual ceremony taking place at 4pm on February 24. You can register to attend the ceremony here.

WorldSkills UK EDI Heroes 2022 Shortlist. Click to enlarge.

MOVERS AND SHAKERS: EDITION 376

principal

Andy Forbes, Head of Development, Respublica

Start date: January 2022

Previous job: Principal, City Of Bristol College

Interesting fact: He has moved from being a member of Respublica’s lifelong education commission to being taken on as an employee. He believes he is the first former FE principal to work for a national think tank

Hannah Marshall, Chief Technology Officer, Learning Curve Group

Start date: January 2022

Previous job: Director of Information and Data Services, NCG

Interesting fact: Hannah spent nine years as a meteorologist and oceanographer in the Royal Navy

Candace Miller, Non-Executive Director, Federation of Awarding Bodies

Start Date: December 2021

Concurrent job: Managing Director, SFJ Awards

Interesting fact: Candace has re-homed 10 rescue dogs , six abandoned cats and one unwanted billy goat over the years, with her current family pets being a lazy, lab-type and a hyper-active collie cross.

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Gill Miller, Chief People Officer, City College Plymouth

Start date: January 2022

Previous Job: Organisational Development Lead, Livewell Southwest

Interesting fact: Gill spent eight years volunteering with Festival Medical Services, working as a physiotherapist backstage at Glastonbury and Reading Festivals

MOVERS AND SHAKERS: EDITION 375

Anne Gornall, Co-Chair, Northern Skills Network

Start date: January 2022

Concurrent job: Executive director, GMLPN

Interesting fact: Anne wears a lot of red… especially at Christmas

Alex Miles, Co-Chair, Northern Skills Network

Start date: January 2022

Concurrent job: Managing director, Yorkshire Learning Providers

Interesting fact: Alex has played 6 different instruments over the years with her favourite being the Double Bass. She also had a few harp lessons which was actually quite painful

Omid Kordestani, Chair and non-executive director, Pearson

Start Date: March 2022

Concurrent job: Board member, Twitter Incorporated

Interesting fact: He joined Google as employee #11 and was responsible for its first revenue-generating activities, as well as its first-ever profitable quarter

Emily Austin, Chief Executive, The Association of Apprentices

Start date: January 2022

Previous Job: Director, The St Martin’s Group

Interesting fact: She recently went paragliding off Mount Babadag in Turkey and has skydived at 15,000 feet

James Swaffield, Managing Director Adult Education, Capita

Starts date: January 2022

Previous Job: Apprenticeships Director, Capita

Interesting fact: James is a fan of American football and the Green Bay Packers, and will have his fingers crossed for the upcoming playoffs and Superbowl

BTEC funding to be debated in parliament after petition hits 100k signatures

A petition to protect funding for applied general qualifications such as BTECs passed 100,000 signatures today and will now be considered for debate in parliament.

The petition was started by the Sixth Form Colleges Association as part of its #ProtectStudentChoice campaign, after the Department for Education announced plans to defund most level 3 applied general qualifications where they overlapped with A-levels and T Levels.

Despite mounting concerns from the sector, the DfE refused to back down over the plans, saying it was intent on “streamlining and improving” the quality of post-16 qualifications.

Just two days ago, the petition had received some 80,000 signatures – 20,000 below the number required for a debate. But after a last-minute surge the target was met before a crucial January 23 deadline.

“Hitting the 100,000-signature mark is fantastic news,” James Kewin, deputy chief executive of the Sixth Form Colleges Association, told FE Week.

“Our thanks go to the 28 organisations in the Protect Student Choice coalition and to everyone who signed the petition.”

Kewin said that the government’s plan to scrap most BTECs will now be debated in Parliament, and that the qualifications have a “vital role” to play in the future qualifications landscape.

The campaign has received considerable political support- with 118 MPs sending a letter to secretary of state for education, Nadham Zahawi to express their concern about the plans back in October 2021.

“First a campaign coalition that spans the entire education sector, then a group of Parliamentarians from across the political divide and now more than 100,000 people from every part of the country have sent the same, straightforward message to the government: rethink the plan to defund most BTEC qualifications,” Kewin added.

The DfE’s plans to defund some BTECS were in response to a consultation on level 3 qualifications which ended in July 2021. 

Government officials said funding would continue for BTECs where there is a “real need” for them, though it later added it expected applied generals to become “rare”.

The DfE is proposing a twin-track system of A-levels and T Levels, where most young people pursue one of these qualifications at the age of 16.

It had planned to remove funding for qualifications which duplicate or overlap with T Levels or A-levels from 2023, but education secretary Nadhim Zahawi announced this would be delayed by a year in November 2021.

Officials have stated what they call the “strong” case for changing the current system, arguing: “For too long we have allowed too many young people to leave education without the skills employers need.”

However, campaigners have said that for many young people, studying BTECs will continue to be the most effective way of accessing higher education or skilled employment.

“These well-established, high-quality qualifications are popular with students and respected by employers and universities,” the petition said. 

Campaigners also warned that removing BTECs will leave many students without a viable pathway after their GCSEs, particularly those from disadvantaged backgrounds.

Innovative teaching, learner achievements and progress wins BTEC Award for Abingdon and Witney College

As the number one college in Southeast England for Level 3 achievement which saw an impressive 95% of their learners progress to their chosen next step, it’s no surprise that Abingdon and Witney College won BTEC College of the Year at the 2021 BTEC Awards. The amazing results were achieved through an innovative and passionate tutoring team that has delivered a 100% success rate in students securing their first-choice course at university.  

The Student Engagement Team includes specialists providing excellent support in learning, finance, mental health, and careers. They organise mock interviews with employers and offer regular workshops including UCAS applications and CV writing. Their Local Enterprise Partnership has a dedicated advisor who supports the college to ensure courses are designed to produce the workforce for the future.   

Talking of their win, the college commented: “It is a huge honour for Abingdon & Witney College to be awarded the BTEC Award for College of the Year 2021. We are committed to providing all students with an excellent learning experience which provides them with the skills and attributes to achieve their career aspirations. The range and flexibility of the BTEC qualifications supports this pledge and allows our students to embark on the next stage of their life with confidence.”

We want to know what makes your college shine! 

The BTEC Awards is in its 12th year, and we want you to celebrate with us!  

The annual event recognises and celebrates the hard work and dedication of BTEC learners, tutors and providers from all around the globe. We want you to nominate your learners, tutors and college so we can celebrate and showcase your amazing triumphs and achievements.

Previous winners of BTEC Awards have had their college feature in local and national media stories showcasing them as a centre of excellence in education. Teaching staff and learners have benefited from national press coverage and have often gone onto become BTEC ambassadors – inspiring BTEC learners and educators. 

Nominate your college for a BTEC Award

Tell us about your college’s outstanding achievements – we can’t wait to welcome and read your stories this year.   

To find out more about the BTEC Awards and enter, visit: btec.co.uk/awards  

Provider fights back over ‘inadequate’ Ofsted rating

Two independent training providers face being struck off the government’s apprenticeship register after receiving ‘inadequate’ Ofsted ratings – but one is challenging the inspectorate.

The Chartered Institute of Housing is a charity and independent learning provider based in Coventry that runs apprenticeships for 198 people, in housing and property management at levels 2, 3 and 4.

Following an inspection of CIH’s apprenticeship delivery in November, Ofsted deemed the provider ‘inadequate’ in four out of five categories.

“The quality of education that apprentices receive is inadequate. In most cases, tutors and associates do not provide apprentices with the teaching and support they need to gain significant new knowledge, skills and behaviours,” inspectors said.

Ofsted said that many apprentices lose motivation for their apprenticeship over time due to the poor-quality training they receive. As a result, too many apprentices are making slow progress and withdraw from their programme.

“We are disappointed with the result of the recent Ofsted inspection of our apprenticeship programme, and we accept that we need to implement significant changes,” said Sarah Dunkerley, director of professional development at the Chartered Institute of Housing.

“We are disheartened that some areas of good practice were not reflected – such as our 100 per cent success rate, with 48 per cent achieving distinction grades.”

Dunkerley told FE Week that her organisation has challenged a number of findings from the inspection, particularly surrounding withdrawals from the programme as they felt this did not reflect the reality of the circumstances in recent months and years.

“Given the difficulties caused by Covid-19, the predominant cause of withdrawal over the past two years has been the pandemic, which unfortunately was not recognised,” she said.

“We are now waiting for a meeting with the ESFA to discuss further action. Our understanding is that we will be able to continue to offer our apprenticeship provision to those that we currently have on programme,” Dunkerley added.

Another provider, Construction Works (Hull) Limited, was deemed inadequate in three out of four categories after being inspected between October 12 and 14, 2021.

The company provides apprenticeships mainly in engineering operations and fabrication and welding across the city of Hull.

At the time of the inspection, there were 46 apprentices in training. Inspectors said that the provider failed to maintain the stronger aspects of the provision identified at their previous monitoring visit in June 2019.

“Temporary changes to leadership over the last 15 months have contributed to a significant decline in standards,” inspectors added.

Safety concerns raised at two independent specialist colleges

Safety concerns have been raised at two independent specialist colleges for students with special educational needs, with inspectors at one finding that staff were recruited without knowing if they are suitable to work with vulnerable learners.

Following a monitoring visit at The Michael Tippett College in November 2021, Ofsted found that senior leaders and trustees did not have effective safeguarding arrangements in place.

The college caters for young adults aged 19 to 25 who have a range of profound multiple learning difficulties or severe learning difficulties. At the time of Ofsted’s visit the institution had 40 students.

“Leaders do not follow safe recruitment processes properly in order to ensure that staff are suitable to work with vulnerable learners,” inspectors said.

“Too often, staff do not complete the background checks thoroughly or follow up on employer references.”

The report also found that senior leaders, including some of the trustees, were not suitably trained to fulfil their duties in relation to safeguarding and Prevent.

“Consequently, senior leaders and trustees do not manage safeguarding concerns effectively. Leaders do not regularly review and update safeguarding policies and procedures,” inspectors said.

Ofsted said that the college’s safeguarding policy contained inaccurate information on designated safeguarding leads contacts and did not provide any guidance for staff on managing concerns of learners with the most complex needs.

“Consequently, the safeguarding policy is not fit for purpose,” the report concluded. Ofsted also raised safety concerns about Rotherham Opportunities College in South Yorkshire.

Inspectors said that leaders at the independent specialist college failed to ensure students knew about the risks of radicalisation and extremism, following a monitoring visit carried out in November 2021.

The college provides programmes to students with high needs who are between the age of 19 and 25. At the time of the visit, there were 37 students on a variety of courses.

“Leaders do not ensure that students know about the risks of radicalisation and extremism,” inspectors said.

“They do not teach students about these dangers, even though they are aware that their students are vulnerable and potentially at risk.”

Neither Rotherham Opportunities College nor The Michael Tippett College responded to requests for comment.

College loses grade 1 after Ofsted lifts exemption

The first general FE college to lose its ‘outstanding’ rating since Ofsted lifted an exemption on inspecting grade one institutions has been revealed.

Blackpool and the Fylde College has received a grade two in its first visit from the watchdog since 2013.

‘Outstanding’ schools and colleges began to be inspected last term for the first time since 2010, after an exemption was removed last year.

The college follows other previously ‘outstanding’ general FE colleges – such as Walsall College and Havant and South Downs College – that were inspected following mergers prior to the exemption being lifted last January and are both now also ‘good’.

Ofsted previously said it expects fewer schools and college to stay ‘outstanding’ following the introduction of the education inspection framework in 2019. There are currently 29 colleges with the top overall judgement that are now in scope for routine inspection and 17 of those haven’t received a full inspection in more than a decade.

Blackpool and the Fylde College was teaching more than 5,000 students at the time if its inspection.

The college was graded ‘good’ in seven of the eight themes judged. But it was judged to be ‘requires improvement’ for apprenticeships.

The college was praised for how it helps students transition successfully into the world of work, and for how leaders have worked with employer partners to co-create its curriculum, which is aligned to local skills priorities.

Adult education programmes also “often transform students’ lives as they enable them to progress to further study or into employment”, while students’ confidence “improves markedly because of the support they receive from tutors”.

Ofsted said most apprentices do develop substantial new knowledge, skills and behaviours, but a “significant minority” of the 1,643 apprentices at the college “do not remain on their course or complete their apprenticeship programmes on time”.

Bev Robinson, principal and CEO of the college, said: “At Blackpool and the Fylde College we welcome all feedback as a means to further enhance our high-quality professional and technical education and training to ensure that all students and apprentices receive a rewarding learning experience that will enable them to secure meaningful careers.

“We continue to develop our support for students, apprentices and businesses across Blackpool, Fylde and Wyre and the wider region.”

Ofsted finds degree courses rebadged as apprenticeships at university

A university that rapidly recruited almost 1,000 apprentices has been slammed by Ofsted for delivering graduate schemes rebadged as apprenticeships.

Inspectors found ‘insufficient progress’ in two of the three themes judged at Leeds Beckett University, which received its first report from the watchdog this week since beginning to offer apprenticeships in 2017.

Ofsted said one of its three business schools has developed a curriculum that meets the needs of employers and apprentices. But there is a “lack of understanding of the principles and requirements of an apprenticeship” at the other two schools.

As such, these schools have “not developed a curriculum beyond the degree programme” and are “therefore not providing sufficient training for apprentices to develop their skills and behaviours”.

Ofsted was handed powers to inspect level 6 and 7 apprenticeships from April 1, 2021. Before then, the inspectorate’s remit only extended up to level 5, while the Office for Students held responsibility for overseeing higher-level apprenticeships.

Chief inspector Amanda Spielman had voiced concerns multiple times that some universities were getting away with offering level 6 and 7 apprenticeships that are simply “repackaged graduate schemes”.

Ofsted said Leeds Beckett University – which has almost 1,000 apprentices mostly at level 6 in engineering, building and management – had ineffective governance over apprenticeship delivery.

Leaders do not identify well enough what apprentices already know and what they need to learn at the beginning of the apprenticeship, and they do not coordinate on- and off-the-job training effectively, according to inspectors.

Ofsted did, however, say that leaders have accurately identified most of the weaknesses in their apprenticeship provision and have plans to rectify them.

Academic staff are also “highly qualified and have appropriate industry experience to deliver their academic subjects”.

A Leeds Beckett University spokesperson said: “We accept Ofsted’s findings that while our apprenticeship provision clearly meets the needs of local and regional employers and delivers its degree content effectively, there are areas where we need to improve.

“We are urgently addressing those areas of concern ahead of a full Ofsted inspection, which will take place in the next 12 months.”

Another university, the University of Wolverhampton, had a ‘requires improvement’ full inspection report published by Ofsted this week.

The university delivers to more than 1,000 apprentices at levels 5 to 7. Ofsted praised the university for ensuring most apprentices who complete their courses develop the “essential attributes to succeed in their roles”.

But “too few” apprentices remain on their course or achieve all aspects of their programme “as well as they could in the time allocated”.

Nicky Westwood, director of apprenticeships and higher technical education at the University of Wolverhampton, said: “The university has put in place a full action plan in response to the recommendations of the Ofsted report.”