How FE can be a force for hope in an increasingly polarised world

With the rise of right-wing politics and media, young people are facing big challenges – whether it’s misinformation, inequality or the pressures of social media. As educators, we have a responsibility to ensure that our students and staff feel supported, valued, and prepared for the world ahead.

I recently had the privilege of attending an important discussion in parliament, hosted by MP Dawn Butler and anti-discrimination lawyer Lawrence Davies. We spoke about the impact of race, education and social media on young people today, and how colleges can take meaningful action.

Leaders from BMet College, Suffolk One, University College Birmingham and the Association of Colleges’ director for diversity Jeff Greenidge were in the room. It was an inspiring conversation that reinforced the importance of equity in FE.

So, how can we as educators and leaders support our students and staff during these difficult times? Here are a few key things we can all do:

Make EDI training a priority

EDI (equity, diversity and inclusion)training isn’t just a tick-box exercise – it’s essential. Training should go beyond the basics, helping staff create truly inclusive learning environments where every student feels safe and heard.

Use media to spark conversations

TV and social media play a huge role in shaping young people’s views. Netflix shows like [ITALS] Adolescence have highlighted important conversations around gender, class and the impact of social media.

These are real issues that young people face every day. Instead of ignoring these influences, we should be using them as learning tools. Colleges can create workshops and discussions around these topics, helping students critically engage with what they’re watching and how it relates to their own experiences.

Create safe spaces for honest dialogue

Whether it’s race, identity or mental health, having dedicated forums or student groups can make a difference. When colleges provide these spaces they show a commitment to listening, learning and taking action.
I’ve witnessed and supported staff at colleges such as West Suffolk creating their own EDI TV shows and podcasts. Inspire Education has started an [ITALS] It’s Not Banter campaign developed by EDI lead Charlotte Akester. Part of this journey is working with our communities, as Inspire has done.

We don’t have to do this alone; closely collaborating with community leaders is key. Colleges should be building partnerships with local organisations, advocacy groups and experts offering support and resources. The more we connect with our communities, the stronger our support systems become.

Ensure staff are trauma-informed

Many students come to college carrying personal struggles – whether that’s discrimination, family pressures or mental health challenges. Having trauma-informed staff means we can support students in a way that acknowledges their lived experiences. This isn’t about having all the answers, but creating an environment where students feel supported.

Use data to drive change

Data is one of the most powerful tools we have. When used correctly, it can highlight gaps, track progress and help us make informed decisions.

Colleges should be looking at student outcomes, retention rates and staff diversity data to ensure they’re meeting the needs of all students.

But data should be used to create positive change, not just a report that sits on a shelf.

Help students become global citizens

The world is changing fast. Colleges should be preparing young people for diverse workplaces by teaching global awareness, cultural competency and inclusive leadership.

This isn’t just about getting them ready for jobs – it’s about helping them become thoughtful, engaged citizens. Turing scheme trips abroad are a great starting point.

Moving forward together

FE needs to create places of hope, empowerment and action. My goal is to support colleges in embedding inclusive practices, fostering safe and welcoming environments, and making a real difference in the lives of students.

The road ahead isn’t always easy, but by working together we can ensure that every student – regardless of background – has the opportunity to succeed.

The AI hallucination: Why tech will add problems, not solve them

If you missed last week’s AI-in-education announcements, AI ‘Testbeds’ will share £1 million across colleges. Yes, the Department for Education – which couldn’t set up the Multiply website with £110m – thinks £5,000 per college will have us competing with Silicon Valley.

What’s more, the government launched ‘Techyouth’ – basically ‘I Call App Britain’ from The Thick of It. And finally, the DfE’s embarrassingly-overdue AI guidance arrived.

I asked Gemini (Google’s AI) to estimate how many hours England’s colleges, schools and training providers had spent drafting their own policies while waiting for the DfE.

“They may have collectively spent around 1 million hours,” it replied. Don’t hold your breath for back pay.

It’s pretty obvious AI will increase teacher workload. Here’s why:

1. New technology never reduces workload

One word: Email. It’s consistently criticised for adding to teacher workload and stress.

The march of technology is rarely managed well. Early in my career in the 2000s, I saw energy drain from an exceptional English team as the unsustainable expectation of producing new Powerpoints every evening stole away their joy of teaching.

In the 2010s I worked in an ‘Apple School’ where smashed, locked, or low-battery iPads were a far trickier barrier to overcome than a forgotten pen ever was.

2. AI has already devalued teacher time

When I saw the Curriculum and Assessment Review asking for respondents to engage with over 40 huge questions in its consultation, I realised two things: First, there was no way anyone would read the inevitable thousands of submissions.

Second, the perceived value of teachers’ time had fallen off a cliff.

In 2021 when I was working on education recovery policy for the DfE, we were not allowed to put out a short survey to ask how long school days were, because the 30 seconds it would have taken to reply was seen as too great a burden to put on teachers.

When the DfE confirmed AI was to be used to read the Curriculum Review responses, the shift suddenly made sense. With civil servants no longer doing their own jobs, they assumed everybody else was dialling it in with AI too.

Those assumptions will soon filter down. It doesn’t matter if you are a skilled, conscientious teacher. Your AI-enthusiast colleagues are busy convincing everyone that you don’t need non-contact time because AI can do your planning, marking and feedback.

3. Government wants to cut costs, not workload

Government defences of piss-poor education funding have focused on the possibility of “efficiencies”; a euphemism for cuts and redundancies.

Let’s imagine the dream of AI is realised and teachers find it saves them 10 per cent of their time. We’re not going to find ourselves with increased leisure time that machines have always teased. Either the 10 per cent will be filled with the things on your list you never got to before, or – given widespread deficits – one in 10 teachers will be let go.

There are already concrete examples of AI adding to workload without any compensation. The new DfE guidance demands a CPD focus “on identifying and responding to online risks, including AI-generated sexual extortion”.

Teachers are also expected to navigate a data privacy minefield, which one college leader says is now an inset focus itself because “it would have been easy for [teachers] to think it would be OK to put a class set of data into the open source models”.

So what gives way to make time for AI CPD? Do we cut the time spent on subject specialism, or safeguarding, or actual pedagogy? No. Experience tells us that it will be an additional expectation.

AI is a shiny distraction from college funding. Workload is not the issue. The issue is 16-19 year olds aren’t funded for three months of the year, and consequently colleges struggle to match school contracts. So bring on the workload! Increase study programmes to something less internationally embarrassing, like 1,000 hours.

It’s important to remember that over the last decade of decline in funding for post-16 students, the DfE has doubled its headcount. Having been both a teacher and a civil servant, I know well which profession could actually be replaced overnight with the Windows 95 paperclip. Let’s get that money back into classrooms.

Inside the evergreen sanctuary of Fircroft adult residential college

Hidden from the rubbish-strewn streets of Birmingham lies a grand wood-panelled stately home with extensive lawns and woodland carpeted in bluebells and wild garlic. More than just a college, Fircroft acts as a sanctuary to the city’s dispossessed.

The rubbish is the result of prolonged strikes of Birmingham’s heavily unionised refuse workers, reflecting the city’s close links with the trade union movement. That movement also played a key role in Fircroft’s past. But nowadays the college has shifted away from serving unionised workers to providing holistic support to those who are unemployed, homeless and recovering from drug or alcohol addiction.

Fircroft is one of just two adult residential colleges left in the UK, the other being Northern College in Barnsley.

Forty years ago there were dozens, mainly set up by local authorities in former stately homes after the Second World War. The decline in trade union education meant that by the time Mel Lenehan joined Fircroft as principal in 2016, just four were left. Two more have toppled since the pandemic.

The unique benefits of adult residential colleges lie in their ability to spark long-lasting behaviour change. Learners at Fircroft become immersed in their learning as its students and staff eat meals together, share stories around its fire pit and sing songs gathered around its piano.

“Because we’re so tiny there’s that camaraderie, building up a network for our learners that lasts a lifetime,” says Lenehan.

Fircroft principal Mel Lenehan

Repivoting provision

Fircroft has grown by 50 per cent since Lenehan took over. Demand has “increased massively” since the pandemic, with bankrupt Birmingham City Council having cut back on the services that its learners once depended on.

The loss of rehabilitation charities, community centres and mental health services means that Fircroft is now taking on students with “more challenging support needs than ever”, says Lenehan.

The college is “completely oversubscribed”, and it is “not abnormal” for it to receive 50 or 60 applications for a 12-place course.

Deanna Thomas, a health and social care tutor and quality and curriculum co-ordinator, says her biggest challenge lies in balancing the need to provide mental health support for residential students with “quite chaotic lives outside college” with helping them progress on their “very intense” level 3 access courses (in either a health or humanities strand), which are fast-tracked over nine months. “It’s a struggle for many of them,” she admits.

The pass rate on these courses is 100 per cent for those who make it to the end. They are normally then offered university places, which “the vast majority accept”. Last year Thomas says “quite a few” dropped out for mental health reasons, although none have so far this time.

Lenehan sees Fircroft as “the antithesis of the FE sector with its mergers and huge national colleges” in these “neoliberal times of money means all”.

But she admits it has been a difficult few years for the college, with successive instances of flooding (now rectified through major drainage works) and an electrical fire on its centennial anniversary, on top of the pandemic and continuing funding uncertainty.

She is proud to have maintained an organisation that is “relevant, has amazing outcomes for students and is financially really sound… so when we do hit rocky times, we’ll survive”.

Fircroft founder George Cadbury Jr

Chocolate foundations

Fircroft was founded in 1909 by the social philanthropist George Cadbury Jr, who as a young man would cycle there on Sundays from his nearby home with his father, the chocolate business founder John Cadbury, to teach adult literacy classes to their factory workers.

The smell of chocolate would have wafted in from their Bournville factory, just a 10 minute walk away.

Legend has it that the two fir trees near its entrance, from which Fircroft gets its name, were planted by Cadbury Jr to mark his 10th wedding anniversary. Their branches have since spread so their leaves are now “entwined”, which Lenehan finds “really beautiful”.

Cadbury Jr established Fircroft as a college after visiting Denmark, where the movement of folk high schools (folkehøjskole), focused on teaching people how to improve their communities, was gaining traction.

He said at the time he was establishing a college for workers “not to rise to a superior class, but to raise their class”.

The college holds true to those values today with its slogan: “learning to become a better world”.

Fircroft’s original learners were taught year-long courses in politics, economics and literature, which Lenehan sees as the precursors of its current access courses.

George Cadbury Jr’s servant’s bell still hangs in a wood-panelled room at the college, which also houses his books (including the Dialogues of Plato). Etchings on the doorframe mark the changing heights of his children and grandchildren, from when they visited him there.

Fircroft fir trees, from which the college gets its name

International movement

Although Fircroft’s intake has completely changed over the last century, the college has maintained its links with the international folk high school movement, sharing its commitment to social and environmental justice.

Lenehan is currently editing a book about folk high schools and is clearly enthused with a passion for the movement.

Fircroft has also influenced in some ways the founding of other folk high schools; when Danish quaker Dr Peter Manniche visited the makeshift field hospital erected in Fircroft’s grounds during the First World War, he was so inspired by a pacifist ambulance driver he met there (who recounted dramatic tales of having saved the lives of German soldiers) that he established a folk high school, the International People’s College near Copenhagen, upon returning home. Fircroft still partners with that college today.

“Wherever I go in the world, I meet someone who has heard of Fircroft,” says Lenehan.

But Fircroft differs from the traditional folk school model in that it puts its learners through exams, with formal assessment methods being shunned by the rest of the movement.

“Our learners do need qualifications as pathways into either work or further learning,” says Lenehan.

Fircroft timeline

Finding their voices

Fircroft has only 49 bedrooms, and most of the 2,000 students who come through its doors each year are non-residential students, taking short courses in personal development subjects, such as understanding addiction, coping with trauma and a free thinking programme for victims of modern slavery.

Lenehan’s ambition is for Fircroft to be as full as possible.

She is currently repivoting much of its short-term provision around the sustainability agenda. 

The college’s Rebuilders programme, which has just finished its first year, teaches green techniques to SME construction workers and it recently hosted a conference of 100 teachers on green skills, funded through the local skills improvement fund.

An ‘eco classroom’ is about to be built at Fircroft as “an exemplar of how to build outdoor classrooms with zero carbon”, with its own battery storage and 200 solar panels.

Music plays an integral role in college life. Lenehan has a keyboard in her office, and the college has taken up the folk high school tradition of regular singing; every Tuesday and Thursday at 2.45pm, learners meet in its common room to sing along to its piano. Fond favourites include Labi Siffre’s (Something Inside) So Strong.

Fircroft teacher Zoe Mabbs, who leads the singing sessions, admits that at first some students are reserved about flexing their vocal chords, but adds: “It’s amazing how quickly that turns around and it becomes a cultural norm.”

Fircroft learners doing an outdoor activity

Overcoming addiction

Fircroft’s 60 staff often take on multiple roles – a cleaner is currently out mowing its vast lawn. Lenehan says her cleaning team are “as vital to students’ success stories as the teaching staff”.

In the cafeteria, staff sit with students to eat mainly vegan dishes, with at least one portion of homegrown produce served up each day. Today, it’s a cup of carrot soup.

The library is used not just for reading, but as a nighttime refuge for students struggling with insomnia.

In her functional skills English class today, Mabbs is preparing learners for an assessed discussion around how to encourage adults to exercise.

One of her learners is Fern. She has been in recovery for over a year now after three decades of severe addiction, and wants to use her “lived experience” to open a detox unit for the “street homeless and working girls” when she completes her course in July.

“This place has been so kind, and because it’s small, there aren’t too many personalities to deal with. I’ve made some beautiful friends,” Fern says.

Fircroft takes a zero-tolerance approach to drug and alcohol use, and has overnight staff on duty to safeguard vulnerable adults.

Fern has seen students “not adhering to the values of the college” who have been “removed, which is good because we want to feel safe”.

Lenehan believes that new students get encouragement from meeting other students who are further along the journey than themselves.

“People who never thought they would set foot in an educational organisation again come here and see students with similar life experiences to them heading to university in September. That role modelling is transformative,” she says.

But proving that Fircroft’s students gain better long-term outcomes from their time at Fircroft is “really hard”. Because “budgets are so tight” the college lacks the funds needed to develop an evidence base.

Fircroft’s pond

Funding uncertainty

In 2019, the Department for Education said it wanted to review the funding structure under which adult residential colleges get an uplift to cover residential costs. Ever since, Fircroft and Northern have been locked into protracted discussions over what such a funding formula might look like, with devolution further complicating the picture.

The uncertainty makes it “tricky” for these colleges to monitor performance, because different models give different outcomes in terms of meeting contracts and delivery.

Lenehan says it looks like future uplifts will go through the discretionary learning support fund as part of the adult skills budget. But negotiations are continuing.

Fircroft had a “slight cut” in its DfE funding (for its learners from non-devolved areas) to £68,000 for this year, but because the vast majority of its learners are residents of the local West Midlands Combined Authority, which has committed to supporting the college, it has fared better than many other adult education facilities.

Bluebells in Fircroft’s woodlands

Outdoor learning

In an era in which many colleges have sold off excess land, Fircroft is blessed to have six acres featuring a duck pond, orchard, allotments and a large greenhouse.

In its permaculture garden, green skills tutor Felipe Molina teaches learners how to propagate plants and manage volunteer teams, so they can establish their own community gardens when they leave.

He compares this seed propagation to the passing on of skills by Fircroft’s teachers. “People leave here with the skills, and the plants go out with them,” he says.

Creative writing classes and staff meetings sometimes take place under the shade of the college’s 267 trees, including (once) a governing board committee. Benches around a woodland fire pit are sheltered from the rain by a canopy with its own lighting.

Mark, a recovering addict who is studying a health and social care access course, likes the fact that Fircroft’s grounds are “so big that no matter how busy the college might be, there’s always somewhere quiet to go”.

Fircroft learners, including Mark (right)

He left school with no qualifications and has never held down a job for more than a few months. This is his sixth attempt at a college course, and the first time he has ever come close to completing one.

He appreciates how at Fircroft, “there’s no judgment” of his emotional challenges.

He says: “Everyone’s accepted for who they are, and they understand mental health. Anywhere I’ve ever been before in education, you just feel like another person in the crowd. But here, they literally do their absolute level best to make sure you understand.”

Former student Danny Singh found that after coming out of an alcohol addiction so severe he could not leave his house, all his confidence had gone.

“Coming to Fircroft built that up massively,” he says.

After completing an understanding mental health level 3 certificate at Fircroft, he now works in recovery himself.

 “I thought I’d die in addiction. But each day, my hope just grows,” he says.

His words reflect what his former teacher Thomas says of Fircroft. “More than anything, this place gives people hope.”

Lance the Boyle of English exam papers that baffle learners

“Windows and mirrors” are powerful metaphors in education: windows to other worlds, mirrors to see ourselves. But too often, functional skills English exams present windows that are rusted shut – and mirrors that reflect no one our learners recognise.

These papers frequently fail to assess what they claim: writing, comprehension and analytical thinking. Instead, they introduce cultural and cognitive barriers that many learners simply cannot overcome, no matter how well they’ve been taught.

There seems to be zero cultural awareness amongst topics in English functional skills exams. This hinders adults from overseas from expressing themselves with a fluency that comes with personal experiences and access to an inner sense of knowledge about all things great British.

Nor do they appear to be mindful of neurodivergent learners, for whom an over-reliance on imagining is disastrous.

Here are some real examples we’ve come across that illustrate the problem:

  • For a Level 2 exam paper centred around the fictional “Northchester Music Festival”, learners were asked to interpret the line: “Once I’ve donned my glamorous festival outfit, I usually have a quick mooch around the attractions”. For many, this reads like satire. Fortunately, one thing our learners do not lack is a sense of humour – until the results come in. The list of learners this impacted is long and demoralising.
  • Another paper featured a Daily Mail article titled “A bridge too far” – not about war or the film, but the card game bridge. We can only imagine the content of learners’ responses had they been asked to share their views.
  • A more surreal scenario involved managing a vegan pizza café, complete with invented place names and fake pizza flavours. For neurodivergent learners, particularly those with autism, this was an overwhelming exercise in forced imagination, not functional writing. Once again, precious time would have been wasted as they tried to conjure up what being a café manager entails. And why only vegan options? What would non-vegan customers eat? They would be left staring into space trying to visualise it all!
  • A writing task about a day at a theme park – “Would you recommend it and why?” – seems harmless, unless you’ve never been. For migrant learners, carers or parents juggling multiple roles, the assumption of this shared experience is exclusionary.

These examples show how learners are being set up to fail not for lack of skill, but because the contexts assume shared cultural experiences they don’t have.

Just last week, a class consisting of nine different nationalities of various ages (inclusion and diversity on point) tackled a writing task asking them to describe their two favourite performers.

They were prepped with an opinion piece about TV talent shows. They warmed up watching a clip of Susan Boyles’ I Dreamed a Dream audition on Britain’s Got Talent, and the text attempted to support them with a helpful list of musicians, magicians and comedians. Again, a sense of the absurd and a sense of humour were the best anxiety-defusing weapons.

“I’m not that person!” cried one learner, a mother of three whose childhood in Somalia and Saturday evenings with her family did not include Ant and Dec, Simon Cowell or Strictly. And as teachers, neither were ours – despite our UK origin.

We recognise the challenge.Writing papers that work for teenagers, grandparents, migrants, and neurodivergent learners is no easy task. But at present, these exams add more hurdles than necessary.

Inclusion is thriving in our classrooms, but not in the exam papers. Equity, diversity and inclusion must extend to assessment design too.

If we truly want adult learners to thrive, the exams must start reflecting that too.



No room to learn: The data behind the post-16 squeeze

They say it’s good to talk, and that’s certainly the case when identifying the challenges facing FE leaders. 

Here at Think we are privileged to sit down and hear the concerns of many college principals regarding post-16 provision sufficiency, which has risen up the agenda in recent years. 

Indeed, since last summer it’s often been the first topic principals discuss, with accounts of colleges closing applications for courses early and stories about hundreds of applicants being turned away. 

Manchester was possibly the first area to sound the post-16 education alarm bell with the Department for Education in 2022. As the city’s renaissance continues apace it has seen its 16-18 population rise by a third in the last two decades. 

We’ve undertaken post-16 sufficiency reviews for councils in large cities (including Manchester) and rural areas and continue to work with colleges, providers and local authorities on this issue. As FE Week recently highlighted, a shortage of FE places in Leeds has raised fears over the poorest young people being left behind. 

Under the 1996 Education Act, local authorities have a statutory duty to ensure sufficient provision is available to meet the needs of young people over compulsory school age but under 19, and over 19 if they have an Education, Health and Care plan. 

Now, published data – despite time lags in reporting – is telling a clearer story on sufficiency.  

ONS population projections

Nationally, the 16 to 17-year-old population is projected to have risen by 18.4 per cent from 2018 to 2025, but the increase from now until the peak in 2029-30 is 2.7 per cent.

Population change varies considerably by district, with the highest growth expected in the South East of England – the ONS projects a 40 per cent rise in Dartford since 2018. Meanwhile, Barrow-in Furness, in Cumbria, is only forecast a 2 per cent rise.

However, we know of colleges facing unprecedented demand for places in areas that the ONS claims are seeing comparatively modest growth in population. 

Key stage 4 destinations data

In many areas, colleges are increasing their share of the post-16 market. Official data suggests an inconsistent trend over the past five years.

But the most recent data between 2021-22 and 2022-23 suggests FE colleges have increased their share of post-16 students in roughly two-thirds of top tier English local authorities by an average of 1.75 per cent. In some areas, this figure showed a 6 per cent increase in a single year, on top of rapid population growth. For some providers this adds up to a substantial number. 

Higher floorspace needs

It’s an obvious point, but some subject areas demand more accommodation per learner than others. Colleges report a trend among learners towards more technical subject areas, which puts pressure on available learning spaces.

A review of DfE start numbers shows that nationally, enrolments by under-19s in awards certificates and diplomas in construction and crafts/creative arts and design are growing faster than the average. 

September guarantee

National data shows little overall change in the proportion of young people receiving suitable offers of education and training by the end of September, which hovers around 95 per cent. But this hides significant variations by local authority district – for example, contrast data for Dudley (77 per cent receiving a suitable offer) with Thurrock (99.98 per cent). 

NEETS

Around one in eight 16 to 24-year-olds are not in education, employment or training (NEET) – rightly the source of much attention, including through the 18-21 Youth Guarantee. Without concerted action to address sufficiency issues there’s a growing risk providers will be unable to respond to rising post-16 demand, negatively impacting participation in education, training and entry to jobs and careers. 

Our analysis of findings from a surface-level data review highlights the limits of a standardised approach that fails to take account of the local picture. But we only consider some drivers of demand for post-16 places – not the capacity of providers to respond to this demand. Clearly the latter will vary considerably by institution. 

That’s why it’s so important for local authorities and providers to work together to grasp issues and develop responses. Understanding data is critical to supporting this work.

What England can learn from apprenticeships run overseas

England has one of the most diverse apprenticeship systems in the world. But while that diversity brings choice to apprentices and flexibility to employers, it has allowed poor quality training to proliferate.

The resulting system is failing young people, employers and our economy – which desperately needs skilled workers.

The Sutton Trust’s latest report, A World of Difference, written by technical education expert Simon Field, compares English apprenticeships with those on offer in other countries, and finds plenty of room for improvement.

All trades, no standards?

England’s apprenticeships range widely in duration, education levels and occupations.

They are short by international standards, taking from as little as eight months to six years. This compares to 3.5 years in Germany, or two to four years in Ireland.

England’s apprenticeships also span a far wider range of education levels covering International Standard Classification of Education (ISCED) levels 2 to 7, compared to just levels 3 to 4 in both Germany and Australia. They also cover a broader range of occupations, from very narrow skillsets (like dual-fuel smart meter installers) to very broad ones (like teachers).

But the biggest issues are with quality and training expectations.

While there are good-quality apprenticeships in England, far too many fall below reasonable expectations. Additionally, off-the-job training requirements in England are loose, complex and widely ignored, with a heavy reliance on online training.

In principle, apprentices in England should receive around six hours’ off-the-job training per week. But too often even these minimum standards are not met. In 2023, around 300,000 apprentices received less than their training entitlement, and nearly 75,000 had no training at all.

Meanwhile, Austria, Germany, the Netherlands and Switzerland require that apprentices are trained by a qualified or suitable trainer.    

Poor dropout rates

Given these issues, it is perhaps unsurprising that drop-out rates in England are high, at 40 per cent.

While rates are similarly high in Australia (45 per cent) and Denmark (38 per cent), they are far lower in several other countries, including France (27 per cent), Germany (25 per cent) and Ireland (20 per cent for craft apprenticeships, even lower for non-craft programmes).

Some countries have national schemes to help reduce dropout. In Germany, volunteer coaches provide direct support to learners experiencing workplace issues.

Funding and employer incentives

England is not generous to employers looking to take on apprentices.

Many are asked to contribute to training costs, and employers only receive additional financial incentives in special circumstances such as modest incentives to take younger apprentices. 

Conversely, Irish employers receive a subsidy, pay nothing for off-the-job training, and during these training periods wages are paid by the government. In Northern Ireland and Wales the government pays 100 per cent of off-the-job training costs.  

Improving access

Crucially, for apprenticeships to deliver for social mobility they need to be accessible for all young people. That includes providing pathways for those not ready to start an apprenticeship immediately.

Many countries have large pre-apprenticeship systems, or modified programmes for those with limited prior attainment.  Here, planned foundation apprenticeships could fill that gap.

Some countries also run programmes for disadvantaged groups. Ireland’s 15-week Access to Apprenticeships programme gives young people from lower income backgrounds the chance to sample apprenticeships in multiple sectors. The government also provides an access and inclusion bursary of about £2,500 to support young people on the programme.

Learnings for England

Too many young people in England are being failed by the apprenticeship system.

Learning from what works well internationally, we need greater standardisation and a re-introduction of the 12-month minimum duration for apprenticeships, alongside shorter foundational programmes.

There should be minimum requirements for face-to-face off-the-job training, with tighter enforcement.

And the government should fund specific incentives to support apprentices from lower socio-economic backgrounds, taking learnings from similar programmes overseas.

Apprenticeships can break down barriers to opportunity. The government must ensure England has a high-quality apprenticeship system that provides a genuine alternative career route from academic study, and that can truly deliver for social mobility. 

Urgently set out plans to avoid SEND deficits ‘cliff-edge’, MPs tell DfE

The “end is looming for the short-term workaround” keeping councils from bankruptcy because of their spiralling SEND deficits, MPs have warned, after the government’s reforms were kicked further down the road.

The public accounts committee has again urged government to set out its plans to avoid a “financial cliff-edge for hundreds of councils” next year.

Its inquiry into the state of councils’ finances found that while their core spending power had increased in real-terms since 2015, “the amount per person fell over the same period”.

A major problem is ballooning spending on SEND, with government estimating overspending on high needs could hit almost £4 billion a year by 2028.

Since 2021, a “statutory override” has kept SEND deficits off councils’ main balance sheets. Over half of authorities say they will go bust when the override ends next March.

The PAC recommended in January that the government set out its plans for the override by March 2025. Ministers said they could not meet that deadline, setting themselves a new one of this summer.

But it was confirmed at last week’s spending review the government’s plans won’t now be fully set out until the autumn.

‘Lack of action’

The committee noted that, “despite us calling before for a solution as a matter of urgency and by March 2025, one has yet to be brought forward”.

Sir Geoffrey Clifton-Brown, chair of the committee, said: “Our inquiry heard that the government is concerned about local authority finances.

“But the lack of urgent action to come forward with a plan to address the fast-approaching cliff edge for under-pressure authorities would seem to suggest it is comfortable with the current state of affairs as normalised background noise.”

However, the committee also heard that simply writing off deficits alone would not solve the current crisis.

The committee said Iain Murray, director of public financial management at the Chartered Institute of Public Finance and Accountancy had “warned that even if these deficits were written off, local authorities would immediately start to accumulate new deficits due to high levels of demand in SEND.

The Ministry of Housing, Communities and Local Government “told us that there was huge amounts of work currently going on in central government on special educational needs funding, specifically on the statutory override”.

The committee added department had told it it “plans to publish details as part of the spending review in June and the provisional local government finance settlement in the autumn”.

‘Declining services’

The department was also “clear that any plan would have to involve reform of the SEND system, as well as a plan for local authorities to manage their deficits”, the committee said.

The inquiry also found the MHCLG did not know if the billions spent on local services resulted in better outcomes.

Only 25 per cent of local audited bodies had up-to-date external audit assurance on their 2022–23 financial statements. This led to “significant gaps in information available to local authorities, taxpayers, MHCLG and other government departments”.

There are also “signs of declining services, with only 50 per cent of education, health and care plans being issued within the 20-week statutory limit in 2023”.

Earlier this month, Derby City council paid out thousands in compensation to families for its “impractical offer” of transport for post-16 SEND learners following a Ombudsman investigation.

‘Wait for the fireworks’: Marples vs DfE trial begins

The highly anticipated trial between former apprenticeships tycoon Peter Marples and the Department for Education began today.

Marples, the co-founder of the now defunct apprenticeship giant 3aaa, appeared in the High Court alongside wife Sarah Marples, son Thomas Marples and his nephew and ex-commercial director Lee Marples.

The family filed a £37 million claim two years ago in which they argued that the government scuppered the planned sale of their business to Trilantic Capital Partners (TLP).

They argue “misfeasance in a public” office and claim that the DfE’s Skills Funding Agency (SFA) “maliciously targeted the claimants intending to cause them loss” by refusing to agree to a change in ownership in 2016.

Taking into account added interest, the Marples could recoup over £60 million if The Honourable Justice Eason Rajah rules in their favour.

Non-existent powers

Adam Solomon KC, representing the Marples, told the High Court that the SFA had “breached their duties” by “exercising a non-existent power to refuse a change of control”.

James Segan KC, for the DfE, argued that “approval of change of control” was simply shorthand for a process that had become commonplace in the skills training sector.

He said there was no contractual requirement to notify the SFA in advance of a proposed change of ownership, and no contractual right on the part of the SFA to “approve” or “reject” a proposed change in advance. The idea of seeking “approval” served as a “shorthand for the process by which notice was given in order to seek an assurance that the SFA did not intend to exercise its right of termination”.

Segan pointed out that on both occasions when 3aaa sought such confirmation, from the proposed TLP sale and a previous sale to another firm called Inflexion – which had been agreed to in 2015 before it was aborted by Marples – the company sought what it itself called “approval for a change of control”.

Solomon went on to accuse the SFA of “taking into account irrelevant considerations” such as “the amount of money that the claimants would make” before deciding not to agree to 3aaa’s application with TLP.

The agency “acted arbitrarily”, he argued, “by not following the process which they had set themselves and by inventing new rules specifically for this application by 3aaa”.

‘My blood pressure is much higher now’

Solomon singled out former SFA chief executive Sir Peter Lauener, who was knighted in the King’s birthday honours last week, for “taking into account irrelevant motivations”.

He explained: “Sir Peter was primarily concerned about how much money the shareholders are making, and wasn’t asking questions about the correct test of determining whether a change of ownership would prejudice the contractors’ ability to deliver the service.”

It was heard that Peter Marples informed then-SFA deputy director Sharon Forton that “Trilantic would pay shareholders £42 million, of which shareholders would re-invest £18 million into 3aaa and £8 million would be used for working capital”.

But Lauener’s response “focused on the amount the claimants would receive for their shares”, the court heard Solomon say.

Lauener said that the Marples’ were “taking £24 million cash out of the deal” and asked: “What do our rules say about this kind of transaction? What scope do we have for discretion?”

In a message read out in court by Solomon about Lauener’s enquiries, Forton said: “Having to be a flippin investment banker here! We are going into so much detail – we have never gone to this granularity”.

In late November 2016 there was a pause in the change of control process while Trilantic reassessed the acquisition in relation to a non-levy tender that launched in October and a proposed non-levy cap of £5 million, set to kick in from April 2017.

The court heard that in early December Mike Keoghan, who was the then deputy CEO of the Institute for Apprenticeships, emailed Lauener with the subject “how’s yer blood pressure?” informing him of six-figure sums which Peter Marples and other co-founder Di McEvoy-Robinson took out of 3aaa, other profit they and the business made, and that 3aaa described itself as “highly cash generative”. 

Lauener replied: “My blood pressure is much higher now. Trilantic have renewed their interest in 3aaa. Not surprising when it is so cash generative.”

‘Stand back and wait for the fireworks’

Solomon went on to state that Lauener was asking questions like “why would you want to invest in this sector?” to Trilantic Europe founding partner Joe Cohen weeks before the deal fell through.

On December 22, 2016, Forton drafted a letter stating that the SFA’s decision is that “at this point, based on the information provided, the SFA is not able to agree to this change of ownership in the context of current and future contracts”, but asked for further information about the plan for the levy business, to be assured it would not prejudice future delivery of the contract.

Lauener “made more radical changes” to the refusal letter, according to Solomon. He changed Forton’s request for further information into statements that the SFA “is not able to agree to this change of ownership in the context of current and future contracts”. 

His additions to the letter concerned 3aaa’s future business plan around non-levy income and performance projections, which he considered “excessively optimistic” and found a “risk that the change of control will prejudice delivery of our contracts both now and in the future”.

TLP’s business plan projected, for example, an increase in monthly income of almost 80 per cent between August 2016 and July 2017.

Segan, barrister for the DfE, said Lauener’s refusal of the change of control was because the business plan for 3aaa post-acquisition was “premised on an assumption of significant growth of non-levy business which was far too optimistic in view of the impending changes in the funding environment, and the SFA was concerned about the impact on the business if that level of growth was not achieved”.

But after the refusal, Lauener wrote in his covering email: “Then we stand back and wait for the fireworks…my private expectation is that Trilantic will ditch 3aaa at this point because they have been misled by them.”

Solomon argued that a public official “acting properly, in accordance with his powers, would hardly want his decision to cause ‘fireworks’, that can only demonstrate an improper and personal motivation”.

Cohen later pulled out of the 3aaa deal. In an email submitted by the defence, Cohen states that “if what the SFA expect is 3aaa to plan on the basis of no or less SME funding (and there will be little non-levy funding in the future) then no one can realistically invest in the sector including Trilantic”.

Cohen’s email added: “Accordingly, we would not go down a path that seeks to accept or possibly demonstrate how and why the business environment portrayed could be manageable. I am even not keen to give assurances that 3aaa delivery would continue in a worse case scenario”.

Data manipulation relevance

Solomon dismissed allegations of data manipulation and wrongful retention of funds – for which 3aaa have been investigated multiple times by DfE – as “irrelevant”.

He referred to an SFA-commissioned report by KPMG in 2016 that found “no evidence of deliberate circumvention of the funding rules”. 

Segan countered that the 2016 investigation found “significant irregularities” and resulted in over £300,000 clawback.

He continued that the “real cause” of the collapse in the value of the Marples’ shares in 3aaa was the “identification of serious irregularities and manipulation of data, and the resignation of Marples and McEvoy-Robinson in late 2018”. This investigation led to a referral to the police, but no action was taken. 

Segan argued that the SFA “was both entitled and indeed expected to secure the appropriate and efficient use of the public money that it was securing the provision of”.

He said in his oral submission that the agency was “entitled to understand and exercise a measure of control over who it was, in substance, it was doing business with – and who was actually providing the services”.

Segan referred to “repeated insinuations throughout the evidence and the submissions that any concern on the SFA’s part about the profit being made by private providers is indicative of some sort of malice towards the private sector provision” as “misplaced”.

He denied that the “amount of money being received by shareholders” as part of the buyout was a “decisive factor” in SFA choosing not to agree to the buyout.

He further stated that the SFA was “entitled to scrutinise 3aaa’s request particularly carefully because it was taking place against a background of unprecedented uncertainty in the (further education) market” – referring to the levy reforms.

The court heard Segan describe the claim of misfeasance brought against the SFA by the Marples family as “entirely baseless”.

Claims made that the SFA were “motivated by personal animosity to Peter Marples” have “simply no basis”.

“It is a recurring theme that the court should infer malice because essentially any concern on the part of the SFA or its employees about profit margins among private training providers is an indication of hostility towards the private sector or indeed towards Mr Marples.

“That simply doesn’t follow”, Segan concluded.

Duty of care

Lawyers will clash in the coming days over whether or not the SFA owed a duty of care to the Marples family and whether that duty was breached by issuing the “refusal” letter.

This is a key argument in Marples’ allegation that the SFA acted negligently.

By “refusing” to sign off on the change in ownership of 3aaa, Marples’ lawyers’ argue this created a “special relationship” with the family as identifiable individuals who stood to lose a lot of money by the SFA’s decision.

Government lawyers dispute that such a duty exists, describing the claim as “an extreme departure” from existing law. They argue the SFA’s funding agreement was with the training provider, not its shareholders, and extending a duty of care to private investors would “upend” contract law.

They go on to point out that Sarah Marples and Thomas Marples, who are named as claimants and are therefore claiming a duty of care, have not provided evidence as witnesses, nor have former shareholders Derek Mapp and Diane McEvoy-Robinson.

Palmer in the dock

Andrew Palmer, 3aaa’s former managing director who later ran England’s former largest training provider Learndirect until its skills funding contracts were terminated following an ‘inadequate’ Ofsted judgement in 2017, was then called to give evidence as the first live witness for the claimants.

He was directed to an extract from his statement that claimed the SFA was “continually wanting to restrict (the) growth” of private providers.

This was contrasted with another statement he had previously made stating that he could not 

“remember one occasion where the agency did not approve funding for 3aaa”.

Tom Cleaver, another barrister for the DfE, then put to him: “The SFA was continually wanting to restrict growth but you never had a funding request turned down – it can’t be both can it?”

“It can’t be both”, Palmer conceded, adding: “I would say we would have to work very hard to justify and qualify the growth we got, which may be fair enough bearing in mind that its public money.”

He was then asked if it was “industry knowledge” that “if a buyer sought an assurance that a contract wouldn’t be terminated?”

“It was my belief at that point, that at no point had anyone requested change of control and not been awarded it”, Palmer said.

He was questioned about the part of the offered rationale behind the SFA’s decision not to agree to a change of ownership concerning a change in the funding environment amid the introduction of the levy as well as the proposed non-levy cap.

“Would you accept that it is reasonable and sensible for a company offering its services in this sector to have regards to the government’s funding plans and proposals when it makes its own plans for the future?”, Cleaver asked.

“Yes”, said Palmer, “however, the companies had all grown their now-called non-levy – small and medium enterprise provisions – with the agreement of the government and so therefore the government knew the size of the contracts and the amount they needed to move forward.”

Cleaver pressed that Palmer’s witness statement was a “misleading way of presenting the process” of change of control, as Palmer described it as “quick” and “with little to no questions asked”.

The trial continues tomorrow with Peter Marples scheduled to give evidence.

College lecturers, leaders and teams among 93 Pearson National Teaching Awards silver winners

An outdoor adventure lecturer, GCSE English tutor and sixth form law lecturer have been revealed as finalists for the Pearson National Teaching Awards further education lecturer of the year. 

They are among 93 winners of silver awards, revealed today as part of National Thank a Teacher Day celebrations, who make up the shortlist for the gold awards that will be announced later this year. 

Alongside the specific FE categories for lecturer of the year and team of the year, Lakes College principal and CEO Chris Nattress has won a silver award in the education-wide lifetime achievement category. Nattress is up against five other headteachers and education leaders for the gold award.

And lecturer Shona McFadyen, who teaches biology at The Corby Sixth Form, part of Bedford College Group, is up against six other silver award winners for the outstanding new teacher of the year award.

The exceptional teachers, support staff, teams and leaders from early years, primary, secondary, FE and SEND have been shortlisted from thousands of nominations and have been celebrated at special surprise celebrations in their schools and colleges this morning. 

Education secretary Bridget Phillipson was among those congratulating the winners.

Phillipson said: “On Thank a Teacher Day, I want to celebrate the remarkable professionals who are the backbone of our education system. 

“Teachers don’t just deliver lessons – they transform lives, inspire curiosity, and build the confidence our children need to succeed. For this incredible commitment to our nation’s future, we owe our teachers our deepest gratitude.”

The 93 silver award winners are now finalists for the gold award in their category. Gold awards will be announced at a glitzy ceremony later this year and in special features on BBC One’s The One Show

Receiving their silver awards for FE lecturer of the year is Jess Day, outdoor adventure lecturer at Bedford College, Lisa Charles, lecturer at North East Surrey College of Technology, Neil McMullen, academic leader at New College Lanarkshire, Teresa Bellis, teacher of law at Thomas Rotherham College and Zamzam Ali, GCSE English lecturer at Loughborough College. 

And the recognised FE teams of the year are Northampton College’s construction team, Gower College Swansea’s E-Sports team, Hopwood Hall College’s hair, beauty and catering team, Loughborough College’s sport team, Nottingham College’s personal social development team and South Gloucestershire and Stroud College’s ESOL team. 

FE silver award winners in other education-wide categories include the digital team at Basingstoke College of Technology – up for the transformational use of digital technology award – and Cary Sawbridge, a programme leader from Sunderland College, who is up for the SEND and inclusive practice award.

Author Sir Michael Morpurgo, president of the Teaching Awards Trust, said: “The dedication and impact of those involved in educating young people is truly remarkable.

“I am delighted to be able to congratulate this year’s silver award winners. Your passion and commitment to shaping the next generation is extraordinary. Thank you for the difference you make every single day.”

The awards, and the Thank a Teacher Day campaign are organised by the Teaching Awards Trust and supported by Pearson. 

Sharon Hague, CEO of Pearson UK, said: “Today, we proudly recognise those making an extraordinary impact. Our silver award winners represent the very best of the profession, and we’re thrilled to celebrate their dedication and achievements.”

Further education lecturer of the year

Jess Day, Lecturer in Outdoor Adventure, Bedford College

Lisa Charles, Lecturer, North East Surrey College of Technology

Neil McMullen, Academic Leader, New College Lanarkshire

Teresa Bellis, Teacher of Law, Thomas Rotherham College 

Zamzam Ali, Lecturer in GCSE English, Loughborough College

Further education team of the year

Northampton College Construction Team, Northampton College

The E-sports Team, Gower College Swansea

The Hair, Beauty and Catering Team, Hopwood Hall College 

The Loughborough College Sport Team, Loughborough College

The Personal Social Development (PSD) Team, Nottingham College 

The SGS Life ESOL Team, South Gloucestershire and Stroud College

Lifetime Achievement 

Carol Conway, Deputy Head, Greenfield Special School

Chris Nattress, Principal and CEO, Lakes College – West Cumbria 

Lynn Griffiths, Headteacher, Ysgol Gymraeg Caerffili 

Nicola Coe, Director of Maths, Inspiration Trust

Sean Frankcom, Director of Music, Burford School 

Tracey Marquis, SENDCo, The Crest Academy 

SEND and Inclusive Practice – supported by the Sunday Times 

Abbot’s Lea School

Cary Sawbridge, Programme Leader, Sunderland College

Ian Bradley, Teacher of Mathematics, St Andrew’s College

The Your Future Programme, On Course South West (Plymouth City Council)

Trystan Wlliams, Executive Headteacher, E-ACT Venturers’ Academy 

Outstanding New Teacher of the Year  – supported by Sunday Times & DfE 

Amy Hudspith, Teacher of Computing, Cramlington Learning Village 

Emma Pallant, Year 1 Teacher, Wood Farm Primary School 

Evie Askew, SEND Teacher, Mayfield School 

Hannah Donnelly, Reception Class Teacher, Ernesettle Community School – Plymouth

Jordan Minor, Teacher, All Saints CofE VC Primary School 

Sam Collard, Dance Teacher, Maths Teacher (ECT Y2) and Transition & Community Lead, Cedar Mount Academy 

Shona McFadyen, Biology Lecturer, The Corby Sixth Form, Bedford College

Transformational Use of Digital Technology – supported by Nord Anglia Education

Joanne Stone, Trust Pedtech Leader, Kibworth CofE Primary School

Julie Carson, Director of Education, Knockhall Primary School 

The Accessibility Team, The Oaks Specialist College            

The DHSB IT Team, Devonport High School For Boys

The Digital Team, Basingstoke College of Technology

The Portsmouth: The Digital City Project Team as part of Portsmouth Education Partnership

Early Years Team of the Year Award  

Banana Moon Day Nursery-Rothwell Early Years Team

Best Family Childcare Nursery Early Years Team

The Eden Early Childhood Centre Team 

The Stanhope Primary School EY Team 

Y Bont Early Years Team

Headteacher of the Year in a Primary School – supported by Hays Education

Dan Crossman, Headteacher, Marlborough St Mary’s CofE Primary School

James Parkinson, Primary Headteacher, De Lacy Primary School

Rizwana Mahmood-Ahmed MBE, Headteacher, Carlton Junior and Infant School

Simon Wood, Executive Headteacher, Sir Martin Froshiber Academy – Clacton-On-Sea

Stuart Mycroft, Headteacher, Castleway Primary School 

Trudy Spillane, Principal, Drapers’ Maylands Primary School 

Headteacher of the Year in a Secondary School – supported by Hays Education 

Kathryn Pugh, Headteacher, The St Marylebone CofE School

Lucy Harrison, Headteacher, Archer Academy

Spencer Lewis, Executive Headteacher, Yavneh College

Making a Difference – Primary School of the Year 

The Hindsford CofE Primary School Whole School Team, Hindsford CofE Primary School

The Queen’s Park Primary School Whole School Team, Queen’s Park Primary School

The Sprites Primary Academy Whole School Team, Sprites Primary Academy

The Tennyson Road Primary School Whole School Team, Tennyson Road Primary School

Making a Difference – Secondary School of the Year- supported by Step into Teaching

The Moor End Academy Whole School Team, Moor End Academy 

The Clapton Girls’ Academy Whole School Team, Clapton Girls’ Academy

The Selly Park Girls’ School Whole School Team, Selly Park Girls’ School

The St Damian’s RC Science College Whole School Team, St Damian’s RC Science College

The Oldham Academy North Whole School Team, The Oldham Academy North

School or College Partnership of the Year – supported by Pixl

Manchester Post-16 Pathway Partnership

Shetland School/College Partnership Programme for S5/6 students

Sidcot School and the Extend Learning Academies Network (ELAN) 

The James Montgomery Academy Trust 

Windsor Olympus Academy

Teacher of the Year in a Primary School- supported by Randstad 

Chris Leeding, Class Teacher, Newhall Primary Academy and Nursery

Gosia Watts, Class Teacher, Outwood Primary Academy Park Hill

Jack Huson, Assistant Headteacher, St Filumena’s Catholic Primary School 

Jak Kirkman, Class Teacher / Music Lead, St Thomas’ CE Primary Academy 

Lucie Tunnicliffe, Teacher, Springfield School 

Mark Barnabas, Class Teacher, Trinity Academy Akroydon 

Rachel Anderson, Assistant Headteacher & Year 6 class teacher, Wenlock CofE Junior School 

Shaukat Ali, Deputy Headteacher & Year 5 Class Teacher, Marshfield Primary School

Sundip Bhambra, Year 1 Class Teacher and Year Group Leader, Minet Infant School Nursery Class

Zoe Turner, Assistant Head/Inclusion and KS1/EY lead & Class Teacher, Lordship Farm Primary School

Teacher of the Year in a Secondary School – supported by Nord Anglia Education

Carina Bone, Director of STEAM, Horris Hill School

Gemma Short, Science Lead, Octagon AP Academy

Jolie Bartley, Head of Performing Arts, Varndean School

Josh Bartle, Assistant Headteacher, Clifton Community School

Maria Riaz, Subject Leader of Business Studies & Head of Digital Faculty, Redden Court School

Mary Compton, Assistant Headteacher: STEM, The Hertfordshire & Essex High School and Science College

Penny Daniel, Teacher of English and Assistant Head of House, Churcher’s College Senior School

Suzanne Vickers, Associate Assistant Principal, Waterhead Academy

Teaching Assistant of the Year

Hardeep Bahra, Teaching Assistant (HLTA), St John’s Primary School

Lisa Grinney, Teaching and Learning Assistant, Tor Bridge Primary School

Nikki Wright, Teaching Assistant (TA), Packmoor Ormiston Academy

Shagufta Mirza, Higher Level Teaching Assistant, Carlton Junior and Infant School

Unsung Hero of the Year 

Anna Hicks, Pastoral Lead – Family Support and Behaviour, Bannerman Road Community Academy

Jane Tonge, School Business Manager, The Divine Mercy Roman Catholic Primary School

Lee Smith, Site Manager, Hethersett Academy

Lisa McIntosh, Inclusion Manager/ Associate SLT, Trinity Academy Cathedral

Michele Toobe, Higher Level Teaching Assistant/ Lead Professional Teaching Partner/ Emotional Literacy Support Assistant/ School Governor Clerk, Castle Hill Primary School

Ruaidhrí Quinn, Class Teacher, St Patrick’s Primary School

Snowhal DeAraujo, Facilities Manager, Alperton Community School

Tom Guy, Sports Coach and Cover Supervisor,  SS Mary and John CofE Primary School