The Office for Students is consulting on plans to remove an “overlap” of regulation on FE colleges that provide higher education courses.
The higher education regulator is proposing to disapply five initial conditions of registration and four general ongoing conditions for colleges “where the Department for Education (DfE) already has robust oversight in place”.
These include requirements to prove financial viability and sustainability, a five-year business plan, fraud and inappropriate use of public funds arrangements and proof that key individuals at the college have sufficient knowledge and are fit and proper persons.
The consultation follows a strategy, announced in the post-16 white paper, that aims to increase higher education uptake and making the OfS the “single primary regulator” for all providers teaching level 4 and above courses.
OfS director of regulation, Philippa Pickford, said the consultation is in response to college sector concerns that the “complex regulatory landscape” is a barrier to offering higher education courses.
She added: “We also anticipate that the sector will expand when the government launches the Lifelong Learning Entitlement (LLE).
“In disapplying requirements where DfE already has robust oversight, we hope to make the registration process as smooth as possible for these institutions and ensure our regulation remains proportionate and risk-based.”
The consultation was published today and runs until February 10, 2026.
It comes ahead of the expected rollout of the LLE loan system in September 2026, which the government hopes will make level 4 and 5 higher education courses more easily available.
Several initial and ongoing conditions of registration will remain in place for colleges, such as the need for an access and participation plan, providing a high-quality academic experience, and proof of positive outcomes for students.
According to the report, colleges are already subject to a range of “robust” DfE measures to ensure effective financial governance, including the power to intervene or take “targeted action” to protect learners and public funds.
This includes a new level of intervention the DfE is consulting on separately, expected to allow officials to monitor higher risk colleges and mandate action through a ‘letter to improve’.
The OfS said this level of support is “sufficient to justify reducing the regulatory burden” for FE colleges.
But the proposals will only apply to colleges that do not have and are not seeking degree awarding powers.
A “fuller” set of conditions will remain for colleges with degree awarding powers because they “operate autonomously”, without the oversight of an OfS-registered validating partner, so have a higher level of risk of closure or financial difficulties.
Arti Saraswat, senior policy manager, higher education at the Association of Colleges, said: “Colleges are longstanding providers of higher education and play a crucial role in providing opportunities for students from disadvantaged backgrounds, so it is good to see that the OfS is acting to make it easier for them to offer higher education.
“This move recognises that dual regulation is unnecessary as well as being burdensome on colleges. A streamlined approach to regulation from OfS is extremely welcome, and is something we have been campaigning on for years.
“These proposals would mean that colleges can use their resources more efficiently, which would be extremely helpful as they prepare for the rollout of modular and flexible delivery under the Lifelong Learning Entitlement and as colleges play their vital part in delivering the new target for participation in higher education, and particularly at level 4 and 5.”
Welcome to this special souvenir supplement bringing you the full results and insights from the 2025 WorldSkills UK national finals in South Wales.
From 47 high-pressure competitions hosted across five colleges and universities, to compelling stories of determination, inclusion and world-class teaching, this year’s supplement captures the scale and spirit of the 2025 national finals.
As Ben Blackledge, WorldSkills UK chief executive, writes in his foreword, this was a national finals that both inspires and drives improvement – a week where over 400 finalists demonstrated the precision, creativity and professionalism that employers value and young people deserve.
Alongside the full results from each competition, the supplement is packed with exclusive features and interviews spotlighting competitor journeys, behind-the-scenes insights from training managers, ministerial perspectives on the future of skills, and the grassroots innovations in colleges that are transforming teaching, learning and learner confidence across the UK.
Skills England has launched a beta version of a long-awaited skills classification tool in a bid to map and provide common language for the skills system in the UK.
Last week, the Department for Work and Pensions’ executive agency published the UK Standard Skills Classification (SSC), a four-level hierarchy that reflects over 3,000 occupational skills and aims to support “more effective decision-making” in recruitment, training, career development, and labour market analysis.
Once fully rolled out FE colleges and providers will be able to analyse local job vacancy data to identify skill demands, and design or modify courses to address specific skill gaps identified in the tool.
The government proposed a skills classification tool over two years ago to help training providers to be “more efficient”.
In a research report published on Thursday, Skills England said the lack of a “unified” system for classifying skills made it “difficult” to communicate and analyse skill-related information across education and employment.
“The SSC seeks to address this gap by providing a coherent structure that accurately reflects the skills and knowledge required in the UK workforce,” the research report said.
The SSC has broken down the system into four levels, comprising 22 broad skill domains, such as making decisions, manufacturing and caring, split further into 106 skill areas, hundreds of skill groups and finally 3,343 occupational skills.
The components of the SSC skill domain are then linked to relevant qualifications, tens of thousands of tasks, nearly 5,000 knowledge concepts, and 13 transferrable “core skills”.
The framework directly maps to apprenticeship standards (via Skills England’s occupational standards), course subject codes (under HECoS), Ofqual-registered qualifications and standard occupational classification codes.
Illustrated above, the serving and caring skill domain offers several linked skill areas including providing personal care and support services. The tool (see below) will then showcase the most important transferrable skills (rated out of 100), a list of core skills proficiencies (rated out of 5) and related industrial sectors and qualifications available.
What’s next?
Skills England plans to update the tool next year “based on user feedback” and then revise every five years.
Officials will monitor and change the SSC to remain fit-for-purpose in three areas: emerging and evolving job occupations, new curriculum changes relating to skills development and tweaks to terminology.
They will also keep an eye on job vacancies data, employer forums and associations, public forums such as Stack Exchange and Discord, and patent filings to identify any possible changes to the SSC.
The classification tool was developed using AI text embedding and large language models, drawing together multiple datasets from the former Institute for Apprenticeships and Technical Education, the National Careers Service and also international frameworks such as O*NET, a free US tool developed to help people develop their careers.
However, Skills England warned that the AI tools are “not entirely reliable” after struggling with data tagging and inconsistent grammar.
The agency’s officials initially sought to validate the classification took against a large CV library, but it proved “prohibitively complex and expensive”.
Instead, the Department for Work and Pensions has initiated a pilot to evaluate the use of the SSC to generate standardised skills profiles from a sample of service user CVs.
“Data was requested from LinkedIn to supplement other inputs (especially for the knowledge concept library) but, unfortunately, they were unable to provide access to the level of data required,” the report added.
Phenna Group was sold by private equity firm Inflexion in 2022 to fellow private equity investor Oakley Capital.
VetSkill is recognised by Ofqual to offer around 25 qualifications in the animal care space and is a government-approved assessment body for more than 10 apprenticeship standards.
Government stats show VetSkill awarded over 1,500 certificates in the last two years and completed over 1,200 end-point assessments for apprentices between 2020 and 2024. Its latest accounts show the company had 176 employees for the year ending December 31, 2024.
Leslie Heaton-Smith, exiting founder of VetSkill, said: “By joining Phenna Group, VetSkill will be better placed to take advantage of growth opportunities, expand its market presence into new sectors and position itself for a very successful future.”
Phenna Group is headquartered in Nottingham and invests in niche, independent Testing, Inspection, Certification and Compliance (TICC) companies that serve multiple sectors including the built environment, infrastructure and food and life sciences.
VetSkill will come under the leadership of E&J, Phenna Group’s specialist veterinary public health certification and inspection business.
A spokesperson for Phenna said E&J works with the government to “safeguard animal welfare within abattoirs and ensure that meat is safe to enter the food chain”.
The addition of VetSkill “enables E&J to diversify its range of services by providing qualification and assessment capabilities”.
Charles Hartwell, Phenna Group’s divisional managing director for food and life sciences in the UK and CEO of E&J, said: “I’m delighted to welcome VetSkill into the E&J family. Their strong reputation, sector expertise, and commitment to high-quality assessment aligns perfectly with our values. I’m very much looking forward to supporting Sam and the VetSkill team as we continue to grow and broaden our impact.”
VetSkill CEO Sam Double added: “This is a significant strategic step for VetSkill to allow us to build on our current successes and continue a trajectory of growth. I am excited to be working alongside Charles, E&J, and the wider Phenna Group as we expand VetSkill’s qualification and assessment portfolio and align our shared values to inspire even more learners and apprentices to success.”
Cardiff and Vale College and Pembrokeshire College have been awarded joint first at this year’s WorldSkills UK national finals.
Welsh colleges dominated the top of the medal table, which this year featured 12 colleges taking the top five positions on medal points. Only three were English colleges.
This week’s skills competitions saw over 400 learners and apprentices participating in 47 skills after two days of gruelling tasks in their chosen specialisms.
Both Cardiff and Pembrokeshire colleges won 13 total medal points each, taking first spot in the league table. They were followed by Scotland’s New College Lanarkshire and Northern Ireland’s Southern Regional College, which each got 12 medal points.
A gold medal is worth four points, a silver is worth three points, a bronze is worth two and a highly commended place scores one.
Learners from Cardiff and Vale College took home gold medals in automotive body repair and network infrastructure technician, one silver in heavy vehicle technology, and two highly commended in the beauty therapist and IT support technician contests.
Meanwhile, Pembrokeshire College students won gold in culinary arts, two silver in restaurant service and beauty therapy practitioner, as well as a bronze in welding and highly commended in the metal fabricator skill.
Cheshire College South and West was the highest ranking English college, placing joint fourth with ten medal points alongside Wales’ Bridgend College and Grwp Llandrillo Menai.
With nine medal points, Burnley College and East Coast College came joint fifth with Coleg Cambria and NPTC Group of Colleges.
Jacqui Smith, minister for skills, said:”These exceptional young people showcase the very best of UK talent and represent the future of our economy, and I would like to congratulate them all on their outstanding achievements.”
Peter Heggie, a digital construction competitor from New College Lanarkshire, won gold as well as Callum Patience for mechanical engineering: CAD.
Southern Regional College’s duo Ross Graham and Carter McKnight won gold in mechatronics and automotive refinishing champion Jack Harvison was also awarded gold.
The gold for automation went to Mallaghan Engineering apprentices Teagan Dorman and Odhran McClusky from South West College (pictured above).
Apprentice Toby Moulder, from APM Fire and Security, won gold in electronic fire and security systems, told FE Week about how he thought he performed.
“I felt like it went brilliantly. I managed to have surprisingly quite a lot of time left to triple check everything. So I made sure everything was 100 per cent, and luckily, I’ve come home with the gold,” he said.
Other gold medal winners were the digital media production team from North Warwickshire and South Leicestershire College, Airbus UK’s aircraft maintenance apprentice Robert Jones and Belal Al Haka, automotive body repair winner from Cardiff and Vale College.
Meanwhile, in the plumbing skill, Dillon Newton from Cornwall College Group won gold, Jackson Gill from New College Durham won silver, while Jack Fenton from Belfast Metropolitan College and Tristan McGrath from South West College won highly commended awards respectively.
Speaking to FE Week at the ceremony, Newton said the competitions have inspired him to help the next generation of plumbers,
“Obviously I’d like to finish my apprenticeship and then I would quite like to stay involved in the college in more of maybe a mentorship role,” he said.
High praise for high-flyers
178 winners were announced after months of local and regional qualifiers and an intense competition spread across South Wales this week.
The 417 finalists were selected from nearly 7,900 registrations from colleges, training providers and a record number of employers this year.
This year’s winners will be invited to start the WorldSkills UK training schedule in preparation for WorldSkills Aichi in Japan in 2028.
Ben Blackledge, chief executive of WorldSkills UK, said: “Congratulations to all those who participated in the WorldSkills UK national competitions. They have demonstrated their skills at the highest level, and these exceptional young people represent the future of our economy.
“They are the new generation of high-flyers that will give UK employers a competitive edge. Our competitions, based on global standards, play a vital role in developing the skills that will drive investment, create jobs, and fuel economic growth.”
The UK’s most talented young foundation skills learners have been named at the end of an intense day of competitions at the WorldSkills UK national finals in Wales.
Forty-two students have won gold, silver and bronze medals in foundation skills competition finals in catering, creative media, digital, enterprise, hairdressing, health and social care, horticulture and restaurant services.
The competitions took place at Cardiff and Vale College this morning, which brought together over 70 SEND and high needs competitors from across the UK.
The college’s atrium was transformed this afternoon to host a medal ceremony to announce the winners. The full results are below.
Marion Plant, chair of WorldSkills UK and principal of North Warwickshire and South Leicestershire College, said: “Congratulations to all those who took part. Your involvement demonstrates to employers that you have the skills and the mindset to succeed in the workplace.
“Foundation skills is one of the programmes I am most proud of as chair.”
Bridgend College took home two gold medals, in the digital and enterprise competitions, whilst Pembrokeshire College won gold medals in horticulture and creative media.
The two Welsh colleges were ranked joint first place out of the 20 participating providers with a total of 12 medal points each.
Gold medals are worth four points, a silver is worth three points, a bronze is worth two and a highly commended place scores one.
North Warwickshire & South Leicestershire College came in second place with 10 medal points, winning one gold from Sawda Khalifa in hairdressing, a silver in catering, bronze in health and social care, and highly commended in hairdressing.
Four providers tied for the third spot in the medal table, all with four medal points. They were DN Colleges Group, Elidyr Communities Trust, New College Lanarkshire and NPTC Group of Colleges.
In the restaurant services skill, Zara Fisher from NPTC Group of Colleges swooped into first place, while Eva Ribons from Gower College Swansea won silver and Coleg Gwent’s Emily Boulton took home the bronze award.
In horticulture, Pembrokeshire College’s Junior Rozhon and Matthew Duncombe came away with gold and silver awards, and Riverside College’s Aimee-Leigh Phillips won bronze. Two highly commended prizes were awarded to Russell Reeves from Elidyr Communities Trust and Celyn Sollis from Pembrokeshire College.
Foundation skills medallists 2025:
Catering
Gold: Destini Bryan, DN Colleges Group
Silver: Mollie Clark, North Warwickshire and South Leicestershire College
Bronze: Brooklands College
Highly commended: Bridgend College
Creative media
Gold: Denver Picton, Dylan Raymond, Phoebe Stannett from Life Skills Academy, Pembrokeshire College
Silver: Rowan Love, Jack Bowler, Ella Evans from TEAM AWESOME, Coleg y Cymoedd
Bronze: Tommaso Montagino, Harry Metcalfe, John Subala from Burnley College Brood, Burnley College
Digital
Gold: Jesse Owen, Bridgend College
Silver: George Hennessey, Middlesbrough College
Bronze: Cathal Conolly, South West College
Highly commended: Oscar Adams, Weston College
Enterprise
Gold: Abi Thomas, Sophie Davies-Jones, Bethany Johns from Project StepUp, Bridgent College
Silver: Susan Bell, Leon Deane, Faith Hale from Cwtsh Creations, Elidyr Communities Trust
Bronze: Mairah Taj, Natalia Siwy, Yusuf Asif from Itec’s Finest, Itec Skills & Employment
Hairdressing
Gold: Sawda Khalifa, North Warwickshire and South Leicestershire College
Silver: Ellie Bennett, The Oldham College
Bronze: Jasmine Barry, Homefield College
Highly commended: Tigerlily Lloyd, North Warwickshire and South Leicestershire College
Health and social care
Gold: Kate Halsey, New College Lanarkshire
Silver: Leila Spree, Harlow College
Silver: Jack Jones, Bridgend College
Bronze: Sophie McNally, North Warwickshire and South Leicestershire College
Horticulture
Gold: Junior Rozhon, Pembrokeshire College
Silver: Matthew Duncombe, Pembrokeshire College
Bronze: Aimee-Leigh Phillips, Riverside College
Highly commended: Russell Reeves, Elidyr Communities Trust
Highly commended: Celyn Sollis, Pembrokeshire College
Restaurant Services
Gold: Zara Fisher, NPTC Group of Colleges
Silver: Eva Robins, Gower College Swansea
Bronze: Emily Boulton, Coleg Gwent
Results from the mainstream competitions can be found here.
Teachers at 32 colleges are set to hit the picket lines during the January exam period in strikes over pay and workloads.
Following the results of an England-wide ballot last week, the University and College Union (UCU)’s further education committee has decided to enact its mandate for industrial action early next year.
Staff will walk out on January 14, 15 and 16, during which several exams for vocational and technical qualifications will be set.
UCU members in 33 of the 68 colleges passed the required 50 per cent turnout threshold and backed strike action. This list now includes Myerscough College, whose strike ballot closed earlier this week, and strikes at York College have now been called off.
The move is likely to disrupt nearly two dozen Pearson BTEC exams as well as several WJEC level 1/2 technical awards that will be sat during the three strike days. AQA’s final applied general exams will take place on strike day 1.
UCU opened a nationwide ballot in October after the “disappointing” 4 per cent pay rise recommendation from the Association of Colleges earlier this year.
Out of the 68 balloted colleges, 90 per cent of their voting members supported strike action, said UCU.
Twenty-one colleges did not meet the legal 50 per cent turnout threshold, and a further 17 already settled their disputes with college employers after agreeing new pay deals worth up to 8.7 per cent and will not take part in the upcoming strikes.
The union’s ‘new deal for FE’ campaign demands pay parity with school teachers, a national workload agreement and binding national bargaining.
College teachers earn, on average, £9,000 less than their counterparts in schools, according to UCU.
UCU general secretary Jo Grady said: “College bosses are now on notice, if they refuse to come back to the negotiating table and make staff fair offers that help close the pay gap between school and college teachers then, come January, there will be huge disruption on campuses across England.”
She added: “Our demands are reasonable, and the 33 colleges facing action need to look at the 17 that worked to settle our disputes if they want to avoid action.
“It is also now high time employers worked with us to secure meaningful sectoral bargaining so we can end this disruptive year-on-year cycle of strike ballots and action.”
David Hughes, chief executive of the Association of Colleges, said he was “disappointed” after the ballot results were released last week.
“I hope it doesn’t come to fruition as it’s the students who will suffer,” he said at the time.
“AoC and college leaders have shown over many years now how committed they are to improving pay and conditions, as far as their funding will allow. We know, as do the unions, that any campaigning and action really needs to be directed nationally to secure commitments and investment from government to address the pay gap with schools and industry.”
Interesting fact: Kate loves her garden and can usually be found pottering outdoors at home or on frequent holidays in France
Anna Trethewey
Chief Strategy and Vocational Officer, AQA
Start date: February 2026
Previous Job: Chief Corporate Affairs and Strategy Officer, AQA
Interesting fact: In her early teaching days, Anna also played the bass and sang in a band called The Starry Smooth Hounds
Dale Bassett
Chief Qualifications Officer, AQA
Start date: February 2026
Previous job: Director of Curriculum and Assessment, United Learning
Interesting fact: Dale used to own a cabaret bar and hosted performers including Tony Award-winning Broadway stars, Corrie’s Jodie Prenger and the cast of The Lion King
Sixteen teachers, leaders, schools, and colleges have been honoured for excellence in education at the 2025 Pearson National Teaching Awards.
Outgoing FE Commissioner Shelagh Legrave scooped the awards’ highest honour, receiving the Lord David Puttnam Award for Lifetime Contribution to Education.
Dubbed “the Oscars of the teaching profession,” eight ‘gold awards’ were announced for the first time on Saturday at a glitzy ceremony in London, with the rest revealed during the week on the BBC’s The One Show and in The Sunday Times.
Categories awarded individuals and institutions from early years, primary, secondary and further education that go above and beyond for their learners, having a lasting impact on their lives, on the profession and in their local communities.
Judges selected the winners from thousands of nominations, revealing 93 shortlisted ‘silver award’ winners in June.
Education secretary Bridget Phillipson said: “Teachers and school staff are the heart of our education system, inspiring young people and helping them to achieve and thrive. These awards are a powerful reminder of the life-changing impact great educators have, because the path to national renewal runs through our schools.
“My warmest congratulations to all of this year’s winners and nominees – your hard work, care, and commitment shape futures, and I’m proud to work with you to break down barriers to opportunity.”
Sharon Hague, managing director of school assessment and qualifications at Pearson UK, added: “Behind every confident student or changed life, there’s an educator who made it possible.
“The Pearson National Teaching Awards shines a spotlight on the inspiring individuals whose influence has gone far beyond the classroom. This is a celebration of excellence at the highest level, and we are thrilled to be able to recognise these achievements. Congratulations to all of this year’s Gold winners!”
Legrave’s lifetime achievement
Shelagh Legrave, the outgoing Further Education Commissioner, was awarded The Lord David Puttnam Award for Lifetime Contribution to Education.
Awarded by the Teaching Awards Trust trustees, recipients are required to have worked directly or indirectly in education for 30 years, and to have had an impact across a whole region or nation while earning the “broad respect” of the teaching profession.
Former winners include trade unionist Fred Jarvis and former education secretary Estelle Morris.
The special award was presented at the end of this evening’s ceremony by the chair of the Teaching Awards Trust, Professor Tony Salt.
Legrave became the Department for Education’s Further Education Commissioner in 2021.
Before becoming FE Commissioner, Legrave was chief executive of Chichester College Group.
Accepting the accolade this evening, Legrave said: “I really don’t believe I deserve it, but everybody in this room changes lives through learning.
“This is for further education. It has been an absolute privilege to work in colleges, and a university, and subsequently the Department for Education. We really do make a difference.”
Winner: Lisa Charles, North East Surrey College of Technology
What the judges said: Lisa Charles is not just a lecturer – she is a life-changer.
A hairdressing lecturer at Nescot, Lisa uses her own educational challenges to bring empathy and lived experience to her teaching. For over 13 years, she has inspired learners from all backgrounds, from helping a young woman from a traveller community with no prior education achieve top academic and vocational results, to supporting a brain injury survivor re-learn basic skills and regain independence through her studies after being rejected from other colleges.
Alongside her teaching, Lisa ensures that she and her students are giving back to the community. She has built partnerships with organisations like the Royal Marsden, Toni & Guy, L’Oréal, and the Salvation Army, giving students real-world experience while instilling a sense of purpose. From organising pop-up salons for young cancer patients to driving sustainability through the Green Salon Collective, Lisa leads by example and changes lives along the way.
Outstanding New Teacher of The Year
Shona McFayden, Bedford College, Bedfordshire
Diagnosed with liver failure and cancer at a young age, Shona lived for years shadowed by uncertainty, balancing her studies with the knowledge that she needed a life-saving transplant. Her determination for a teaching career was a motivator and incentive to chase a full recovery, and this personal journey gives her teaching a unique depth and authenticity.
Shona champions innovative approaches, from using interactive VR in science investigations to adapting lessons so they support students facing difficult personal circumstances. Beyond the classroom, she founded the Impact Makers programme, a student-led charity that has raised hundreds of pounds for local care homes and hospices.
Shona teaches students first-hand the value of perseverance, goal-setting and gratitude for opportunity.
FE Team of the Year
South Gloucestershire and Stroud College – Filton and Stroud Campuses, Bristol
This Bristol College ESOL provision offers a lifeline to migrants settling in the UK, helping them learn a new language, find their voice, and connect with their new community and country.
Accepting the award this evening, Sarah Kopera, head of SGS life, said from the stage: “Broken English is not broken potential.”
The programme is about equipping learners with the language and social skills they need to live confidently and independently. From role-play scenarios like GP appointments, job interviews, and school-gate conversations with other parents, to navigating housing and healthcare systems, the ESOL curriculum is built around real-life situations that empower learners to engage fully in society. The team also supports with housing issues, signposting services, and developing trauma-informed approaches for those carrying the weight of past experiences, including war and displacement.
Success stories include a Ukrainian nurse now working as a phlebotomist in the NHS; a former learner running her own donut business; a parent finally able to speak English with her child after school; and countless others who’ve gone on to further qualifications, employment, and full participation in British life.
The tutors themselves reflect the communities they serve. Many have refugee or migrant connections, which helps foster trust and understanding with their learners.
Over the past eight years, this programme has grown from just four classes a week to over 28, reflecting the increasing demand from learners determined to thrive in their new home.
Transformational Use of Digital Technology
The Oaks Specialist College, Kent
At The Oaks Specialist College, the Accessibility Team has reimagined how everyday technologies, from smartphones to AI tools, can unlock opportunities where young people with learning difficulties often struggle to progress.
By embedding built-in accessibility features into daily learning, students can now participate where once they were passive. Louis now uses text-to-speech to enjoy books and prepare for work; Ethan was given the confidence and tools to travel independently to Leeds; and another student, James accesses his favourite comics through new digital tools.
The Oaks is now recognised as a Microsoft Showcase College, and its Accessibility Team is shaping practice across the country. The team deliver workshops to other education provisions and to larger commercial businesses. Companies such as Balfour Beatty, Tesco and Mitie have benefited from ‘lightbulb moment’ sessions to make their workplaces more inclusive and supportive of those using everyday technology for accessibility.
Seventy-two per cent of learners from Oaks progress into paid employment, compared to a national average of just 4.8 per cent for those with learning disabilities in the general population.
SEND and Inclusive Practice
Winner: Abbot’s Lea School, North West
What the judges said: No pupil is turned away from Abbot’s Lea. Its zero-exclusion policy and pioneering ASD model – combining academic progress, specialist therapeutic support, and life skills development – ensures students with Autism and complex needs are supported to thrive.
Their inclusive approach includes an in-house ADHD clinic, helping to reduce missed NHS appointments and school absences by making sure students get the health services support they need without missing class. To keep families closely involved, the school holds weekly open-house assemblies and coffee mornings.
The school’s approach has challenged students to become the best versions of themselves. Graduates leave Abbot’s Lea confident, resilient, and work-ready, with many moving into employment, some even joining the school’s own staff team.
School or College Partnership of the Year
Shetland School/College Partnership Programme for S5/6 students. UHI Shetland, Scotland
In Shetland – a remote group of islands north of mainland Scotland – education is truly unique, with a focus on real-life practice and community. With a population of around 22,900 and key industries like fishing, farming, health and social care, energy, and construction, the local economy relies on skilled, adaptable people.
The Shetland School/College Partnership Programme is helping young people step into those roles with real-world experience. This isn’t just about filling skills gaps, it’s about making education more relevant and inclusive, giving young people a stronger connection to the place they live.
Designed for S5 and S6 students (aged 16–18), the programme connects school learning with hands-on training in local industries. Whether it’s maritime courses, NHS placements, or working alongside local trades, students are gaining skills that offer practical routes into work or study, in a rural island setting where opportunities can feel limited.
Unsung Hero
Lee Smith, Hethersett Academy, Norfolk
Lee Smith is a school site manager, whose compassion and consideration for others helped him literally save a life. When a vulnerable colleague didn’t show up to work one day, Lee followed his instincts and did a welfare check. After breaking down a front door, he found his colleague slipping into a diabetic coma. His quick thinking made all the difference, but the incident resulted in his colleague having to undergo an amputation.
Lee went on to help renovate the colleague’s home and garden to make it more accessible. He also bought a golf buggy and reshuffled responsibilities so his colleague could still stay involved in the school and return to work.
However for Lee, empathy isn’t a one-off act, but a way of life. Whether it’s building bird tables for terminally ill colleagues or finding the perfect spot to plant a memorial tree for the school’s pregnancy loss group, Lee has consistently demonstrated genuine selflessness, making him truly an unsung hero at Hethersett Academy.
Early Years Team of the Year
Best Family Childcare Nursery Early Years Team, West Yorkshire
Togetherness is central to Best Childcare Nursery. The early years team has devoted itself to creating a community where children and families feel a true sense of belonging. Open 51 weeks of the year, their ethos of “Rewilding Childhood,” inspired by the Reggio Emilia approach, celebrates children’s voices and nurtures wellbeing in a safe environment.
Traditions such as “Fika” create moments of sharing food and conversation, helping to foster connection across children, families and staff. Their Family Tree groups help siblings stay together, easing transitions and strengthening bonds.
With everything they do, the Best Childcare Nursery Early Years Team ensures that every child is supported not only to learn, but to grow into a confident, compassionate member of society.
Headteacher of the Year in Primary School
James Parkinson, De Lacy Primary School, West Yorkshire
When James Parkinson became headteacher of De Lacy Primary School, it was among the lowest-performing schools in the country.
Today under his leadership, De Lacy offers a varied curriculum incorporating unique initiatives to ‘future proof’ pupils and better equip them to cope with life in modern Britain. This incudes Future Fridays, where professionals inspire pupils with their career journeys, and “50 learning experiences” which range from first aid, enterprise, and ecological projects, helping young students tick off valuable life experiences at an earlier age.
Known as a “deeply human” leader, James builds trust through genuine connections with children and families. Before James joined the school, it was once described to him as “a school you wouldn’t want to work in”. Now, that couldn’t be any further from the case. Today, De Lacy is judged Outstanding in every category by Ofsted, with outcomes placing it in the top 13 per cent nationally.
Making a Difference – Primary School of the Year
Sprites Primary Academy, Suffolk
Sprites Primary is living proof that with belief and compassion, every school and child can thrive. Once placed in special measures following two successive ‘inadequate’ Ofsted judgments, Sprites now stands as a beacon of excellence.
Sprites’ vision is to provide the full curriculum so that every child can engage their interests, and the experiences offered by the school go way beyond the classroom. Children sing at the O2, camp under the stars, and walk the grounds of Cambridge University, often experiencing life beyond their neighbourhoods for the first time. The school has transformed old rooms into a Kids’ Kitchen, Live Lounge, and Art Studio to deliver a full, inspiring curriculum.
The school’s SEND provision, once heavily criticised, is a model of best practice, attracting families from across the region. Pupils with complex needs are not just supported but championed, such as Oscar, a pupil with ASD who with the right support became head boy and gained the opportunity to represent the trust at the House of Lords.
Secondary School of the Year
Moor End Academy, West Yorkshire
Moor End Academy is the definition of inclusivity, turning what could be a challenge of a highly diverse student body into a source of strength. With nearly 90 per cent of students from minority ethnic groups, many of whom do not have English as their first language, the school brings together young people from over 35 different linguistic and cultural backgrounds.
While this diversity could present barriers, Moor End has adapted by embedding language support across the curriculum, offering translators, tailored learning resources, and opportunities for students to share their own cultures, ensuring every child can participate fully and feel valued.
Student voice and leadership are at the heart of the school’s culture. From the student council, praised by Ofsted for genuinely making a difference to school life, to culture days where pupils showcase their heritage through food, music and traditions, students are empowered to take ownership of their community and learn from one another’s experiences.
The academy’s outreach extends beyond the school gates. Parents are welcomed in for family baking sessions, safeguarding workshops, and other opportunities to connect.
Teacher of the Year in a Primary School
Gosia Watts, Outwood Primary Academy Park Hill, West Yorkshire
Originally from Poland, Gosia began her life in the UK working in factories and offices before realising her dream of becoming a teacher. Now assistant principal at Outwood Primary Academy Park Hill, she draws on her passions for sustainability and the arts to shape a vibrant, inclusive education.
Gosia has created green spaces across the school, embedding sustainability into daily life. From the forest school to the sensory garden, her projects have provided calming, therapeutic environments that particularly support children with SEN.
Gosia champions the arts, directing Shakespeare productions and guiding whole-school creative projects – including one that saw her class’ artwork accepted into the National Gallery.
Gosia also works closely with the local community centre, leading events and celebrations, and has inspired families to join in initiatives such as the school pantry, where children and parents donate essential items to support others.
Teaching Assistant of The Year
Shagufta Mirza, Carlton Junior and Infant School, West Yorkshire
For more than 25 years, Shagufta Mirza has played a key part at Carlton Junior and Infant School, deeply invested in family and community wellbeing.
She leads the breakfast club, giving children a nourishing and positive start to the day. As a nurture lead and attendance officer, she works closely with families to remove barriers to education, always approaching issues with empathy and understanding. Beyond this, she organises parent workshops on wellbeing and resilience, helping families support both themselves and their children.
Shagufta is equally committed to broadening students’ horizons. From cultural visits to Amsterdam, to inspiring trips to Oxford University, to excursions to the Houses of Parliament, Shagufta has provided students with experiences that expand their understanding of the wider world.
Teacher of the Year in a Secondary School
Jolie Bartley, Varndean School, Brighton
Jolie Bartley has transformed drama into one of the most popular and successful subjects in Varndean School. She sees drama not just as a subject, but as a way to achieve greater inclusion, confidence and personal growth.
Her productions encourage anyone who wants to be involved to participate, while supporting performers with additional needs. This year’s cast included students who were partially sighted, autistic, and even one usually electively mute. Jolie is known for her unwavering care, whether stepping out of rehearsals to administer vital medication or patiently supporting a troubled Year 7 until he found his place within the group.
From Les Misérables to Little Shop of Horrors, each show involves more than 250 students across acting, music, choreography, stage management, lighting, sound, and make-up and costume. For Jolie, the true triumph lies not in the show itself but in the way it makes every student feels valued, regardless of their role.
Lifetime Achievement
Lynn Griffiths, Ysgol Gymraeg Caerffili, Wales
Lynn Griffiths is an inspirational educational leader who has dedicated his entire career to Ysgol Gyfun Caerffili. He has championed bilingualism through innovative language immersion techniques, ensuring hundreds of pupils leave as confident Welsh speakers.
Equally passionate about staff development, Lynn has created a culture of professional learning where teachers are supported and encouraged to progress in their careers.
Lynn’s work has been recognised regionally and nationally, with Estyn, EAS, and Welsh Government drawing on his expertise in leadership, language development, and professional learning. His influence extends far beyond the classroom, making him a transformative force in Welsh education.
Headteacher of the Year in a Secondary School
Lucy Harrison, Archer Academy, London
Lucy Harrison has transformed the Archer Academy into a thriving, inclusive community not just for students, but for staff too. During ten years of leadership, she has pioneered flexible working, staff wellbeing initiatives, and innovative approaches to teaching and learning.
As part of this, Lucy reshaped the school day significantly to improve engagement and behaviour. Through her consultation with staff, students and parents, a newly introduced timetable promotes consistency, reduces stress points, and maximises learning time. She complements these changes with a strong focus on student voice, creating leadership roles, societies and feedback forums that give young people a real say in their school experience.
By embedding careers education and extracurricular opportunities, Lucy ensures every young person leaves Archer with both outstanding qualifications and the skills to succeed in life.
Under Lucy’s guidance, Archer Academy continues to rank among the top schools nationally and is recognised as a model of best practice in wellbeing, inclusion and flexible working. Staff retention and morale are now among the highest in the borough, with surveys showing 96 per cent of colleagues are proud to work at Archer.
