First WorldSkills UK CPD event to feature in ‘Month of Learning’

WorldSkills UK has announced its first ever professional development event, with technical masterclasses, as part of a sector-wide ‘Month of Learning’ in November.

Run in partnership with the Education and Training Foundation, the virtual ‘Developing Excellence in Teaching and Training’ will feature interactive workshops and focus on four key strands.

These are equity, diversity and inclusion; ‘WorldSkills UK Way: the art of teaching, training and assessment,’ live technical masterclasses and “Education 4.0”.

WorldSkills UK deputy chief executive Ben Blackledge said: “In creating a skills system which is fit for the future, we now need to ensure that the ambitions to drive up the quality of post-16 education and training to meet employer needs are made a reality.”

Which is why the organisation has launched its first national continuing professional development event, “to enable delegates to utilise our global network and international insights to embed innovative ways to develop excellence in training their students and apprentices”.

 

Event will teach staff the ‘WorldSkills UK Way’

The equality, diversity and inclusion strand of the event will look at what barriers are faced by students, and how teachers can support them.

‘WorldSkills UK Way: the art of teaching, training and assessment’ will relate coaching and psychological methods from WorldSkills UK to FE teaching.

The live technical masterclasses will focus on best practice in specific subjects, including construction skills, building information modelling, cyber security, IT networking, and automation.

Education 4.0 will look at emerging technologies and at how technology will shape teaching methods and the future skills needs of industry.

 

Sector groups join forces for ‘Month of Learning’

FE Week will be media partner for the event, which will run between 24 and 25 November, nearly coinciding with the ETF’s Society of Education and Training online conference on 2 November and the Association of Colleges’ annual conference on 16 and 17 November.

Ben Blackledge

Due to the proximity of events focusing on developing and informing FE and skills staff, WorldSkills has partnered with ETF and AoC to make November the “Month of Learning”.

Blackledge said they were “excited” by the partnership, “which we know will deliver great opportunities for the sector to take part in inspirational workshops, talks and networking opportunities”.

 

Event intended to support Skills for Jobs white paper

WorldSkills’ event is intended to support the aims of the Department for Education’s landmark Skills for Jobs white paper.

Published in January, the white paper dedicated a whole chapter to staff development in the FE and skills sector.

It paid tribute to WorldSkills UK’s Centre of Excellence programme, an ongoing three-year pilot funded by awarding body NCFE to place the trainers of UK skills competitors in colleges and independent providers to train up staff.

The paper said the government would encourage “organisations with relevant expertise to provide high-quality and evidence-based training and development for teaching staff in the sector,” by supporting initiatives like the Centre of Excellence.

The Skills and Post-16 Education Bill, which followed on from the white paper and is currently being considered in parliament, contained a number of measures concerning initial teacher education as well.

‘Developing Excellence in Teaching and Training’ is being run in partnership with NCFE, Autodesk, Electude, and Jisc.

Bumper year as 102 winners scoop silver Pearson Teaching Awards for 2021

Inspirational teachers, leaders, support staff, schools and colleges from across the country have been honoured today for their outstanding commitment to changing the lives of their students.

A total of 102 winners have scooped silver awards in the annual Pearson National Teaching Awards. The names have been announced to coincide with national Thank a Teacher day.

The hard work and dedication of teachers in schools, colleges and across the education sector during the pandemic has been inspiring

The silver award winners (full list below) will now be shortlisted to win one of 15 gold awards. The winners of the final will be announced in the autumn on The One Show.

Author Sir Michael Morpurgo, president of the Teaching Awards Trust, said Thank a Teacher Day “gives us all a chance –  children, families, all of us – to pay tribute to those wonderful educators who change more lives than they will ever know”.

“Today we say thank you to the teachers who have helped our young people navigate these most difficult of times, and who will continue to inspire countless young minds over the coming years.”

Sharon Hague, senior vice president of schools at Pearson UK, said she wanted to “say thank you to all the incredible school staff who have kept children and young people learning despite unprecedented challenges”.

“We hope the celebrations today show how much you are appreciated, and that your hard work has not gone unnoticed nor unrecognised.”

This year represents a big rise in winners. There were 76 winners last year and 68 in 2019.

Education secretary Gavin Williamson said the “hard work and dedication” of teachers during the pandemic had been “inspiring”.

“While our teachers deserve the country’s recognition every year, this year’s Thank A Teacher Day is even more significant.

“The support they have provided children, young people and adults has been remarkable, and each and every one of us should be grateful for the part they have played over the past 18 months.”

New research from Parentkind and The Teaching Awards Trust found that three in four parents and carers had newfound respect for the profession following their experiences of remote learning.

 

The Award for Teacher of the Year in a Primary School, supported by Randstad

Catherine Magee, St Comgall’s Primary School

Jacqueline Birch, St.Peter’s C of E Primary School

Jade Martin, Loscoe CofE Primary School

Jill Stevens, Collingbourne CofE Primary School

Melissa Sladen, Sir John Sherbrooke Junior School

Rebecca Sutton, Whiteley Primary School

Ross Hasler, Honiton Primary School

Ryan Walters, Ernesettle Community School

Stacey Harris, Coed Eva Primary

Tim Eustace, St Peter’s CofE Primary School

Yasmin Taylor, Roundhay School Primary Campus

 

The Award for Teacher of the Year in a Secondary School, supported by Nord Anglia Education

Abigail Chase, Bassaleg School

Andrew Kyprianou, WMG Academy for Young Engineers Coventry

Emma Beaton, Sandringham School

Hope Vardon-Prince, Northolt High School

Jane Marshall, Rainhill High School

Karen Sims, Solihull Alternative Provision Academy

Lisa Kelly, The Gateway Academy

Mark Bailey, Netherhall School

Matthew Shaw, The Ruth Gorse Academy

Rachel Glasgow, Monkton Senior School

Robert Thorp, Hitchin Boys’ School

Ute Steenkamp, The Gateway Academy

Victoria Carey, Mary Immaculate High School

 

The Award for Headteacher of the Year in a Primary School, supported by Hays Education

Gerard Curley, Neilston Primary School

Jeremy Hannay, Three Bridges Primary School

Navroop Mehat, Wexham Court Primary School

Philip Barlow, Chantlers Primary School

Reema Reid, Hollydale Primary School

David Jenkins, Ysgol ty Coch (all-through school, joint with secondary)

 

The Award for Headteacher of the Year in a Secondary School, supported by Hays Education

Alan Pithie, Auchmuty High School

Michael Allen, Lisneal College

Steve Elliott, Wrenn School

David Jenkins, Ysgol ty Coch (all-through school, joint with primary)

 

The Award for Lifetime Achievement, supported by DfE

Gerrard Smith, The Jo Richardson Community School

Marie Lindsay, Saint Mary’s College

Mary Graham, Kingsdale Foundation School

Rosemary Littler, Liscard Primary School

Sheila Edgar, The Elizabethan Academy

Stuart Maxwell, Eastwood High School

Sue Bailey, The Arthur Terry School

 

The Award for Outstanding New Teacher of the Year, supported by DfE

Aashna Jethmalani, Haileybury Turnford

Georgina Pennycook, Heathcote School

Hannah Lewis, Troedyrhiw Community Primary

Joseph Gill, Willows High School

Rob Plumbly, Swallowfield Lower School

Sam Craggs, Malton School

Zoe Leyland, Summerseat Methodist Primary School

 

The Award for Teaching Assistant of the Year

Dawn Watts, Western Community Primary School

Dorota Hall, St Edward’s School

Ian Clash, New Horizons Learning Centre – Secondary

Madison Bertalan, Fourfields Community Primary School

Mark Berryman, Chiltern Way Academy – Wendover Campus

Ruth Riley, Ballykelly Primary School

 

The Award for Making a Difference – Primary School of the Year, supported by PiXL

Arthur Bugler Primary School, Arthur Bugler Primary School

Chantlers Primary School, Chantlers Primary School

Hudson Road Primary School, Hudson Road Primary School

Khalsa Primary School, Khalsa Primary School

Manorfield Primary School, Manorfield Primary School

Roundhay School Primary Campus, Roundhay School Primary Campus

 

The Award for Making a Difference – Secondary School of the Year, supported by PiXL

Casterton College, Casterton College Rutland

Sedgefield Community College, Sedgefield Community College

Wymondham College, Wymondham College

 

The Award for Impact through Partnership

ACS International Schools Partnerships, ACS International Schools

Haringey Learning Partnership, Haringey Learning Partnership

The Isle of Arran Cluster, Arran High School

The Roma – Narrowing the Gap Team, Queen Katharine Academy

 

The Award for Excellence in Special Needs Education

Aine Mellon, St Patricks & St Brigids College

Rachel Elliott Downing, Kenton School

Sam Newton, The Children’s Trust School

Sarah Anderson Rawlins, Tbap Unity Academy

Stephen Evans, Derwen College

 

The Award for Digital Innovator of the Year, supported by Nord Anglia Education

Calum Coutts, Riverbrae School

Catriona Houston, St Patrick’s College

Christian Aspinall, Eldon Primary School

Emma Darcy, Denbigh High School

Joe Yates, Park View Primary School Cambuslang

Michael Law, Park View Primary School Cambuslang

Toby Osborne, Ferndown Upper School

 

The Award for FE Lecturer of the Year, supported by DfE

Carina Ancell, Newham Sixth Form College

Gemma Westlake, Basingstoke College of Technology

Jonathan Rogers, Gower College Swansea

Laura Denton, Grimsby Institute of Further and Higher Education

Melissa Tisdale, Walsall College

Paul Mercer, South Eastern Regional College (Bangor)

 

The Award for FE Team of the Year, supported by DfE

The Beauty Therapy and Makeup Artistry Team, North Warwickshire and South Leicestershire College

The Foundation Learning Team, Telford College

The Hospitality and Catering Team, Eastleigh College

The PE Department, New College Pontefract

The Performing Arts Team, Newham Sixth Form College

The Sports Department at Wigan and Leigh College, Wigan and Leigh College

 

The Lockdown Hero Award for Learner and Community Support

All Saints CE Primary School, All Saints CE Primary School – Bolton

Blaine Stewart, Derrygonnelly Primary School

Canolfan Elfed Inclusion Centre, QEH School

Eden Academy Trust’s Family Services Team: Jan Ahmad, Sophia Barton, Lisa Hatcher, Janet Lobb, Louise Mullins, Kelle Sharpe and Shriti Thompson, Pentland Field School

Edmund Rice College, Edmund Rice College

Frankie Arundel, Firth Park Academy

Ian Sippitt, Aurora Eccles School

Matt Jenkins and Jo Fison, Exeter Royal Academy for Deaf Education – School

Rebecca Garratt, The Wyre Forest School

Sarah Gray, ST Mary’s CE Primary

Star Academies

The Poppy Academy Trust, Fair Field Junior School

 

Proposed new IfATE powers ‘strike the right balance’ with Ofqual, says Williamson

The education secretary has defended plans to hand new powers to the government’s apprenticeships quango, saying it will “strike the right balance” with Ofqual’s responsibilities.

Gavin Williamson, today speaking to the education select committee, called proposals to hand the Institute of Apprenticeships and Technical Education sign-off on approving and regulating technical qualifications a “tidying up measure”.

The Federation of Awarding Bodies warned last week it would introduce a “material conflict of interest” and “sets the scene for a muddled and cumbersome two-tier system of qualifications regulation”.

“This turns the institute into both a market participant in qualifications (by developing, accrediting and certificating its own technical qualifications),” such as T Levels, “and a market regulator of technical qualifications, deciding which qualifications that they do not own can operate in the marketplace in future,” a FAB position statement, seen by FE Week, read.

This could prove troublesome as power is handed to the institute, which is responsible to political ministers, rather than the independent qualifications regulator Ofqual, which is responsible to parliament.

Williamson told MPs he felt “the right sort of balance” had been struck between Ofqual and IfATE “in order to be able to give IfATE all the powers it properly needs in order to deliver the work it needs to do.

“But I always accept people will have different views and IfATE also seem to have the confidence and belief that they had the tools they need.”

 

Labour seeking to make Ofqual sole qualification regulator

During the bill’s second reading in the House of Lords last week, Labour spokesperson Baroness Wilcox said her party was “concerned that this handing back of day-to-day political control of technical qualification regulation would undermine the independent status of Ofqual and risks a cumbersome new dual-regulatory approval system”.

Baroness Wilcox

“We will seek to amend the Bill to ensure that Ofqual remains the sole body,” she added.

Crossbench pier Lord Curry of Kirkhale echoed the concern the bill’s changes would create a “two-tier and rather cumbersome regulatory approval system.

“The last thing we need is confusion, duplication and an additional load of bureaucracy,” he warned.

 

Williamson admits watchdog and IfATE ‘crossover’

Quizzed by committee chair Robert Halfon today on why the Department for Education did not simply hand qualification regulation to IfATE wholesale, Williamson said there are “areas of crossover.

“It’s important that we have two organisations that are looking at slightly different sectors but there is crossover, and we expect those organisations to all work in harmony and close cooperation together and I think that that’s something that can be done and can be achieved.”

The minister said before the institute there had been concern in the post-16 sector Ofqual had not brought the “the same level of focus” to apprenticeships as other sectors.

Whereas with IfATE, skills provision had been given “a lot more attention”.

Other reasons behind the changes were “to enable IfATE to basically define new qualification categories and approve a broad range of technical qualifications”.

And also to “lay the foundations to an allow T Levels to be delivered outside England,” Williamson added.

DfE considering ‘accelerated inspections’ to help Ofsted tackle Covid backlog

Gavin Williamson has revealed the government is looking to accelerate the timetable for Ofsted inspections in order to address the backlog of schools and FE providers due a visit.

The education secretary was questioned by the Parliamentary education committee this morning on the possibility of speeding up the process for those left waiting for inspections, which were suspended when Covid hit last year.

David Johnston, the Conservative MP for Wantage, explained that some schools in his constituency were “living on an old Ofsted judgement where they know they’ve improved and it would help their admissions if they could show that improvement”.

Ofsted’s chief inspector Amanda Spielman appeared before the committee last week and raised concerns about the length of time between inspections for ‘outstanding’ providers.

These were previously exempt from inspections, however the immunity was removed in October last year following a consultation.

Principals of grade three colleges are also in uproar after they were excluded from yet another government fund because they are stuck with the rating, with no way to improve, as revealed by FE Week last week.

Johnston added that Spielman raised concerns over some schools going without inspection for 14 years and “her view when I put this question to her was they could accelerate the timetable for Ofsted inspections if they were directed to by government.”

DfE considering ‘accelerated inspections’

Williamson said the Department for Education (DfE)  “would certainly be looking at a whole range of different options including accelerated inspection.”

He added Johnston was “right to highlight” the need for schools and FE providers to progress out of lower grades and the lack of inspections in those rated ‘outstanding’.

The education secretary said the government will now be “looking very closely” at what “further action we can take to ensure that schools are best supported by Ofsted” as the sector moves out of the pandemic.

Ofsted suspended full graded inspections in March 2020 when the pandemic struck, but they are due to resume in September.

A previous FE Week investigation revealed that 30 colleges have been ignored by Ofsted for over a decade.

Williamson looking at adaptions for 2022 exams to ensure ‘right level of support’ for students

The government is looking at a “similar set of measures” for the 2022 exams as those proposed for this summer’s series before formal tests were cancelled, Gavin Williamson has said.

The education secretary told the education select committee this morning that they “very much hope and intend” for exams and vocational and technical qualifications to go ahead next year.

Last December, ministers proposed that grades 2021 exams would be as generous as those in 2020, and that students would get advance notice of topics in certain subjects and be allowed to use exam aids. But the measures were ditched in January when exams were cancelled.

Simon Lebus, Ofqual’s interim chief regulator, revealed in March that government was considering adaptations “along the line that had been originally contemplated for this year”.

Simon Lebus

Today, Williamson confirmed the government was considering such measures.

Asked what plans government have in place for exams next year, he said: “We are considering what we need to do to ensure that there’s fairness and there’s the right level of support for pupils as they take these qualifications. I think that’s the right approach.

“We had quite an extensive package of measures that was intended for this years’ awarding session and supporting youngsters as they took their exams and we will look at having a similar set of measures that can be brought forward in order to be able to support pupils as they take assessments.”

Caroline Johnson MP asked: “Do you expect adjustment to be a requirement next year, or the year after, or the year after that?”

Williamson responded said he “very much expects there to be adjustments and mitigations to be put in place, because I think those youngsters that are in year 10 and year 12 will have obviously suffered disruption as a result of the pandemic, so I think that you don’t have a situation of immediately switching back to the absolute same state of situation as it was in 2019”.

‘I never want to see children not taking exams’

But the sector is still waiting for full proposals for the 2022 exam series to be published, with just weeks left until the end of the academic year.

Williamson would only say at the Festival of Education last week that plans would be published “very shortly”, and said Parliament would be informed first.

He said today: “I never want to see children not taking exams, I would probably have been so bold if I was talking to you in December last year to say absolutely children would have been sitting exams, never recognising the fact there would be a new variant but that it absolutely our aim and intention but with proper contingency plans always in place.”

This year, government faced criticism for not having an “off-the-shelf” plan B ready.

Williamson also said today that he is expecting exam boards to deliver a rebate to schools and colleges this year.

The DfE is focused on learning but a tsunami of need is upon us

At the Westminster Insight SEND conference, Sonia Blandford says the government is ignoring a worrying rise in SEND and CAHMS referrals that we are not prepared for

Strange. Challenging. Unprecedented. Just a few of the words we have all used to describe the period since COVID-19 has impacted on all of our lives.

But while it’s been difficult enough to understand from the position of a secure family home with no prior needs, there are many for whom it has been simply devastating.

In our work with education settings all over the country, we are detecting a major seismic event: a tsunami of referrals to SEND teams and CAMHS provision that will overtop the flood defences.

Let me talk you through some of the situations students we work with have found themselves in. (All names have been changed.)

Kadija is 18 and shares a bedroom with her mum, a single parent who survives by working and claiming benefits. Her older sister has had mental health and drug problems, so living at home is a trial.

We are detecting a major seismic event

Kadija was to have taken A levels. But her mocks, disrupted by family trauma, resulted in a C, E and U, against predicted grades of A*, C and C.

She is getting little additional income through occasional shifts in the pub her house, and she has little or no motivation to continue with her ambition to go to university to study medicine. Kadija is vulnerable and disadvantaged but does not fall within Educational, Health, Care Plan (EHCP) or Free School Meals support or subsidies

Then there is Tess. She is 16, with high-end physical and cognitive disabilities, and significant emotional needs. Tess is disabled and vulnerable, but she lives in a rural area and her support system – including specialist teaching and learning services – are located 90 miles away. They take over two hours to get to her.

Finally, Tom has profound and multiple learning disabilities and has been living with his single mother as the primary carer along with four other siblings. One of them has the same condition as him. His mother got diagnosed with a mental illness two years ago and since then has been out of the house, so his older brothers have been the main carers.

Kadija, Tess and Tom share a common situation, which makes them vulnerable and disadvantaged – they do not have the normal points of reference shared by so many of their peers. Their world is different, needing significant structure and support.

For all young people, it is home that provides the benchmark for their lives. The pandemic has caused us all to revalue the meaning of home and the importance of the quality of shelter, food, safety, personal growth, health, and love that it holds. We know that ‘home’ is where we develop and nurture our core strength.

So have Kadija, Tess and Tom. But for them and thousands like them, watching the news or scrolling social media, trying to seek support when the structure of their lives has disappeared has been traumatic.

Education institutions and third sector organisations have stepped in to care for vulnerable and disadvantaged young people over the past 16 months.

Teachers have provided daily one-to-one support, checked meal vouchers had arrived and that there is somewhere to sleep, clothes to wear.

In the meantime, government’s key focus has been on learning. But in truth Kadija, Tess and Tom have a long way to go before this is their priority.

Their teachers, carers and support networks face the challenge of providing new stable reference points before any form of learning can take place.

Teachers face the challenge of providing new stable reference points

Physical and emotional security, love and belonging are their priority, so our key question must be this: How will we get them the highly specialised and urgent support they need to overcome the social, emotion and mental health issues caused by lockdown?

Some of these young people would have been on a road towards more positive life outcomes, overcoming ACEs (Adverse Childhood Experiences) through the care and support of their college communities.

But many have been re-traumatised. And for them, specialist help is not a luxury, but an absolute and immediate necessity.

And supporting that ought to be the government’s priority.

Confusion and heavy lobbying forces Ofsted to ‘clarify’ Baker clause approach

Ofsted inspectors will “always” report where a school fails to comply with the Baker clause and “consider” how it affects their grade, the watchdog has clarified following mounting pressure.

Yesterday, the Commons Education Select Committee recommended schools be limited to ‘requires improvement’ if they are not allowing training providers to access their pupils, as mandated by the clause.

Ofsted bosses have also provoked confusion by contradicting one another on whether inspection grades should be limited if a school is failing to meet its obligations under the clause.

Following the report’s publication, an Ofsted spokesperson told FE Week: “We’ll soon be updating our handbooks to clarify inspectors will always report where schools fall short of the requirements of the Baker Clause, as well as considering how it affects a school’s grade.”

 

Ofsted: ‘Good quality’ careers advice is ‘really important’

The Baker clause, named after its author former education secretary Kenneth Baker, was passed into law in 2018.

Ofsted is planning to carry out a thematic review of careers advice in schools, under orders from the Department for Education.

The watchdog’s spokesperson stated that “good quality” careers advice is “really important,” and the clause already forms part of the “personal development” grade in an Ofsted report.

Inspectors are also trained to understand the clause’s requirements and how to look for them, while most reports include a mention of careers education “even if they don’t specifically report on compliance with the clause,” the spokesperson said.

 

Watchdog had caused confusion over grading

This clarification came after Ofsted chief inspector Amanda Spielman told the select committee it would be “unlikely” a school could be graded ‘outstanding’ if it was found to be non-compliant with the clause.

Baker
Amanda Spielman addressing the Education Select Committee

This contradicted the watchdog’s deputy director of FE and skills Paul Joyce, who told the Association of Employment and Learning Providers national conference earlier this month compliance with the clause should not be a “determining factor” of an inspection grade.

The select committee’s report, mainly into the education disadvantages of white working-class boys, found that “for too long” schools have “failed to fully deliver” on the Baker Clause.

So, if Ofsted find a school is not complying, MPs do not want it to get an inspection grade any higher than ‘requires improvement’.

 

Baker believes non-compliant schools should be cut off from ‘outstanding’

The inspectorate has also been coming under pressure from other government bodies which have expressed concern over schools’ low regard for the clause.

UCAS reported last month one-third of students are not told about apprenticeships, while chief executive of the Careers and Enterprise Company Oli de Botton told the AELP conference it was “true historically that there hasn’t been enough access for ITPs or enough information about apprenticeships and technical routes for young people”.

Baker, now a member of the House of Lords, is also seeking to amend the Skills and Post-16 Education Bill currently going through parliament to make his clause a statutory duty.

This would mean stakeholders such as parents or providers could take schools to court over non-compliance with the clause.

Speaking about what Ofsted could do about non-compliance, Baker told FE Week: “If the school is not actually implementing the clause, and if they’re likely to be ‘outstanding’, they shouldn’t be given ‘outstanding’.”

Should length of tenure for CEOs and chairs be limited?

College leadership failings continue to prove costly, and the education secretary is now seeking greater powers to take more direct action through the Skills Bill. But could one solution be to limit the time bosses are at the helm? FE Week takes a look…

Most experts in the sector say the old days of a “job for life” for principals are long gone. Now, the new measures put forward in the Skills for Jobs white paper might cause their tenure to be cut shorter – or at least make them work even harder for it. Will boards set CEOs tighter KPIs from local skills plans? Scrutinise more closely how they meet employer-led targets?

It’s not just executive roles the DfE has been thinking about. Governing boards are also in the department’s line of sight, with the white paper saying ministers will take a “clearer position on what good governance” looks like and will propose “specific requirements”. 

The message is clear: the DfE is getting more involved in leadership performance, and that involvement is here to stay.

In such a challenging environment, the need for strong chief executives is perhaps greater than ever, and effective chairs of boards are equally crucial. But does length of tenure matter? 

A few years ago, the corporate world was wringing its hands over a PwC study on the staying power of bosses. UK chief executives were spending only 4.8 years in the job, below the five-year global average. More recently, FTSE 100 bosses had at least clawed it back to five years (which is better than football managers). 

But while burnout of chief executives is often discussed in FE, there’s another side to the same question: what about those who choose to stay for a long time?

FE Week analysed the top 20 biggest colleges to find out how long their chief executives or principals had been in post, according to their LinkedIn profiles or college websites.

The answer? Six and a half years on average.

It’s a reassuringly longer stay than FTSE 100 bosses, but not so long that anyone can accuse FE of cosy “jobs for life”. 

But there is real variation in that list. The longest period is 22 years (Ian Pryce at Bedford College), followed by 20 years and 6 months (Paul Phillips at Weston College) and 18 years (Sally Dicketts, Activate Learning, who is stepping down).

Then there are those in the middling ground, such as Shelagh Legrave, set to become the next FE Commissioner, after leading Chichester College for 11 years and Corrienne Peasgood has led City College Norwich for eight years and 10 months.

My personal view is to go with the American model

Ought FE colleges to consider setting fixed terms for the CEO, after which point their performance is reviewed? Even if a CEO is doing well, should there come a cut-off point where they take their expertise elsewhere?

Tom Bewick, chief executive of the Federation of Awarding Bodies, thinks so. In the US, he says, some community college leaders are on five-year fixed terms. “They’re pretty hard-nosed contracts, with key performance indicators around finances, student enrolment, student experience, and if you’re not meeting those targets, it’s time to move on.  

Tom Bewick

“My personal view is to go with the American model, in that colleges should be able to put out a five-year fixed term with a review. What that does is set in place the expectation clearly from the start, that the CEO is there to deliver within that time, by a board that will hold them to account. Then it can always be extended.

“We need to be a bit more forgiving and a bit more grown up, that people might just need to move on from a senior post,” he adds. 

The recommendation echoes the “Civil Service Reform plan” published in 2013 which announced that permanent secretaries of government departments would now be on five-year fixed contracts.

The intention was to tackle the fact permanent secretaries were not staying long enough, rather than staying too long.

But others in the sector are sympathetic to the idea of a preferred length of stay for chief executives.

Shaid Mahmood, chair of Luminate Education Group, and also chair of the Association of Colleges, explains it is “important for people to move through at a reasonable rate.

“There are always exceptions, and there are a number of CEOs who have been in post for ten years or more, who are really good CEOs, and I can absolutely understand why the chair wants them to stay. But also, I’m a big believer in people coming in, getting stuck in, moving things on, and moving on.

“I’m pretty good at moving people on, and I mean that in a really positive way. It’s about succession planning with them for what they want to do next. That brings in more blood, and I think we should be doing that with our CEOs.”

Mahmood adds: “I think about five to seven years is about right for principals, and four is too short.”

Shaid Mahmood

Like Mahmood, Sue Pember, policy director at HOLEX, thinks there is a wise length of time for a CEO to be in post, but it depends on circumstances.

“You probably want three years to get your feet under the table, three years to do it right, and three years to innovate. However, there are successful principals who have been there for 25 years.”

But fixed-term contracts are not advisable, she says. Colleges would have to offer more benefits and so there would be a “salary drift upwards”, says Pember. “It allows people to play the system. I don’t think you’d get loyalty.”

What the sector is largely agreed on, however, is the need for the chair to regularly move on – particularly to ensure that poor-performing CEOs don’t get to stick around.

FE Week was able to find information on chairs at 17 of the 20 biggest colleges, again according to LinkedIn and college websites. On average, they have been in the role for 4.5 years. It doesn’t sound excessive.

I don’t think you’d get loyalty

But according to codes of good governance, that question depends on how long chairs have been sat on the board as a member before they became chair.  

The UK Corporate Governance Code clearly states that “circumstances that are likely to impair, or could appear to impair, a non-executive director’s independence include whether a director […] has served on the board for more than nine years”.

The Charity Governance Code says the same: “If a trustee has served for more than nine years, their reappointment is subject to a particularly rigorous review” that must “take account of the need for progressive refreshing of the board”.

They echo the findings of a 2017 research paper called Do Directors Have a Use-by Date? that looked at 3,000 firms over 18 years. “Our evidence suggests that board tenure is positively related to forward-looking measures of market value, with the relationship reversing after about nine years on average.”

However, the Association of College’s governance code – which is being updated – is not quite as clear. It says governors should not serve more than two terms, or a maximum of eight years, “except where subsequently undertaking a new and more senior role, for example, as chair”.

It adds only: “There are variations in the length of term for which chairs are appointed.”

Kirsti Lord, deputy chief executive at the Association of Colleges, acknowledges the AoC would like the wording to be more precise. “Our guidance is not as prescriptive as we think it could be in terms of best practice.” The reason for this, she says, is because there are examples of successful colleges where the chair has been in position for longer.  

Kirsti Lord

“But what we see sometimes is that some people think if you are a board member, and you progress to be chair, you can start your time all over again. That isn’t the case. The entire total of your tenure on the board, including as chair, should still be nine years. 

Peter Lauener, former ESFA boss who has been chair of NCG for three years, is in agreement. “I strongly support the guideline of nine years on the board,” he says. “There’s the advantage of new blood, and the disadvantage of going stale. It’s a good figure, which should not be exceeded.”

FE Week analysis shows a few chairs in the biggest colleges are coming up to the recommended nine-year mark. Andrew Barnes, chair of City College Norwich, Charles Buchanan, chair of EKC Group, Nick Davies, chair of HCUC Group, and Rob Lawson, chair of Sunderland College, have all been on the board for eight years or more.  

The entire total of your tenure on the board, including as chair, should still be nine years

Meanwhile Clive Henderson, chair at South & City College Birmingham, has been on the board nine years, and James Pinchbeck, chair at Lincoln College Group, has been on the board for nine years and 10 months.

The longest-serving governor is Derek Randall, chair of Bridgwater & Taunton College, who according to the college’s website has held governing roles there for 20 years. College CEO Andy Berry says Randall has “been at the heart of the transformational change” at the college during his tenure, including growing it to one of the biggest and most successful. 

Paul Phillips, the long-standing chief executive at Weston College, says “you want the chair changing probably every eight years or less,” adding “that’s more important, I think, than whether they’ve been governors for a while”.

Paul Phillips

People moving on also aids diversity, points out Fiona Chalk, national head of governance at the Education and Training Foundation.

Just three of the 20 current chairs are women, FE Week can reveal.

“Long-term tenure is not good for the organisation, because you tend to get complacency and group-think,” says Chalk.  

The government’s proposals in the white paper might be about to seriously shake that up.

For a start, the DfE wants to “set new requirements for annual board self-assessment and regular external governance reviews”. The ETF and AoC have already run a pilot in 30 colleges to trial the external reviews, which are intended to help improve college governing boards, and the findings will be revealed soon.

Whether chairs should be paid is also under review, and a governance “framework of skills and competencies” is being developed too.

There’s not much appetite for fixed-terms for CEOs, but there is a sense of them having an ideal average tenure.

To ensure only the very best CEOs get to stay longer, the sector seems agreed it’s vitally important chairs of governors do not overstay their welcome.

Pressure mounts on Ofsted to limit grades by Baker Clause compliance

MPs have called on Ofsted to cut schools off from the top two inspection grades if they fail to comply with the Baker Clause.

In a report out today, the education select committee recommends a school be limited to a grade three under such circumstances.

This comes days after Ofsted bosses caused confusion about whether Baker Clause compliance ought to be a limiting factor on which grade a school was awarded.

The committee’s report, titled ‘The forgotten: how white working-class pupils have been let down, and how to change it’, says that “for too long” schools have “failed to fully deliver” on the Baker Clause.

 

Baker Clause ‘must be more uniformly enforced’

Authored by former education secretary Kenneth Baker and introduced in 2018, the clause mandates schools to allow training providers access to their pupils to discuss technical education routes.

The committee, according to the report, believes the clause “must be more uniformly enforced to prevent many disadvantaged pupils, including disadvantaged white pupils, missing the opportunity to access a variety of careers”.

The Department for Education-ordered review of careers guidance in schools by Ofsted will be watched closely by MPs, who say they “look forward” to the watchdog’s recommendations on how schools could improve the advice they give pupils.

MPs also want the government to conduct a “significant” review of its funded careers agencies to identify “if they are focused on skills, building employer-school partnerships and helping those from white working class in schools in disadvantaged areas”.

Furthermore, it has also been recommended the government fast-track a plan to bind its careers advice funding to Baker Clause compliance, which was included in the government’s landmark Skills for Jobs white paper in January.

 

AELP wants schools limited to Ofsted grade two

Last week, Ofsted chief inspector Amanda Spielman told the committee it was “unlikely” a school could get an ‘outstanding’ grade if it were found not to have complied with the Baker Clause.

This statement clashed with that of Ofsted’s deputy director for FE Paul Joyce, who told the Association of Employment and Learning Providers national conference the week before he did not think compliance should be a “determining factor” of an inspection grade.

The committee’s report cites the AELP’s evidence to the Skills Commission of MPs and peers which stated schools ought to be limited to a grade two if they fail to comply with the clause.

ofsted
Kenneth Baker

Caps on Ofsted grades may turn out to be a lesser problem for schools however, as Lord Baker announced to the House of Lords last week he was seeking to amend the Skills and Post-16 Education Bill, currently going through parliament, to make his clause a statutory duty.

Currently, ministers have to include the clause in their guidance to headteachers in order for it to be enforced; but under Lord Baker’s plans, stakeholders such as parents or training providers could take a school to court if they were non-compliant.

Baker told FE Week he was having the clause drafted, and it still needs to be voted on in parliament.

This comes after increasing discussion about schools ignoring the clause, and how it could be enforced.

In addition to making careers guidance funding contingent on compliance, the white paper also promised government would set a new minimum requirement about who is to be given access to which pupils and when, as well as take “tougher, formal action against non-compliance”.

Previously, in February 2020, then-academies minister Lord Agnew wrote to headteachers to remind them of the obligation to promote technical education under the clause.

UCAS pledged to become a “digital Baker clause”, providing information and advice to young people on their opportunities when it reported last month that one-third of students are not told about apprenticeships.

Oli de Botton, chief executive of the government’s own careers quango, The Careers and Enterprise Company, told the AELP conference earlier this month it was “true historically that there hasn’t been enough access for ITPs or enough information about apprenticeships and technical routes for young people”.

An Ofsted spokesperson said: “Good quality careers information, education, advice and guidance is really important. 

“While a review of careers advice remains to be considered, the Baker Clause forms part of our ‘personal development’ grade, and all our inspectors are trained to understand the requirements and how to look for them.

“Most inspection reports include a mention of careers education in general, even if they don’t specifically report on compliance with the clause.

We’ll soon be updating our handbooks to clarify that inspectors will always report where schools fall short of the requirements of the Baker Clause, as well as considering how it affects a school’s grade.”