Industrial strategy: growth and skills levy courses start next year

New courses will be funded through the growth and skills levy from early next year, according to the government’s industrial strategy.

‘The UK’s Modern Industrial Strategy’, published today, promised to take a more “muscular” approach to government by taking “punts” on priority sectors over the next ten years “in pursuit of growth and productivity”.

The reform of the apprenticeship levy into the growth and skills levy will be rolled out from April next year, the strategy has now confirmed.

New ‘defence technical excellence colleges’ will also be launched, with further details in a sector-specific industrial strategy that is yet to be published.

The strategy pledged to create a “strong pipeline” of trained workers for eight priority sectors: advanced manufacturing, creative industries, clean energy, digital and technologies, business and professional services, life sciences, financial services and defence.

A more detailed ‘sector plan’ for the first five of these has been published alongside the main industrial strategy, including initiatives, public investment and details of which government departments and senior servants will be accountable for delivering them.

The new levy

Non-apprenticeships courses in the growth and skills levy will cover skills such as digital, artificial intelligence and engineering, for the creative industries and advanced manufacturing sectors.

The strategy says: “We will work with Skills England to determine the courses which will be prioritised in the first wave of rollout and subsequent waves, and how those sit alongside apprenticeships and other training routes”.

The strength of the UK’s skills pipeline will be “critical” for attracting global investment and ensuring the country’s high-growth sectors remain competitive, the strategy says.

It adds: “Ensuring the UK has a healthy population whose skills meet the needs of employers will bring people into the labour market and unlock opportunities for high-quality jobs. Skills increase productivity, increase innovation, and support tech adoption”.

Other initiatives

Other new initiatives include a three-year, £100 million engineering skills package, “workforce strategies” for industries facing talent shortages and “AI adoption hubs”.

Designated government departments will lead on workforce strategies – pledged during the general election – will “move the dial and support good jobs” by agreeing measures with trade unions, local leaders and “wider stakeholders”.

The Office for Clean Jobs has been asked to publish the first of these strategies by 2025, supported by an array of quangos including the Labour Market Evidence Group, the Industrial Strategy Advisory Council, the Migration Advisory Committee and Skills England.

A list of occupations that are exempt from the planned increase to the threshold for skilled worker visas because they align with industrial priorities will also be “published shortly”.

Tech-industry supported ‘AI adoption hubs’ aim to train 7.5 million UK workers in essential AI skills by 2030 have been launched “separately”.

Recently announced and existing skills-related initiatives re-announced in the paper included the £187 million TechFirst technology skills package, the four-year £600 million construction skills package, and the repeatedly delayed lifelong learning entitlement due to launch in January 2027.

Not just skills

Alongside skills the government also promises to improve issues such as energy costs, economic security, access to finance and regulatory burdens in its “drive for growth”.

The strategy also says it will target sector-specific investments in city regions and industrial clusters where industries already concentrate and offer the “highest-potential opportunities”.

£6.3m available for T Level placement incentive fund for employers

The government has made £6.3 million available to incentivise employers to provide construction and health T Level industry placements. 

The Department for Education (DfE) today announced allocations for a “targeted” employer support fund (ESF) to support small and large employers offer placements for health and construction T Level students. 

The revived fund will make £1.8 million available, and ringfenced, for all-sized employers delivering the construction T Level industry placements, funded through the government’s March announcement of £600 million for construction training.

The remaining ringfenced £4.5 million will be available for employers of all sizes to set up industry placements for learners on health T Levels.

It will also go towards upfront costs for small employers offering placements for all other T Levels. 

DfE announced in April that it would offer the fund again for health T Levels for the financial year 2025/26 after it trialled the ESF in 2023/24 and reviewed the pilot findings. 

DfE previously said the funding reflects feedback from older pilots about “specific” upfront costs for employers and should be used where placements “could otherwise not be offered”.

But the cash incentive has previously had low take up from employers. 

An FE Week investigation in March found £3.9 million of the £8.5 million dished out through the one-year T Level Employer Support Fund available from April 2023 to March 2024.

How it works

In an ESF guidance page, updated today, DfE said it would hand out payments for essential costs for T Level placements starting on or between 23 April 2025 and 31 March 2026.

T Levels include a mandatory industry placement of 315 hours, or 45 days, that must be completed over the two-year course in order for students to pass.

The government relaxed the rules in December that allowed 20 per cent of almost all placements to be completed remotely in a bid to boost student numbers. 

Colleges delivering T Levels will be eligible to claim the funding and will be provided a funding allocation based on an estimate of the number of students and the assumed proportion of employers needing support.

Arms-length bodies offering health placements, such as NHS Blood and Transplant, are eligible to claim from the fund, but all other government departments, agencies and public bodies are banned.

Although there is no maximum limit to claims that any one employer can make, the DfE has clarified that the per-student claim should not exceed £800.

DfE will pay providers every two months in arrears once it processes claims through a new online claims tool, the guidance for which has not yet been published.

It said the department’s expectation will support “as many students as possible” and support the scaling-up and expansion of placements, and for sustained use of equipment.

Employers must submit declaration forms outlining their claim costs, which providers are responsible for ensuring are legitimate.

“Providers will need to take strategic value-for-money decisions to maximise the impact of the fund, balancing the needs of various employers. They should consider this when deciding how to allocate their funding,” the guidance said.

If an industry placement ends unexpectedly, DfE said employers are not automatically subject to a clawback of the funding. 

Instead, it said that providers and employers should “discuss the situation” and agree on the appropriate action. 

“In some cases, when an employer stops offering a placement but has already claimed funding, the provider may choose to approach the employer for a refund,” the guidance said.

Ofqual’s apprenticeship assessment reforms: A bold shift with big implications

The launch of Ofqual’s consultation last week on their proposed approach to regulating apprenticeship assessment confirms a significant shift for Enland’s apprenticeships. In many ways it is a positive that we now have greater clarity on what to expect from reformed apprenticeship assessment. But the scale of the changes though should not be underestimated – they will impact employers and providers as well as assessment organisations.

On the whole, we are supportive of the aims of this change and the industry should be positive about the direction of travel. The scope for assessment organisations to take greater responsibility for the design and development of apprenticeship assessment is a good move that utilises assessment organisations’ expertise, and provides plenty of opportunity.  More flexibility, innovation, and responsive, tailored assessment solutions that meet the needs of learners are likely to follow.

It is also positive to see that a degree of independence is protected through Ofqual’s proposals. A key pillar of the Richard Review, independent assessment has contributed to improved standards and we know that this is valued by both employers and learners. Maintaining this within a system that provides greater flexibility is positive. Equally, the commitment to ensuring that synoptic assessment continues to be integral will go a long way to support quality, although this must be carefully monitored.

While there is much to be positive about, clearly there is still a long way to go to implementation and many areas that will require further thought. Chiefly, maintaining consistency and comparability. This is not insurmountable, but requires a culture shift from a system that set out a singular approach to assessment for each standard to understanding comparability in the context of the more flexible approach.

Secondly, the new approach frontloads cost. Assessment organisations will need to invest in order to develop their approach to assessment for each standard. If delivering assessments, providers will also need to invest in assessor and internal quality assurance capacity.

During development, assessment organisations will also be required to engage with employers. This is an important safeguard for quality, and is familiar to those awarding organisations delivering qualifications. However, when compared to the current approach (a centrally organised trailblazer group designing the assessment plan), it could be seen as requiring a duplication of effort for employers, particularly where a standard is delivered by multiple assessment organisations.

At this stage it is far from certain that the changes will achieve an overall cost saving, which raises the question – how we will judge the reforms to have been a success? Particularly as achievement rates were rising already, and there were other levers available to reduce overall cost.

Thirdly is the issue of transition. This consultation is only the first step in Ofqual setting out their policy for regulating apprenticeship assessment, with a further consultation expected on the framework itself. We can therefore both expect some reformed assessment to take place under the existing conditions, particularly in the case of foundation apprenticeships, and assessment organisations will need to operate under a dual system of regulation for some time (as the revised framework will not apply to end point assessment (EPA). While overall a pragmatic approach, this increases complexity and adds to the regulatory burden. A carefully planned transition is vital for assessment organisations and others to adapt.

Finally, while the changes are significant for all, for those assessment organisations that have operated solely in the EPA market, many requirements (such as assessment strategies to centre quality assurance) are likely to be entirely novel. These EPAOs are often specialists in their sectors and bring a wealth of occupational expertise, which must be retained. Support with the transition is particularly crucial here.

We should be under no illusions about the size of the change here – it is considerable and will impact all those working within the apprenticeship system. And while there is still a lot of water to flow under the bridge and a number of challenges to work through, the assessment and awarding sector should be positive about the future.

Skills excellence is the missing ingredient in the UK’s industrial strategy

The UK’s modern industrial strategy recognises that skills increase productivity, increase innovation and support technology adoption. There’s just one wording missing from that sentence: excellence. WorldSkills UK has learnt through successive international skills Olympics over the last ten years that competence in skills is good but excellence in skills is game-changing.

Skills excellence is essential for international competitiveness and a magnet for global investment, key pillars on which the industrial strategy is built.  The FE sector, some would argue long overlooked in discussions of economic growth, is now on the front line of delivering these ambitious national growth plans.

Colleges, independent training providers and universities are essential in embedding world-class, international standards at the heart of how we train, develop, and empower the next generation. They also serve as anchors of regional growth, ensuring investment reaches every corner of the country.

What do we mean by skills excellence?    

Skills excellence is the development of world-class technical and professional standards.  At its pinnacle it encompasses high-level expertise, precision and innovation – for example milling to a 1mm tolerance, working under time pressure to meet changing deadlines and having the confidence to bring forward new ideas. But it can start off with simple steps, such as encouraging learners to go outside their comfort zone and understanding, and through clear assessment frameworks how to keep improving. These are all qualities essential for driving productivity and sharpening the UKs competitive advantage, which is why they should be built into the government’s new skills packages for the digital, engineering and defence sectors.

Aligning with the skills that employers need

Bringing employers and the skills system closer together is a critical part of embedding skills excellence.  Employers are involved in setting the standards that we use at international and national level competitions, making sure they are focused on the latest industry practices and technology. Our competition model includes practical and project-based assessments which mirror the application of skills that employers need, with many involved in the setting and judging of competition tasks. WorldSkills UK is helping ensure that global industry standards are built into UK occupational standards and curricula through our network of international skills experts. 

Investing in educators

The ten-year timeframe set out by the Prime Minister in the industrial strategy gives the UK time to invest in its technical education workforce so we can shift from teaching for competence to teaching for excellence.  We know the appetite is out there. Our centre of excellence programme, in partnership with NCFE, has shown enormous demand for a pedagogical approach that focuses on skills excellence. We’ve already worked with 14,000 educators and nearly 230,000 learners have already benefited from their adoption of a world-class teacher methodology.

This drive towards high-quality skills development is further reinforced by DfE’s criteria for becoming a college of technical excellence in construction, which recognises institutions that demonstrate a commitment to quality through initiatives like our national competitions and the centre of excellence.

International insights

The UK needs to understand how other countries are developing skills excellence. The WorldSkills movement, now in its eighth decade, is a perfect way to do this and has been giving us the opportunity to bring global standards of excellence back to the UK and benchmark UK technical education against the best in the world. With an industrial strategy focused on making the UK the best place to invest and improving competitiveness of our home-grown industries, these international insights will be critical.   

Mainstreaming skills excellence isn’t about focusing on an elite few. It’s about setting high aspirations for every learner, at every level. The UK’s modern industrial strategy, with its promise of additional funding and the political recognition that skills is an enabler of growth should give us the opportunity to make skills excellence a reality for all young learners and build a high-skilled economy.

Power crisis: the UK’s infrastructure boom could stall before it starts

The government wants to go big on infrastructure, housing, and green growth. It’s an ambitious agenda, and rightly so.

But there’s a problem: you can’t build what you can’t power.

Our new report from JTL, Powering the Future, reveals a fast-declining electrical workforce. At the heart of the issue is a strained apprenticeship system. Without urgent action, the lights on these plans may never come on.

Apprenticeships are the gold standard in this sector, yet the training pipeline is limited. To maintain the workforce, we need over 10,500 new electrical apprenticeship starts each year. We’ve been averaging just over 7,500.

Recent skills policies have prioritised general construction over the electrical workforce, despite the industrial strategy identifying technical skills for infrastructure and clean energy as priorities.

The Numbers Don’t Lie

Since 2018, England’s electrical workforce has shrunk by 26.2 per cent. Even with a slight rise in apprenticeships, more people are leaving the trade than entering. If this continues, the workforce could shrink by another 32 per cent by 2038.

This decline is evidenced in JTL’s new national projection model, developed with industry partners, offering a 15-year forecast of workforce size and skill levels.

That decline threatens to increase project costs, delay delivery, and jeopardise major plans; from housing to data centres.

Electricians don’t just wire buildings – they wire the economy. They install systems in new homes, Hinkley Point, HS2, clean energy tech, retrofits, and EV charging infrastructure.

Policy Isn’t Keeping Up

Government policy remains reactive, addressing some of today’s shortages while neglecting the greater, looming skills gap. JTL’s detailed projection modelling tool anticipates future demand, but there’s no coordinated national approach from central government to model that demand and align with its own ambitions; from mass house-building to net zero targets to a once-in-a-generation infrastructure programme.

Without strategic forecasting, the UK risks failure – not from lack of ambition, but from lack of foresight.

Furthermore, shortcuts are creeping in. Fast-track training and funding for classroom-only courses that don’t result in a job are eroding industry standards. In safety-critical roles, that’s both unacceptable and dangerous.

Competence matters. We need rigorous training and fully qualified entrants. Anything less risks safety and quality.

What Needs to Change

To close this skills gap, we need bold and immediate action beyond the government’s recent focus on foundation apprenticeships. Our report outlines four recommendations:

Set ambitious targets: Government must work with industry to set and meet annual goals for apprenticeship starts in the electrical sector. This means forecasting based on future infrastructure needs, not just current shortfalls.

Fix the funding: Apprenticeship funding must rise in line with inflation. Right now, funding doesn’t reflect the true cost of training a skilled electrician. That squeezes providers and limits quality.

Reward quality: Achievement rates matter. Let’s reward high-performing providers, tackle poor completion rates head-on and make data more transparent so we can reduce barriers to achievement.

Back the employers: Most electrical apprentices are trained by small and micro-businesses. They need the financial incentives and support to increase their uptake.

No electricians, no growth

The industrial strategy talks a lot about growth sectors. AI, clean energy and advanced manufacturing all depend on infrastructure – and that means electricians.

No matter the vision, without skilled people, nothing gets built. We can’t grow the economy, meet climate targets, or build homes without a competent electrical workforce to power it all.

JTL proudly trains more electrical apprentices than any other provider in England and Wales, but we can’t scale up without support. We need employers to take on apprentices, and ministers and Skills England must match ambition with action to give this critical workforce the support it urgently needs.

Jeremy Hunt is wrong if he thinks entry level roles aren’t vital

We have a problem with entry level training. While higher level apprenticeship numbers continue to swell, there has been little overall growth in level 2-3 take-up over the last five years.  With almost a million young people not in education, training or employment (NEET), the government is hoping to redress the issue of take-up with the launch of foundation level apprenticeships in the autumn and through recent changes to level 7 funding, directing more money into other levels.

At the same time, the seismic transformation we’re undergoing towards more sustainable, AI-enabled work is fundamentally reshaping many professions. For the economy to thrive, entry-level education needs to be rethought to help new workers and their employers navigate these changes.

There have been calls to replace level 2 apprenticeships with foundation apprenticeships to help tackle these challenges.  That approach, however, assumes that the needs of all occupations are the same and that everyone learns in the same way. We know that this isn’t the case. A rising number of NEET learners simply aren’t ready to meet the demands of employers today. To support learners and create a future ready workforce, we need to provide ways to access skills that best suit learner outcomes and learning style: whether that’s online, in the classroom or on-the-job.

Perhaps the biggest barriers to engaging the nation’s NEETs is perception. With news reports of robots coming to take our jobs, some people are questioning the future of entry level roles altogether. Jeremy Hunt has even suggested that young people should not even consider a career in accountancy due to the advent of AI.

In a sector which is as much about people as numbers, this is simply untrue, and quite a dangerous statement to be making at a time when the UK has huge skills gaps to fill.  Entry level roles will always be required, both as pathways into higher level careers and as destinations in their own right. Roles will simply continue to evolve and drive new opportunities requiring new knowledge and new skills.

A July 2024 Sage report revealed that accounting practices that have integrated AI into several core processes expect to increase the number of employees in their business by 29 per cent over the next three years; 10 times more than those who are not using any AI technologies. This could boost the economy by up to £2 billion.

As automation supports routine tasks, accountants and bookkeepers will have time freed up for interpretation, advisory work, and strategic decision-making, driving greater client value and personal fulfilment.

It is time to evolve again, by offering training choices that feel relevant to learners and employers alike. In accountancy, for example, we’re introducing AI progressively through every level of AAT qualifications.  Level 2 and 3 students will explore how to accurately process financial information, the role of different digital tools, and how to handle data securely. At level 4, the focus shifts to the ethical use of technology and risk management in digital systems.

Sustainabilityis also key. There is growing employer demand for green skills. This requires the foundations being set at those early levels to ensure that anyone going into the workplace can be a key player in wider business decisions being made.

Evolving courses and assessments to include new and relevant skills for the modern workplace, tested in an authentic and robust way, will help learners see the value and relevance of all levels and types of qualification and education, whether they be trusted qualifications or new pathways.

By ensuring choice of access, we can give more people the opportunity to kick-start fulfilling, life-long careers, that will contribute to the success of individual employers and the wider UK economy.

It’s wrong that nobody knows if the adult skills fund actually works

“It is very nice of you to tell Aidan that you will tell him about things. We are the scrutiny body here, and we are saying to you loud and clear that we would like to know more about these things.”

This pointed rebuke from a London Assembly member to Greater London Authority (GLA) officials still resonates with me six months after I addressed the assembly on the mayor’s adult skills fund (ASF).

At that December session, I raised concerns about how little we know about the delivery and impact of the capital’s £345 million programme. Those concerns are not unique to London. Across England, both devolved and non-devolved ASF allocations suffer from a lack of transparency and accountability amidst evidence of substantial budget underspends.

Unlike apprenticeships, where comprehensive data is available from national to individual provider level, we know remarkably little about the outcomes of ASF-funded provision. There is ample data on learner participation. But scant information exists on job outcomes or progression. In London, the GLA’s Learner Survey attempts to fill the gap. However, small-scale survey extrapolations are a poor substitute for robust performance data.

This opacity matters. Sector leaders frequently point to the overall decline in the adult education budget since 2010, but when the Treasury looks for evidence to justify more investment, it finds little to support the case. Without hard outcomes, officials are left unconvinced.

Caretakers of decline

Even before the local elections attention in government had turned again to the ASF, with senior cabinet members demanding that all departmental programmes demonstrate value for money as part of the so-called “Plan for Change”. Labour’s Growth Group of MPs has since accused ministers of being “caretakers of decline”, while another Labour MP warned that “we cannot afford to let stale institutions, cautious regulators, pressure groups or vested interests stand in the way” of reform.

Adult skills funding may not have been the immediate target of those criticisms, but it absolutely should be part of the conversation. Skills policy was central to the prime minister’s recent proposals to reduce immigration. Yet the ASF remains poorly understood and weakly monitored.

Calls for reform are nothing new. The Leitch Review in 2006 set out a clear direction for demand-led funding. But resistance, including from civil servants, has kept much of the system unchanged. Today, it is hard to defend a multi-million-pound programme, delivered almost entirely through grants, with so little public accountability.

The London Assembly agrees. Members have rightly demanded access to provider funding agreements, which might show whether large college groups are held to the same job outcome targets as independent training providers on the GLA’s framework and we should know what the outcomes are. Politicians in other regions should make similar demands and not accept spurious references to commercial confidentiality as an excuse.

Demand-led advantages

The case for making the ASF more demand-led has long been established. In a recent FE Week profile, Isle of Wight College principal Ros Parker noted that after advertising courses in carpentry and welding, the college received 500 applications overnight. It had to close applications early due to overwhelming demand. More provision is now planned for the autumn. But a genuinely demand-led, roll-on-roll-off system could have allowed the college to respond faster.

ASF funding agreements should align more closely and transparently with the sector priorities set out in Local Skills Improvement Plans, especially now that mayors co-own those plans. The mayors’ offices should be thoroughly scrutinising the work of the combined authority officials in this regard.

The current grant allocation system for post-19 provision should be phased out and Lord Blunkett’s call to revive individual learning accounts deserves serious attention. The Department for Education has confirmed that mayors could use ASF to pilot such schemes. Proven models already exist internationally and the technology to deliver them is readily available.

In February, Sir Sadiq Khan announced that he would “start to change the way London commissions adult education” to make it more employer-led. We await the details, but there is hope that long-overdue reform may finally be on its way.

Why FE colleges must lead the fight against coercive control

This month, our college partnered with Avon and Somerset Police and actor and domestic abuse survivor Sam Beckinsale to host Strong Voices, Safe Communities, an event confronting head-on the impact of coercive control and domestic abuse on young people and our communities.

Originally conceived as a local safeguarding initiative, the event quickly resonated beyond Somerset. It reflected a deeper truth: FE colleges are not just educational institutions, but frontline safeguarding environments.

The Hidden Threat in Plain Sight

Conversations throughout the day revealed a pervasive challenge. Local businesses, students and community members shared personal stories of coercive control—stories often hidden in plain sight. Their openness underscored a key lesson: this is not a private issue. It’s a systemic one, affecting every postcode, classroom and age group.

What made the greatest impact wasn’t just the presence of experts or professionals. It was the ownership shown by students. Performing arts learners at Strode College developed original vignettes exploring the realities of coercive control. These performances ignited some of the most honest and impactful discussions of the day.

For too many young people, coercive control is not theoretical—it is lived, normalised and silently endured. If we are to tackle it effectively, they must not only be part of the conversation – they must lead it.

A Role for Every College

The screening of Love?, a film co-created by Sam Beckinsale and director Jason Figgis, highlighted the often-misunderstood realities of psychological abuse. As Beckinsale stated powerfully: “Coercive control kills—and without a fist being raised.”

The response to the event was overwhelmingly positive. Delegates from across education, local government and the business community praised the event’s depth, urgency, and student voice. Crucially, a number of local employers pledged to join the Employers’ Initiative on Domestic Abuse (EIDA), recognising their own role in supporting staff and communities affected by abuse.

We are incredibly proud that the talented students who participated in the conference have won the Educational Partnership Award from Avon and Somerset Police in recognition of the powerful work they have done using drama to raise awareness about domestic abuse.

The FE sector has a critical role to play in shifting the national narrative. As safeguarding leads, curriculum designers and leaders of place, colleges must:

  • Widen the lens: Explore how trauma, poverty, identity conflict, and digital exploitation make young people vulnerable.
  • Equip and empower: Ensure both staff and students can recognise, challenge, and respond to coercive behaviours whilst remaining safe.
  • Platform student voices: Involve young people in co-producing resources, campaigns and future events.
  • Share and scale good practice: Work collaboratively across institutions to influence policy and improve intervention.

Too often, coercive control is dismissed as “relationship drama”—particularly when the victim is young. That myth must end. Colleges are uniquely positioned to model healthy relationships and educate on agency, consent and bystander intervention.

From Awareness to Action

Strode College joined EIDA during the event – an important step toward organisational change. But the real challenge lies within. Are we trauma-informed? Are we creating environments where students feel safe enough to speak?

We call on fellow colleges to work with us – not just to respond to abuse, but to prevent it. That means embedding this work into tutorial programmes, student leadership frameworks and staff development. It means recognising coercive control as a safeguarding priority.

Our next step is a follow-up conference with a more diverse range of voices, including students, exploring how coercive control manifests across different communities and relationships.

Leadership Through Education

Further education has long been a place of transformation. In the fight against coercive control, it can also be a place of national leadership. There is momentum here, and we believe the sector is ready to act.

Let’s make it clear: to those who seek to manipulate, isolate, and harm – there is no place to hide. Not in our communities. Not in our colleges. Not anymore.

The unseen impact of Ofsted: What one grade can really cost

Why as a country are we so obsessed with Ofsted grades, and why do we view anything not “good” or “outstanding” with the perception that everything must be appalling at that provider?  This is something I’ve been grappling with for the last year.  

At 9am on June 24 2024, and I’d just taken my seat at the Association of Employment and Learning Providers conference in London when i received the phone call that nobody wants; two days’ notice of a full Ofsted inspection for our skills bootcamps provision.  We’d never experienced an inspection before as a standalone provider, as all our provision had been sub-contracted from local authorities and colleges.  Nothing compares to the pandora’s box opening at your own full inspection. 

Worse still, it completely caught us out.  Whilst we had received our first Ofsted monitoring visit, for traineeships in 2022,  I didn’t expect a full inspection so soon for our recently acquired bootcamps provision. We’d been out of scope for an inspection, with traineeship funding coming to an end the previous academic year.

After the dreaded call, I quietly slipped away to our Brighton office to get preparing.  Unfortunately, we didn’t receive the grade we’d hoped for but a grade 3.  It was a fair inspection and whist I viewed it as free consultancy on driving ongoing quality improvement, it came with unexpected consequences.

The obvious one was facing challenges bidding for new contracts, as many colleges automatically exclude providers with an Ofsted grade 3 or 4.  We’ve had no choice but to ‘sit out’ of countless adult skills fund (ASF) tenders, as our Ofsted grade prohibited us from bidding.  This blanket-ban approach has been frustrating, especially as we had a 97.1 per cent achievement rate across 211 enrolments last academic year for our Brighton and Hove City Council adult education sub-contract.  Excluding a provider from bidding for a completely different funding stream doesn’t make sense, especially when our data and references from those councils we’ve delivered on behalf of for many years would clarify the high-quality provision we provide. 

As our bootcamps were the only provision in scope for the inspection, we didn’t have the benefit of other funding streams such as ASF being included to provide a more balanced evaluation. Reviewing Ofsted reports from other providers, I’ve noticed that many have received similar feedback on their skills bootcamps.

What I didn’t expect was our new 16-18 study programmes contract being withdrawn by a London-based college in August, two weeks before delivery was due to commence, as they didn’t want to work with a Grade 3 or 4 provider.  We’d bid for their sub-contract six weeks before our inspection.

To make matters worse, we’d recruited two new staff members who had to be made redundant before they’d even started. 

Then in March when our insurance came up for its annual renewal, our insurance premium went up by £10,000 due to the perceived risk associated with our grade.  Whilst our safeguarding was found by Ofsted to be effective, the underwriters thought our public liability risk was higher. 

Then in May, we were finalising a commercial mortgage with a bank who attempted to charge a higher interest rate because of their perceived increase in risk – all because of one inspection of one funding stream for bootcamps, representing one of our 32 contracts.

Grade 3 is seen as a badge of embarrassment, like an STI that you don’t really want to talk about.  Whilst we found the full inspection incredibly useful and embraced the outcome, outsiders automatically assume the grade applies to every funding stream and programme that the organisation delivers.  What I’ve learnt is commissioners and colleges who sub-contract provision through competitive tenders often take the easiest (and dare I say it idlest) route with due diligence, by taking an Ofsted judgment from one funding stream and applying it across the board.  This risks excluding providers who have strong track records with other funding streams that were out of scope for an inspection.

We have come a long way in the last year, and worked incredibly hard.  In May we received an Ofsted RI monitoring visit, and I look forward to sharing the news once it’s published.