The first new provider monitoring visit report since Ofsted restarted the in-person inspections has found ‘insufficient’ delivery.

New provider visits resumed last month after the watchdog’s normal activity was paused at the start of the Covid-19 pandemic in March 2020.

The first of these reports was published last Friday and found “too many” of the 91 apprentices at Birmingham-based independent provider Skillwise Training UK Limited “have had few or no teaching sessions since they started their apprenticeship”.

“As a result, most apprentices are making slow progress on their apprenticeship,” inspectors wrote, with “too many,” including those who have been on programme for 12 months, having only submitted one piece of written work.

Skillwise scored two ‘insufficient progress’ judgements in its report, which means it now faces being suspended from new apprenticeship starts, under Education and Skills Funding Agency rules.

Since inspection activity was paused, Ofsted has been running interim visits to FE colleges and providers remotely, including progress monitoring visits, as part of a phased return since September 2020.

Although the findings from these visits are published, providers do not face any action as a consequence like they do with new provider monitoring reports. Full inspection activity is not planned to resume until September 2021.

 

Move to remote teaching ‘has been problematic,’ leaders tell Ofsted

Skillwise, established in 2006 and delivering levy-funded apprenticeships since 2018, has struggled with adapting to the Covid-19 pandemic, Ofsted reported.

Senior leaders admitted to inspectors the move from face-to-face to remote teaching “has been problematic”.

Having adapted to teaching topics through short online presentations, tutors were found to “not considered well enough different approaches required when teaching remotely”.

Ofsted found a minority of occasions where tutors covered too much content during sessions.

The provider’s apprentices “do not have time” in sessions “to understand the context of the topics taught and how this applies to their assignments or their workplace”.

Skillwise had previously delivered to apprentices face-to-face over the course of a day, but inspectors were critical of how tutors are currently working.

At the time of the visit on March 16, the provider delivered the level 4 business administration framework apprenticeship, as well as the level 3 business administration, level 3 customer service, and level 3 team leader/supervisor apprenticeship standards.

Though apprentices are “frequently” checked on through review meetings, tutors had not provided regular off-the-job training sessions.

 

Apprentices are recruited ‘with integrity’

Skillwise did make ‘reasonable progress’ in ensuring effective safeguarding arrangements were in place.

It has a “well-qualified” designated safeguarding lead and deputy lead, and staff are “appropriately” trained in safeguarding and the ‘Prevent’ duty.

Apprentices have the opportunity to undertake mental health first aid training when they start, and the learners understand how they can use this knowledge to support others in the workplace.

However, inspectors did find, with the exception of safeguarding, staff training was overly focused on completing paperwork and not teaching skills.

Leaders have realised the quality of teaching and training is “not consistently good”, according to the report.

Skillwise was commended for the “sensible approach” it had taken to growing the business: having started off specialising in sports coaching and physical training, a restructure in 2016 led it to offer training in more subject areas.

Apprentices are recruited “with integrity” and use evaluations of their skills “well” when matching learners to the right subject and level of apprenticeship.

Skillwise was approached for comment.

Skillwise is one of six providers to have a new provider monitoring report published since Friday.

The other five − Discovery Recruitment Limited, Exertis (UK) Limited, Richmond Training Academy Limited, The Chief Constable of Hampshire, Trans-Plant Mastertrain Ltd − all scored ‘reasonable progress’ across the three themes judged.

The results of the government’s national skills bootcamp tender have been hit by a “very worrying” delay.

Contracts were supposed to start from this month but training providers who bid for a slice of the £36 million up for grabs are yet to be told whether they have been successful.

The Department for Education said that due to the “high volume” of bids received, the period for “tender evaluation” has “had to be extended”.

“Suppliers have already been informed of this delay and we will announce the successful bids in due course,” a spokesperson added.

A “mobilisation” period had been set to take place over the next month, with commencement of actual course delivery starting by “latest June 2021” – a timeline which is now at risk.

There are growing concerns about the limited time providers will have to spend the funding, considering it must be used by the end of March 2022.

Association of Employment and Learning Providers chief executive Jane Hickie said: “If it goes on much longer, AELP members would find this delay very worrying in terms of being able to start delivery next month and to deliver the expected outcomes in the projected 12-month contract period.”

She added that given the “recent track-record” on missed procurement outcome deadlines, an “even bigger worry” would be a delay in announcing the adult education budget procured contracts for 2021-22.

“We really can’t afford to see this happen when we are supposed to be supporting adult learners affected by the pandemic’s impact.”

 

‘Suppliers have already been informed of this delay’

Ramping up of technical skills bootcamps is part of the prime minister’s lifetime skills guarantee.

Paid for from the new National Skills Fund, the DfE launched two tenders for level 3-plus “bootcamp” courses in January.

Courses lead to guaranteed job interviews and are for adults aged 19 and over. They will run for up to 16 weeks and will be free to unemployed people, or where employed, their employer would pay a 30 per cent cash contribution.

The “digital skills bootcamps” tender, known as lot 1, sought bids for courses in IT subjects such as cloud computing, data engineering and software development.

The “technical and cross-digital skills bootcamps” tender, known as lot 2, sought bids for courses in subjects such as electrotechnical, welding, engineering, construction and electronics.

It comes after two waves of bootcamp pilot schemes, both worth £4 million, were commissioned in the West Midlands, Greater Manchester, Lancashire, Liverpool City Region, Heart of the South West, Derbyshire and Nottinghamshire and Leeds City Region.

They feature training for digital skills as well as industries including welding, engineering and construction.

The DfE said the pilots are still running and will “deliver approximately 1,300 more skills bootcamp places from April”.

The country’s biggest skills and careers event has been cancelled for a second year – but national skills competitions are back.

WorldSkills UK LIVE, which takes place annually at the NEC in Birmingham, was called off last year owing to the Covid-19 pandemic. The continued uncertainty around large scale events has meant it also cannot go ahead this year.

The event usually hosts the UK’s national finals for WorldSkills competitors, which were also cancelled last year.

The competition is however returning for 2021 and applications have opened today. Organiser WorldSkills UK said it is working with its partners to host the national finals in various locations throughout the UK.

Run in over 60 different skills ranging from digital, engineering, construction through to health, lifestyle and hospitality, winners can represent the UK at the international WorldSkills competition, known as the ‘skills Olympics’.

They take place every two years in cities around the world. WorldSkills UK is currently training a squad of apprentices and students to take part in WorldSkills Shanghai 2022.      

 

‘We want to recognise the importance and value of skilled work’

Dee Aylett-Smith, head of national competitions and careers at WorldSkills UK, said:  “We know that young people have been disproportionately affected by this pandemic and that is why we have relaunched our competitions-based development programme to support more young people develop the high-quality skills employers are looking for.

“By celebrating the talent, we have right across the UK, we want to recognise the importance and value of skilled work and encourage more young people to choose high-quality education and apprenticeships as routes to real success in work and life.”

She added: “The continued uncertainty around large scale events, combined with the lengthy timescales and planning that is required to host all of the National Finals in one venue, means we have had to take the difficult decision not to host WorldSkills UK LIVE at the NEC this year.

“Our online programme of careers advice will continue, and we are working with our partners to host the national finals at locations throughout the UK during November.”

WorldSkills UK plans to host a national celebration to honour all of the finalists later in the year.

Competitions are open for registration from 19 April to 14 May.

Colleges have called on the prime minister to intervene in the government’s “devastating” adult education clawback plans that risk courses being scrapped and redundancies.

In a letter today, Association of Colleges chief executive David Hughes tells Boris Johnson that his “ambitious” lifelong learning agenda will be damaged by the Department for Education’s and Treasury’s “dysfunctional” regulation and accountability regime for colleges.

He warns that the “confidence” of college leaders that positive change is coming has been hit by the decision being taken “so late in the year and which simply does not appreciate the overall position, challenges and potential of colleges”.

Separately, Hughes has written to education secretary Gavin Williamson today to warn the clawback will “reduce the financial strength of colleges, move a large number into financial intervention, and force colleges to reduce capacity for adult education, just as demand will be increasing”.

He has included three case studies that show how individual colleges will have to repay millions of pounds under the plans, explaining the reasons why they have not been able to deliver against their targets and the real impacts the “uniform approach” risks having.

Furness College, for example, expects to deliver only half of its £1.3 million allocation as the vast majority of its adult provision is in technical training, such as welding, electrical engineering and construction skills, which was “impossible to deliver” during lockdown.

The college now faces having to pay back £640,000 which would result in a budget deficit at the end of July. Principal Andrew Wren says this will inevitably necessitate a review for “operational efficiencies” over the summer and the college will “not be able to offer the same volume of training in future years”.

He added that the decision will cause colleges across England to “reduce capacity for adult skills which is entirely at odds with the country’s longer-term needs”.

Around £50 million of college funding is at risk nationally, the AoC estimates.

The letters have been published ahead of a Westminster Hall debate this afternoon where MPs will discuss the future of adult education.

 

‘I cannot stress enough how devastating this decision will be’

Announced last month, the clawback decision means that any college that delivers less than 90 per cent of their national adult education allocation must repay the difference between that threshold and their actual delivery.

The Education and Skills Funding Agency claimed this threshold, much higher than the 68 per cent set for last year, is a “fair representation of grant funded providers’ average delivery” in 2020/21.

But as FE Week previously exclusively revealed, the threshold was demanded by the Treasury after officials successfully argued colleges had enough time to reorientate provision and run courses online, where needed, during the Covid-19 pandemic.

On top of this, the ESFA has ruled out a business case process whereby colleges could put forward reasons as to why they should cling on to the money if they did not reach the threshold.

Hughes says business cases would be a “simple solution” for fairness in his letter to Williamson and pleads for the ESFA to allow them.

Leicester College is highlighted as one example where a business case would help explain how full delivery has not been possible.

The college has been in continuous lockdown with the rest of the city since March 2020 and is among the top 20 per cent most deprived areas of the country.

The extended lockdown has only exacerbated this problem, the college said, particularly within the city’s black, Asian and minority ethnic communities, who were “specifically advised that there were at higher risk from Covid-19 and to stay at home, as well as lower-income households”.

Leicester College now forecasts using just 53 per cent of its £11 million allocation this year – and would lose more than £4 million to the clawback.

Principal Verity Hancock previously told FE Week the college has already suffered consequences, having had to back out of a £6.6 million capital funding bid for T Levels as it would have involved match funding £3.8 million which “we can no longer afford”.

 

‘It hampers colleges from delivering what is needed’

Meanwhile Gateshead College, which had been battling with deep financial issues before the pandemic, expects to only deliver 59 per cent of its £5.6 million allocation, meaning they face a £1.75 million clawback.

The college said its inability to provide face-to-face training for its adult education programmes, which focus on hands-on sectors like manufacturing and health, has scuppered their delivery plans.

Similarly, teaching of English for Speakers of Other Languages (ESOL) courses has not been possible remotely.

Hughes said it is “clear” from the AEB problem that the FE system as it stands is “overly complex, lacks trust, drives significant inefficiencies, is focussed on process rather than outcomes and presents far too many obstacles to colleges”.

“In short it hampers colleges from delivering what is needed and drives compliance with arcane funding and audit rules and regulations,” he added.

Hughes has requested meetings with Johnson and Williamson to discuss a way forward.

A DfE spokesperson said: “We acknowledge the situation is still difficult but many providers have been able to deliver very successfully remotely during lockdown and the return to face-to-face learning should enhance further providers’ ability to deliver.”

Number 10 has been approached for comment.

 

Education staff at 49 prisons across England will go on three days of strike action in the coming weeks over Covid-19 health and safety concerns.

University and College Union members will stage a one-day walkout on 26 April, followed by a two-day strike on 11 and 12 May.

The union has warned that further industrial action may be announced if the employer, Novus, fails to response the dispute.

Novus, part of the LTE Group which also runs The Manchester College, has been accused by the UCU of “bullying behaviour”.

The prison education provider has allegedly used “complaints and investigations to intimidate health and safety representatives, making it difficult for staff to raise safety concerns and impossible for any meaningful health and safety discussions to take place”. 

Around 600 prison education staff could take part in the strikes.

 

Unless Novus stops its bullying behaviour, our members will walk out

UCU general secretary Jo Grady said: “Strike action is never taken lightly, but prison educators will not allow Novus to put their health and safety at risk.

“If Novus wants to avoid these strikes, it needs to listen to this strong mandate from staff, stop intimidating our health and safety representatives and withdraw the unfair complaints and investigations against them so that we can have meaningful health and safety discussions.”

Grady added: “Unless Novus stops its bullying behaviour, our members will walk out. We have a mandate to take sustained industrial action and Novus needs to urgently address staff health and safety concerns if it wants to avoid further disruption.”

The UCU said more than two thirds of their members who were balloted last Friday voted for strike action.

Over 82 per cent of members who voted also said they were prepared to take action short of strike. This could include refusing to go on the wings other than to access the education department, and non-attendance on site where members believe that inadequate safety measures are in place.

Novus rejected claims that it has refused to meet with UCU to discuss health and safety matters; made it difficult for employees or UCU representatives to report concerns; intimidated or bullied UCU representatives.

A spokesperson for the group said: “UCU’s persistent misrepresentation of Novus to its employees and more widely in the public domain is a matter of grave concern for the group.

“Such false allegations are damaging to employee trust in their employer, and continue to erode a previously good working relationship between employer and union.”

A “staggering” three quarters of 16 to 18-year-old college students are performing below normal expectations and are between one and four months behind, research suggests.

The Association of Colleges has also found that a similar number of adults (69 per cent) are below where they would normally be at this point in the academic year.

Students on practical courses such as construction, engineering, motor vehicle and hair and beauty have been hit hardest, the AoC added, because it is most difficult to replace practical teaching through online delivery.

The findings, published today by the membership organisation following a survey of 80 colleges across England, aim to “paint the picture” of Covid-19’s impact on college education to inform the work of the Education Recovery Commissioner Sir Kevan Collins.

The report warns of a “lost generation” without significant investment.

AoC chief executive David Hughes admitted the findings are “hardly surprising” and while there is “not yet a crisis”, time is “running out” to act.

Key recommendations put forward by the AoC include a guaranteed a fully funded extra year of study for students leaving college if they need it, estimated to cost around £80 million.

This would be handled through a “simple, flexible fund, which allows colleges to design programmes lasting between six months to one year to meet different needs and outcomes”. A bursary would also be required to support students to be able to participate.  

Extra support for students and employers to navigate the government’s new “confusing” initiatives through the Department for Education and Department for Work and Pensions – such as skills bootcamps, traineeships, apprenticeships and Kickstart – is also called for.

The DfE should also remove the 17.5 per cent fall in funding for 18-year-olds compared to the rate offered for 16 and 17-year-olds, as well as providing targeted support for the most disadvantaged through a 16 to 19 student premium, similar to the pupil premium in schools, today’s report said.

The government has attempted to tackle the impact of lost learning on young college students by introducing a 16 to 19 tuition fund. However, the AoC’s survey found this is failing to have a significant impact as it is “too restrictive”.

Nearly three quarters (71 per cent) of colleges said they are having to provide additional tuition over and above the fund with many teaching over the Easter holidays to make up for lost learning.

The fund only allows small group tuition to students who failed to achieve a grade 4 in GCSE English and maths. As a result, colleges say they find it hard to meet the range of needs of large numbers of students across college provision including personal and social development and enrichment.

Other key issues raised with colleges by 16 to 18-year-olds, according to the AoC’ survey, include increased incidences of poor mental health and well-being such as: sleep problems, feeling demotivated, suicidal thoughts, lack of physical activity, depression and anxiety, according to the report.

Students have also reported increases in domestic harm, eating disorders, feeling isolated and lonely when learning online and missing interaction with teachers and fellow students, financial hardship, substance abuse, family relationship breakdowns, concern around how grades will be calculated, fears around future job security.

For adults there are the additional challenges of juggling learning with home education of their own children and the “fact that employers are less willing to give time to those who are learning online rather than in college”.

Commenting on the report’s findings, Hughes said: “The latest data from colleges paints a stark picture of the pandemic’s impact on learning for young people and adults.

“The government needs to act swiftly to support existing college students, those starting this autumn and those leaving for the labour market so that they experience the least disruption to their progression as possible.”

James Turner, the chief executive of social mobility charity the Sutton Trust, said the impact of the pandemic on post-16 education has been given “too little attention in the past year” despite the immediate effects being “severe”. 

The government’s Education Recovery Commissioner, Kevan Collins, was appointed in February and will remain in post for an initial nine months.

His role will advise on the design and implementation of potential interventions that will help students catch up learning lost due to the pandemic. His remit spans children and young people aged between two to 19.

The DfE said it is “working collaboratively with Sir Kevan and the wider education sector including the Association of Colleges to help develop and implement long-term solutions to tackle the impact of missed learning”.