The quality of apprenticeships is “improving”, Ofsted’s new chief inspector has said in his first annual report.
Sir Martyn Oliver published a “slimmed down” version of the watchdog’s usual stocktake of education performance this morning.
He opted to ditch analysis of aggregated grading judgments and instead shared a series of “observations” in light of the government’s plan to remove overall effectiveness grades – which has already happened for schools and is set to happen for FE in September 2025.
Ofsted is expected to launch a consultation on a reformed inspection framework and the introduction of new report card-style reports in January.
Today’s insights from Oliver for FE and skills are light on detail but cover apprenticeships, teacher training, SEND, and prisons.
Apprenticeships ‘improving’
Last year’s annual report from the watchdog said apprenticeships were the “poorest performing provision type” for FE.
Oliver claims there has been improvement over the past 12 months. His report said: “The number of apprentices has declined over time, but the quality of apprenticeships is improving. High-quality and well-planned apprenticeships, which match the needs of the local economy and provide a viable pathway into work, will hopefully translate into growth in the sector.”
As of August 31, there were 1,314 providers delivering apprenticeships. Ofsted has data on 94 per cent of them, either from a full inspection (1,126) or a new provider monitoring visit (115). That means there are 73 apprenticeship providers without any Ofsted judgment.
Of the 1,241 providers that have a judgment on their apprenticeship provision, 81 per cent were judged good or outstanding for apprenticeships at their most recent full inspection or were judged to be making at least reasonable progress at their new provider monitoring visit.
This is 5 percentage points higher than this point in 2023.
When we look at full inspections only, 73 per cent of apprenticeship grades were ‘good’ (66 per cent) or ‘outstanding’ (7 per cent) in 2023/24.
This is a significant increase from 2022/23 when 61 per cent of apprenticeship grades awarded were ‘good’ or better, and 2021/22 when it was 51 per cent.
A total of 152 new provider monitoring visits took place in 2023/24, the lowest number in five years. Last year, 89 per cent of new providers visited were found to be making ‘reasonable progress’ in all themes.
This mirrors results for new providers in 2022/23. Ten per cent visited last year were ‘insufficient’ in at least one theme and just 1 per cent (2 providers) were ‘insufficient’ in all themes.
Teacher training also looks better
Last year, Ofsted reported that initial teacher education (ITE) provision for further education trainees “remains the poorest performing age phase” of teacher training.
But Oliver said today that Ofsted has “seen substantial improvements in the quality of ITE for FE and skills since 2020, which bodes well for the future of the sector”.
He added: “For example, trainees in the best mathematics courses prepare to teach maths to learners at entry level up to degree apprenticeships. They learn how to teach the principles of maths appropriately in a variety of courses, from beauty therapy to software design.”
Inclusion focus vital for SEND learners
Oliver said putting a “focus” on inclusion is becoming “ever more important as the number of children with SEND continues to increase”.
His report added: “As young people with SEND move into FE and skills provision, they continue to need support to access good opportunities that will help them into employment. Where this works well, learners can take advantage of good partnership working with local employers to develop their independence, employability and communication skills. A good experience at college, for example, can really help develop the confidence and self-esteem of young people with high needs.
“Overall, though, we know that young people with SEND are less likely than their peers to be in education, employment or training. It’s particularly important that these young people receive effective and impartial careers guidance at an appropriate time to highlight the different avenues open to them.”
‘A very good time to improve prison education’
Ofsted’s stats show that as of August 31, 2024, there were 116 prisons and youth offender institutions (YOI) with an inspection grade. Just 18 per cent were judged ‘good’ or ‘outstanding’. This is a decrease of 9 percentage points compared with 2023 and a fall of 18 percentage points compared with 2022.
The overall proportion of prisons and YOIs judged ‘inadequate’ at their most recent inspection was 42 per cent.
Oliver pointed out that Ofsted recently published a joint report with His Majesty’s Inspectorate of Prisons”, which highlighted “10 years of decline in the education received by children in YOIs, and added: “Adult prisoners fare no better; prison education remains weak, almost without exception.”
The chief inspector’s report said: “There is intense pressure on places in prisons and YOIs, with policymakers facing unpalatable choices around how that pressure can be relieved in the short term. We know that reoffending rates are high. We know that education has a transformative effect.
“Now would be a very good time to improve prison and YOI education to help reduce reoffending, ease the pressure on prisons and help more convicted children and adults turn their lives around.”
An influential committee of MPs has urged ministers not to defund courses that rival T Levels, like BTECs, days before the government is expected to publish the outcome of its long-awaited level 3 review.
The new House of Commons education committee has told the Department for Education “students should not be faced with the binary choice of A-levels or T Levels” following a last-minute evidence session yesterday.
In a letter to education secretary Bridget Phillipson and skills minister Jacqui Smith today, committee chair Helen Hayes (pictured) said: “It is clear that if post-16 education only offered A-levels or T Levels there would not be a sufficient and appropriate range of options for students with different abilities and prior attainment.
“Alternative forms of level 3 qualifications, including applied general qualifications and tech level qualifications, must remain a long-term option, to enable students who either do not wish to, or are not able to, study A-levels or T Levels to continue their education at level 3.”
Sector leaders hope the review will reverse the policy of the previous government to defund qualifications, like BTECs and applied general qualifications (AGQs), that rival T Levels in 2025.
Writing for FE Week in September, skills minister Jacqui Smith said she “recognised that we need to retain other qualifications alongside T Levels and A-levels”.
Smith added: “Where the review identifies the balance of learner and employer needs within a sector requires level 3 qualifications other than T Levels or A-levels, we will maintain the relevant qualifications. This may well be in areas that overlap with T Levels, which is a change from the approach taken by the last government.”
While the review was broadly welcomed, the government’s decision not to commit to a multi-year pause of defunding drew criticism for leaving colleges in the lurch over what courses will be available for incoming students in 2025.
The committee’s letter follows an evidence session in the House of Commons yesterday where college leaders and education think tank representatives were quizzed on level 3 qualifications reform.
Hayes said: “We heard compelling evidence of the importance of the availability of these qualifications in providing much needed flexibility and accessibility for all students, particularly those with special educational needs and/or disabilities and those from disadvantaged backgrounds.
“We hope ministers will listen to the evidence and retain popular, high-quality AGQs and BTEC qualifications which provide vital routes to success for many young people alongside A-levels and T Levels.”
Yesterday’s evidence session included James Kewin, deputy chief executive at the Sixth Form Colleges Association, Cath Sezen, director of education policy at the Association of Colleges, Ruth Perry, senior policy manager at Natspec and Simon Cook, principal of MidKent College who was representing the Association of School and College Leaders.
At Bett, we understand that educators face extraordinary challenges, not just in managing the daily pressures of the classroom but also in reimagining what education should look like in a rapidly evolving world. As we celebrate 40 years of game-changing innovation, we’re more committed than ever to supporting teachers as they drive better education, globally.
The Evolution of Bett
Bett began in 1985 as the British Educational Training and Technology Show, a small exhibition showcasing the earliest examples of technology designed for the classroom. Back then, the promise of technology in education was still an ambitious dream. A handful of clunky computers and interactive whiteboards hinted at possibilities that were yet to be fully realised.
Fast forward to today, and Bett is the largest global gathering of educators and innovators, a thriving community rooted in four decades of collaboration, curiosity and shared purpose. With its flagship event in London and additional gatherings in São Paulo, Brazil, and Malaysia, Bett has connected with educators worldwide, positively impacting millions of learners along the way.
Over the years, Bett has become much more than a technology showcase. It’s now a platform for exploring how innovation, and those driving it, can genuinely improve teaching and learning. As we mark our 40th anniversary, we celebrate not only the evolution of EdTech but also the educators who have been at the heart of this change. Bett is, and will always be, about people: the teachers shaping futures, the leaders setting bold visions, and the innovators crafting solutions to our most pressing challenges.
Bett UK 2025: Learning Today, Leading Tomorrow
Education today feels like it’s on the brink of a revolution, but teachers are under more pressure than ever. Class sizes are growing, budgets are stretched and expectations are higher than ever. Teachers are asked to wear many hats: mentor, innovator, data analyst, tech expert and emotional support system, all while delivering measurable results.
The education system needs to adapt. From AI and data literacy to critical thinking and assessment, the skills prioritised in the classroom will change the way we teach. Embracing personalised learning approaches, supported by AI, can help educators cater to diverse learning styles and paces, ensuring every student reaches their full potential and is equipped for the workforce of the future.
While technology, especially AI, promises to ease some of teachers’ burdens, the reality is often more complex. Many educators feel overwhelmed by the pace of change, unsure how to choose the right tools or integrate them effectively. Bett UK 2025 is designed to address these challenges directly, offering practical tools, meaningful discussions and the inspiration teachers need to move forward confidently. It is only with the correct support that educators will be able to shape the leaders of tomorrow.
But where to begin?
At Bett, everything we do starts with you—the educator. We understand the challenges you face daily, from integrating technology meaningfully to keeping pace with evolving student needs. Bett UK, 22 – 24 January 2025, creates a space where educators can explore the latest innovations, exchange ideas and leave feeling empowered to make a difference in their schools and classrooms. Whether it’s discovering cutting-edge EdTech solutions, participating in hands-on workshops or engaging in meaningful discussions, Bett is your platform to explore the future of education and make it work for your context.
Let’s dive into what’s on offer at the world’s biggest week in education…
A world-class line up of speakers and free CPD accredited content
Every year, Bett is proud to host a line-up of trailblazing speakers who inspire and challenge us to think differently about Further Education. Bett UK 2025 is no exception. Our programme features over 100 hours of free CPD accredited content from an exceptional mix of educators, innovators and thought leaders who will share their expertise and spark new ideas across seven theatres, including Ahead by Bett, our dedicated Higher Education space.
Here’s a sneak preview of some of our headlining speakers:
Laura McInerney, Co-Founder of Teacher Tapp and a familiar voice on BBC Radio 4 and Sky News, will host Bett’s main theatre, the Arena.
Stephen Fry joins Dr Anne-Marie Imafidon MBE for an insightful conversation on The Human Mind and AI, exploring how AI is reshaping industries and the skills required for the future.
AI experts like Dan Fitzpatrick and Rose Luckin will return with practical strategies and visionary insights on harnessing AI in education.
Higher and Further Education takes centre stage with Alex Stanley (NUS) and Astrid deRidder (Save My Exams) discussing student retention, accessibility and wellbeing.
Technology in education has enormous potential, but it’s not always easy to unlock. Too often, educators are handed tools without the time or training to use them effectively. Tech User Labs are designed for hands-on exploration of the latest EdTech tools. These workshops are all about learning by doing. Instead of sitting through a demonstration or listening to a presentation, you’ll get to roll up your sleeves and try out the tools yourself.
And the best part? The sessions are led by educators and experts who understand the realities of teaching. They’ll guide you through how these tools can fit into your practice and help you address real-world challenges, saving time, improving outcomes, and creating more engaging lessons. You need to register for Bett by 7 January 2025 to pre-register for these workshops as spaces are limited.
Join powerful peer conversations during TableTalks
Every educator knows the power of a good conversation. It’s often around a table in the staff room, or in the middle of a professional development session, that you find solutions that truly resonate. That’s the inspiration behind TableTalks, a new initiative now in its second year, designed to put your voice at the centre of the discussion.
These small, focused groups bring together educators, thought leaders, and solution providers to tackle the big issues shaping education today. From managing workload and student wellbeing to integrating AI in the classroom, TableTalks are a space to share challenges, brainstorm ideas, and find solutions that work for your context.
What makes TableTalks unique is their collaborative, open format. Everyone at the table has a voice, and the goal is simple: leave with practical insights you can put into action. Whether you’re a classroom teacher, a department head or a school leader, this is your chance to learn from others, share your experiences and contribute to the wider conversation about the future of education.
NEW for 2025: The Fishbowl
One of the most talked-about new additions to the programme is The Fishbowl, an interactive and dynamic feature where educators take centre stage. Imagine stepping into a space where your voice isn’t just heard, it’s amplified. Educators from around the world will get the chance to jump on stage, share ideas, pose questions, or dive into discussions about the topics they care about most. Whether you’re passionate about AI in education, finding innovative ways to engage students, or advocating for better mental health support in schools, The Fishbowl is your opportunity to contribute to the conversation. Think of it as an open mic for education, a place where every voice matters, and fresh ideas are born
Meet the right people, at the right time with Connect
Education thrives on partnerships between education institutions and innovative solution providers. It’s a complex ecosystem, with lots of moving parts, that can often be difficult to navigate. That’s where Connect @ Bett comes in. Our Connect platform is a powerful networking tool that connects like-minded educators with the companies that have the right solutions, helping you build meaningful partnerships. Whether you’re looking for inspiration, or the perfect product for your classroom, Connect ensures you’ll leave Bett with valuable connections that extend beyond the show floor.
Discover the latest and greatest solutions on the market across six exhibition halls
But that’s not all Bett has to offer. This year, we’re hosting over 500 exhibitors, ready and eager to help you discover the latest and greatest in education technology. From cutting-edge AI tools and interactive classroom solutions to streamlined management software and everything in between needed to run an institution, there’s something for every school and every budget. Whether you’re a seasoned tech enthusiast or someone just starting to explore the possibilities, Bett’s exhibition floor is your playground. You’ll have the chance to get hands-on with products, ask questions directly to developers and compare solutions side by side, all in one convenient space.
Need help with procurement? No problem. Our exhibitors and experts are here to help you navigate the challenges of finding and implementing the right technology for your school’s needs. We know every school is different and the Bett community is committed to helping you uncover solutions that truly work for your students and staff through Connect, and tools like the Bett x EdTech Impact Buyer’s Guide.
Your pupils are invited too! Join Bett’s Big Assembly with Tech She Can
As 2025 marks Bett’s 40th birthday, we’re pulling out all the stops to make this celebration truly unforgettable! Schools are at the heart of Bett’s story and we want you, and your students, to be a part of this incredible journey. We’re thrilled to invite you to join Bett’s Big Assembly, in partnership with Tech She Can, on Thursday 23 January. This interactive assembly is designed to spark curiosity and creativity in young minds, exploring the evolution of gaming technology and the exciting career opportunities it offers. With engaging presenters, hands-on activities, and special guests, it’s the perfect way to show students how the skills they’re learning today can lead to amazing futures in tech.
Toasting to 40 years of Bett
As we look back on 40 years of Bett, it’s incredible to see how far education and technology has come. From the early days of the famous overhead projectors to today’s AI-driven personalised learning solutions, Bett has been a constant companion in this evolution, showcasing the best of what’s possible and fostering a sense of community among educators worldwide.
So, join us in January as we toast to 40 years of innovation, collaboration and inspiration. Whether you’re a first-time visitor or a seasoned Bett attendee, we promise there’s something new and exciting waiting for you this year. Let’s make this anniversary a celebration to remember. We can’t wait to welcome you to Bett 2025—see you there!
Bett UK runs from 22–24 January 2025 at ExCeL, London, and is completely free for education professionals. Register by 11 December 2024 to access all Bett’s programmes and by 7 January 2025 to sign-up for exclusive workshops and sessions designed around Higher and Further Education.
Despite the best efforts of successive UK governments, organisations and businesses to improve social mobility, the impact of many of their policies and interventions remains frustratingly limited. The reasons for this are complex, but one thing is clear: we need to rethink how we approach social mobility.
Traditional approaches typically focus on the university pathway, attempting to support young people from less well-off backgrounds to get a degree and move into professional roles.
The approach has had some success, and while that’s great for those involved. However, we must also recognise that with less than 50 per cent of 18- to 20-year-olds studying for degree-level qualifications in 2022, and nearly one in five adults having no qualifications at all, this approach is not always relevant for many young people today.
The focus on these ‘lucky few’ runs the risk of wasting or under-developing the potential of large swathes of the population who do not follow traditional pathways to success or who live in places where opportunity is limited.
Our biggest social mobility challenge is not to obsess about the social mix within elite groups, but to create a wider range of good-quality opportunities for a wider range of people in a wider range of places.
This is a problem of supply as well as demand, in terms the volume of good jobs and of their distribution across the country.
The social mobility commission’s latest report, Innovation Generation, considers how we can take a different approach to social mobility, which refocuses the debate on the real obstacles to opportunity. The most prominent among these are regional disparities, the problem of the “left behind”, and the growing inequality of opportunity across generations.
The solutions to these challenges are more innovation, higher growth, and stronger and more evenly spread economic development.
A new narrative of opportunity
The social mobility commission’s 2024 State of the Nation report revealed large geographical disparities in social mobility outcomes.
Almost all areas with favourable outcomes are either in London or in the adjoining home counties of Surrey, Hertfordshire and Buckinghamshire. Those areas with less favourable outcomes, on the other hand, were more likely to be more remote from London and other metropolitan areas, including Cornwall and the north east.
It stands to reason, then, that effective place-based strategies, where local leaders can help to drive change by fostering enterprise, investment and innovation, should form part of our approach.
We can see the emergence of these approaches with the current cross-party consensus on accelerated devolution, but these need to go further in linking economic, educational and social change to be effective.
The role of universities within local growth and innovation partnerships will almost certainly be critical. But alongside this the education and training system must provide genuine choices for young people and adults as they develop and build their careers.
These pathways must place real skills, knowledge, know-how and enterprise at their centre. They must actively challenge the “credentialism” which makes qualifications a barrier rather than a gateway. And they must ensure that the benefits of innovation and growth are shared broadly, improving educational and economic outcomes for the most disadvantaged.
Understanding disadvantage
Another theme of our work is that the current debate about social mobility is confused about the “truly disadvantaged” and that we have a dismal track record of effective practice when it comes to improving their outcomes.
This is partly because of the way the problem is defined, with definitions and data often used carelessly, where education is presented as a magic bullet.
Education does have a uniquely transformational power, but we cannot overlook the economy or the hugely important role of communities, neighbourhoods and families. We also cannot overlook the striking geographical patterns which show many areas with similar characteristics (often post-industrial, seaside or rural) consistently come last in terms of educational achievement.
We are keen to understand the interplay of economic, educational, neighbourhood and family issues, which sit behind these statistics. And we are keen that ‘social mobility’ should not be solely focused on those from poor backgrounds with the potential for elite outcomes.
We are particularly concerned about the problem of 16- to 24-year-old NEETS, and have to ask why so much time and resource is invested in widening participation to university while the same effort to change life chances is not presented to those with the least opportunity.
What next?
There is evidently a great deal of work to be done to improve opportunities for all across the country. We have not set out to provide the answers to every aspect of the problem. The evidence tells us that there are no easy solutions.
However, Innovation Generation sets out to establish a different framework for thinking about social mobility, so that policy relentlessly focuses on changing the things that really matter.
But the Department for Education has confirmed today it has increased the rate to £2.58, a rise of 5p, or 2 per cent, and back-dated the increase to September.
Colleges, independent learning providers and sixth-form colleges can fund free meals for disadvantaged students between 16 and 18. Funding is also available for disadvantaged 19-year-olds who started their studies before they turned 19.
The policy was extended to the further education sector in 2014-15 after it was available to school children for decades. Disadvantaged students are those who, or whose parents receive at least one benefit from the government.
The funding rate was lifted for the first time last year, going from from £2.41 to £2.53. But principals warned at the time fell short of rising food costs.
There are 377 colleges and FE training providers currently in receipt of free meals funding, totalling £36,878,610 in 2024/25. A 2 per cent increase to £2.58 will increase allocations by £737,572.
DfE said providers will receive an additional payment in February and will receive their final one-third payment for the academic year in April as usual.
The proportion of general FE colleges that hold Ofsted’s top two grades took a big dip last year while independent training providers improved.
Official statistics published this morning show that 84 per cent of general FE colleges sat with a ‘good’ or ‘outstanding’ judgment as of August 31, 2024 – 7 percentage points lower than in 2023.
Sixth form colleges meanwhile lost their 100 per cent record, dipping down to 95 per cent.
But independent training providers welcomed news of an uptick.
Last year, the proportion of those holding a grade one or two fell to 71 per cent – the lowest since Ofsted’s education inspection framework was introduced in 2019. This has now improved to 77 per cent.
Overall, the quality of the whole FE sector went up in Ofsted’s books. As of August 31, 2024, 82 per cent of all further education and skills providers were judged ‘good’ or ‘outstanding’ – an increase of 4 percentage points compared with last year.
The stats were released today ahead of the watchdog’s annual report, which will be laid in Parliament on Thursday. Overall effectiveness grades will be scrapped next year, but Ofsted’s ‘state of the nation’ measure will continue for FE until then.
What happened with GFEs?
In 2023/24, Ofsted inspected 53 general FE colleges, of which 45 had been judged ‘good’ at their previous inspection.
Of these 45, 13 declined to ‘requires improvement’. Overall, 75 per cent of the general FE colleges inspected this year were judged ‘good’ or ‘outstanding’ for overall effectiveness.
By the end of August 2024, 149 GFEs had an overall Ofsted grade, and of those, 125 (84 per cent) had the top two grades. This figure was 91 per cent in 2023.
The Association of Colleges has been approached for comment.
Enhanced inspection results
Enhanced inspections of colleges launched in September 2022 to include an assessment of how well the college is contributing to addressing skills gaps in the local, regional, and national economies.
The outcome of this assessment is not subject to a separate report but is included as a part of the overall inspection. Inspectors dish out one of three ratings for the skills contribution section – limited, reasonable or strong.
Out of the 104 general FE colleges inspected to date with this judgment, six were making a ‘limited’ contribution to meeting skills needs.
A further 59 were found making a ‘reasonable’ contribution, while 39 were making a ‘strong’ contribution.
SFCs lose 100% record
For the past two years all sixth form colleges held Ofsted’s top two grades.
But during 2023/24, two lost this rating. Cirencester College fell to a grade 3, and Newham Sixth Form College was hit with a grade 4.
Newham recently merged with its neighbouring general FE college so will have its inspection grade wiped in next year’s results.
Of those, 121 (49 per cent) had their first full inspection, of which 94 were judged ‘good’ or ‘outstanding’, and 27 were rated ‘requires improvement’ or ‘inadequate’.
Overall, there were 895 ITPs that held an overall grade with Ofsted as of August 31, 2024. Of those, 684 have the top two grades.
Simon Ashworth, deputy chief executive of the Association of Employment and Learning Providers, said his membership body was “very pleased to see the significant step forward in ITPs achieving ‘good’ or ‘outstanding’ inspection outcomes compared to the previous twelve months”.
He pointed out that over the last couple of years, aggregated outcomes for ITPs have been “weighed down by weaker outcomes for many new providers that should never have been given access to the market in the first place”, which has “taken a long time to wash through”.
Ashworth added that while there is a role for high-quality and robust new entrants, lessons “must be learned” by the Department for Education when considering the transition to the growth and skills levy and the “introduction of additional funded programmes expected next year”.
Other provider types
There were 34 inspections of adult community education providers in 2023/24, which includes local authority services and the institutes of adult learning. Nearly all, 32, were graded ‘good’ or better. There was one ‘inadequate’ and one ‘requires improvement’. That brought the overall headline grade down by 1 percentage point to 96 per cent ‘good or better’ for that part of the sector.
Today’s data shows that 89 higher education institutions had an overall Ofsted grade by the end of August. Of those, 83 (93 per cent) were judged ‘good’ or ‘outstanding’, an increase of 5 percentage points compared with August 31, 2023.
Independent specialist colleges continued their improvement journey.
Of the 110 with an Ofsted grade, 88 (80 per cent) held the top two grades, an increase of 3 percentage points. Just two independent specialist colleges are judged ‘inadequate’.
Results for prison education are dire and have continued to plummet.
As of August 31, 2024, there were 116 prisons and youth offender institutions (YOI) with an inspection grade. Overall, just 18 per cent were judged ‘good’ or ‘outstanding’. This is a decrease of 9 percentage points compared with 2023 and a fall of 18 percentage points compared with 2022.
The overall proportion of prisons and YOIs judged ‘inadequate’ at their most recent inspection was 42 per cent.
Industry placements are a major draw to T Levels for students but their “reality” has been “polarising”, with some learners blamed when work experience could not be secured, a report has found.
A ‘student voices’ report released by The Edge Foundation today to mark the government ‘T Levels Celebration Week’ drew on focus groups with 210 T Level students who began their courses in 2022 and 2023 and interviews with 24 college staff.
It found that many concerns raised in an Ofsted review of T Level students’ experiences who started in 2020 and 2021 – such as being “misled” onto the course, teachers struggling with content and disorganised placements – continue to exist.
Here are some of the key findings:
Work placements are a major draw
Each T Level includes a mandatory industry placement with an employer that must total 315 hours or 45 days.
Researchers found that this component was a “key motivator” for most students in signing up for the qualification.
Participants were “excited by the idea” that around 30 percent of the course was dedicated to work placements. They believed this would enhance their employability, give them valuable industry experience, and help their CVs stand out.
One student mentioned that a T Level course seemed “more professional” because of the work placement, which made it “more appealing” than a BTEC.
Students told researchers placements provided “valuable real-world experience” that helped them build confidence and communication skills.
They also helped them gain a “clearer vision” of which roles they preferred within the career path of their T Level.
But reality of placements was ‘polarising’
However, a “high proportion” of students felt “frustration and stress” over delays in securing the required placements.
There was confusion over whose role it was to secure the placement, with colleges struggling to guarantee when or where placements would be, and some students described being blamed for not securing placements themselves.
The local labour market also played a role, as “small-town areas” lack businesses willing to take on work placements.
Researchers found the “reality” of student work placement experience was “polarising for students, and placements did not always live up to the expectations set during induction”.
About half of students also said there was a “mismatch” between their expectations and the tasks they were given during placements.
One business, management, and administration T-level student expressed disappointment with “little grunt work,” such as sweeping up.
Other students echoed this “disappointment,” questioning whether they would have chosen the T Level had they known how “disorganised the course and placements would be.”
Students felt ‘misled’
The report said a lack of understanding or awareness about the qualification before they enrolled was a “recurring theme” from focus groups.
An “overwhelming majority” of T Level students said they would have considered taking BTECs, apprenticeships or other level 3 qualifications.
Many said they were “channelled” onto a T Level course, with “little information” about the structure or content of the course, leading to “mixed experiences”.
Some came to regret this after experiencing issues with their course’s delivery or late allocation into a work placement.
The report said that “many” students “felt misled in some respect”.
Students “lacked clarity” on key aspects of the T Level course, including the “balance between practical and theoretical learning, future opportunities, and the quality of work placements”.
Teaching delivered by unqualified teachers
The experiences of studying T-Levels were “highly variable,” depending on the college’s expertise, staffing, and teaching strategies.
Researchers wrote: “Students felt that the quality of the course was substantially influenced by the tutors’ expertise.
“This was often hindered by high tutor turnover and variability in tutors’ teaching styles, partially due to the limited past papers and resources to prepare students for assessments.”
Staff issues meant that there were sometimes periods without appropriately qualified teaching staff at all, as well as a higher workload for existing staff who took on the additional burden of absent staff, the report said.
Much of this variation in quality may be due to the “newness” of the course rather than an issue with the course itself, researchers added.
The majority of students noticed improvements as staff and colleges gained experience.
Huge content
Almost all students felt their tutors relied on PowerPoint presentations to deliver lectures on theory in a short period of time “leaving less room for interactive learning”.
Tutors agreed the scope of the courses were “huge”, partly because of the focus on substantive assessment in the first year.
Some felt this affected how accessible the course was compared to other level 3 courses, impacting learners’ motivation.
Tutors appeared to focus on content delivery because assessment “looms large” over the course.
Main destination of choice is uni
More than 70 per cent of T Level students told researchers they wanted to go to university.
Apprenticeships, work and “undecided” were the other most popular destinations for students.
Researchers noted the strong contrast between the popularity of the university route and the “initial policy intention” of T Levels – to prepare young people for work or an apprenticeship.
However, those wanting to attend university often wanted to pursue specialised careers such as nursing, teaching or business.
“Relatively few” students planned to enter employment without further education or training first.
A Department for Education spokesperson said: “Our mission is to break down barriers to make sure young people get the skills they need to seize opportunity and kickstart great careers in the most in-demand sectors.
“We welcome the report’s positive findings, particularly that students have enjoyed and benefitted from the hands-on experience gained through industry placements, which are a unique selling point of the T Level.
“Learning from the early phases of rollout, we continue to make changes to T Level delivery.
“This has included expanding the resources available to teachers through the T Level Professional Development Programme and just this week announcing additional flexibilities to industry placements.”
The Office for Students has closed its register to new providers so staff can prioritise “severe pressures” facing existing higher education institutions.
The higher education regulator has also paused awarding any more institutions with degree awarding powers and will not process applications for a university title. These changes will be in effect until August 2025.
There are 18 providers whose applications to join the OfS register are in the early stages and have now been paused. And there are 20 providers hoping for degree awarding powers whose applications have been put on ice.
Degree awarding power applications for a further 17 providers that are already in progress will continue. There were no new applications for a university title at the time the pause was announced.
The OfS did not clarify which institutions have been impacted when asked, but they will include providers hoping to grow or expand into higher education provision and could include colleges wishing to gain or extend their degree awarding powers.
The OfS said affected providers have been notified.
Providers with time-limited degree awarding powers that lapse during the pause will have them extended, an OfS spokesperson told FE Week.
Phillipa Pickford, director of regulation at the OfS, said the regulator was prioritising its resources on protecting the interests of students in financially at risk providers.
Pickford said: “These are extremely difficult decisions and not ones the OfS has taken lightly. But our recent financial sustainability update provided evidence of the severe pressures facing the sector, and we need to prioritise our finite resources on this important issue.
“Today’s announcement will allow us to maximise the time our staff spend working closely with institutions at risk to ensure the interests of students are protected.”
This unprecedented step follows new analysis of higher education providers’ financial and student recruitment projections indicating that up to 72 per cent could be in deficit in 2025-26.
The OfS said small, medium and specialist providers are more likely to be struggling the most financially and it is these types of providers that would typically be seeking registration and/or degree awarding powers from the regulator.
Pickford added: “We recognise that these temporary changes come at a cost. Our decisions will have a direct impact on a small number of institutions that have recently submitted an application for registration or degree awarding powers and will have those applications paused. It will also affect those that may be intending to apply.
“But we must prioritise managing risks for students already in the system, ahead of the benefits that new institutions, or institutions with the ability to award their own qualifications, bring.”
A body representing independent higher education providers has urged ministers to intervene, accusing the OfS of directly jeopardising the financial sustainability of some of its members, and “prioritising one set of students’ interests over another”.
Alex Proudfood, chief executive of Independent Higher Education, said: “It is unacceptable that the OfS Board believes it can simply disapply its statutory duties as determined by Parliament, and we urge minister to remind them of their clear commitments under the higher education and research act.
“This decision will make OfS itself directly responsible for putting the sustainability of some institutions at risk – and not because of poor planning or the overoptimistic forecasting of unrealistic growth trajectories. If government policy has created a situation where the regulator feels that it cannot do the essential job it was given by Parliament, then government should intervene to fix it – not allow the costs of this failure to be paid by those who did nothing to earn it.”
Apprenticeship training provider Multiverse hit the headlines in 2022 for becoming the first apprenticeship-only provider to be granted powers to award its own bachelor’s degrees until December 2025. Last year, college group NCG became the first FE institution to be awarded permanent degree awarding powers.
Government rules for T Level industry placements have been further relaxed in a bid to boost the number of students taking the flagship qualifications.
Learners on nearly all courses will now be allowed to complete 20 per cent of their 315-hour total placement remotely instead of a physical workplace – with this allowance increased to 50 per cent for students on digital T Levels.
Ministers will also allow placements to be carried out as “simulated activity” on the school or college’s own site, but only if this is overseen by their industry placement employer.
And placements will “no longer be restricted to the specific T Level subject being studied by students”.
Guidance detailing the changes will be published in January 2025 and will come into effect immediately.
The reforms come amid lower-than-expected enrolments, high dropout rates, and long-held concern that there are not enough employers willing to offer enough work placements when T Levels are fully rolled out.
Skills minister Jacqui Smith announced the move today at the start of the government’s “T Level Celebration Week“.
‘We have listened to businesses’
She said ministers have “listened to businesses and these changes reflect what they need to help them offer T Levels and our missions of boosting economic growth and breaking down barriers to opportunity”.
Smith added: “We are cutting red tape to make it easier than ever for employers and providers to take part in T Level industry placements while ensuring students benefit from meaningful, high-quality experiences.”
Each T Level includes 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.
Original rules had made clear that all placements “cannot be delivered virtually/remotely, except for work taster activities”.
The Department for Education first watered down this requirement in January 2023 by allowing 20 per cent of placements to be done remotely in six subjects.
Today’s announcement extends that hybrid working offer to all of the more than 20 T Level subjects except for education and early years, and dental nursing specialisms, which have specific requirements related to licenses to practice.
‘Simulated placement activity’
Ministers said the new “simulated placement activity” offer can include small group projects and will be “especially helpful for high-risk industries such as engineering and manufacturing where students will be able to develop their skills and experience in a safer, controlled setting”.
It is unclear what proportion of placements can be conducted through the “stimulated activity” flexibility at this stage.
A government spokesperson said placements will also “no longer be restricted to the specific T Level subject being studied by students”, meaning that students can “now gain experience across related subjects within their chosen route”.
“For example, within the agriculture, environmental and animal care route, students can use their placement to explore the shared principles behind animal care and management, and agriculture, land management and production,” the spokesperson said.
“This change offers greater flexibility, opening up a wider range of experiences and opportunities for students.”
T Levels, designed to be the technical equivalent to A-levels, have been rolled out gradually since 2020, with schools and colleges often reporting lower-than-expected recruitment figures. Around 16,000 students started the courses in September 2023. Recruitment numbers for 2024/25 haven’t been published yet.
Figures for previous years show around a third of T Level students drop out before completing their course.
Earlier this year, the DfE launched a “route-by-route” review of T Level content and assessment in a bid to boost recruitment and retention and to ensure the courses are “manageable at scale”.
