University clearing: How teachers can support students

Results day is a key moment not just for students, but for the teachers, advisers and colleges who have supported them every step of the way.

Each year, most students go on to secure their first choice (known as their UCAS ‘firm’ choice). Last year, a record 279,550 18-year-olds in the UK were accepted into university.

But for those who don’t get the grades they had hoped for, may wish to revisit their decision, or are applying for the first time – being up to speed on the full range of options available can make all the difference.  So here’s how teachers and advisers can help students feel prepared and informed.

Understand the options

If, come results day, students are still looking for an available place (rethinking their plans and considering a different course or institution, or even submitting an application for the first time) they’ll enter clearing — the final stage of the UCAS admissions process.

Clearing allows students who have received their results to find university or college higher education places that are still available. Clearing opened on July 5, and many students may already be researching clearing options.

UCAS’ message to applicants is to build a results day plan in advance and reflect on any research they did earlier in the cycle, so they are ready whatever happens.  

When guiding students through the process, you may want to encourage them to revisit the original five choices they listed on their UCAS application. Many students ultimately decide to return to one of these institutions through clearing, so it’s worth considering them again as viable options.  

You could also suggest they make a quick checklist to prepare for clearing, like jotting down their top choices, key phone numbers, and a few reasons why each course stands out. 

Utilise tools and resources

UCAS has a dedicated space, with practical tips and useful resources to help you guide your students in making informed decisions about their future. 

The UCAS clearing toolkit is another really useful resource. It includes lots of material, such as an editable checklist to help you prepare for results day, and posters to help students visualise their next steps.

Knowing what each application status means is essential for supporting students. UCAS’ guidance can help with this, giving you a summary of what each status means so you can confidently talk students through their next steps. 

A crucial part of the clearing process for students is contacting universities and colleges to discuss available places.

You may want to signpost them to UCAS’ videos offering advice on how to approach these conversations. It’s also worth reminding students to have their UCAS personal ID and clearing number ready when making those calls.

For students who accept their place on results day, UCAS also provides guidance on what comes next – from budgeting and finding part-time work, to securing accommodation and looking after their mental health.

We also recognise the significant role parents, guardians and carers play in supporting the young person in their lives, especially on results day.

To ensure they feel fully informed and confident, we’ve created a clearing toolkit for parents which you can share with them, to help them in supporting a young person with their options and decision-making. 

Learning unlocked: The rise of functional skills in prisons

Of the nearly 90,000 people currently in custody across England and Wales, almost half arrive without any formal qualifications. At the same time, more than half of those assessed upon enrolling in education in prisons are found to have some form of learning difficulty or disability – ranging from dyslexia and dyscalculia to ADHD and developmental issues.

Despite these barriers, a significant number of prisoners actively seek out learning opportunities.

We know this, because we have an ongoing partnership with the Ministry of Justice who have adopted our AI-driven Assessment and Learning solution in over 100 prisons in England. The solution is focused on functional skills improvement in English, maths and digital.

Encouragingly, functional skills achievements in prisons are on the rise. In 2023-24, there were 17,126 full or partial achievements in English, maths, or ICT – an 18 per cent increase from the previous year when adjusted for population size. This upward trend reflects a growing commitment to education within the prison system, and a shift toward digital solutions that enhance engagement and accessibility.

For many, education is more than a way to pass the time. It’s a chance to build a future, gain meaningful employment after release and break the cycle of reoffending.

The desire to learn is real and widespread. In 2023-24, over 47,000 prisoners completed initial assessments in English and/or maths – more than half the prison population. These assessments are invaluable. They not only provide an accurate level of attainment but can help uncover undiagnosed learning difficulties. Armed with the right information, assessors can then use digital assessment and learning tools to create individualised learning plans – giving each learner the tools they need to succeed.

Digital learning platforms offer a scalable, secure and adaptive way to deliver education in environments where traditional classroom settings may be limited. The best of these platforms use AI to tailor content to each learner’s ability, adjusting questions based on previous responses to ensure the learner is stretched and challenged. Multimedia formats keep learners engaged, while accessibility features such as adjustable fonts, screen readers and simplified interfaces support those with learning difficulties.

The impact is measurable. Prisoners who participate in education are 7.5 per cent less likely to reoffend within a year of release and those who complete functional skills courses are significantly more likely to secure employment. These statistics are not just numbers. They represent lives changed, families stabilised, and communities strengthened.

For the individual, prison learning offers a renewed sense of purpose, improved self-esteem, better coping mechanisms and a way to reclaim identity. For many prisoners, education is the first step toward seeing themselves as capable, worthy and ready to contribute to society. This is a shift from being defined by past mistakes to being empowered by future possibilities.

However, delivering digital education in prisons comes with unique challenges. Security protocols mean internet access is tightly controlled. So any digital platform must operate within a secure, closed environment. The ideal solution balances safety with functionality, offering robust educational content without compromising security. It must also be intuitive and user-friendly, especially for learners who may have limited digital literacy.

The right solution must also keep pace with technological change. Long-term prisoners face a world transformed by technology. And without exposure to the latest digital tools, even basic tasks like online shopping or banking can feel insurmountable. Keeping prison education software up to date ensures that learners are not left behind. It prepares them not just for employment, but for everyday life in a digital society.

Ultimately, digital education offers more than skills. It offers hope. With the right tools, prisoners can rebuild their lives, reduce their chances of reoffending and rejoin society with greater purpose. For those on the inside, digital education offers a pathway to dignity, independence, and reintegration. These positive outcomes extend far beyond the prison walls.

Learning for Herning: Inside the Team UK bootcamp teaching mind over medal

With just one month to go to EuroSkills 2025, Anviksha Patel was invited to get a glimpse of the behind-the-scenes preparation that WorldSkills UK puts its competitors through ahead of the international competition.

A group of 19 young students and apprentices gathered from England, Wales, Scotland, and Northern Ireland at the University of Warwick last weekend for their final training bootcamp before travelling to Herning, Denmark, in September.

Together, they are Team UK and they will go head-to-head against around 600 other young professionals from September 9 to 13, competing for bronze, silver and gold medals in their vocational specialisms, which range from cabinetmaking to mechatronics to hairdressing.

WorldSkills UK’s training programme is an intense schedule for Team UK and the dedicated band of training managers that support them. There are multiple pressure tests against international counterparts and exercises on handling the mental pressure that comes with competing for your country on the international stage. 

Parisa Shirazi, WorldSkills UK’s director of standards, said the support has to be wraparound and holistic.

“This weekend is primarily positioned around equipping those individuals with competition craft, in terms of the things that will help them improve their game, from lean working principles, so work organisation management all the way through to focus and distraction control,” she said.

At the bootcamp, competitors and training managers heard from the organisation’s health and wellbeing team to understand how nutrition and sleep will impact their performance. 

They also had a stretching session, which competitors are expected to practise before each competition day. There was mindset training too, teaching the team how to get out of their heads and focus on the task at hand.

Stretching session at WorldSkills UK bootcamp, University of Warwick

In a session delivered by one of the WorldSkills UK team, competitors focused on all the potential distractions they could encounter at EuroSkills; members of the public cheering and filming them for hours, potential sabotage by rival competitors and even how to coordinate toilet breaks.

“Just by being in a large public environment is going to be quite overwhelming,” Shirazi said. 

She added: “We instil some of the steps, practices and methods that are going to help you perform at your very best, and this is about personal best. 

“Yes, it’s the European championships, but all we can ask of these individuals is to have that mindset that’s going to enable them to kind of push beyond where they are at, making sure that they’re striving for excellence.”

Pressures of training

Melody Cheung, graphics design competitor

The 19 competitors will participate in 17 skills at the European event. The competition marks a milestone in the 18-month training schedule, which crescendos at WorldSkills 2026 in Shanghai, China.

EuroSkills Herning will see the first UK entry in the graphic design competition, represented by 19-year-old Melody Cheung, a student at Bridgend College.

She told FE Week that she was feeling the pressure a little.

“It’s a lot of pressure, but at the same time, there’s nobody to compare me to, which has its downfalls, but again, there’s nobody to compare me to. So we don’t have previous training to look back on.”

Cheung was homeschooled and had her first experience of mainstream education at college, studying a level 2 art and design before moving onto a level 3 animation course.

When asked how it has shaped her journey to Team UK, she said: “It’s important that I am where I am from being homeschooled because I think there’s a lot of disbelief about homeschool kids.”

Her biggest challenges for this competition are flying abroad for the first time and the potential distractions of the competition hall.

Web technologies competitor Finn Gallagher was feeling a bit nervous about travelling too.

“I haven’t been to another country before,” he admitted.

Finn Gallagher, web technologies competitor

The Cardiff University student’s confidence has grown a lot since joining the WorldSkills squad 18 months ago.

“Towards the start of the competition, I wouldn’t really say I’m somebody who actively strives to push myself out of my comfort zone,” he said.

Examples like the bootcamp weekend itself, meeting new people, and conversing were especially challenging initially.

But Gallagher said his coaches have provided tips to hone their craft that have bled into his everyday life.

“I think one thing that they focus a lot on is time management,” he explained, adding that he is currently juggling two jobs as well as university work.

“Definitely at the start of university, I found myself a procrastinator, disorganised, and a tiny bit messy, but they give us tips to like handle that, how to schedule ourselves, and I found that also very applicable to my personal life as well.”

Most of Team UK have other commitments, such as self-employment, like mechatronics competitor Jason McVerry or being part of another national team, like health and social care champion Grace Longden.

Longden is a UK triathlete in her age group and is eagerly awaiting her T-level results this week, with the hope of studying physiotherapy at Keele University.

“Confidence has been quite a big thing for me,” she said.

“Before WorldSkills, I wasn’t as confident, I was quite a quiet person. But now it’s just developed my communication with other people and built my confidence that I have that self-belief in me, that I am good enough.”

Serious about productivity? Then get serious about R&D in FE

In Canada, a CEO recently told me that for every dollar invested in research and development (R&D) in colleges, on average five come back in return. Unlike in Australia and the UK where avenues for such investment are limited, Canada seems to have gotten the memo on the value of R&D in further education.

For the past 20 years, Canada has been building an enviable network of what they call Technology Access Centres (TACs), which drive applied R&D that supports businesses achieve commercial success. Universities are very good at turning money into research, rather than research into money. This is the role of TACs.

TACs in Canada provide businesses with access to cutting-edge facilities, equipment and support to enhance their technological capabilities. They are equipped with state-of-the-art tools and offer expert guidance from skilled professionals to help drive R&D. Key features include tailored services for product testing, prototyping and process improvement. Opportunities for collaboration foster an environment of shared knowledge and a drive for technological advancement.

Currently, there are 70 TACs operating. In some ways, they are both lighthouse and fire department in the regions they operate. They attract businesses and investment through the innovation and talent they provide while helping economies pivot in the face of market pressures or changes in demand. In the past 12 months, more than 6,000 businesses have commissioned research, in addition to 980 partners.

Relative to their impact, the ongoing investment that underpins this is tiny relative to comparable R&D programmes. Instead, the programme focuses on leveraging the ad-hoc and time-limited investment that is often a feature of vocational education and training policy around the world, as well as the myriad related industry grant programmes in operation.

Through targeted R&D support, TACs have validated a nanobubble ozone system that enhances food safety and shelf life. Another project improved solar panel efficiency using new materials tested in harsh climates, supporting renewable energy adoption and local production. A third initiative delivered a manufacturable battery pack prototype, enabling scale-up and better production. These few examples show how college-led innovation boosts industry productivity and public benefit.

What can the UK learn from this model? Four things struck me on my recent travels to Canada:

Build systems, not transactions

TACs bring together operating and capital investment along with services that promote engagement between colleges, universities and businesses. Through Tech-Access Canada, a body co-funded by colleges from the operational grants they receive, they have a clear steward to drive progress and share best practices between the different TACs to promote a common level of service excellence, for the benefit of their client companies across Canada. They don’t just connect businesses to colleges, but also to other programmes that help derisk investment in R&D.

Invest to build capability ahead of significant investment to scale

Colleges that aspire to have a TAC receive a small operating grant to help build capacity and capability within their institutions. It is not about flashy buildings but rather showing they can mobilise their existing resources to meet industry needs. This helps to keep the mandate narrow, rather than try to be everything to everyone.

Recognise and build from existing performance

To be recognised as a TAC, there is a competitive process that, until recently, included site visits that covered facilities and involved talking to staff, students, and partners. This ensures the capability and capacity exists to meet TAC standards and provide confidence to business partners. There are other funding supports for one-off projects, or aspirational centres. The TAC grant rewards established capacity and capability, not smoke and mirrors or good intentions.

Don’t be precious about intellectual property (IP)

The philosophy of TACs is that all IP generated leaves with the client. No equity stakes, royalties or other ties are involved. This approach is based on belief that the private sector is best placed to commercialise the results of R&D and does not want to encumber a small company on its commercialisation journey. The value to colleges is in the partnerships developed with these businesses, which often evolve to include employment for graduates, support in teaching, or provision of equipment.

TACs are not perfect. Use of the R&D tax credit in Canada continues to trend in the wrong direction and as funding dries up it will become more challenging for colleges to co-invest with government and industry in this critical infrastructure. However, the focus and entrepreneurial spirit that has bought them to this point provides confidence that the model can continue to evolve and grow as the need has never been greater.

As England embark on investment in college infrastructure though technical excellence colleges, it could do worse than look to Canada and consider the lessons learned over the past 20 years.

First ‘technical excellence colleges’ named in £100m construction skills drive

Ten further education colleges have become the first to be awarded ‘technical excellence college’ status and will receive a share of £100 million in government funding to tackle construction skills shortages.

Ministers say the construction technical excellence colleges (CTECs) will train 40,000 people by 2029 in high-demand trades such as bricklaying, carpentry, roofing and electrical work. 

The winning colleges are Derby College Group, West Suffolk College, New City College, City of Sunderland College, Wigan and Leigh College, North Kent College, Exeter College, The Bedford College Group, Dudley College of Technology and Leeds College of Building. 

Technical excellence colleges are a new government designation for FE colleges that will receive extra funding to deliver training in sectors where there are shortages. Each will receive a share of £80 million in capital and £20 million in revenue over the next four years.

This first wave covers construction, and comes on top of £625 million announced for the sector in March to cover 60,000 training places through foundation apprenticeships, skills bootcamps and other funded construction courses. 

The government hopes these initiatives will plug skills shortages in the construction industry and “backs the British working class” by reducing the sector’s reliance on overseas workers.

Today’s announcement confirms a CTEC in each region of England, with The Bedford College Group working across regions.

Each college will be expected to act as a “hub” in their region and partner with “spoke” local training providers and employers to expand courses to more learners and improve training standards. They will need to provide training routes into entry-level jobs as well as retraining and upskilling options for existing workers.

Colleges had to bid for the status earlier this year. The Department for Education (DfE) said it received 51 applications in total.

Education secretary Bridget Phillipson said the announcement “underlines our commitment to the next generation of homegrown talent”.

“We need skilled workers to deliver the homes, schools and hospitals that communities across the country are crying out for. Construction technical excellence colleges will enable us to invest in people and give them the skills they need to break down barriers to opportunity in an industry which is essential to delivering growth through our plan for change.”

The Department for Education claims “fewer than half” of FE learners who get a qualification go on to work in the relevant industry, but said today’s investment will ensure learners are “ready for work when they complete their qualifications”.

Yiannis Koursis, CEO of The Bedford College Group said: “The construction sector is central to delivering the homes, infrastructure and sustainable communities our country needs. By working in partnership with other colleges, training providers and industry leaders, we will help equip the next generation with the skills, knowledge and experience that employers demand, from cutting edge technical training to real-world, site-based learning.

“This is not just an investment in training, it is an investment in the future workforce that will shape Britain’s built environment for decades to come.”

TECsplained

Alongside introducing Skills England and replacing the apprenticeship levy, technical excellence colleges were a major skills pledge in Labour’s manifesto for last year’s general election. 

Since then, Labour has begun to reorganise its skills spending through specific plans for priority sectors outlined in the government’s industrial strategy, published in June.

Construction is one of those priority sectors, central to Labour being able to deliver on its promise to build 1.5 million new homes by the end of this parliament. 

Office for National Statistics figures show that there are over 35,000 job vacancies in the construction sector, and employers report that over half of vacancies can’t be filled due to a lack of required skills – the highest rate of any sector.

At the same time, Labour committed to using the skills system to help reduce an “over-reliance” of foreign workers in the economy. Construction and health and social care are so far the only sectors that have been identified as needing to cut the use of overseas Labour.

The Department for Education said today that the construction industry has been “preventing our young people from filling the skills needs of our nation” and contributing to the youth NEET crisis by importing workers from overseas.

David Hughes, chief executive of the Association of Colleges said technical excellence colleges “represent a new era for the college sector, with government backing them to lead a step-change in post-16 skills and education.”

Technical excellence colleges have also been promised as part of sector training “packages” for the engineering and defence industries. 

Walking the freedom of speech tightrope without falling over

The Higher Education (Freedom of Speech) Act 2023, introduced on 1 August 2025, covers those offering HE and their student unions.

It imposes duties upon them to ensure lawful freedom of speech and establish a freedom of speech code of practice, while also protecting individuals from physical and mental harm.

Crucially, the act prohibits the use of non-disclosure agreements to prevent victims of harassment, abuse or sexual assault from speaking out, thereby promoting their freedom of speech. This includes members of staff as well as students.

Promoting academic freedom

The new laws seek to strengthen the obligation to actively promote academic freedom. FE providers offering HE should enable robust discussion between students, staff and external speakers to “question received wisdom”, and “put forward new ideas and controversial or unpopular opinions”.

This has caused some concern among academics, with one in five suggesting when polled by HE regulator the Office for Students (OfS) that they didn’t feel free or comfortable with being encouraged to teach controversial views on topics such as sex or gender.

This has led the OfS to publish guidance that provides illustrative examples of how HE providers might best respond to differing scenarios.

Difficult balancing exercise?

The balance between upholding free speech and protecting personal rights, for example the prohibition on harassment, remains an ongoing challenge for FE providers, particularly as many students aged under 18 may not be comfortable hearing controversial views.

By way of example, during a classroom discussion concerning euthanasia, when student B expresses a controversial position relating to older people, this could be lawful speech. However, student C repeatedly posts social media comments attacking student B and their views.

If the college carries out an investigation and issues a sanction to student C under its social media policy, which forbids unlawful online harassment, it is unlikely in this scenario that the college has breached its duty to “secure” student C’s free speech. Student C’s speech was not within the law and could be disciplined.

The OfS has outlined a three-step framework to assess compliance with the obligation to secure free speech.

Step 1: Is the speech “within the law”?

Providers must first confirm the speech is lawful and not prohibited by primary or secondary legislation, legal precedents or court decisions.

If it is not, they may need to consider other steps outside the scope of duty – for example, whether to inform the police or another third party such as a regulatory body.

Step 2: Are there any ‘reasonably practicable steps’ to secure the speech?

Next, providers should determine if there are any “positive” steps to take action or “negative” steps that refrain from taking action. These should be “reasonably practicable”, considering legal and regulatory obligations, such as protecting physical safety, and maintaining essential functions including learning, teaching and research.

Less focus should be given to the viewpoint expressed – even if it’s deemed controversial, offensive or does not align with an organisation’s values – and reputational impact. If there aren’t reasonably practicable steps to take, proceed to step three.

Step 3: Are there lawful or proportionate restrictions that can be taken?

If there are no reasonably practicable steps to secure free speech, any restriction or regulation must meet the conditions set down under Article 10 of the European Convention on Human Rights (ECHR). The third step is to ensure it does.

Firstly, any interference with free speech needs to be justified by a specific English legal rule or regime. The individual affected would need to have adequate access to the rule or regime to enable them to foresee the circumstances in which the law might apply, and the likely consequences.

Secondly, that interference must be proportionate – in other words, sufficiently reasonable or necessary to justify the limitation of free speech. Even then, less intrusive measures should be applied first.

If the answer to this final step is “yes”, it’s likely a provider’s restrictions are consistent with free speech obligations. If “no”, a revised approach is needed.

Clear policies and procedures

To facilitate compliance with the free speech laws, colleges should develop transparent procedures and a code of practice for handling speaker invitations and events, monitor their student unions for compliance, and ensure disciplinary processes respect free speech rights.

Providers should also train staff to understand the boundaries and protections of free speech, and inform students of their rights and how to raise concerns. Seeking independent legal advice when necessary would also ensure compliance.

What happens if it goes wrong?

Failure to adhere to these obligations can lead to investigations and penalties from the OfS, as seen in the £585,000 fine imposed on the University of Sussex in March for failing to protect free speech and academic freedom.

It is therefore crucial for colleges to balance freedom of speech with the protection of individual rights under the Equality Act, terrorism legislation and the Public Order Act to ensure a safe and inclusive environment for all.

Awarding body fined £15k for ‘serious’ conflict of interest failures

Exams regulator Ofqual has fined an awarding body £15,000 for “serious” failures including conflicts of interest with a test centre it shares an office with.

An investigation found east Yorkshire-based ProQual “failed to identify and monitor” conflicts with Yorkshire Skills Academy (YSA), a test centre and consultancy which has the same owners, between 2018 and 2022.

ProQual, which has more than 270 centres, admitted that it “did not recognise” the risks around the YSA delivering qualifications to 18 of its own staff, their families and academy employees.

It also failed to put an “arms-length arrangement” in place to avoid conflicts of interest with staff who worked in the same office or who had been outsourced from YSA to centres that ProQual had recently onboarded.

The Ofqual notice, published yesterday, said: “Such an arrangement may ordinarily have been acceptable, but for the reasons given above, a potential conflict of interest arose because there was a risk that ProQual would not be as robust in reviewing and monitoring the [internal quality assessor] (IQA) at the newly onboarded centre, given that the IQA was being undertaken by YSA.

“At the very least, a reasonable and well-informed observer may perceive that to be the case.”

When asked why it has taken two and a half years between conclusion of the investigation and publication of the notice, an Ofqual spokesperson said it has no set timetables for completing enforcement cases.

ProQual and YSA are headquartered in Newport, east Yorkshire, and are both owned by Janet and Gordon Grant.

The Ofqual investigation also found a range of other failures, including not applying its centre onboarding policy to new higher risk centres or centres it worked with on a longer term, and addressing quality issues it had identified, in some cases related to level 1 health and safety construction certificates. Concerns related to six centres in total.

This included one centre that failed to keep quality assessment records until two years after approval, and another where no records were kept of action taken over a suspicious learner portfolio.

Further “unsubstantiated allegations” are referred to in the Ofqual notice, but have been redacted from the public version. An Ofqual spokesperson told FE Week this was to protect parties involved.

In deciding on the fine, the regulator said the findings were “serious” and spanned a “wide range” of ProQual’s work, at different stages of the qualification awarding lifecycle.

It concluded: “They represent failures to either exercise appropriate risk management and internal control measures, or to document and retain a contemporaneous account of its activity.

“While the conduct was not intentional, ProQual has demonstrated a lack of awareness of its obligations both in relation to documenting evidence and record keeping and the potential for conflicts of interest to arise.”

The regulator refused to endorse the company’s claim that the rule breaches cause “no adverse effects” and that it is “effective in managing any observed risks”.

However, Ofqual accepted ProQual’s assurances that the failures were “administrative in nature” and “largely record keeping failures”, although it noted that some of the documents proving this were only provided “at a late stage in the investigation process”.

In mitigation, the regulator noted that there was “no evidence” that issues were intentional or were “motivated by a desire to save money”.

The company has also agreed to fund an independent audit of its work to check whether its processes and record keeping have improved.

ProQual was approached for comment.

NHS to save level 7 apprenticeships from funding axe

A “mitigation fund” has been created to continue level 7 apprenticeships in health and care professions for three years following the government’s decision to scrap public subsidy for the master’s level programmes.

The news follows last month’s publication of the government’s 10-Year health plan for England amid concerns about the impact that withdrawing funding for level 7 apprenticeships for those aged 22 and over would have on NHS staff numbers.

Details of the “level 7 health and care apprenticeship mitigation fund” were released in a briefing sent to stakeholders by NHS England and the Department for Health and Social Care (DHSC).

Level 7 apprenticeships in five health professions will continue to be funded until 2028-29, rather than losing access to funding from January 2026, as planned in all other sectors.

The professions are advanced clinical practitioner, specialist community public health nurse, district nurse, clinical associate in psychology, and population health intelligence specialists.

A total amount for the fund has not been released but FE Week understands it could be in the region of £20 million.

The total cap on the number of starts available through the fund is also not yet known.

The briefing said: “These five apprenticeships have been identified as being vital for the delivery of the government’s 10 year health plan and will support the continued professional development of staff to better care for patients and the public.

“Funding distribution will be across the country and based on workforce need, training provider capacity and the priorities set out in the 10 year health plan. There is a finite amount of money available, and places will therefore be capped.”

Funding, which will be the same as current level 7 apprenticeship rates, aims to “contribute” to the government’s social mobility agenda by supporting “under-represented groups” such as working-class, coastal, and rural communities.

Indicative starts per year total 1,574. The majority – around 1,146 – will be on the advanced clinical practitioner standard.

Source: NHS England using DfE data

Employers eligible to receive the mitigation funding are “national organisations, integrated care boards, NHS trusts and providers of NHS and public health services”.

Vanessa Wilson, CEO of University Alliance, said: “Level 7 apprenticeships have played an essential role in developing the advanced skills our health and care sectors urgently need.

“The scale and scope of the mitigation fund must meet the NHS’ workforce needs, and the devil will be in the detail in that regard.

“But we hope this fund will provide sustained support for upskilling experienced professionals to meet the evolving needs of the workforce, and will be expanded and secured beyond 2029.”

In a question and answer section, the briefing said the NHS is exploring “alternative options” to continue to offer popular senior leader apprenticeships through the NHS Leadership Programme’s Elizabeth Garrett Anderson programme.

The DHSC and NHS England have been contacted for comment.

Fake employer used for ‘fraudulent’ skills bootcamp cash claims

A fake business and phoney director were created by an alleged “rogue employee” of an international tech firm to defraud the UK taxpayer through skills bootcamp contracts, it has been claimed.

The alarming revelation at CoGrammar Ltd was uncovered through a government fraud investigation which identified over 150 funding claims for interview offers with a made up employer to claim milestone payments on the lucrative agreements.

A fabricated character was impersonated in email exchanges with investigators and conducted at least one job interview with a real learner.

A full audit of the firm’s multi-million-pound funding claims later found a series of other concerns, such as deploying its own staff to conduct bootcamp interviews instead of employers, as well as “improbable job offers” from small or dormant companies.

Bosses at CoGrammar, who are suing the DfE for £5.8 million in non-payments following termination of its contracts, claim the alleged fraud was an isolated incident and reported its own former employee, who has multiple past fraud convictions, to the police via Action Fraud.

Despite its own Action Fraud referral, CoGrammar denies that “it or any of its employees defrauded or attempted to defraud” the DfE.

The firm argues through court documents that DfE cannot withhold payments “on the basis of generalised concerns absent any finding of breach or fraud” or what it claims was a “materially flawed” audit.

The case raises questions over the DfE’s audit approach. In recent weeks, officials initially claimed the department was owed around £45,000 before extraordinarily switching to a position where it paid £1.5 million to CoGrammar after the firm pointed out major errors in the audit report.

CoGrammar, also known as HyperionDev and run by CEO Riaz Moola who has been dubbed the ‘Steve Jobs of South Africa’ in the country’s Sunday Times, has denied any wrongdoing and is continuing to challenge the DfE through the courts.

Meanwhile, the ex-employee said to have conducted the alleged fraud claims he is being used as a scapegoat and that his past convictions are being “weaponised to deflect” from “failures” at the company.

It comes months after FE Week revealed the same firm charged unsuspecting bootcamp learners thousands of pounds for the course, which was supposed to be fully funded, after the government put a stop to payments.

From South Africa to England

Rishi Sunak’s Conservative government allocated over half a billion pounds to spend on a skills bootcamp programme between 2022-25, to teach people in up to 16 weeks for industries where there is a shortage of workers.

CoGrammar, which operates mostly from South Africa, won contracts worth up to £22 million from the DfE to train thousands of learners in England in subjects such as data science, web development and software engineering. It secured similar contracts from multiple mayoral authorities.

Bootcamp providers can claim payments when learners start a course – milestone one; when there is an offer of an interview with an employer for a live vacancy that will utilise the skills obtained on the course – milestone two; and then if the learner secures a new job in the area they trained in – milestone three.

CoGrammar was paid up to £4,950 for each bootcamp learner, of which it enrolled over 5,000.

The DfE suspended payments in April 2024 after identifying a 53 per cent error rate in milestone two claims and a 60 per cent error rate for milestone three claims from a sample of 375 learners.

Officials then terminated the company’s contracts in September following an “urgent investigation” by the Government Internal Audit Agency (GIAA) counter fraud and investigations team.

‘Fraud’ and ‘dishonesty’

Court documents from the DfE, seen by FE Week, state that CoGrammar submitted “fraudulent claims” for milestone payments for learners associated with a company called Staton Mortgage and Protection Services. 

Actions by CoGrammar’s then-head of employer relations, Andrew Alden, “led to the fabrication of evidence” including making up a fake company known as Staton Group, by creating a domain name to facilitate the exchange of emails to appear genuine.

A “fictitious persona” called Phillip Staton was also cooked up as the director of Staton Group and was even impersonated during email exchanges with investigators.

A total of 155 false milestone two claims were made using a fabricated template designed to provide confirmation that the learners had interview offers from Staton Mortgage and Protection Services, according to the DfE.

The real company that was imitated was called Staton Mortgages and Protection Specialists. 

Mike Staton, who heads up the family-run firm, has known Alden for around six years through a football club they are both involved in.

He said he felt “violated” and was “absolutely disgusted” to learn of the fraud after being approached by government investigators. He claimed he had no knowledge of CoGrammar until this point.

Mike Staton told FE Week that he was approached by CoGrammar CEO Riaz Moola during the investigation who asked him to send a statement to the GIAA claiming there had been a misunderstanding and he had a genuine interest in offering bootcamp interviews. Staton refused on the basis this was not true.

CoGrammar claims to have “discovered” the alleged fraud itself and brought the issue to the attention of both the DfE and the GIAA before the government investigation concluded, adding that it was the “first to report that Alden had at least seven prior convictions for fraud and dishonesty”.

Alden joined the company in February 2024 and was fired around six months later.

CoGrammar said it voluntarily removed all milestone funding claims linked to Staton Mortgages.

Concerningly, the company was able to contact and confirm at least one student attended a job interview with Staton Mortgages with an individual pretending to be Phillip Staton.

The DfE stated, through court documents, that Andrew Alden was acting on behalf of CoGrammar and the firm is therefore “responsible and/or vicariously liable for his acts”.

The “dishonesty of Andrew Alden” is also attributable to CoGrammar, the DfE added.

CoGrammar said the DfE’s “attempt to attribute individual wrongdoing to the organisation as a whole is unfounded” and denied that it “knowingly submitted any false or fraudulent claims”.

It also claimed that an investigator from the GIAA referred to Alden as a “rogue employee”.

Alden, who had multiple fraud convictions in the 2000s, told FE Week he is in the process of launching his own legal claim against Moola for defamation and harassment.

He told FE Week: “I categorically and unequivocally refute all allegations that attempt to implicate me in any wrongdoing during my employment with HyperionDev (also trading as CoGrammar). At no point did I engage in, facilitate, or have foreknowledge of any fraudulent, unethical, or non-compliant activities related to the skills bootcamps programme or employer engagement operations.

“I remain committed to full cooperation with any future inquiry or investigation and am more than willing to provide any documentation, statements, or witness testimony required as part of further investigations civil or legally.

“I will not be made a scapegoat for the failures, manipulations, and fraudulent conduct of others.”

Moola referred Alden to Action Fraud in August and the case was passed to Nottinghamshire Police in September. FE Week understands the police plan to interview Alden in the coming weeks.

‘Flawed’ audit

Around the same time that CoGrammar launched legal proceedings against the DfE for non-payments, the department started an eight-month full audit of the firm’s 5,043 bootcamp learners and 11,739 milestone claims. This work concluded on May 30, 2025.

The DfE claimed to have found “missing or unverifiable evidence, mismatched learner information, ineligible learners, duplicate claims, unsigned learner declarations, claims outside the valid milestone period, and job roles not aligned with skills bootcamp training”. 

The audit also identified “systemic issues in claims associated with 16 employers, including misaligned email senders, interviews conducted by the claimant’s staff rather than employers, improbable job offers from small or dormant companies, use of non-original or retrospectively created evidence and evidence signed by individuals that appear not to have been employed with the organisation at the time of the claim”.

The DfE originally told CoGrammar, at the end of May 2025, it landed at a figure of £45,637.67 that was owed to the DfE.

However, CoGrammar identified what it described as “major errors” in the audit. A month later, the DfE reversed its position from being owed money to paying CoGrammar over £1.5 million.

Of the 11,663 milestone claims made by CoGrammar, the DfE concluded that 7,432 were compliant and 4,231, over a third, were non-compliant. CoGrammar contests the findings.

The firm said the “swing” by the DfE from being owed money to paying a seven-figure sum in a period of just 30 days “calls into question the reliability and integrity of the department’s original audit findings”, adding that the process was “procedurally flawed and riddled with serious computational and evidentiary errors”.

CoGrammar said the “broad, categorical reasons” cited for invalid claims, such as “mismatched learner information”, “job roles not aligned with skills bootcamp training”, and “claim date precedes evidence presented”, were “often applied inconsistently or without a clear definition”.

“In many cases, identical or substantively similar evidence was accepted for some learners and rejected for others,” the company claimed.

The suggestion of “systemic issues” with 16 employers also “lacks specificity”.

CoGrammar said that “perplexingly, it appears milestones related to some of these employers have anyway been deemed compliant”, adding that the “inconsistencies” in the DfE’s audit report and errors are “so substantial that it is clear the audit has not been conducted in a professional or accurate manner”.

It also claimed the DfE’s funding rules state that a representative of an employer – which “may be the skills bootcamp provider itself”, according to CoGrammar – may conduct interviews on behalf of an employer. 

The company said it even got written confirmation from its DfE contract manager in May 2024 stating that “supplier-led” interviews may be confirmed by the employer in the form of an email or letter.

CoGrammar believes it is still owed over £3 million once alleged errors are corrected and is “confident” the DfE will eventually pay the full amount through the legal battle.

A CoGrammar spokesperson told FE Week: “The audit conducted by the DfE contained a large number of errors, including hundreds of thousands of pounds in denied milestone payments on the basis of missing evidence. 

“The DfE claimed it had not received the required evidence, but in many cases, its own staff either deleted the evidence folders or did not know how to unzip evidence folders provided by CoGrammar. The DfE has since admitted to a number of these errors.”

The spokesperson added: “Some milestones were even marked as compliant, despite CoGrammar never submitting any claims or evidence for them. These issues highlight serious flaws in the audit process and support CoGrammar’s position.”

Students charged after payments stopped

In March, FE Week published an exposé that found CoGrammar demanding students pay up to £4,950 for the free course if they did not record a “job offer”, or face legal penalties.

CoGrammar apologised after being found out and promised to repay anyone who handed over the cash. FE Week knows of at least one learner who received a refund following our investigation.

Moola set up CoGrammar in 2016 to offer commercial courses for the tech industry before entering publicly funded training in 2022.

CoGrammar said most students had gained value from its skills bootcamps delivery.

Ofsted conducted an early monitoring visit in early 2024 and issued one “significant” and two “reasonable” progress judgments, highlighting that learners develop “highly relevant skills that are in high demand”.