Level 2 business admin apprenticeship standard approved

Proposals for a business administration apprenticeship standard at level 2 have finally been approved after five years of campaigning from employers and training organisations.

The assistant administrator standard was given the nod by the Institute for Apprenticeships and Technical Education (IfATE) on Monday with an aim for the remaining assessment and funding approval hurdles to be cleared in time for teaching to begin at the start of the 2025/26 academic year.

IfATE has consistently rejected the proposed apprenticeship since the old-style business administration apprenticeship framework was due to be switched off in 2020. The quango has until now argued that the proposed apprenticeship standard failed to meet its requirements around duration and quality, and overlapped with its level 3 equivalent.

Persistence on the part of the employers and training organisations making up the business and administration trailblazer group appears to have paid off.

The standard, previously criticised for being too public-sector focused, has been revised following input from large private-sector organisations on the IfATE trailblazer group, including Sainsbury’s, Amazon and Coca-Cola. More than 900 private and public sector organisations took part in a survey informing the trailblazer group of the skills and behaviours needed from the standard and get it over the line.

The trailblazer group overseeing the standard can now develop its proposals for the end-point assessment and funding band, which it aims to complete in March.

Back to business

In an email update sent to the group, co-chairs Lisa Shepherdson and Sharon Blyfield said the approval of the assistant administrator standard was “a reflection of the collective commitment we all share to shaping the future of apprenticeships and the importance of that first rung of the ladder for everyone”.

Shepherdson told FE Week the new standard would meet the required 12-month minimum duration and highlighted how the standard had been informed by businesses.

“We’ve now included more to address [business] needs, such as remote working and sustainability, those types of things and a lot more. The duration could be well over the 12 months. Some [learners] that come from the hardest-to-reach areas may need longer.”

Prior to 2020, the level 2 business administration framework was one of the most popular apprenticeships available, clocking up thousands of starters, particularly among women and under-19s.

As frameworks were replaced with standards, the then Institute for Apprenticeships rejected several attempts at a replacement level 2 business administration standard. Employers argued the apprenticeship was needed as a “vital entry route” to careers and social mobility for young people unable to progress to level 3.

Among those leading the charge has been NHS apprenticeships lead Lucy Hunte. Hunte posted on social media earlier this week she was “absolutely delighted” the standard had been approved.

“Thank you to all the employers, colleges, ITPs and AOs who have supported our endeavours for the past five years,” she wrote.

November resits: GCSE English pass rate plummets

The proportion of students passing GCSE resits in English fell dramatically in the November series.

Results published by the Joint Council for Qualifications this morning shows 34.9 per cent all English resit participants achieved the standard pass of grade 4 or above in England.

It marks a stark 5.4 percentage point drop from last year, when 40.3 per cent secured at least a standard pass and marginally higher than pre-pandemic 2019, when the pass rate was 32.3 per cent.

A quarter (25 per cent) more students registered for a GCSE English resit in November 2024 than the year prior. A total of 69,973 students retook English, up from 56,147 in November 2023.

It follows increasing numbers of school-aged pupils who failed to achieve a grade 4 “pass” in the subjects during their GCSEs this summer – 175,898 for maths and 181,682 for English.

The government’s resits policy mandates students who have not achieved a grade 4 pass in English and/or maths GCSE by age 16 to retake these qualifications as a condition of their places being funded.

The drop in GCSE English resit pass rates could stem from an exam boards’ controversial decision to “significantly” hike up the grade boundary for a resit exam earlier this summer.

Pearson Edexcel received numerous complaints and threats of legal action after it unexpectedly raised the grade 4 pass mark for its 2.0 English language exam from 73, used in both the June and November 2023 series, to 84 in summer 2024. Students who sat the exams in November 2024 needed 82 marks to achieve a grade 4.

“We expected the Pearson 2.0 results to be lower than the November 2023 sitting due to the standards set in summer 2024, however, the proportion of entries to Pearson 2.0 amount to less than 25 per cent of all entries in English Language,” said Catherine Sezen, director of education policy at the Association of Colleges (AoC).

“The results for GCSE English need further scrutiny, but it needs to be remembered that entry approaches differ from college to college and year to year,” she added.

Meanwhile, pass rates for GCSE maths resit exams improved marginally. The data showed 24.1 per cent of resit entrants achieved a grade 4 pass or above, a nudge higher than last year’s 22.2 per cent pass rate for November.

The rate is still lagging behind pre-pandemic levels, when the pass rate was 26.4 per cent in 2019, and 24.2 per cent in 2022.

Entries for GCSE maths resits entries rose by 13 per cent from 60,951 in November 2023 to 69,139 this year.

Sezen added that colleges have “once again managed dramatic growth in retake numbers” this year.

“It’s positive to see that the proportion of students who have gained a grade 4 in maths has increased from 2023,” she said.

“AoC has consistently called for a review of both English and maths qualifications at Key Stage 4 and post-16, and we are hopeful that the ongoing curriculum and assessment review will shine a light on what qualifications are appropriate for this cohort of students to ensure they can go on to succeed in life beyond college,” Sezen added.

Why 2025 is a critical year for FE funding

2025 will be a pivotal year for FE. With a new government in office and a Spending Review on the horizon, decisions in the coming months will shape the funding landscape through to 2028. These will reveal how the government intends to balance its ambitions to improve education against public finance constraints.

Our latest report on education spending in England shows how FE has faced some of the deepest funding cuts across the education system. This reflects a persistent historical trend: when overall spending increases, FE tends to receive smaller boosts, and when budgets are tightened, it often bears the brunt of the reductions.

The data tells a stark story. Between 2010–11 and 2019–20, funding per student in colleges dropped by 14 per cent in real terms, while school sixth forms saw an even sharper decline of 28%. Although extra money has been allocated since 2019, funding remains well below 2010 levels. Funding per student in FE colleges is 11 per cent lower than in 2010-11, while sixth form funding has fallen by 23 per cent.

In last year’s Autumn Budget, the government announced a £300 million cash-terms boost for colleges and sixth forms in 2025–26. However, rising student numbers and inflation mean that, even if the entire amount were directed to 16–19 education, it would only maintain funding per student at current levels in real terms.

Adult education and skills funding tells a similar story. Total spending on adult skills and apprenticeships is around 23 per cent below 2009–10 levels, even after accounting for recent funding increases. Classroom-based adult education has experienced some of the sharpest reductions, with real-terms funding levels over 40 per cent lower than in 2009–10. Learner numbers have fallen dramatically alongside these reductions, dropping by 60 per cent over the same period.

Although apprenticeship funding has been more stable over time, it has increasingly shifted towards higher-level apprenticeships. This raises important questions about access for younger and less-skilled learners, who may find fewer pathways available to them.

Adding to existing financial challenges is the ongoing growth of the student population. Since 2018, the number of 16- to 18-year-olds has grown 13 per cent, by 230,000 with a further 5 per cent increase anticipated by 2028. If participation rates remain unchanged, this means an extra 60,000 students in colleges and sixth forms.

They will need to expand capacity, hire more staff and maintain facilities. To keep funding per student at current levels in real terms, the government would need to increase annual funding by almost £200 million in today’s prices by 2027–28 just to keep spending per student constant in real-terms. Without this, a real-terms freeze in total funding would mean a 4 per cent drop in per-student funding.

Many providers are already feeling the financial strain. In 2022–23 (the latest year for which data is available) 37% of FE colleges reported operating in deficit – a reminder of the challenges already faced by many institutions as they attempt to alleviate rising costs.

Meanwhile, the pace of policy churn shows no sign of abating. Implementation of the Lifelong Learning Entitlement (LLE) has been continually debated. The apprenticeship levy is being turned into a growth and skills levy to subside a wider set of training activities. ‘Skills England’ has been created to provide strategic oversight of the post-16 skills system and future skills needs. The government has chosen to continue funding many level three qualifications for the next few years, but without making it clear how existing level three qualifications and T levels will coexist in a fractured system over the long-run.  

This year’s Spending Review will be a critical moment for FE. With public spending dominated by competing demands – including health and defence – FE funding will likely remain constrained. The outcomes of the review will determine the sector’s ability to meet rising demand, implement ambitious reforms, and secure its long-term financial stability. For providers, students and employers, the stakes could not be higher.

1 in 6 apprenticeships taken by uni graduates, research finds

Calls to ban graduates from publicly funded apprenticeships have resurfaced after new data revealed over £400 million in levy funds was spent on people who already held a bachelor’s degree or higher last year.

Freedom of Information request figures show that one in six apprentices (56,000) were university alumni in 2023/24, including 14,000 people with a master’s degree. 

Almost a third of these starts were on level 7 apprenticeships – courses which ministers are now planning to axe from public subsidy.

Tom Richmond, a former adviser to education ministers who obtained the data, estimates that £431 million, almost of fifth of the Department for Education’s total apprenticeship budget, was used to fund apprenticeships for graduates last year. Around £182 million of this was for level 7 apprenticeships.

In a report for the Social Market Foundation, Richmond said spending this amount on graduates is “not tolerable” if the government “wishes to ‘break down barriers to opportunity’” considering starts at lower levels have collapsed since the levy came in, and there are almost one million young people not in education, employment or training.

He believes the figures support his recommendation, first made in 2023, that the government bar graduates from all publicly funded apprenticeships.

His report states that this restriction should be imposed instead of a blanket levy ban on all level 7 apprenticeships.

Richmond said the apprenticeship money spent on graduates “should be redirected towards new apprenticeships for young people leaving school or college, particularly those from the most deprived backgrounds, who should be prioritised for the finite funding available for apprenticeships”.

He added: “University graduates have already had huge sums of taxpayers’ money invested in their education, so it is only right that young people who do not attend university are given the same level of investment and support to kickstart their careers.”

But Simon Ashworth, deputy CEO and director of policy at the Association of Employment and Learning Providers, warned that limiting these individuals from accessing apprenticeships would be a “huge backward step” for the programme, considering “around half of the working population already hold a degree”.

He said that the workplace skills that people need will “change as the economy develops – technological advances and AI will only speed up that process”, and added: “As labour market needs evolve, it’s vital to keep the apprenticeship system open to people throughout their careers, whether that’s for upskilling or reskilling.”

While most apprentices who are graduates are on higher level courses, more than 14,000 were also taking level 2 and 3 apprenticeships. This could indicate that graduate apprentices may have retrained in a new sector, like in adult care, where their employer trains new hires through apprenticeships.

Richmond also used his new Social Market Foundation report to call for management apprenticeships to be removed from the levy and funded instead as non-apprenticeship training within the upcoming growth and skills levy.

The level 7 apprenticeship with the second-largest number of starts in 2023-24 was the senior leader standard (7,140) – which controversially started life with an MBA included before it was stripped out by the government in 2020.

The SMF report reiterated past concerns that other management and leadership courses have been “rebadged as apprenticeships.” 

It includes an example that the level 3 ‘team leader or supervisor’ apprenticeship is eligible for £5,000 of levy funding and attracted 13,760 learners in 2023/24, making it the second most popular apprenticeship in England.

However, if a person were to study the comparable CMI level 3 diploma in ‘principles of management and leadership’, it only costs £1,400 for a part-time, 12-month course combining in-person and online learning.

Richmond said that management courses for existing staff have become so prevalent that they used up an estimated £150 million of apprenticeship funding last year.

His report urged the government to reclassify management apprenticeships at all levels as non-apprenticeship provision within the growth and skills levy – which is currently being designed by Skills England – and set funding for this training at market prices.

A DfE spokesperson said: “Ensuring people have the skills they need for the future is crucial to this government’s number one mission to grow the economy.

“We’re restricting funding for level 7 apprenticeships to ensure apprenticeships support those who need them most, while also meeting the needs of individuals, employers, and the economy.

“Further details will follow, informed by Skills England’s recommendations on priority skills needs.”

It’s Education’s Time to Shine: Celebrate your Education Community in 2025!

At the Teaching Awards Trust, we know teaching is so much more than just a job. Educators inspire and encourage the next generation every single day and we believe it’s important to celebrate their dedication.

These awards, televised by the BBC are the “Oscars of the teaching profession” and offer you the chance to shine a light on the heroes in your community. By nominating you can give education the recognition it truly deserves, boost morale and highlight the profound impact educators have on learners, colleagues and communities. 

In 2024, the Pearson National Teaching Awards achieved a media reach of 60 million, thanks to media partnerships with BBC’s The One Show, Schools Week, FE Week and The Sunday Times. Your nomination could be part of this incredible celebration of teaching, showcasing their achievements to the nation, highlighting their dedication and inspiring countless others across the country. 
 
Enter Now

Watch the 2024 Highlights Video

Why Your Nomination Matters 

Every nomination lifts up not just an individual but their entire school community. As one past winner said: 

“I don’t think people can underestimate the value of this—not only on a personal level but for your community, for the school, for parents, and of course, for the children.” 

By nominating, you’re helping to acknowledge unsung heroes whose work often goes unnoticed. 

What Makes the Pearson National Teaching Awards Special? 

A Moment in the Spotlight 

The Pearson National Teaching Awards celebrate individuals and teams across 16 categories, from early years to further education. Whether it’s a phenomenal teacher, a dedicated teaching assistant, a behind-the-scenes office star, or a compassionate lunchtime supervisor—everyone matters

This year’s Gold winners at our glittering awards ceremony in London shared incredible stories of innovation, passion, and dedication. From surprise celebrity visits on BBC’s The One Show to emotional moments of celebration, the awards highlighted the profound difference that educators make in their communities. 

Past winners, like David Kershaw, who was honoured for his 60-year career, or Ciara Mulholland, winner of the Outstanding New Teacher as a role model for young scientists, remind us of the diverse and extraordinary achievements within the profession. 

How to Nominate 

Nominating is easy and free

  1. Visit the Pearson National Teaching Awards website www.teachingawards.com
  2. Fill out a quick online form sharing details about your nominee, their background, and the incredible impact they’ve had. 
  3. Submit by 5.00 PM on Friday 28th February 2025 .

We’re looking for stories that showcase how your school, college or colleague has made a difference—whether it’s through organising extracurricular activities, building partnerships with local organisations, or helping students achieve their potential. 

A Journey of Recognition 

All nominees will receive a Certificate of Excellence, recognising their hard work and dedication. 

  • Silver winners will be revealed on National Thank a Teacher Day in June and invited to a celebratory tea in London. 
  • Gold winners will be announced later in the year, with a VIP experience at the annual awards ceremony in November, including a glamorous overnight stay, a four-course dinner, and a trophy to commemorate their achievements. 

Imagine your colleague being celebrated on national television during The One Show’s special week-long feature, joining educators such as: 

Could 2025 Be Your Year? 

While we celebrate the inspiring winners of 2024, it’s also time to look ahead. Entries are now open for the 2025 Pearson National Teaching Awards. Could one of your colleagues be among this year’s teaching heroes? 

Let’s make it happen! Help a deserving colleague receive the recognition they deserve—nominate today. 

IFS: £300m boost only delivers real-terms FE funding freeze

The £300 million cash boost for colleges announced at budget will deliver a real-terms freeze in per-student funding due to rising learner numbers and inflation, according to the Institute for Fiscal Studies.

Economists at the think tank also suggest the government would need to increase annual college funding by £200 million in 2027 in today’s prices to maintain spending per student in real terms, given the growth in the student population. 

The institute said a freeze in total funding in real terms would “imply a 4 per cent real-terms fall in funding per student”.

David Hughes, chief executive of the Association of Colleges, said the IFS report “confirms that current planned investment in colleges will not go anywhere near far enough to reverse the decades of underinvestment colleges have suffered”. 

He added that the upcoming spending review must include sustainable long-term funding for colleges to train more adults as well as young people if the government wants to “deliver 1.5 million new homes, boost economic growth and improve the NHS”.

16-18 population soaring 18% between 2018 and 2028

Chancellor Rachel Reeves announced in October that further education would receive a £300 million revenue funding injection in the 2025-26 financial year. The Department for Education (DfE) is, however, yet to say how this funding will be distributed.

Today’s IFS report said that even with this increase, college funding per student aged 16 to 18 in 2025 will still be about 11 per cent below 2010 levels and about 23 per cent lower for school sixth forms.

Alongside rising costs, colleges must also accommodate a student population which has been growing since 2017.

The number of 16- to 18-year-olds in England grew by 230,000 between 2018 and 2024 – a 13 per cent increase. Projections suggest a further rise of 110,000 (5 per cent) by 2028, when the population of 16- to 18-year-olds is anticipated to peak. 

If participation rates remain unchanged, this would equate to an extra 60,000 students in colleges and sixth forms.

To maintain spending per student at 2025–26 levels in real terms, the IFS said government would need to increase total funding by almost £200 million in today’s prices by the end of the spending review period in 2027–28. 

Fixing the budget in real or cash terms would result in spending per student falling by around 4 per cent in real terms between 2025–26 and 2027–28. Overall, spending per student would be around 14 per cent lower in real terms than in 2009–10.

IFS economists said the expected growth in student numbers means that providing no additional funding would “lead to sharp cuts in per-student spending over the spending review period, and even maintaining existing per-student spending levels would require significant additional funding”.

‘Expecting colleges to do more with the same money’

Meanwhile, average college teacher pay is expected to be about 18 per cent lower than for school teachers in 2025, which is “likely connected to the high exit rates amongst college teachers (16 per cent leaving their jobs each year)”, the IFS said.

And while underlying college financial positions have improved since 2018, the think tank’s analysis found that there remained about 37 per cent of colleges operating deficits in 2022–23. 

IFS’ deficits figure differs from other research because it focuses on income and spending that reflect the actual cash position of colleges in a given year – meaning it excludes elements like capital grants, depreciation, and adjustments for pension costs.

Hughes said: “The demographic increase of 16 to 18-year-olds between 2024 and 2028, the increasing gap between school teacher and FE pay, the demands of the labour market, the needs of employers wanting to grow, and rising FE staff turnover create the perfect storm in a sector which the government has recognised as vital to the success of all five of its missions. 

“Expecting the colleges to do more with the same money is simply unsustainable and limits the support they can give.”

A Department for Education spokesperson said: “Further education is a critical part of mission to kickstart economic growth and increase opportunity across the UK. This is why the budget provided an additional £300 million in funding for further education, and why we are establishing Skills England to ensure that young people can be part of the high-trained workforce needed to power economic growth.”

Do you want to be part of The Bedford College Group’s next chapter?

Our purpose is clear: To help individuals, communities, and society flourish through education by raising aspirations and reducing inequality to create a sustainable future.

With approximately 2,000 staff members supporting more than 19,000 students and apprentices, The Bedford College Group is committed to fostering success and building prosperous futures. To achieve the ambitious goals outlined in our 2025 strategic plan, we are restructuring our Executive and Leadership Teams to better align with our vision and purpose. These new structures place the student at the heart of everything we do. They focus on enhancing curriculum planning and design to meet the needs of our communities whilst continuing to drive improvements in teaching, learning, and personal development.

We are embarking on a bold new chapter, one that we want you to be part of. We are seeking dynamic, forward-thinking leaders with a passion for innovation and excellence in education to fill three brand new roles on our Executive Team: Executive Director of Education, Executive Director of Student Experience and Inclusion and Chief Operating Officer, and a new role of Group Director of People on our Senior Leadership Team. These roles offer a unique opportunity to shape the future of education in and around the South East Midlands and are designed to empower students to achieve the best they can and stand out as they progress to the next stages of their lives.

“I am extremely proud to lead The Bedford College Group, an anchor institution dedicated to serving our local people, or communities and businesses. These new roles are central to achieving our purpose and represent an extraordinary opportunity to shape the future of education by enhancing our students’ experiences and enabling us to continue to deliver exceptional learning opportunities as well as strengthening our impact across the region. If you share our vision and commitment to excellence, I invite you to be part of our journey,” says Yiannis Koursis OBE, CEO of The Bedford College Group.

Rated Good by Ofsted in its most recent 2024 inspection, The Bedford College Group is made up of a diverse group of seven colleges. These include three leading further education colleges; Bedford College, Central Bedfordshire College and Tresham College. Our family of colleges also includes Shuttleworth College, a specialist provider of land-based education, and the National College for Motorsport, situated next to the iconic Silverstone Circuit. Additionally, we offer dedicated A Level provision through our two sixth forms, one in Bedford and one in Corby, and operate four community learning centres, ensuring relevant and accessible education for all local communities and their needs.

The ideal candidates will have a proven track record of driving organisational improvement and inspiring high-performing teams. They will be collaborative and skilled at navigating challenges while delivering impactful results. Most importantly, they will share our deep commitment to making a difference in the lives of students, staff, and the local communities we serve.

If you are ready to be part of something special, lead with purpose and share our commitment to creating transformative educational opportunities, we want to hear from you. This is your chance to join a thriving, forward-thinking organisation dedicated to excellence and innovation in education. Apply now to be part of The Bedford College Group’s ambitious and exciting journey.

We have appointed FE Associates to support us with these important appointments.  For more information visit https://www.fea.co.uk/jobs

AoC: Immigration charge on businesses should fund ESOL

The government should spend some of its £2.1 billion revenue from the immigration skills charge to boost declining levels of ESOL funding over the last seven years, a new report has recommended.

Research from the Association of Colleges and the Bell Foundation published today shows funding for English for Speakers of Other Languages (ESOL) more than halved (56 per cent) from 2009-10 to 2016-17 and is estimated to have seen even further cuts in the years since.

The report’s authors have called for a national strategy for ESOL after finding “a recipe for muddle and confusion” in duplicated funding streams, a postcode lottery for learners and workforce challenges.

Both organisations said the national framework for ESOL should be co-developed with mayoral combined authorities (MCAs). The MCAs have devolved adult education budgets and, therefore, the majority of ESOL funding.

They advised that income from the immigration skills charge, which taxes employers for hiring migrants, should be used to fund ESOL courses to support British citizens and people with settled status in the UK.

“Harnessing the significant qualifications, skills and experience of these communities supports the government’s initiatives to focus on the domestic workforce and move towards a high-skilled economy,” the report said.

The government has reaped increasing revenue from the immigration skills charge every year. In 2023/24, it received £667 million, 14 per cent more than the previous year, and has cashed in £2.1 billion in total over the last seven years.

‘Stark underinvestment’ in ESOL

There is no recent official data showing the amount of funding for adult ESOL, but a House of Commons library briefing from 2018 showed ESOL funding was at its highest in 2009/10, at at £203 million, and had more than halved to £99 million in 2016-17, even before inflation was accounted for.

Additionally, the Lifelong Education Commission estimated three years ago that ESOL expenditure in adult education in England was around 4 per cent (in 2020/21), around £56 million of the £1.4 billion from the adult skills fund. The Bell Foundation estimated in a recent research paper that with 134,000 learners, the funding equates to around £418 per learner.

“Ultimately, the stark underinvestment in adult education must be addressed to enable increased investment in ESOL and unlock the economic rewards it can bring,” today’s report said.

Meanwhile, the demand for ESOL courses has been gradually increasing every year. According to Department for Education data, participation in entry-level, level 1, and level 2 courses has risen by one-quarter since 2019/20. The latest census data from 2021 indicate that 20 percent adults in England and Wales cannot speak English well, totalling over one million adults.

The report also recommended the framework should deploy an additional marker on the individualised learner record to monitor demand and provision and inform policy.

The report added that while devolving ESOL provision “brings opportunities to be both responsive and innovative”, it is still hampered by the complexity of funding.

The report said: “At a regional level, a strategic approach is hampered by the complexity of funding. Each initiative has separate eligibility criteria related to factors such as nationality and status and different outcomes linked to integration and employment.”

“The fact that there are funding streams and small-scale initiatives from multiple government departments, and other sources, the absence of a framework is a recipe for muddle and confusion. This also means that for people who need to learn English, this is a postcode lottery,” it added.

David Hughes, chief executive at the Association of Colleges, said that ESOL must be “seriously considered” as part of the government’s five missions, Get Britain Working and devolution plans.

“People who do not speak English as a main language are more likely to be out of work, but they have good skills, experience and a high motivation to have successful careers,” he said. “They want to work, and should be supported too, because they can help meet the local labour market needs for skilled people and support economic growth. With the right opportunities to learn better English they can utilise their skills, benefiting the community, their families and themselves.”

Diana Sutton, director of The Bell Foundation, added: “The creation of Skills England also provides an opportunity to ensure that second language speakers are able to access ESOL and help fill the skills shortages and labour needs of the future.”

Sue Pember, policy director at HOLEX, said: “We agree with both these recommendations and would like to see a national ESOL strategy that covers all Government departments. The present situation is untenable; there are too many schemes coming from different departments with different entry criteria, funding methodology and required outcomes – making it very difficult for learners and colleges and services to delivery.”

Immigration skills charge revenue:

YearIncome paid to the Home Office (£ million)
2017/1891,372,000
2018/19128,083,000
2019/20171,867,000
2020/21139,325,000
2021/22349,062,000
2022/23586,029,000
2023/24667,798,000
Total2,133,536,000

Source: Home Office

SFCA drops judicial review after reaching pay ‘agreement’ with DfE

Sixth form college leaders have dropped legal action against the government after ministers “agreed to provide funding” to support a wage increase in 2024/25.

The Sixth Form Colleges Association (SFCA) launched a judicial review claim last year over Labour’s decision to hand £1.2 billion to fund a 5.5 per cent pay rise for school and academy teachers, with nothing for standalone sixth form colleges or general FE colleges.

But a settlement was reached between the two parties in December that ended the proceedings. Specific details cannot yet be released, but the SFCA said there will be an announcement by the government “soon”.

The agreement has led to the SFCA, which negotiates pay in sixth form colleges with teaching unions, upping its pay recommendation from 2 per cent to 3.5 per cent for September 2024 to March 2025, increasing to 5.5 per cent from April 2025 onwards.

But the National Education Union today rejected this offer as it is still “inferior” to the school teacher pay award of 5.5 per cent for the full 2024/25 academic year. Three more days of strikes – taking the total to seven days so far – for 32 sixth form colleges will go ahead from tomorrow.

‘A significant step in the right direction’

Bill Watkin, chief executive of the SFCA, said: “Sixth form and FE colleges were seriously disadvantaged by the government’s decision in the summer to fund a pay award for staff in schools and academies but not colleges.

“Following protracted discussions between SFCA and the DfE, we are pleased that ministers have agreed to provide funding for the 2024/25 academic year to support a pay increase for our members.

“We are not free to comment on specific details as this is an ongoing legal matter, but we look forward to an announcement by the government soon.

“Although the funding made available in 2024/25 will not enable colleges to match the pay award in schools and academies, it amounts to a significant step in the right direction. As a result, we have agreed to withdraw our claim for a judicial review and will now focus our efforts on ending the ongoing strike action in sixth form colleges.”

Watkin added that the association was “disappointed” that the NEU is proceeding with three further days of strike action this week, and they are “committed to working with union leaders to avoid any further disruption to young people’s education”.

It is unclear whether the new agreement to support pay is part of the £300 million revenue funding for FE that was announced in October’s budget and is set to be dished out in April 2025.

The DfE said it could not comment as the SFCA legal proceedings are still technically live, but the department did confirm that it will set out how the £300 million will be distributed in due course.

The government also made clear that it does not set or recommend pay in further education, and sixth form colleges are responsible for the setting of appropriate pay for their workforce.

The Association of Colleges said its members can only afford a 2.5 per cent pay award following last summer’s pay snub. It also previously said the £300 million announced at the budget is likely to only fund projected demographic increases in 16-to-19 students.

‘Inferior’ pay offer leads to more strikes

The NEU declined the SFCA’s new pay deal that would hit 5.5 per cent in April because it would mean teachers will lag behind their peers who work in academised sixth forms by 2 per cent for seven months, creating “two tiers of pay for the same job”.

An NEU spokesperson said: “Teachers in non-academised sixth-form colleges have been presented with an inferior pay offer than their counterparts in academised sixth-form colleges, despite all sixth-form colleges being covered by the same collective bargaining arrangements. 

“Teachers in non-academised sixth form colleges are striking in order to win a fully funded above-inflation pay increase consistent with the rest of England’s teachers and teachers in academised sixth form colleges.”

Daniel Kebede, general secretary of the National Education Union, added: “Teachers take strike action with great reluctance, but our members in non-academised sixth forms have been left with little choice. It was a clear error by government not to provide funding for pay equivalent to that granted to academised peers. It is not too late for them to correct this mistake.”