Colleges and FE providers to reopen in full from March 8, PM announces

All students in colleges and other further education providers can “safely return” for face-to-face teaching from March 8, the prime minister has announced.

Boris Johnson has this afternoon laid out his “roadmap” for easing lockdown restrictions and said the reopening of schools and FE providers will be supported with twice weekly testing (click here for full testing details).

Addressing the House of Commons, he said: “Two weeks from today students in all schools and further education settings can safely return for face-to-face teaching, supported by twice weekly testing of secondary school and college pupils.”

Following Johnson’s speech, the Department for Education said that secondary schools and colleges will have “discretion on how to test students” over the first week back “to enable their return to the classroom”.

The DfE also said that staff and students in secondary schools and colleges are “advised” to wear face coverings in all areas, including classrooms, where social distancing cannot be maintained, as a “temporary extra measure” until at least Easter.

Schools, colleges and FE providers have been closed to all but the most vulnerable students and children of key workers since January 5.

 

‘Irresponsible reopening’

Association of Colleges chief executive David Hughes said: “Colleges typically have thousands of students across varying ages, and they face a complex task now to prioritise who starts back first and how that will best meet the needs of students.

“We look forward to seeing the scientific evidence which sits behind the announcement. That will be important in reassuring staff and students of the low risks involved, with the right controls in place.”

Bill Watkin, chief executive of the Sixth Form Colleges Association, said: “The key to a successful return from this date is flexibility. Opening to all students at the same time presents a range of very significant logistical challenges, not least the requirement to test all students and staff.”

He added that he was “pleased” that the updated operational guidance published shortly after the prime minister’s speech (see here in full) retains the flexibility for colleges to “decide the right balance of face to face and remote education as long as the majority of planned hours are on site”.

March 8
Jo Grady

University and College Union general secretary Jo Grady said the prime minister’s plan for all students to return at the same time was “irresponsible”.

“Pushing students and staff back onsite increases the risk of more Covid outbreaks and threatens to undo the country’s hard work to get infection rates down,” she said.

The Department for Education said the return for all students is being prioritised due to the “significant and proven impact” caused by being out of school and college to the health and wellbeing of young people.

March 8 reopening guidance: Staff and students ‘advised’ to wear face coverings in classroom

Staff and students in FE providers have been advised by the Department for Education to wear face coverings in the classroom upon their return on March 8 for a “limited time”.

Updated guidance was published this afternoon by the DfE following prime minister Boris Johnson announcing his “roadmap” for easing lockdown restriction.

Colleges and FE providers are now set to reopen to all learners in two weeks’ time under the plans.

Today’s guidance explained that from March 8, officials “expect that every 16 to 19 student (or 19 to 25 with an EHCP) will attend their FE provider in person, and will undertake the majority of their planned hours on site”.

Adult learners “may also return on site”, the guidance says, adding: “As was the case prior to coronavirus (COVID-19), you should continue to judge the right balance between on-site and remote delivery for adult students in order to provide high quality education and training.”

Clinically extremely vulnerable students and staff are however advised to not attend their FE provision, until 31 March at the earliest, because the risk of exposure to the virus “may remain high”.

The DfE is now also recommending for all students and staff who do attend to wear face coverings in the classroom until at least the Easter break. Previous guidelines said face coverings should only be worn in communal areas.

Today’s updated DfE guidance for FE providers said: “We recommend that face coverings should be worn by adults and students when moving around the premises, in corridors and communal areas and in classrooms or workshops where social distancing cannot easily be maintained, except where exemptions apply.

“Face coverings do not need to be worn by students when outdoors on the premises.”

 

‘Continue to be sensitive to additional needs of students’

The guidance goes on to state that this does not apply in situations where wearing a face covering would impact on the ability to take part in exercise or strenuous activity, for example during sports lessons and physical activity.

The DfE said teachers should “continue to be sensitive to the additional needs of their students, such as deafness, in deciding whether it is appropriate to wear a face covering”.

The guidance added: “Transparent face coverings, which may assist communication with someone who relies on lip reading, clear sound or facial expression to communicate, can also be worn.

“Those who rely on visual signals for communication, or communicate with or provide support to such individuals, are currently exempt from any requirement to wear face coverings at the setting or in public places.”

Today’s updated guidance also outlines the new plans for coronavirus testing of students, which you can read more about here.

College students to receive three Covid tests on site upon return

College students will have four rapid Covid tests in the first two weeks of returning to the classroom from March 8, the government has said.

Three of the asymptomatic tests, which produce results in around 30 minutes, will be conducted on site while another will be conducted at home.

Colleges will then introduce twice weekly home testing thereafter for students as well as staff.

It is understood that colleges will be able to welcome back their students in a phased approach over the course of the week beginning March 8 to allow for testing of their students. If a learner tests negative then they can attend, if they test positive, they must return home to self-isolate.

Independent training providers and adult community learning providers will be able to request coronavirus tests from 31 March, but they will need to apply to the Department for Education for the amount they need.

The DfE announced the plan ahead of the prime minister Boris Johnson’s House of Commons briefing on his “roadmap” for easing lockdown restrictions.

Johnson said that all secondary school and FE students can return for face-to-face teaching from March 8.

Association of Colleges chief executive David Hughes said mass testing will be “a logistical challenge”, but colleges have “used lockdown to prepare their sites and it will be a crucial element of keeping students and staff safe, alongside face coverings, social distancing, ventilation, phasing and rotas”.

Colleges are expected to retain a “small” testing site for those students unable to test at home.

Schools and colleges will receive additional testing kits for both on-site and home testing in the coming weeks, the DfE said.

Testing of close contacts in order to keep them in school is not expected to return at this time. The approach was paused last month after questions were raised about the effectiveness of lateral-flow devices.

This means that close contacts of confirmed cases will still be required to self-isolate.

Updated operational guidance for the return of all colleges students was published after Johnson’s speech and sets out the expectations for testing of students from March 8.

It states: “Colleges should offer students three tests at an on-site asymptomatic testing site, three to five days apart, upon their return from 8 March.

“Testing should start when students return but it can be phased to manage the number of students passing through the test site at any one time. Colleges have the flexibility to consider how best to deliver testing on a phased basis, depending on circumstances and local arrangements but suggest vulnerable students are prioritised.”

It adds that testing is “voluntary but encouraged”.

Universal apprenticeship provider register reapplication has prompted dismay

The government should think carefully before taking a cliff edge, pass-fail approach to the register of apprenticeship training providers, writes Simon Ashworth

Although the FE white paper contained ideas that have stimulated positive debate, the refresh from April of the Register of Apprenticeship Training Providers (RoATP) has prompted universal dismay and frustration across the sector.

We are still yet to see any coherent or logical argument from the ESFA about why a refresh needs to happen so soon after the last full refresh back in 2019 – and the fact that the RoATP has been closed to mainstream applications for nearly a whole year now.

The white paper describes the independent training provider landscape of approximately 1,250 organisations as “crowded” and “not always deliver[ing] high-quality provision”.

The reference to “crowded” clearly implies by default that the government has decided there are too many providers and therefore the refresh appears to have a baked-in objective of rationalising the choice of providers available to employers.

‘Unfair picture’

The claim that independent training providers (ITPs) do not always “deliver high-quality provision” also paints a rather opaque and unfair picture.

Year-on-year Ofsted’s annual report highlights that 75 to 80 per cent of ITPs deliver ‘good’ or ‘outstanding’ provision which puts them on a par with other types of providers.

Bearing in mind they are numerically the largest type by far, it’s odd that ITPs are singled out on this front in the white paper.

ITPs have led the roll-out of apprenticeships standards since the outset of the Richard Review of Apprenticeships reforms and this has not been an easy transition.

Other provider types have been slower to adopt standards and they may experience similar growing pains as they also move through that same process.

It is well documented that one in four new providers have been judged as making insufficient progress by Ofsted. We have the legacy of the first iteration of RoATP where the entry criteria and the quality bar just were not robust or high enough.

Some new providers then had to up their game or were managed out of the system.

‘Tighter regulatory position’

Iteration two of RoATP, which was a full refresh, was positioned by the ESFA as raising the bar, involving more thorough testing of capacity and capability of providers wanting to deliver apprenticeship training.

The fact that we have another refresh and new criteria to “better determine whether providers have the capability and capacity to be able to deliver these higher-quality apprenticeships” implies the last process was far from a success.

The fact that we have another refresh implies the last process was far from a success

In the latest guidance, the ESFA has pointed towards a tighter regulatory position where at some point providers need to provide more evidence about their capacity and expertise.

The ESFA is considering how this may be required beyond the initial application process, where providers wish to “expand their delivery to new areas”.

This is a strong hint of a move towards the approach we see with the Register of End Point Assessment Organisations. It’s a move away from an open market for providers to deliver any of the 600 plus standards once on the RoATP.

If this is where the process does end up, the ESFA should avoid too much granularity.

Instead, approval to deliver within occupational sector subject areas rather than at individual standard level would form a happy medium.

‘Avoid cliff-edge outcome’

The recent update on how the agency will now measure the financial health of independent training providers sees the welcome inclusion of some pragmatic mitigations on both profitability and borrowing because of the Covid-19 pandemic.

The financial health assessment has been a key facet in the RoATP process and we expect it to feature again this time around.

Last summer AELP alerted officials to concerns about the impact on short-term profitability due to the downturn in activity, and the need for many providers in the sector to utilise the government’s business loan facilities.

So the mitigations show that they have listened and taken this into account.

Before the guidance on the new criteria for RoATP approval is published, the government should avoid any cliff-edge in terms of the outcome.

The refresh itself is not a procurement exercise and therefore it needs to not just have a robust appeals process.

The ESFA needs to operate the process pragmatically to enable providers to submit future evidence to support their application.

Yes, we want a healthy and high quality training provider marketplace, but a binary and arbitrary approach to pass-fail is not what is needed here.

Government to research range of ‘harms’ caused by Covid-19 to students and staff

The Department for Education is tendering for research into how Covid-19 has impacted students and staff.

The “rapid” data and literature review will consider “harms” on mental and physical health, domestic violence and loss of learning.

Working on behalf of the Scientific Advisory Group for Emergencies (SAGE), the DfE project is worth up to £85,000 and is split across seven sectors, which include: early years; primary and secondary schools; parents/carers; colleges/FE; higher education; and the workforce.

There are specific short and long-term harms to be investigated, which also include changes in earning capacity, the gender and social group imbalance widening, nutrition, educational “knock-on effect”, substance misuse, and wellbeing.

The review will also consider what policies are mitigating against these harms and how effective they are, what else can be done to mitigate against them, and what further research is needed.

The tender reads: “Along with the direct harms of the pandemic, the short- and long-term indirect harms of the pandemic also need to be investigated.

“It is important that we understand these indirect harms, including across different groups, and how they can be mitigated to minimise the negative impact of the pandemic”.

This has been welcomed by organisations which have already completed work in this area.

The Education and Policy Institute’s director of post-16 and skills David Robinson called the DfE’s decision “encouraging,” as: “We have only really started to scratch the surface when considering the impact of lockdowns and the closure of education settings on mental health and wellbeing.”

Young people’s mental health was not in a great shape before the pandemic, with a report from the institute published in January, on how children’s mental and emotional health changed as they moved into adolescence, reporting young people have felt “an increase in levels of worry and pressure as they moved through secondary school”.

The report, based on a survey of 5,000 young people aged 11, 14, and 17, found weight, social media usage, family income, and not feeling safe in their neighbourhood led to increase mental health issues in young people.

Government has become particularly worried about how much learning has been lost during the pandemic. Ministers have so far pledged a more than £1 billion Covid catch-up fund to tackle this issue.

As part of this, colleges have benefited from one-off grants from a £96 million extra tuition fund, which has been used to support small group tuition for disadvantaged students, as well as mental health support services.

Furthermore, former Education Endowment Foundation chief executive Kevan Collins was announced as the government’s new education recovery commissioner this month, with a brief to advise on interventions to catch up the education of students aged up to 19.

This comes after Ofsted, following a series of interim visits to providers last term, published a report of its findings for further education in December, saying leaders had found “gaps” in learners’ knowledge and skills because of the pandemic.

These gaps were most apparent in English and maths, said the leaders, who had also observed learners had lost social skills, the ability to communicate formally, as well as their aspiration.

The watchdog also found “many” leaders had seen the number of learners with “significant” mental health concerns had increased over the course of the pandemic.

As the tender for new research into the harms of Covid is a rapid review, applicants have until 26 February to put in their bids, and those who are successful will have from 29 March to 25 May to deliver a final report, with a skeleton report due in April.

Unions ‘increasingly concerned’ government will order full school and college reopening on March 8

Unions have urged the government to phase the return of students to schools and colleges, amid concerns ministers will opt for a “big bang” approach to reopenings.

Organisations representing leaders, teachers, support staff, governors and colleges have warned they are “increasingly concerned” the government will opt to bring all learners back on March 8, which would bring almost a fifth of the population together at a time when infection rates are still high.

Prime minister Boris Johnson is due to set out a “roadmap” out of the current lockdown on Monday, with firmer plans for the return of students expected to be outlined.

It has been reported that a phased approach for secondary pupils could be taken, but it is also understood Johnson favours getting all students of all ages back on March 8.

But in a joint statement, leadership unions ASCL and the NAHT, teaching unions the NEU and NASUWT, support staff unions GMB, Unison and Unite and professional bodies the National Governance Association and Sixth Form Colleges Association, have urged the government to avoid such an approach.

They warned it would be “counterproductive if there is a danger of causing another surge in the virus, and the potential for a further period of lockdown”.

“We therefore urge the prime minister to commit to March 8 only if the scientific evidence is absolutely clear that this is safe, and at that point go no further than a phased return of children and young people with sufficient time to assess the impact before moving to the next phase.”

The groups said they were “increasingly concerned that the government is minded to order a full return of all pupils on Monday 8 March in England”. Johnson has come under mounting pressure from his backbenchers to expedite the return to schools and colleges.

This would “seem a reckless course of action”, the groups said, warning it “could trigger another spike in Covid infections, prolong the disruption of education, and risk throwing away the hard-won progress made in suppressing the virus over the course of the latest lockdown”.

 

None of this is intended to stand in the way of the full college reopening

The government has said it will make its decisions about school and college reopenings based on scientific advice.

But the unions and professional associations warned today that the role schools and colleges play in transmission was still “uncertain”.

“Scientists have expressed different views on this point. What we do know is that the full reopening of schools will bring nearly 10 million pupils and staff into circulation in England – close to one fifth of the population. This is not a small easing of lockdown restrictions. It is a massive step.”

They said the current situation necessitated a “cautious approach”, with wider school and college opening “phased over a period of time” to allow public health experts to “assess the impact of the first phase before moving to the next”.

“None of this is intended to stand in the way of the full reopening of schools and colleges. On the contrary. It is intended as a prudent way forward to ensure that once they are fully open, they stay open.”

Apprentice feedback tool kicked into the long grass

A tool that allows apprentices to give feedback on their training provider via text has been delayed again and will not be launched for at least another year, if ever.

The Education and Skills Funding Agency’s Digital Service has been developing the feature for a number of years and its launch was originally set for September 2018, with then-skills minister Anne Milton speaking in strong favour of its value over Ofsted inspections.

Around the same time a similar feedback tool for employers – similar to TripAdvisor – got underway and the reviews now feature prominently on the government’s Find Apprenticeship Training site.

But “low engagement” in a number of trials for the tool for apprentices has forced the ESFA to go back to the drawing board, a spokesperson for the agency told FE Week after this publication spotted a revised version of the “apprenticeship service roadmap” had completely left it off.

“Different methods” to increase engagement will now be tested “over the next 12 months” but there is no promise of when or even if it will get off the ground.

apprentice feedback tool
READ MORE: Skills minister backs Trip Advisor-style rating of trainers over Ofsted inspections

The spokesperson said: “The ESFA has already developed the tool to collect apprentice feedback. Over the last 18 months we have conducted several rounds of research with over 2000 apprentices, gathering feedback on their apprenticeships. Engagement is low so we are looking at new ways to engage with apprentices as we test different methods over the next 12 months. 

“As we continue to develop the benefits of the apprenticeship service for all our users, we will continue to look at the role apprentice feedback will play and how best we deliver these benefits.”

‘Inherently unbalanced’

The delays come despite the Department for Education being aware that apprentices are struggling to raise concerns about poor training, as reported by FE Week in October 2019.

The National Society of Apprentices previously said an apprenticeship system that “values the views of employers over the views of apprentices” is “inherently unbalanced”.

“It comes as no surprise that employers are able to provide feedback on their perception of the quality of education and training that their apprentices receive, but that the views and experiences of apprentices can wait,” a spokesperson added.

 

Staff need to know about the Apprenticeships Workforce Development programme

Whether an assessor, a leader or a governor, staff involved with apprenticeships now have a new route through which to skill up, writes David Russell

National Apprenticeship Week is always a fantastic boost for everyone who works in that field. The following week can feel a bit of a downer, though, like the morning after the night before.  

So I’m delighted to say that the Education and Training Foundation (ETF) is still standing after the party with serious new career development opportunities for staff who deliver apprenticeships. 

Many in the further education and training sector were deeply disappointed when the ETF’s highly valued “Future Apprenticeships” programme came to an end in 2018. And although we have kept offering support since then, it was at a much-reduced level.  

Contrast was often drawn between the Department for Education’s excellent investment in the ETF’s T Levels Professional Development programme, and the thinner support available for the much larger number of staff already delivering apprenticeships. 

So full credit to the DfE for setting this right with the announcement in the white paper of a new Apprenticeships Workforce Development (AWD) programme. 

Although currently smaller than the Future Apprenticeships programme was, the fact the AWD is named in the white paper gives good reason to believe it will grow in the future.  

The fully-funded programme – designed and delivered by the ETF to be lockdown compliant – is available through the ETF’s professional development platform (at pdp.etfoundation.co.uk).  

There are four strands with eight online courses to support teachers, trainers, assessors, and leaders involved in apprenticeship training and delivery. 

Assessor to Teacher

The Assessor to Teacher strand targets professionals who have worked within apprenticeships for some time but completed limited or no teacher training. The two courses, Understanding How We Learn and Developing How to Teach help participants explore the theory and process of how to plan inclusive teaching sessions.  

Effective Technical Teaching

The Effective Technical Teaching strand’s two courses, Enhancing Pedagogy and Professional Practice and Preparing for End Point Assessment Success, ensures all participants are aware of and understand what is needed for effective apprenticeship practice.  

This includes apprentice preparation for gateway and end-point assessment in terms of teaching methods and techniques, including higher technical teaching skills. 

Technical Curriculum Design

The Technical Curriculum Design strand is designed to improve the effectiveness of curriculum development and increase the use of practical approaches to scheduling of learning.  

The two courses in the strand, Effective Curriculum Design in Practice and Principles and Models of Curriculum Design, support staff and leaders to plan and deliver an effective curriculum that incorporates the needs of the learner and employers. 

Apprenticeships Leadership

The Apprenticeships Leadership strand ensures operational leaders, who manage the delivery of the apprenticeship offer within a provider, have the skills to implement effective recruitment processes, support strong information advice and guidance.  

The strand’s two courses, Developing Your Team and Effective Use of Resources, develop participants’ abilities in managing the subject area and employer relationships.  

Strategic Leadership and Governance

The final strand, Strategic Leadership and Governance, is being delivered in partnership with the Association of Employment and Learning Providers, alongside the Association of Colleges.  

Designed for leaders and governors at any type of apprenticeship provider, this strand is made up of three module-based, online interactive workshops delivered in spring. 

The AWD programme signals a new era of partnership between the ETF and AELP

AELP in particular have unparalleled experience in understanding the needs of apprenticeships providers, and have thought a great deal about design and delivery of leadership development for independent training providers.  

The modules are also facilitated by Anna Morrison, director of Amazing Apprenticeships, and Chris Lang, chief operating officer and director at professional services firm International Limited, with talks from other industry experts. 

The AWD programme signals a new era of partnership between the ETF and AELP, which can only get stronger.  

After an extremely tough year for the sector, collaboration for mutual benefit is the responsibility of everyone. 

Profile: Rebecca Conroy, CEO, East Sussex College Group

Challenging CEO stereotypes is one thing, but Rebecca Conroy’s relentless and contagious positivity must have an explanation. JL Dutaut finds out

Chief executive. The title conjures up hard-nosed decision-makers in sharp suits. Google the words and still to this day the image results will return very few women. I’m happy to say that my experience of interviewing education’s finest has consistently challenged those stereotypes, but none more so than meeting Rebecca Conroy.

Casually dressed, and with a genuine and contagious smile that appears not to have dulled at all since her graduation from the University of Sussex 22 years ago, the East Sussex College Group chief executive forces you to rethink all your assumptions of the role from first impression to last.

Her approach to the interview is genuine. There are no cheat sheets. No board-approved ‘lines to take’. She’s looking straight at me  – at least as much as a video call allows – so I believe her when she tells me she’s “ambitious in terms of doing a good job” but that “personal ambition isn’t a massive driver”.

“That doesn’t really necessarily equate to securing the CEO job, I guess,” she adds, though my questions have done nothing to suggest that line of inquiry.

It was supposed to be a short-term appointment. I was just asked to hold the fort

Conroy has been in post exactly a year. She stepped up as acting CEO the week after February half-term in 2020 when ESCG’s previous leader, Clive Cooke, announced his retirement, precipitated by ill health. So you could put her zest down to being relatively new to it all, but given the pressures of the past year, I’m not sure that argument holds.

And those pressures have been all the more challenging at ESCG. When Clive Cooke stepped down, it was in tandem with the group’s chair of governors, Henry Ball. The timing, said Ball, would “allow the new leadership team a clear path to take the college forward into the new decade”.

So Conroy has had to step into the breach, with little by way of transition, and without a chair of governors. Within weeks of her appointment, the nation went into lockdown. One of her first actions as CEO was to hand over the keys of one of the Eastbourne campus’s buildings (where she had been principal mere weeks before) to the general hospital next door so that chemotherapy could continue safely.

Conroy with her mother 1988

“It was supposed to be a short-term appointment. I was just asked to hold the fort,” says Conroy. “And then we went into lockdown. And to be quite honest, for me it was a great opportunity to make a difference, and I actually found that I really enjoyed the role.” She sounds almost surprised at the fact, and adds, “When the post came up, I thought, ‘Well, let’s put my hat in the ring and see how we go’. But it wasn’t on my agenda this time last year at all.”  

Given that the past 12 months have also included dealing with a challenging financial situation left over from the merger that created ESCG, a nine-stage recruitment process supported by the Association of Colleges to appoint the group’s second permanent CEO and a September Ofsted monitoring visit to boot, it’s a wonder Conroy is meeting with me at all, let alone with such energy and enthusiasm. “It’s been an exciting time,” she beams.

We’ve had to take out a lot of cost, which has been really horrible

ESCG was created only three years ago, in March 2018, from the merger of Sussex Coast College Hastings and Sussex Downs College. The former’s last Ofsted inspection in December 2017 found it to be ‘good’, but the latter, inspected just a month before, returned a ‘requires improvement’ judgment. The merged college’s priorities have therefore been to maintain and build the good provision at Hastings while driving improvements at the old Sussex Downs sites.

Conroy’s advantage has been that she is familiar with the challenges. But her appointment wasn’t a given. In these pages recently, Ian Pryce warned of our education system’s tendency towards interventionism. Given AoC’s involvement in the recruitment process, it’s not hard to imagine calculations ending in the appointment of someone with ‘turnaround experience’.

Her appointment not only bucks that trend; it could turn out to be an inspired decision. Behind the warm façade and unassuming demeanour, Conroy is clearly a shrewd operator. At Eastbourne, she oversaw cost savings of £5 million in the two years between the merger and her hop and skip to the top job.

Conroy at her graduation with her daughter

Conroy brands her entire leadership approach as ‘people first’. The educational hinterland of her 20-year career in FE is in inclusion. She started as an EFL teacher in 1997, then went on to the University of Brighton to work in widening participation before joining the sector to work with looked-after young people, pupil referral units, NEETs and SEND. Her CV is peppered with roles that show a moral purpose to her engagement with the profession. Overseeing redundancies, while hard on all leaders, clearly contradicts a deep-seated instinct. “We’ve had to take out a lot of cost, which has been really horrible.”

She’s grateful to be “picking up a college that is in a much better financial position.” Since her appointment she has pressed on with a restructure at the top of the organisation. “We had principals in each of the campuses. Our senior team was quite large by most college standards.” A retirement here. A move to another college there. Her own promotion out of one of the principalships. All have added up to “quite a different structure”, but all in all, normal attrition has meant she has largely avoided causing more pain in the effort to reduce that top-heavy structure. Given everything else, a bit of good luck was surely due.

As a result, as well as ESCG’s CEO, Conroy is its executive principal, supported by an assistant principal heading up each of the four campuses. One of the college’s alumni, Mark Wardle, is returning from his post as St Austell head with Cornwall College to support her as deputy.

We’re controlling vacancies within an inch of our lives

But no, the lesson she has learned from the experience of the past few years isn’t to dull her smile and harden her nose. Instead, it is that she should do all that’s in her power to avoid having to make such decisions again. “In practical terms, we’re controlling vacancies within an inch of our lives. That’s never easy, but it’s far easier than to have to go back and go into some horrible restructuring. At the moment, it’s essential spend only to protect the teams we’ve got.”

So what is the secret to her seemingly unstoppable positivity? Well, it might be the region. Leicester-born-and-bred Conroy remembers her northern upbringing with joy. A good home. A good education. Friendships that have endured a 25-year distance. She left the community college where she did her A-levels with great results, but little idea what to do. She worked in social care and in administration roles with Leicester University before moving down to Brighton to complete the history degree she started there.

By her own admission, she “fell in love with the place”. “Was it the sunshine?” I ask. “Yes, and the sea swimming.” She reveals that she and her husband – who she met here and with whom she has two children – are avid, all-year-round sea swimmers. There’s photo evidence of them taking in a paddle in Eastbourne on Boxing Day! Well, that would keep you vibrant!

Conroy with her husband after a Boxing Day sea swim

Not only did she fall in love with East Sussex, but so has the rest of her family. Her younger sister and her parents have all moved down. “We all live within three minutes of each other,” she tells me.

Both her parents were FE lecturers – her mother taught sociology and her father economics. She says they filled her with self-confidence and, she admits, a bit of their politics. “They’re good, old-school socialists. So they’re not always as diplomatic as I am when referring to the actions of our government.”

That might explain that deep drive to seek out and to use her positions and privileges to help the most vulnerable. But I’m not convinced it’s the secret to that energy.

When I ask her what she’d say to Gavin Williamson or Gillian Keegan if she had their ear, her answer echoes what she’s told me about how she was brought up and how she leads others. “It’s easy for the sector to be cynical, but they have been consulting well with the sector. So let’s really understand how we can deliver some of [the skills white paper’s] ambitions, and have faith and trust in the sector.”

It couldn’t be that simple, could it? Faith and trust?

No. It must be the sea swimming.