‘Worry’ over as doomed SEND college is saved by Big Issue

A special educational needs college that faced closure following a surprise eviction notice has been saved by a £3 million loan from the Big Issue magazine’s “social impact” funding arm.

Great Oaks College has taught more than 100 students aged 19 to 25 with SEND each year since it opened at a purpose-built site in Hounslow, west London, in 2018.

But the college feared it would have to shut less than a decade after it opened when landlord Hounslow Council “unexpectedly” served it with two-year eviction notice from its £38 million home, which it shares with Oaklands School, a special secondary.

The notice was served just months after the college was judged ‘outstanding’ by Ofsted in its first full inspection.

After struggling to find a suitable new building or secure a mortgage, Big Issue Invest, a subsidiary of the magazine, agreed to a £3.2 million loan from its ‘social impact debt fund IV’ to help the college buy and convert an office block six miles away in Sunbury-on-Thames.

In a statement about its relocation, the college said Hounslow Council “asked us to find a new home” due to increasing demand for secondary and sixth form special needs school places at Oaklands School.

Nickyie Thomas, principal at Great Oaks College, said she was preparing to “break the news” about potential closure after running out of options for a new site.

She added: “There was fear, anxiety, and the deep worry that without financial backing, all the good we had built could be lost.

“Securing this funding has not only safeguarded the future of Great Oaks but has laid the foundation for growth.

“I love what Great Oaks stands for—and even more, what it has the potential to become, now we have this fantastic new backing from Big Issue Invest.”

Big Issue Invest is a social investor set up to help social enterprises, social-purpose businesses and charities two decades ago by the founders of the Big Issue magazine.

The social impact debt fund offers organisations like Great Oaks College financing of up to £3.5 million, with flexible repayment terms at a higher loan to property value than bank mortgage funding.

The loan reduced the amount of deposit needed to buy the Sunbury-on-Thames site, which was advertised at £3.5 million.

James Potter, investment director at Big Issue Invest, said the company is “delighted” to have helped the college move to its new site and gain “long term security”.

He added: “This loan will remove the uncertainty and challenges of a short-term leased site and allow Great Oaks to own, manage and invest in its site, providing the students with the opportunity to make the most out of their time at the college, opening doors for their future.

“The outcomes achieved by the students at Great Oaks College and the difference the college makes to their lives is why Big Issue Invest funds projects like this.”

The college successfully applied to change the Sunbury-on-Thames building from office use to education late last year.

From September this year it will mainly operate from a smaller site in Hounslow, with additional space rented nearby, and hopes to move to the new site by spring term 2026.

Great Oaks College is a company limited by guarantee called the Great Oaks Charitable Trust, established in 2018 after a council-led construction on recreational land.

Samia Chaudhary, Hounslow Council’s cabinet member for education, children, skills and employment, said: “Great Oaks College has benefitted from a preferential lease arrangement at a local maintained special school, but were asked to vacate with a full two years notice; so that we can make good on our ambition to support more young people with special needs to be educated in Hounslow maintained schools.

“Investing in our local schools is only possible if we reduce our hitherto reliance on high costs independent placements.

“We must also strengthen the support young people receive to progress to independent living and work, breaking the carousel of specialist provision, post 19, that is all too often a feature of the independent sector’s offer.”

PHOTO: Great Oaks College teacher and student

FE’s reputation on the line: learning from Weston governance failures

The report on the appalling shortcomings in governance and leadership at Weston College and the staggering sums of money paid to the ex-principal came as a shock to me and I am sure to many others.

The report shows that the college paid vast sums of money to its now retired principal Paul Phillips without properly disclosing the payments in its accounts and without the full governing body and other staff knowing about it. This is not only a breach of financial protocols and good governance, but a fundamental departure from the values and ethos that underpin the FE college sector.

I am proud of the work that colleges do and the impact they have on communities and for a fairer and more prosperous world. That pride drives my motivation to work in this sector. It is based on a set of principles of wanting to work for the public good and to serve the people and communities that we live in. From my long sector experience, I know that is true for hundreds of college leaders too.

That’s why the details in the report came as such a surprise. It is a must-read for all college leaders on how not to do it.

Sector values

 In our sector, values of honesty, openness, and fairness run deeply. In fact it was the college’s own staff who raised concerns with the regulator, leading to the investigation.

Those values are at the heart of the AoC senior postholder remuneration code. It sets out clearly a commitment to a fair, appropriate and justifiable level of remuneration, procedural fairness, and transparency and accountability. I am pleased to say that the norm in our sector is that colleges follow this code and its principles, and that Weston College was the outlier. That code along with the more recent government public pay restrictions have resulted in senior pay multiples in colleges much lower than in other sectors. The median pay to top pay multiple in FE colleges is less than 5.7, compared with 57 in FTSE350 companies. Following the AoC code requires transparent reporting of senior pay, so the accounting issues at Weston were particularly worrying.

This breach of the rules will cast a shadow over every dedicated, ethical professional working in colleges across the country. Staff at all levels who go above and beyond, under considerable pressure and with limited resources, to provide high-quality education and support to students will be disheartened by what they have read.

It will be even more painful for Weston’s staff. They are part of a very strong college, delivering great experiences and outcomes for their learners. They will feel betrayed and let down more than anyone. With their new governing body and leadership in place, I am confident that a transparent and trusting culture can be developed quickly.

Wider lessons

Following the AoC code will help. But there are other lessons and a whole manual from the FE Commissioner on how governing bodies should oversee senior staff performance that can also provide support. At the very least, every college needs to be certain that there is full governing body oversight of principal/CEO pay. And that their remuneration committee is operating effectively within the rules. Beyond that they need to ensure that they have tax-compliant payroll arrangements, and that senior pay is transparently disclosed.

The good news is that Weston is in safe hands, with new leadership able to implement the sensible and fair recommendations in the intervention report. Beyond that, there is work for DfE to do on senior pay across the wider education and training sector to ensure that it is proportionate and transparent.

At the same time, I hope that there is no knee-jerk reaction from DfE. The key thing is that colleges follow existing rules and guidelines properly. But I would hope that the actions and decisions taken by individuals at Weston College are being closely examined to see whether any actions can be taken regarding their accountabilities.

Every now and then, we read about behaviours which fall outside of what we expect of our college leaders. Every such case is wrong. But as not-for-profit, charitable public sector institutions with a clear public purpose, the norm is impressive. Inside every college you will find staff and governing body members working hard to deliver great outcomes for learners and sticking implicitly to an ethos of public service, integrity and transparency.

Cleaning up its image: The hygiene sector’s challenge to win talent

There’s no getting around it: it has been tough attracting new people into the cleaning and hygiene industry. It is one of the biggest sectors in the UK, contributing nearly £59.8 billion to the economy. Yet its diverse roles and career opportunities often go under the radar – especially among young people looking to join the workforce.

People often focus on traditional operative roles while many other vital positions in marketing, sales and finance are often overlooked.

As the backbone of public health, the cleaning and hygiene sector plays a critical role. But how can we attract the next generation to be a part of it?

Inspiring the next generation

With only 9 per cent of the cleaning and hygiene workforce under 25, there needs to be more of a dedicated and collaborative effort to attract younger talent – especially.

I never planned on working in cleaning and hygiene, but quickly discovered something that made me want to stay: the enduring demand for our services, paired with the incredible support for personal and professional growth.  

Due to the supportive culture of the sector, there are numerous pathways for young people to reach their full potential. This includes many industry networking opportunities that young people may not be aware of such as The Cleaning Show and the CSSA. These play a key role in providing a space where young professionals can network, explore career options and see firsthand the innovations and technological advancements shaping the industry’s future.

Apprenticeship opportunities for young people

For those seeking hands-on experience without taking the university route, apprenticeships offer the perfect alternative. Last year, the British Cleaning Council introduced the Level 2 cleaning hygiene operative apprenticeship, allowing organisations to use apprenticeship levy to fund training for their staff and to provide a recognised qualification that enhances young people’s career prospects.

Now, it’s essential to attract more young talent by maximising the potential of the levy. By investing in apprenticeships across all roles, from operational to managerial positions, we can build a more skilled and professional workforce.

Increased awareness and investment in apprenticeship programmes will lead to higher-level training opportunities and ultimately, greater industry-wide recognition.

The diverse roles available within the industry

Forget the idea that cleaning is just about mops and detergents. The industry now encompasses tech-driven innovation, environmental sustainability and business strategy.

There are new roles that didn’t exist when I first started are now integral to the industry, such as sustainability and ESG leads, while positions like social media managers and AI specialists are driving innovation.

Opportunities through exploration

One of the key reasons I stayed in the industry was due to the chance I had to explore different roles and discover my passion. This is something I believe all industries should adopt, but it’s an area where the cleaning and hygiene sector excels.

Research shows that younger generations, particularly Gen Z, are changing jobs more frequently than older colleagues, with Gen Z averaging just 1.7 years in each role compared to Baby Boomers who stay for 5.7 years.

To retain young talent, we need to offer job rotations and expose them to various roles within the industry. Someone who joins a business as a logistics coordinator could then transition into a sustainability manager role. With the industry’s emphasis on professional development, career pivots like these are not just possible – they’re common. This not only helps them find what they’re passionate about but also ensures we don’t lose valuable employees.

The future of cleaning and hygiene

Exploration and career growth are key strengths of the sector. Young professionals can rotate through different roles, discovering what interests them most – whether it’s sustainability, ESG, social media, sales, or operations. With the rising demand for AI specialists, sustainability leads and digital marketing experts, the industry is evolving rapidly, offering future-focused careers with real impact.

Most importantly, career security is strong. As an industry essential to public health and daily life, the demand for skilled professionals, products, and services will always remain high, ensuring long-term career stability and growth.

From competition to coordination: Blueprint for a smarter skills system

As policy statements go, the blunt language within December’s English Devolution white paper is hard to beat. Westminster “hoards power”; central government “stifles initiative” while presiding over deep regional inequalities; government will “rewire England” in response, by devolving power and money. All that is just from Deputy Prime Minister Angela Rayner’s foreword. Many similar adjectives follow.

Comparable candour was shown by skills minister Jacqui Smith, whose Association of Colleges (AoC) conference address declared that she had “heard, loud and clear that the current hands-off approach to the skills provider market has failed”, resulting in providers “spending more time competing over shrinking pots of money, and dealing with reporting burdens”.

Government regards devolution as critical to accelerating growth and achieving its five missions. Jacqui Smith seems keen to shift post-16 provision from a competitive system to coordinated in responding to skills priorities.

It was against this backdrop that AoC invited us to undertake a project that sought to identify:

  • The main lessons from devolution in England to date.
  • What we can learn from the way other nations manage tertiary budgets and accountabilities.
  • How existing governance, funding, accountabilities and incentives for FE colleges help or hinder the contribution they make.
  • How a national and local skills system might be best designed to meet the needs of learners, employers and communities.

Through a desk-based review and consultation with a wide range of stakeholders, we developed 19 recommendations for an optimal devolved post-16 system. It is intended to motivate colleges, officials, ministers and mayoral strategic authorities (MSAs).

Piecemeal progress

Devolution to date has been largely piecemeal, incremental and bolted onto existing policy. College relationships with MSAs are mainly positive and highly valued but largely transactional in nature, not strategic. MSAs have largely replicated the Department for Education’s ‘low trust, high compliance’ model of provider management. With some exceptions there have been limited major skills developments by MSAs outside of devolved adults skills budgets. Overlapping local skills strategies and plans often present a confused picture about local priorities and the actions needed in response.

We recommend that devolution of 16-19, apprenticeships and sub-degree higher technical education is accomplished via a comprehensive local planning approach to the offer. The adult skills fund should be devolved together with capital funding, excluding that which relates to condition. But serious work is also needed to reduce bureaucracy for providers. Three-year skills plans should inform three-year funding settlements for providers. There is an argument to pilot devolution of apprenticeship funding to grow volumes, align the provider infrastructure and improve progression from 16-19 programmes.

Accountability statements (or planning agreements) should be extended to all providers and be approved by the MSA. Employer-led priorities via employer representative bodies (ERBs) is the right path but the single statutory local skills plan must be owned equally and approved by the MSA, reflecting its local growth plan. Learning from LSIPs can be developed to strengthen the capacity of ERBs and MSAs to provide skills system leadership. Similarly, there is much good practice in college accountability statements to extend to other providers.

Unlocking growth

MSAs and ERBs should stimulate employer demand for skills using mayoral influence, the power of other local budgets and employer leadership. Debilitating falls in employer investment in skills must be reversed if we are to see substantial productivity growth.   

This all relies on a well-developed national skills strategy shaped by the already-published national industrial strategy which leaves room for local priorities. DfE and Skills England will need excellent cross-government working to reflect the requirements of the Department for Work and Pensions, the Migration Advisory Committee, the Ministry of Housing, Communities and Local Government, the Department for Energy Security and Net Zero and others.

We should all recognise that we are building a skills system which must be coherent, functional and above all complete at national and local levels.  Gaps, duplication or confusion in the system will mean certain underperformance. We hope that our recommendations provide a model that AoC can develop with its national and local partners.

From classroom to career: Early guidance unlocks lifelong potential

High-quality careers education can change lives. When young people receive the right guidance, their aspirations grow, opportunities open, and their confidence to navigate an evolving job market increase. But for it to be truly effective, careers education must start early, be embedded in the curriculum, and focus on skills for lifelong success.

Despite progress, careers education is still introduced too late in secondary schools, limiting its impact. The World Economic Forum’s Future of Jobs Report 2025 predicts that 44 per cent of workers’ core skills will change by 2027, underscoring the urgency of preparing young people for these shifts.

Early exposure, lasting impact

Introducing careers education early helps young people explore opportunities before key decisions are made, making it a continuous journey rather than a one-off intervention. It broadens aspirations, challenges stereotypes, and builds confidence.

Employer engagement plays a vital role. When schools provide opportunities for students to interact with professionals, young people gain a better understanding of the pathways available. According to Careers and Enterprise Company (CEC) research, 86 per cent of employers believe their work with schools and colleges encourages young people to enter their sector. These experiences, introduced early, help create motivated learners.

Disengagement from education has long-term consequences. Previous CEC analysis shows that preventing one 16-18-year-old from becoming NEET can save £42,000 per person, with a potential £150 million Treasury saving annually. So the government’s Youth Guarantee, which aims to introduce careers guidance and work experience earlier, is a welcome step in the right direction.

Making careers education part of everyday learning

Careers education should not be a standalone programme but an integral part of learning. When students see the relevance of their subjects in the world of work, they are more engaged and motivated. Real-world application helps them understand how their skills apply to careers and prepares them for the workplace.

I was fortunate to attend a technical school where careers education was part of everyday learning. This helped me engage more with my studies and see how my skills could be applied in the real world. But many young people don’t receive this level of careers integration. If all students had this from an early stage, they could make more informed choices, particularly at key points like choosing GCSE subjects.

Preparing for tomorrow: Why skills must come first

The world of work is changing rapidly. Careers education must now focus on adaptability, communication, and problem-solving, rather than rigid pathways. Encouragingly, some of the biggest surges in job interest among Year 11 girls have been in historically male-dominated fields. Compared to Year 7 girls surveyed, interest in science and research has increased by 83 per cent, law by 78 per cent, and engineering by 67 per cent. This shows how careers education is helping to shift stereotypes.

But often, a barrier for young people isn’t just awareness of what’s out there; it’s the fundamental skills to succeed that are missing. CEC’s study of 233,000 young people found that 16-year-olds often lack confidence in speaking, listening, leadership, and teamwork skills.

Employer engagement must go beyond isolated interactions. A reimagined approach, with multiple career touchpoints across a young person’s journey, helps build essential skills and a better understanding of work. Sustained commitment is vital to making careers education inclusive and effective.

Careers education is a shared responsibility

A collaborative approach is needed between schools, employers, and families. Parents shape aspirations but often lack the tools to support career conversations. The curriculum and assessment review’s interim report highlights that young people and parents place a high priority on employment and interview skills, emphasising the need for better support.

Schools and colleges must be supported to embed guidance, and employers must sustain meaningful engagement. By working together, we can ensure all young people, regardless of background, receive the guidance they need.

Good progress, but more to do

Progress is visible. Employer engagement is stronger, work experience is evolving, and schools are doing more to integrate guidance. But more still needs to be done.

By starting early, embedding careers into learning, and focusing on skills-first education, we can prepare young people not just for a first job, but for a future of opportunity.

Adolescence is a wake-up call: Are we equipping young people for online realities?

Many of us have been gripped by the Netflix series Adolescence and its portrayal of a 13-year-old, Jamie Miller, arrested for the murder of his classmate. The show delved into complex themes such as toxic masculinity, the influence of social media and the vulnerabilities of youth in today’s digital age. Notably, it highlights how Jamie’s exposure to easily available and peer acceptable online extremist content and his immersion in the “manosphere” contributed to his subsequent violent actions and perverse sense of entitlement and normality. ​

The programme reminded us of the critical need for comprehensive conversations and education in schools and colleges that address these issues head-on. However, it’s not just social media literacy and radicalisation awareness that is needed but financial literacy, communication skills, and resilience that can equip students with the tools they need to navigate the complexities of the modern world.​

Surprisingly, although I am the chief executive of an awarding organisation I believe it is not more qualifications that are needed here but awareness raising, discussion points and skills. If we fail to grasp this opportunity we fail our young people. We need a holistic approach alongside parents and carers, many of whom are struggling with the same issues.

In an era where the internet is a primary source of information and interaction, teaching students to critically evaluate online content is paramount. Extremist groups often exploit social media platforms to spread propaganda and recruit vulnerable individuals with algorithms forever driving specific content. Educating students on how to recognise and question such content can build resilience against online radicalisation, as well as greater understanding that not everything you read is real, especially with AI now creating realistic videos and pictures. Whilst DfE emphasises the importance of teaching online safety, it’s important to also encourage young people to test their thoughts in a safe environment. Understanding how algorithms work is incredibly useful. Who hasn’t found that a stray remark in their social media posts leads to a bombardment of suggested items to buy, or that dwelling on a Facebook cooking post leads to days of similar recipes. Honestly, there is only so much baking you can do with puff pastry!

Financial literacy is another crucial component of a well-rounded education. Understanding financial concepts such as budgeting, saving, and investing empowers students to make informed decisions, reducing the likelihood of falling into debt or being exploited financially. Young people need to understand the implications of a student loan, how to calculate interest payments, how to borrow responsibly and safely; and why pensions are important at any age! As the adverts tell us, early education in financial matters lays the foundation for responsible economic behaviour in adulthood.​ Assisting young people make better financial decisions reduces the mental health issues that come with debt in later life.

Effective communication is fundamental to personal and professional success and yet too often as employers we see young people unused to answering the phone and unable to construct letters and professional emails. Equally if we want their opinions we need to engage with them.  Teaching students how to express themselves clearly, listen actively, and engage in constructive dialogue fosters better discussions and relationships, both within and outside of education and work. Inability to express oneself causes frustration and leads to anger and a lack of control. Collaborative skills are essential in resolving conflicts, understanding diverse perspectives, and participating meaningfully in society and yet unless the young person engages with team sports this is not developed proactively.​

Finally, my personal passion is enabling young people to develop resilience in their personal and educational lives. Developing resilience enables students to cope with challenges and setbacks, an inevitable part of life. Helping young people to recognise their own stressors and the techniques that work best for them can help counteract factors that may lead them to poor mental health. It’s easy to teach the techniques but much harder to give young people the space they need at the time they need it within a school or college setting.

As the curriculum and assessment review continues, where is the space to better prepare students to manage the complexities of the digital age, make informed decisions, and ensure they lead healthy and fulfilled lives? The lessons from Adolescence serve as a compelling call to action for educators, policymakers, and communities to review not just the curriculum but how we all work together to communicate with each other.​

Shrewsbury College celebrates ‘outstanding’ Ofsted result

England’s largest sixth-form college has been rated ‘outstanding’ by Ofsted.

Shrewsbury Colleges Group scored a near-clean sweep of top grades from its early March inspection, in a report published today. This comes three years after achieving a ‘good’ outcome following a bruising battle with the inspectorate over a contested ‘inadequate’ judgment in 2020. 

The Shropshire college had nearly 7,000 students at the time of the inspection including 1,711 adults and 686 apprentices. The majority though were aged 16 to 18, with most of those on level 3 programmes, including 234 T Level students. 

Students and apprentices were described in Ofsted’s report as “highly motivated”, “impeccably” behaved and that they “develop into responsible and active citizens”. 

High needs, adult learning and provision for young people were all found to be ‘outstanding’, as were behaviour and attitudes, quality of education, personal development and leadership and management. 

Apprenticeships at the college were graded ‘good’.

Students at the college get “extremely high-quality teaching” thanks to the college’s investment in teacher training and “manageable” workloads.

Curriculums at the college were deemed “highly ambitious” and “go beyond the requirements of the qualifications”.

Teachers are “highly skilled industry experts and experienced qualified academic staff”. For example, T Level health students are taught by practising midwives and adult nurse practitioners. 

Inspectors praised the ways teachers and leaders use “well-planned” assessments to keep students on track. Those who fall behind are “directed” to bi-weekly support sessions and high needs support is “highly effective” at meeting individual students’ needs.

James Staniforth, principal and CEO of Shrewsbury Colleges Group, lauded his team for this result.

“We are absolutely delighted by this result, which is testament to the quality, dedication and experience of our staff, the hard work and positive attitude of our students and the support of many partners,” he said.

Provision for employers was found to make a ‘strong’ contribution to meeting skills needs.

Partnerships with local NHS trusts, universities, the Shropshire Chamber of Commerce and “very close” relationships with trade unions were highlighted as successful in meeting skills needs and securing progression opportunities for students. 

On apprenticeships, the report said that “too many” learners left their programmes early. Improvements to enrolment and advice processes have been introduced and “more apprentices now remain on their apprenticeship”.

However, the report said it was too early to see the impact of these changes on the college’s achievement rates, which were 60.3 per cent according to the latest data. The national average for 2023-24 was 60.5 per cent.

Chair of governors Joycelin Hoyland said: “This ‘outstanding’ grade and glowing report are evidence of the strength of leadership at Shrewsbury Colleges Group, and to the expertise and commitment of our academic, vocational and professional services staff. 

“Our ambition is now to ensure that we can grow at sufficient pace so that all students who want to study with us are able to do so.”

Lady Spielman and Lord Gove: Tories confirm peerages

Former Ofsted chief Amanda Spielman will be made a Conservative member of the House of Lords, it has been confirmed.

The former education secretary Michael Gove, now editor of The Spectator, has also been awarded a peerage and James Cleverly, who was education secretary for just under two months in 2022, has been knighted.

Spielman led Ofsted from 2017 to 2023. The end of her reign was mired in controversy after a coroner ruled an Ofsted inspection had contributed to the death of headteacher Ruth Perry. 

The life peerage was trailed in the press last month and was branded “inappropriate and insensitive” by school leader groups. 

Conservative Party leader Kemi Badenoch’s citation for the peerage highlights Spielman’s 20 years of service in education, children’s services and regulation.

“She served two terms as His Majesty’s Chief Inspector at Ofsted, promoting substance and integrity in education for all children and young people, and also high-quality social care. She previously chaired the exam regulator Ofqual, overseeing the programme of qualification reform,” Badenoch said.

Her years working as a research and policy director at Ark academy trust was also cited.

Former prime minister Rishi Sunak’s resignation honours list, also published today, featured two former education secretaries. 

James Cleverly becomes third education secretary in two days

Michael Gove was the longest-serving education secretary in the previous government, taking office when the coalition government was formed in 2010. Before leaving parliament in last year’s general election, Gove had also led the justice and environment departments and finally served as chancellor of the Duchy of Lancaster. He has been awarded a life peerage. 

Sunak said: “As education secretary, he introduced changes to the English school system which have resulted in sustained improvement in performance in world rankings in literacy, mathematics and science.”

James Cleverly’s knighthood citation references his time as home secretary and foreign secretary but omits the 1 month and 30 days he served as education secretary during the downfall of Boris Johnson’s premiership in 2022. 

Sunak has also put forward Henry de Zoete, a special adviser to Michael Gove while at DfE, to be made an OBE for public service. 

The investor held a number of other roles in the last government, including non-executive director of the Cabinet Office and was Sunak’s adviser on artificial intelligence.

Unions demand 10% pay rise amid looming strike threat

Further education unions will demand 10 per cent pay rise alongside national commitments to reduce teaching hours and class sizes to tackle “impossible” workloads in upcoming negotiations.

The National Joint Forum (NJF) of five teaching and support staff trade unions issued its annual claim for pay and conditions this week, arguing that current strategies to close pay gaps with schools “are not working” and that the sector is “at a crossroads”.

Negotiations are held between the joint forum and the Association of Colleges (AoC), which then issues a non-binding recommendation on behalf of England’s FE colleges.

In their letter to Gerry McDonald, New City College chief executive and AoC employment policy group chair, the unions repeated calls for a “functioning bargaining mechanism” and “concrete action” on workload.

These are “essential” to making colleges “vibrant and attractive” places to work, they added.

The joint forum urged the AoC to join trade unions in calling for a “better” bargaining system that would align with the school teacher’s review body (STRB).

In recent years, the AoC has held off on pay recommendations until STRB recommendations are published, in the hope that the government will cough up extra money for colleges to make a “meaningful offer” to staff.

This paid off in 2023, with an extra £470 million extra announced over two academic years and an AoC pay recommendation of 6.5 per cent, in line with schoolteacher pay rises.

But last year the new Labour government snubbed FE with no extra funding, while offering school teachers a 5.5 per cent rise.

The AoC then said it was “forced” to recommend only 2.5 per cent, or at least £750, although it argued this was above inflation.

Julian Gravatt, the AoC’s deputy chief executive, said: “We thank the unions for their pay claim and look forward to meeting with them in June to discuss it.

“Association of Colleges and its members share the same aim as the unions to improve college pay.

“That is why we work so hard to persuade the government to invest more in skills, to increase funding and to ensure that colleges can offer competitive salaries.  

“Our concern is that the already unacceptable pay gaps between college lecturers and schoolteachers and with industry will widen further unless funded.

“We will do everything we can to secure that extra investment.”

The DfE later agreed to extra funding for pay increases for teachers worth £50 million amidst a judicial review threat from the Sixth Form College Association and National Education Union strikes.

The unions say a 10 per cent or £3,000 pay increase this year, whichever is greater, would be a first step to reversing fifteen years of real terms pay reductions, which have created a “yawning pay gap” with schools and resulted in a “recruitment and retention crisis”.

Other demands include minimum starting pay for FE lecturers to equal schoolteachers’, talks on standardised increments and pay scales, maximum weekly and annual teaching hours, and an agreed national policy on guided learning hours.

October’s budget committed £300 million to further education colleges’ revenue budgets; £50 million was designated for college pay this academic year, with the remaining £250 million going towards a 3.78 per cent increase to the 16-19 funding rate.

However college leaders say they have seen unprecedented growth in younger learners this year, with more expected to enrol this September.

Meanwhile, devolved and national adult education budgets have been cut for 2025-26 with hopes of good news in June’s spending review waning as the country’s economic growth outlook looks increasingly bleak. 

Members of UCU are discussing the feasibility of a ballot for national strike action in the coming months. 

The union – which is campaigning for a “new deal for FE” – recently reported that its further education committee decided it would tentatively consult members “to gauge the levels of support for an industrial action ballot”.

Several UCU branches have submitted motions to the annual congress this May calling for a national strike ballot.