As people from all education settings scrambled through the pages of the newly published curriculum and assessment review this week, I was delighted to find words like “mandatory Enrichment”, “strengthen guidance” and “promote effective practice” in the 16-19 section .
Across our settings there are amazing examples of enrichment and personal development opportunities available and a wealth of evidence supporting the positive impact these activities have. However, the CAR report rightly highlights the “inconsistent” approach to enrichment in the post 16 sector and that non qualification development is variable between colleges.
As a sector we have always valued the additional activity and opportunities we can provide our students. In more recent years the study programme requirements and the 2019 education inspection framework both put emphasis on the importance of personal development which were welcomed by advocates of enrichment, like myself, who fundamentally believe these skills and knowledge development opportunities are essential to student success, retention and positive progression. In fact, I would personally go further and say that enrichment (in its broadest sense) is now essential to address the changing dynamics of the world, the impact of social media and our students’ confidence and wellbeing. It plays a vital moving forward in community cohesion and addressing division.
The CAR report states that the DfE’s expectations in this area have been “deliberately broad” in the past to allow flexibility. But that leads to significant variations in student experience, something we have seen in our NAMSS work supporting the student engagement practitioner network (SEPN). This network was formed to connect college enrichment staff, who are often unique in their roles, with other likeminded individuals and share ideas for engagement.
We have found varying approaches across the sector. Some colleges strategically approach enrichment by providing budget and resources, quality assurance and tracking and recognising that enrichment happens in many forms. Others are still operating a minimal offer, with limited funding and without the ability to acknowledge the skill development contribution that enrichment makes.
As a sector, we are constantly juggling funding demands and ensuring that we have the right resources to deliver on our programmes. Many college leaders would love to focus more on enrichment but simply have too prioritise other things.
But when you take a strategic and holistic view to the development of students in any college, you will reap countless rewards from improvements in attendance and engagement to more students progressing positively. More than that, when you develop these skills in students and encourage staff to support this as well, you enhance your whole college community. You improve student outcomes, and make your organisation’s culture more vibrant.
The big question now is what this will look like moving forward, and whether we can meet expectations set out for us. The DfE’s response to the CAR discusses extending their current work on a schools’ enrichment framework to FE settings, which is where I get a little nervous. How many times has a framework originally developed for schools really been fit for purpose in FE?
Schools and colleges operate in very different ways. Enrichment and personal development in colleges is vastly different to schools and any framework for colleges needs to recognise us as a sector and the significant impact we can have on our student’s growth and development to become active global citizens.
The fight for our young people is on in the UK, we need to reskill them to harness the benefits technology brings, whilst also giving them real life skills outside the online world for work, life and wellbeing. Enrichment has the power to make a huge difference to our college and local communities. But let’s watch this space to see if the framework and support (financial or otherwise) allows us to ensure a consistent and impactful approach to enrichment across FE.
The uncertainty over what will be taught in the freshly painted classrooms of the Workers’ Education Association’s new centre poignantly reflects the state of flux pervading all of adult education right now.
Chief executive Simon Parkinson is hoping the new Whitehawk Community Learning Hub, which will be the WEA’s biggest centre when it opens in January, will live up to its name and deliver the type of community learning that the WEA has built its reputation on for the last 122 years.
But given the chancellor’s pre-Budget warning shot last week and recent cuts to adult education funding, is this just wishful thinking from a man who cares deeply for the plight of his sector?
As he hands me a high-vis vest and hard hat for a tour of the 5,500 square foot redbrick building in Brighton, Parkinson tells me how the hub will (“hopefully”) act as a model for at least eight other “one-stop shop” community learning centres across the country – a “Sure Start model for adults”.
But that all depends on the willingness of the adult education sector’s new caretaker, the Department for Work and Pensions, and the various new and soon-to-be-created combined authorities, to agree to fund such ventures amid economic turbulence.
Adult education can’t just be about skills for work
The WEA is “already quite well embedded” with the DWP, and Parkinson welcomes the department’s intentions now it has adult skills in its remit to “get rid of some of the duplication” with employability courses, and remove some “uncertainty” about where job seekers can go for training.
“But it can’t come at the cost of lifelong learning, tailored learning and community learning. Adult education can’t just be about skills for work, it’s got to be skills for life as well,” he says.
WEA chief executive Simon Parkinson (credit: Maria Sinnott)
A wounded mothership
The WEA was founded in 1903 on the lofty principles of empowering working people to improve their own lives, participate more fully in democracy and shape social progress. That meant teaching the liberal arts as well as the vocational training required to meet national economic needs.
Between the wars, many WEA members emigrated overseas and opened WEA branches in Australia, Canada and New Zealand that are still thriving today, with the UK’s WEA being “the mothership”.
“We showed everybody how to do adult education and were world leaders,” says Parkinson, proudly. But “we are now a little bit behind the curve compared to our overseas counterparts”.
Adult education is increasingly viewed through a narrow utilitarian lens, with arts and crafts, health, wellbeing and cultural learning being replaced by the types of skills and employability sessions which are popular with politicians, but not necessarily accessible to the people that need them.
Parkinson believes that community learning activities, like health and wellbeing sessions, are essential for incentivising the economically inactive through their doors, where they could then be encouraged to progress to skills and employability provision.
WEA learners in a session
Charity reform
The changing plight of the WEA reflects the turmoil facing the entire adult education sector. TheLearning and Work Institute found the number of adults engaging with learning dropped nine percentage points to 21 per cent this year.
Other historic adult education pioneers are in a state of flux, too. Residential provider Northern College is set to merge with Barnsley College, and the Mary Ward Centre in London, now under financial intervention, is having tohike its fees by around 26 per cent this year.
In the wake of Covid, Parkinson spoke of his wish to open a community learning centre in every town. But instead, the WEA has had to close many of its local branches. It now has 80 active branches, down from 122 in 2023-24 and over 600 in 2015-16.
A “root and branch” staffing restructure scrapped regional arrangements in favour of “specialist teams”, and its number of contracted tutors dropped from 506 to 349 in the year to July 2024. It reached around 35,000 learners across England and Scotland that year, compared to 60,000 in 2015-16.
But although it is relatively revenue-poor, the WEA finds itself in the strange predicament of being capital-rich.
In 2023-24, although its income fell “significantly short of expectations, resulting in a significant operational loss”, its total income actually rose from £27.5 million to £32.7 million after the charity received three capital grants worth £9.6 million to develop its estate (£6.9 million being recognised that year). It is an odd paradox that the government has been so generous in supporting the WEA’s capital endeavours, while at the same time reducing the funding it needs to fill all the new classrooms it helped to build.
This year, “methodology changes” meant the DfE’s cuts to theadult skills fund turned out to be £250,000 worse than the 6 per cent it told providers to expect in March. After the WEA launched a successful business case, this was reduced to £30,000. That amount “isn’t going to put us out of business”, says Parkinson, “but there’s a lack of clarity around how they’re doing the numbers”.
The end of the Multiply numeracy scheme earlier this year will also impact the WEA; last year £1.63 million of its income came from the national programme.
East Midlands mayor Claire Ward and WEA tutor Shamaila Firdaus
Adapting to survive
But ultimately, this is a tale of adaptation rather than abolition.
The WEA has seen “growing demand” for online learning since the pandemic, with almost half of its training now provided online through around 6,000 courses.
Because the charity can no longer afford to provide online arts and cultural courses free or at reduced cost, from September it has been asking for full-cost payment from those with an income of over £20,000 a year. Parkinson claims the new rate of around £12 an hour (roughly double what it was) is “still competitive”.
The “hope” is that if they can get the paid-for courses to “wash their own face”, then the money made will go towards hardship funds for those unable to afford the provision.
“One of our strategic goals is that everybody’s welcome at the WEA; it’s just how we find the money to help them,” says Parkinson. “But we’re not going to turn people away.”
So far, the paid online provision has had “good uptake” despite “some trouble” with discontent over the price hike.
The charity’ssocial media disinformation course remains free for all because “we thought it was an important issue”. The course, built off the back of a lecture by BBC journalist Amanda Ruggeri, is franchised around the world as part of the WEA’s charitable purpose.
“It opens our front door to people; if they do that for free and enjoy it, maybe they do another course.”
WEA CEO Simon Parkinson with East Midlands mayor Claire Ward
Driving change
The WEA has also grown it’s maths, English and ESOL (English for speakers of other languages) provision in recent years. It has been working “at scale” for just over a year under the Afghanistan resettlement scheme, teaching Afghans on Ministry of Defence bases. Such work is not without its controversies. One of the MOD bases is in Lincolnshire, where mayorAndrea Jenkyns announced last month that she wanted to redirect ESOL funding to “improving literacy for people in Lincolnshire”.
Parkinson points out that it is not just English language skills that the WEA is teaching Afghans refugees; “We’re doing plenty of British values, gender equality, functional skills. And the most popular thing they want is driving test theory,” he explains.
The WEA is currently delivering 32 courses with over 500 enrolments at four MOD sites (of which two remain open) and two hotels. They had been working in other hotels, but Parkinson says (referring to recent protests against asylum seekers and refugees outside hotels) that they “had to really think carefully about how we protect our colleagues, not from the learners but from the people outside, as they come in and out”.
WEA learners with East Midlands mayor Claire Ward and WEA tutor Shamaila Firdaus
Devolution dramas
The WEA has had to become ever more fleet of foot, moving on from some places where it had longstanding historic links, to where new combined authorities are more amenable.
The charity currently boasts contracts with all the existing combined authorities except Conservative-controlled Tees Valley (Parkinson admits they “didn’t perform as well as we would have liked” in the first year of devolution there). But devolution has been a steep learning curve.
Not all combined authorities have been enthusiastic to engage. The WEA initially lost its grant funding in Cambridgeshire and Peterborough, but later regained it. And last year, it had tothreaten legal action before the new North East Combined Authority would agree to continue its adult education grant.
In 2023-24 its performance with mayoral combined authorities was “particularly poor”, accounts said. A £1 million restructure took place to address the challenge of “more skills focused” mayoral contracts where “funding is performance based”. Its total income from mayoral areas dropped from £7.5 million in 2022-23 to £6.2 million that year, while fee income fell from £859,000 to £591,000.
But Parkinson is quick to react to potential opportunities.
In Reform-controlled Derbyshire, at least five adult education centres have been earmarked for closure, but as most of Derbyshire’s adult education funding has now been transferred to the region’s new East Midlands Mayoral Strategic Authority, which is already working with the WEA, the charity is “talking” to them about whether it can save the centres.
“If there’s one of those learning centres that Derbyshire has decided they can’t make work but there’s still a need, then maybe we can step in and help with that,” he says.
Parkinson currently spends “half his life” going around authorities in the process of devolving and urging them not to cut their existing provision.
He praises new mayoral combined authorities in East Midlands, North Yorkshire and Cornwall for their “sensible approach” in “talking to their existing provider network and almost changing nothing in year one, whilst they start working out what to do”, rather than “throwing everything up in the air”.
“When you just cut everything, it makes it so much more difficult to get things up and running again,” he says. “We know it needs to evolve. But don’t force it. Work with us and it’ll be better for everybody, particularly for the learners – it’s their provision and they don’t understand that [their area] was not devolved and now it’s devolved. They just understand that their course has stopped… that’s the most difficult thing.”
“Good conversations” have also taken place with Lancashire and Cornwall, and with Suffolk, which is set to forge a new mayoral combined authority with Norfolk.
“We’re in a good place now with devolution and think we know how to do it,” says Parkinson.
The WEA’s head of estates Mitch Bell (credit: Maria Sinnott)
Footprint changes
The WEA is repurposing centres in Scunthorpe, Nottingham and Leicester, where the WEA’s head of estates, Mitch Bell, says they have “really gone out to get into the community”. It also has centres in Bristol, Southampton and Leeds, and is looking to open new centres in London.
The new Nottingham centre, which is “almost carbon neutral” with solar panels and electric vehicle charging points, was opened last month by East Midlands mayor Claire Ward.
The WEA is also selling a building it has owned for 34 years in Newcastle (which it is no longer using) and is opening provision in Sunderland instead.
Parkinson says the WEA’s flexibility is an advantage it has over colleges. “You can’t move a college site from Newcastle to Sunderland because the needs shifted, but we can. We can close that building in Newcastle, it’s not fit for purpose anyway, and we’ll reinvest the money that we can from that and move to a community that needs it more.”
Parkinson hopes the WEA’s new centre in Scunthorpe will become a steel workers’ community hub. “Whether it comes from the adult skills fund, or whether Andrea [Jenkyns, mayor of Lincolnshire] will fund it or not, I don’t really care. Just, let’s get it going. We’ll find the revenue from somewhere.”
The WEA’s Whitehawk Community Learning Hub (in September)
Bright future in Brighton?
The uncertainty facing WEA’s new Brighton hub is compounded by the fact that from next year, the city will be part of a new mayoral combined county authority covering the whole of Sussex, and nobody knows whether it will prioritise adult education.
The WEA bought the 90-year-old former pub for £1 million two years ago with proceeds from selling another building, and it has been a “long journey” since then to upgrade it, supported by an £8.65 million FE capital transformation grant.
Such grants are more commonly associated with FE colleges than adult providers, and Bell praises the DfE for showing “so much flexibility” on the project.
The Brighton hub was previously rented out to an NHS provider, the Wellsbourne Healthcare clinic, and Parkinson is pleased to welcome them back into the building when it reopens. He hopes they will refer patients for the kind of “social prescribing” activities that the WEA could provide. But that all depends on health partners being willing to fund it.
“If they’re saying, ‘you’d benefit from a yoga class or mindfulness class’, well – you could come through this door here and we could provide that”, says Parkinson, gesturing to a freshly painted room with its own kitchen space and toilets.
Parkinson takes me through a future ICT suite and another kitchen which he tells me he envisions becoming a “working café”, providing much-needed “barista training” to a town heavily dependent on its hospitality industry.
There are hopes for another room to be used for arts and textiles workshops. “We’ve put low-level lights in, to help with sewing and needleworking,” explains Bell. He is optimistic that in artsy Brighton, even if such provision cannot be funded via public bodies, people will be willing to pay for it anyway.
Parkinson adds: “We’ll be led by what the community wants and needs.
“So actually, if there is a need or a desire for people to do some textiles work, then our job is to facilitate that. We’ll fund what we can through the adult skills fund, then we’ll shout from the rooftops about the difference it’s making and that somebody should fund it.”
Pathways into higher education (HE) still suffer from a lack of parity of esteem. Too often, foundation years and CertHEs are seen as fallback options – a detour for those who couldn’t make it onto a “real” degree.
That perception is wrong, and it’s time we challenged it. These programmes are not remedial; they are rigorous, high-value routes that prepare students to thrive at university and beyond.
In my role at Roehampton, and through my wider career in apprenticeships and employability, I’ve seen how central pathways are to the sector. They draw in students who might otherwise be locked out of higher education: learners from further education with vocational qualifications, mature students returning after time in work, and international students developing academic English.
Others simply don’t have the right subject combination from school to progress directly to a degree. Pathways provide them with a structured, supportive and respected entry point into higher education.
And here’s the crucial point: these students don’t just “catch up”. In many respects, they arrive at the start of their degree more ready to study at university level.
Foundation and pathway programmes do more than cover subject knowledge. They build the skills and habits of successful students: independent study, critical thinking, confidence in communication, and, for many, academic English.
By the time pathway students progress to the first year of their degree, they are well-equipped to succeed. Far from being remedial, pathways accelerate readiness.
They also foster collaboration between colleges and universities. Foundation programmes are carefully mapped so that what students learn in FE flows smoothly into the expectations of HE. That curriculum alignment doesn’t just ease the transition for learners – it creates shared ownership across the sectors. Pathways quietly model what genuine partnership can look like.
Recent policy developments underline their importance. The new skills white paper promises a single regulatory system for levels 4-6 under the Office for Students. For the first time, parity between FE and HE is being hard-wired into the system rather than left to aspiration. Pathways already embody that joined-up model, demonstrating how collaboration and progression can work in practice.
The same white paper introduces V Levels to sit alongside A levels and T Levels, with a goal of simplifying technical education at level 3. That shift will shape the next generation of pathway learners. As V Levels replace the current patchwork of vocational qualifications, we have a real opportunity to ensure smoother progression into higher education through stronger FE-HE alignment.
Pathways also sit squarely within the government’s lifelong learning entitlement agenda. If learners are to move flexibly in and out of study across their lives, we need entry points that support non-linear journeys. Foundation years and CertHEs already do that – they are the living, proven infrastructure of modular learning.
Local Skills Improvement Plans and the proposed new regional improvement teams reinforce the same principle: routes, not ranks. Pathways connect colleges, universities and employers, ensuring learners don’t fall through the cracks between local skills needs and higher-level study.
And for providers, these programmes aren’t just “nice to have”. They support widening participation, strengthen student outcomes, and align with the success measures regulators focus on. For universities and FE colleges alike, pathway provision is part of how institutions are held to account.
The challenge, then, is one of esteem. Employers should understand pathways as evidence of resilience, determination and adaptability. Policymakers should treat them as a vital part of the post-16 landscape, not as peripheral experiments. And within education itself, we should be proud of what pathways achieve for students and society.
The real test of fairness in higher education is not how we treat those who follow a straight line from A-levels to graduation. It’s how we design for those whose journeys take a different route. Pathways make those journeys possible.
For thousands of students every year, they are not a back door to university – they are the front door. And it’s time we treated them that way.
Brooklands College will remain a standalone institution, the FE Commissioner has decided following a six-year review.
The decision for the Surrey college, now called Brooklands Technical College, comes after a structure and prospects appraisal (SPA) which explored whether a merger would be the best strategic option to secure its long-term future.
The review concluded that remaining as a standalone institution was the “most effective way” for the college to provide the “very best for students, continue to deliver financial resilience, and deliver responsiveness to local skills needs”.
It marks the end of direct oversight from the FEC that began in 2019 – a period that was triggered by a subcontracting scandal which resulted in Brooklands repaying the Department for Education over £20 million.
The college is technically still in government intervention but expects to move into post intervention monitoring shortly.
Principal Christine Ricketts said the SPA outcome “gives the college and our community the certainty and stability needed to continue the transformational work of the last few years”.
“I want to thank the FE Commissioner team and our stakeholders for their constructive engagement and support throughout what was a thorough and transparent process,” she added.
“Most importantly, I want to recognise our staff, whose commitment and resilience have been remarkable throughout this extended process.”
Brooklands’ recovery has been closely watched since the 2019 financial crisis and repayment order, which came after a government probe discovered one of the college’s subcontractors had created “ghost” learners and was illegally using funding to pay wages.
Ricketts, who stepped up from deputy to principal after the scandal came to light, and her leadership team have been credited with pulling the college back from the brink.
Brooklands is partway through a £45 million redevelopment of its Weybridge campus – a project that is funding the government’s clawback. The first new facilities are already open, with further phases due for completion over the next 18 months.
The college reported a 5 per cent increase in enrolments this academic year, which it said reflects “growing confidence” from students and employers.
Ricketts added: “The FE Commissioner’s conclusion that Brooklands should remain standalone is an endorsement of the progress we’ve made and the strong position we now hold. With stability secured, we can move forward with confidence – continuing to invest in our people, our facilities, and the learners and businesses we serve.”
The UK’s nuclear sector stands at a pivotal moment. As we grow the economy, meet ambitious net-zero targets, ensure energy security and maintain world-class nuclear defence capabilities, the demand for a skilled and sustainable workforce has never been greater. However, the industry faces a significant challenge: workforce capacity.
The sector is grappling with an ageing workforce alongside a growing demand for skilled professionals. Around 96,000 people are employed across the civil and defence nuclear sectors. Yet 31 per cent of this workforce are over 50, with many nearing retirement. This demographic reality, combined with the need to deliver major projects such as Hinkley Point C, Sizewell C, Small Modular Reactors (SMRs), the Dreadnought and AUKUS submarine programmes, and decommissioning underscores the urgency of ensuring a robust and future-proof talent pipeline.
The Nuclear Skills Plan, developed collaboratively by industry, government and education providers, is the strategic response to this challenge. It addresses capacity issues, attracts new talent, and equips the next generation with skills required to sustain and grow the sector.
Expertise handed down
The many highly skilled professionals approaching retirement have invaluable expertise, and their loss risks creating a skills gap that could hinder the delivery of major projects and the safe operation of existing facilities.
To mitigate this, our plan prioritises knowledge transfer. Programmes will ensure that retiring professionals can pass on their expertise to the next generation. This includes pathways for experienced workers to transition into FE roles, enabling secondments and exchanges, and significantly increasing the number of apprenticeships across the sector. These apprenticeships, alongside FE provision, enable younger workers to learn directly from seasoned colleagues.
Digital campaign
The sector’s long-term sustainability depends on attracting new talent. Destination Nuclear, a flagship digital campaign, has raised awareness of the diverse and rewarding career opportunities available. From engineering and project management to environmental science and digital technology, nuclear offers roles that appeal to a wide range of interests and skill sets. Linked to an industry-wide jobs portal, Destination Nuclear has already generated tens of thousands of job applications.
Diversity is another critical area. Women currently make up just 22 per cent of the nuclear workforce, and representation from ethnic minority groups remains low. Addressing these imbalances is a moral and practical imperative. A more diverse workforce brings fresh perspectives, fosters innovation and ensures the sector reflects society.
Partnerships with schools, FE colleges and universities are being strengthened to showcase the sector as an exciting and viable career path. The Nuclear Sponsorship Scheme and the Nuclear Bursary Scheme are already making a tangible impact, offering financial support and structured industry pathways.
With a mid-career skills gap caused by reduced early career pipelines, the Skills Plan also focuses on attracting experienced hires. This includes targeting armed forces service leavers, workers from downsizing sectors and those transitioning from traditional to clean energy roles. Tailored ‘top-up’ training will adapt or enhance their skills for the nuclear sector, supported by accelerator programmes offering targeted education based on their needs.
Collaboration with FE
FE providers are central to our plan. Colleges play a vital role in delivering the technical and vocational training that underpins the nuclear workforce. The plan works closely with colleges to ensure curricula align with industry needs and that students graduate with the skills employers require.
The sector is providing data, insight and partnerships enabling colleges to tailor their teaching offer, including apprenticeship programmes, to current and future sector demands. A forum has also been established to allow FE provider voices to shape the delivery of the Skills Plan. At regional level, nuclear skills hubs bring together colleges, employers and others to respond to local skills challenges.
Looking ahead
The challenges facing the nuclear sector are significant but not insurmountable. By addressing the ageing workforce, attracting new talent and strengthening partnerships with education providers, the UK will remain a global leader in nuclear innovation and delivery.
The nuclear sector is not just about power plants, submarines and decommissioning; it’s about people. It’s about creating opportunities, fostering innovation, and contributing to a sustainable future. Together, with support from FE, we’re rising to the challenge and building the workforce of tomorrow.
The new definition of inclusion is broader than educators have faced before. It covers not just pupils with SEND, but also disadvantaged pupils, those in care or formerly in care, and learners facing other barriers which might be social, related to their well-being or protected characteristics.
Inclusion hokey-cokey: In, out, in, out and you decide
The ‘pupils with SEND’ element of Ofsted’s definition of inclusion is ‘pupils receiving special educational needs (SEN) support, and those with an education, health and care (EHC) plan’.
Every educator knows that a learner with an EHCP sits well within this definition. But what’s interesting is how Ofsted has also chosen to define those learners who meet the legal definition of ‘significant learning difficulty’ but don’t have an EHCP.
It’s interesting because their phrasing implies that it’s an educator’s decision whether a learner without an EHCP is defined within this new inclusion bracket or not. Subsequently, one learner could be outside, inside, and outside of the threshold again within a single academic year. In fact, that’s not just probable, it’s reasonable.
It’s also smart, deliberately so. Ofsted is obligating providers to focus on the learners whom education has long failed: those who fall between the cracks. Not complex enough for an EHCP, yet different enough to struggle in systems built for the average. Learners whose edges don’t quite fit the mould, and who need education to flex a little – but not EHCP-level flex.
Knee-jerk: Unintended consequences
I can imagine that recently, senior leaders have been hearing SEND and thinking: “We’ll need more SENCos, just think of the costs”.
It’s quite possible that some leadership teams right now are thinking about removing provisions where there’s a higher rate of learning differences.
But to paraphrase Obi-Wan Kenobi: “these aren’t the learners you’re looking for”.
These are the learners where you, the educator, decide that the inclusion tag applies. The ones not complex enough for EHCP or, frankly, for your experienced team of SENCOs in most situations.
This cohort needs to be supported ‘in the flow of learning’. Not by specialists, but by their main educator who understands them the most. Understands them as an individual enough to curate a simple list of ‘unlocks’ (adjustments) to explore with them. Some adjustments will work. Some won’t. The ones that do will make all the difference.
“In the flow of learning” means support becomes part of the learner’s everyday experience. No specialists to schedule, no removal from class, no logistics to juggle, just everyday learning. It’s about an informed educator trying a few personalisation techniques with their own learner, right where learning happens. I have heard the DfE is even creating CPD training to upskill college educators on just this topic.
Structure is the new inclusion strategy
Providers will need a structured way to support learners and their educators below the EHCP level. September’s new Ofsted toolkit tells inspectors to check the providers’ structure includes “early and accurate assessment of pupils’ needs” and, when you decide support is necessary “a continuous cycle of planning, actions and review”.
This structure will look something like: assess, identify, decide, start support, stop support, maybe start it again.
Providers with an apprenticeships provision may be ahead already. Since 2020 the Education and Skills Funding Agency (now part of DfE) has been enhancing the apprenticeship rules for learners receiving additional learning support and it encourages the same structure – identical in fact.
It’s almost as if different arms of the government have the same goal, have communicated between themselves and aligned their requirements. It’s probably just a coincidence. But if not, it’s a strong message that personalised learning is being expanded beyond those with an EHCP.
No one can have missed the surge of national flags being flown from bridges and lamposts across the UK.
For some it represents national pride and unity. For others it has triggered feelings of uncertainty, fear, and exclusion – particularly among people of colour and those who have immigrated here. It’s led many to question whether they are truly accepted as part of British society.
The motives behind this raising of flags have at times been contradictory. Some argue that it is about “reclaiming the flag” and fostering a renewed sense of British identity and unity.
Others have used the flag to promote divisive narratives, claiming the UK is “full,” that immigration should stop, or have used inflammatory rhetoric that targets specific groups such as Muslims, refugees, and people of colour.
The exploitation of national symbols to stir fear and resentment creates an environment where belonging feels conditional and acceptance uncertain.
FE’s role
In the FE world, we’re privileged to influence young lives and shape inclusive communities. Colleges and training institutions are places where individuals from diverse backgrounds come together, often at a pivotal stage in their personal and professional development.
However, there is a hidden anxiety that many staff and students carry. Some feel they cannot express their concerns about racism, identity or belonging because they fear how colleagues or peers might react. This silence can lead to isolation and negatively impact both wellbeing and achievement.
A sense of belonging is linked to mental health, engagement and success. When young people feel valued and included, they’re more likely to thrive.
However, when they experience subtle or overt signals that they do not belong, whether it’s through national debates, media narratives or everyday interactions, it can erode relationships and damage confidence.
As educators, we have a responsibility to counter this by creating spaces where everyone feels recognised and respected.
As Maya Angelou said: “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel”.
Here are five ways we in FE can help:
Create safe spaces
FE institutions should establish dedicated spaces where individuals can speak openly about their experiences without fear of judgment or reprisal. These are not forums for debate or solutions, but spaces for listening, empathy and understanding. Such initiatives build psychological safety and send a strong message that the college values every person’s lived experience.
Showcase the beauty of diversity
Negative stories about people of colour often dominate public discourse, overshadowing the many positive contributions that such people make. Education providers should actively highlight the achievements, culture, and creativity of diverse groups. Representation matters – when students see their identities reflected positively, it reinforces pride and belonging.
Empower the silent majority to speak up
Many people who disagree with prejudice remain silent, fearing confrontation or backlash. In FE settings, leaders and staff must model courage by speaking out against racism, xenophobia and exclusionary behaviour.
Hold inclusive celebrations and events
Actions speak louder than words. Celebrating a range of cultural and religious events such as Diwali, Eid, Hanukkah, Christmas, Black History Month and Pride demonstrates that diversity is valued. These events bring people together, break down barriers, and allow everyone to share and celebrate their identity and heritage.
Educate and challenge misinformation
In a climate where misinformation spreads rapidly online, educators have a vital role in promoting critical thinking. Staff and students should be equipped to question biased narratives and recognise propaganda when they see it. Providing fact-based information and encouraging open discussions can counter divisive rhetoric and build resilience against hate-driven messages.
Promoting inclusion cannot just be slogan in prospectuses or mission statements – it must be visible in daily practice. Creating a sense of belonging requires bravery, empathy and consistent action from everyone in the sector.
FE has the power to model the kind of society we wish to see: where national pride doesn’t exclude, where diversity is celebrated and where belonging is not conditional. Right now, this message is more important than ever.
A core strength of the government’s skills white paper is its recognition that post-16 education must function as a coherent tertiary system, bringing together FE, HE and lifelong learning.
The paper sets out a clear direction: strong teaching; effective leadership; genuine professionalism and skills; and a unified tertiary ecosystem, where learners move seamlessly between study, work and retraining throughout their lives, as the basis of national renewal.
It describes a future in which teachers and leaders are valued for the transformative work they do and in which professionalism sits at the heart of quality.
The most promising opportunities lie in how we make this tertiary vision real. It’s a vision that emphasises a strong workforce, flexibility through regional collaboration and local integration to address skills gaps, and a shared commitment to employer engagement, with evidence-based and data-led planning.
Coherence needs a shared framework
Yet for all its strengths, the white paper reveals there are two different stories to tell, divided by structures and regulators: one for FE and one for HE.
FE and HE are still framed around differing priorities – FE on technical excellence and local delivery, HE on research and global competitiveness – with no unified governance or funding model that spans both. The language of reform continues to separate the vocational from the academic, even as skills, research and innovation increasingly overlap.
We believe that a shared framework for teaching quality, workforce development and regulation – a framework that connects every part of the education landscape through common professional standards and values – can help bridge this gap.
Education through learners’ eyes
Building a connected tertiary environment starts with people, not systems alone. We need a shift in perspective.
Through the work that ETF does, I’ve seen how motivation, confidence and belonging to a professional community shape progress more powerfully than structures.
Together, we need to see education through the eyes of learners and how wellbeing and inclusion shape their choices: the 17-year-old exploring technical pathways, the adult retraining after redundancy, the teacher moving between college and industry. Their journeys cut across educational sectors – from school to FE, from FE to HE and from school to HE – yet the policy still treats them as disparate.
Workforce development: the binding thread
Every element of the framework – from technical excellence colleges to the introduction of V Levels to AI adoption – depends on the capability of the people who teach, lead and support learning. And of course, the sector also needs to address long-standing issues around both recruitment and retention. If the government’s aim is a coherent, high-quality tertiary system, then workforce development must be its binding thread.
ETF’s work already demonstrates what this looks like in practice: structured professional development, clear career pathways and a culture of collaboration between educators, employers and policymakers. And our evidence shows that investment in professional development improves learner outcomes, retention and institutional performance.
The emerging T Level teaching workforce is a good example. T Levels succeed when educators are supported to bridge classroom and industry practice – the essence of dual professionalism.
ETF’s programmes have shown how targeted development, employer engagement and peer learning can raise confidence and quality. Scaling that approach will be essential if we are to deliver on the white paper’s vision and give every learner access to world-class technical education. The introduction of V Levels will require similar support.
From ambition to achievement
ETF’s vision is for a respected, connected and expert FE and skills profession, one that drives productivity, inclusion and growth.
By embedding professionalism at the heart of reform, we will ensure this white paper delivers both structural and cultural change.
Through our partnerships and professional membership community, we will continue to work collaboratively to strengthen teaching, leadership and professionalism across the sector: because ultimately it is the people in the FE and skills sector – the teachers, trainers, leaders and support staff – who will turn our shared ambition into results.
The 16-19 capacity issue will not be solved by funding alone; We need excellent teachers to deliver to these learners. We’ve treated FE’s staffing crunch purely as a hiring problem. It isn’t. It’s also a delivery problem that demands a different model.
I joined FE in 1993 and the same subjects still keep leaders awake: construction trades, digital, engineering, English and maths and specialist SEND.
Some areas are perennial shortages, while others spike with the labour market. New industries arrive before we can grow our own teachers. Meanwhile, colleges fight a constant battle to keep classes covered and quality consistent year after year.
A significant share of college staff are not on permanent, full-time contracts; even where posts are filled, replacement churn and variable quality swallow leadership time and budget. Add the 30 per cent pay gap with schools and it’s hard to see how “more of the same” recruitment solves the problem at the scale or speed needed.
The £800 million coming into FE is welcome, but it’s largely about serving more learners, not transforming the unit economics of delivery. The uncomfortable truth is we won’t hire our way out of this. We must change how learning is organised.
What we’ve learned from large-scale online delivery
Over the last few years, we’ve delivered national bootcamps fully online with high-quality, continuously updated resources combined with live online tutoring. It wasn’t painless, but it worked: strong learner feedback and a positive Ofsted outcome. The lessons learnt?
Specialist and scarce talent become national, not local. We’ve timetabled excellent tutors in the Hebrides with a class in Devon. Many of our tutors would never commute to a college site, but they will teach a day a week online, including evenings or weekends, some alongside their industry roles.
Quality improves because it’s observable, blended with high-quality resources. Every live session is recorded. Learners can revisit content; quality assurance (QA) teams can dip in any time; targeted coaching becomes normal, not remedial.
Timetabling flex grows. Online theory can fit to college timetables, be delivered to combined groups, or be undertaken at home to ease student transport, caring or work burdens.
Data gets granular. Every attendance, click and submitted task is trackable, giving leaders real-time visibility and intervention points.
A practical model: 30 per cent shared, 70 per cent local
This isn’t about turning colleges into remote providers. It’s about using online delivery where it’s better value and easier to staff, so we can protect and grow the on-site learning that only colleges can do.
What it could look like:
Shared online theory (30 per cent) delivered through nationally curated resources and vetted online tutors, timetabled to your day.
Local practical (70 per cent) kept on campus: workshops, employer projects, assessment, pastoral, enrichment.
Elastic capacity. If numbers dip, scale the online element down; if demand surges, scale it up without scrambling for scarce staff.
College-owned quality. You still set schemes of work, standards, assessment policy and intervention triggers; recordings and analytics make oversight easier, not harder.
Why it helps immediately:
Releases on-site staff time
Reduces agency and supply churn.
Supports part-time specialists who want to teach but can’t commit to campus or their local college timetables.
Creates a consistent national core of resources that are continuously improved and aligned to employer needs.
Blended models fail when they’re bolted on. They succeed when three things are designed in from the start – a single scheme of learning, clear roles and non-negotiable quality assurance.
And yes, pay matters and must improve. But even with better pay, FE will always compete with industry for scarce specialists. The fastest way to get consistent expertise in front of every learner is to redesign delivery so we start sharing our scarce talent safely, visibly and at quality across the system.
This isn’t going to happen overnight, but we could start now and the transformation could be rapid. Why not pick a number of components of a course where there are constant workforce challenges and work with us on a timetable and delivery piloting the approach?
If we keep treating FE’s workforce crisis as a recruitment problem, we’ll keep getting the same results. If we treat it as a delivery challenge, we have a chance to change the game.
