From vulnerable to vigilant: Our cybersecurity transformation

Eight years ago, our college was under financial concern, our cybersecurity posture was poor and our vulnerabilities obvious. FE has always been an easy target; underfunded IT teams, legacy systems and competing institutional priorities create the perfect conditions for risk.

With barely any budget, the only immediate improvements we could make were replacing ageing firewalls and installing anti-ransomware software. It was far from being enough.

The most valuable thing we did initially was an honest gap analysis. We needed to know how bad things were. That became our roadmap, exposing the weaknesses we could act on and solutions we could implement when resources allowed.

Looking back, I wonder whether I should have translated cyber risk into financial risk more explicitly. Cybersecurity is not just an IT problem but a business, operational and financial risk. If I had been more forceful about a potential breach’s cost, we might have secured investment sooner.

Building the foundation

As our financial position stabilised, we made improvements. We started with perimeter security – enhancing email protection, encryption and malware detection. We eliminated remote access vectors to reduce entry points.

That was followed by web filtering to stop data exfiltration and SIEM (security information and event management) to give us visibility over what was happening across our systems.

Authentication was next. MFA (multi-factor authentication) was introduced for admins, then staff, then students. Strengthening passwords was another battle, revealing just how weak they were. We rolled out local administrator password solution (LAPS) and Azure password policies.

Network segmentation came soon afterwards. The thought of an attacker moving freely across our network kept me awake at night. We tackled it with port-based network access control (802.1x), micro-segmentation and RADIUS authentication, making lateral movement far harder.

In those early days, systems were only patched when someone logged in for maintenance. We implemented structured, automated patching for both OS and applications, eliminating one of our biggest vulnerabilities.

Regular penetration testing followed. Some reports made for uncomfortable reading, but they forced action. Importantly, leadership backed the work, meaning we could fix issues properly without cutting corners.

We also shifted towards zero-trust principles – conditional access policies, tighter firewall rules for privileged accounts and country-based blocking. We were no longer just securing the perimeter; we were securing every access point, user and system.

Maturing our approach

The biggest shift has been moving from reacting to threats to actively preventing them. Today, our strategy includes:

  • Monthly vulnerability scanning to fix weaknesses before they become breaches.
  • Annual penetration testing to simulate real-world attacks.
  • Immutable backups that ensure ransomware cannot hold us hostage.
  • Regular disaster recovery and cyber playbook exercises, so we know how to respond before an incident happens.

Cybersecurity is not just about tools but people. Engaging with Microsoft partners, Jisc and sector networks has been invaluable in strengthening our defences.

The road ahead

There are things that I would do differently if starting over. We should have implemented a more formal governance framework earlier.

User awareness training is another challenge. We have delivered cyber training, but engagement has been inconsistent. Staff and students remain the weakest link.

We also learned the hard way that security must be embedded in procurement from day one. Retrofitting security onto existing systems is painful.

Cybersecurity is not just about firewalls, passwords and patches. It is about culture, strategy and forward planning.

Lessons for the sector

  • Start with brutal honesty. A gap analysis might be uncomfortable, but it gives you clarity to prioritise.
  • Build gradually. Cyber resilience is not a one-time fix.
  • Make the business case, not just the technical case. Cybersecurity is a financial and operational risk.

The education sector remains a prime target. Ransomware, business email compromise and social engineering attacks are not going away. FE must take cybersecurity as seriously as any other core function.

Virtual work experience: a gamechanger for T Level placements?

Work experience could be more than just a rite of passage, providing a vital stepping stone for NEETs (those Not in Education, Employment or Training) to access meaningful careers.

In February, research by The King’s Trust (formerly The Prince’s trust) found that 61 per cent of students worry that their lack of skills, experience or qualifications affects their chances of securing a stable job in the future economy.

But too often, access to the work experience opportunities that might allay those worries is limited by geography, financial constraints or a lack of employer engagement.

That’s where Virtual Work Experience (VWEX) comes in – a digital solution that removes these barriers and gives every student a fair chance to explore their future.

Despite growing success, VWEX still faces scepticism. Questions arise, from “Does it really count?” to “Can a virtual programme truly replicate real-world workplace experience?” Some wonder how employers should navigate workplace legislation to make it happen.

But we believe that high-quality VWEX isn’t just a temporary solution, it’s a game-changer.

Recent updates to the Gatsby Benchmarks mean that meaningful encounters with employers and employees can comprise both in-person and virtual experiences. Colleges are increasingly seeking virtual opportunities for their students, particularly with the rising demand driven by changes to T Level placement requirements. 

After all, up to 20 per cent of an industry placement can be delivered remotely across all T Level routes and for Digital T Levels, this rises to 50 per cent. This presents a huge opportunity for employers to develop high-quality virtual experiences that support young people and align with T Level requirements.

What is virtual work experience?

High-quality VWEX provides an engaging online experience where students can connect with employers, complete industry-specific tasks and develop key employability skills, all without needing to step into a physical office or workshop. It features live or pre-recorded sessions with professionals, interactive assignments and career pathway information, culminating in a completion certificate that strengthens a young person’s CV or university application.

The biggest advantage is accessibility. Traditional work experience often excludes students in rural areas, those from lower-income backgrounds or those with health concerns. VWEX removes these barriers, ensuring that every young person, regardless of location, disability or background, can gain meaningful insight into the world of work.

The legislation quandary

A common concern is that workplace legislation could prove to be a barrier, but programmes are designed with compliance in mind. Unlike in-person placements, students are not required to be physically present in a workplace, eliminating many of the health and safety and insurance complexities of traditional work experience.

Instead, VWEX focuses on industry insight, skills development and exposure to professional environments through structured online engagement. Employers work closely with us to ensure that content is educational, interactive and aligned with industry standards. By focusing on work-related learning rather than direct job performance, VWEX sidesteps many of the legal hurdles that apply to physical placements.

Does it work?

Our social return on investment (SROI) research, conducted in partnership with GIST Impact, found that Springpod’s VWEX programmes have generated £98 million in social value.

Learners completing VWEX programmes report a 45 per cent increase in career confidence and a 59 per cent rise in job readiness. Employers benefit from early talent engagement, a more diverse applicant pool and reduced recruitment costs. Companies investing in VWEX report a 40 per cent reduction in hiring expenses.

Call to action

FE providers play a vital role in preparing students for the workforce, but they can’t do it alone. Employers, educators, and policymakers must work together to provide universal access to work experience. VWEX isn’t about replacing traditional placements; it’s about complementing them and ensuring that no student is left behind.

The FE sector thrives on innovation and adaptability. As the job market evolves, we must embrace new solutions that build relevant skills and experience. It’s time to stop asking whether virtual work experience can be effective and start recognising that it already is. 

Immigration white paper is a call to action on social care skills

The 1.59 million people working in adult social care in England are vital to our society, communities and economy.

The plans set out in the government’s immigration white paper will effectively close the door to the recruitment of care workers from overseas. This means we need to make sure we’re doing everything we can do to strengthen the sector’s domestic workforce, so we can provide the best possible care for the people who draw on it. Skills are at the heart of this.

The sector had 131,000 vacancies on any given day in 2023-24. As well as filling those vacancies, we’re likely to need another 540,000 posts by 2040 just to keep up with the projected increase in the number of over-65s in the population.

Looking ahead, the issue is not just about capacity but also capability. The complexity of needs will increase and the way care is delivered will need to change. This includes focusing on preventing illness, healthcare activities currently delivered by the NHS, mental health and using digital technology. We’re going to need new and different roles and skills to meet these challenges.

There are many hurdles to overcome, and one of the biggest systemic challenges facing our sector is fragmentation. Adult social care has a fragmented market, with 18,500 different employers funded and commissioned by a range of sources. The training market for social care is also fragmented.

Skills development is not effectively recognised, with low hourly pay and a lack of pay progression for experienced care workers making it harder to attract, retain and develop good people.

Skills England’s first report correctly identified the critical demand in adult social care. But the occupational standards for social care need to change to reflect the increasingly complex needs and future skills of the workforce. Functional skills remain a barrier to raising the skill levels of the workforce, and more digital skills are needed.

Current apprenticeships and T levels do not cater well to the sector – the number of people starting adult social care apprenticeships has fallen by 76 per cent since 2016-17.  Improving the supply of good-quality training and increasing portability between providers is also essential.

So, what can we do?

The white paper talks about the importance of workforce strategies – and the good news is that we have one for adult social care. Skills for Care developed it in collaboration with the whole social care sector, plus colleagues from education and health. It sets out a plan for building the workforce needed over the next 15 years and outlines the different skills required to meet increased and more complex demand.

The workforce strategy recommends expanding skills through the Care Workforce Pathway – the first universal career structure for the adult social care workforce, offering a vital framework for career progression, skills and learning. This must be used as the basis for occupational standards in adult social care.

It also recommends overhauling apprenticeships by examining funding and content. Additionally, continuing to roll out the level 2 adult social care certificate qualification will improve minimum competency standards and confidence in consistency of standards, and reduce repetition in induction training.

Digital skills also need to be incorporated into recruitment and career development. They’re pre-requisite for the digitisation of the sector and more innovative models of care – and demonstrate the need to recruit and retain young people with digital skills and interests in a sector with a 44.6 per cent turnover rate for under 25s.

The immigration white paper presents a call to action to get domestic recruitment and retention right in adult social care. To do that, we need to ensure the quality of roles and development opportunities are improved, because we know that qualifications and access to training are key factors in keeping the people we need.

Everyone working in social care should have the chance to develop, learn, and grow in their role. Creating the right skills landscape for this has never been so important.

Why Labour’s immigration plan misses the mark on ESOL

This week saw the publication of Labour’s Immigration white paper which, although months in the making, was released straight after Keir Starmer’s year-old government faced defeats to Reform in local and mayoral elections. The white paper aims to reform a broken immigration system and address skills gaps.

But linking English language teaching and learning and proficiency levels to rights of entry and settlement in the UK overlooks some important facts. 

First, 2021 Census data shows that one in three people who report not being able to speak English well or at all are UK citizens – not migrants seeking to come to the UK.

According to the same data, nearly half (42 per cent) of adults with low English proficiency were born in or have been resident in the UK for over ten years.

Urgent need to address UK citizens’ language learning needs

These statistics tell us that there is an urgent need to address the language learning needs of UK citizens who don’t have English as a first language and that this isn’t about migrants. The white paper does promise this, stating that: “Across government, we will also make it easier for those already in the UK, working with partners in the DfE, MHCLG to access classes for English language lessons for those who need additional help”. There are no details of planned additional investment, however, which leads to my second point.

As colleges, learners, and teachers know well, demand for provision massively outstrips both supply and investment in it. According to government data, the growing demand for English for Speakers of Other Languages (ESOL) education (up by 17% since 2021) is being met with ever-declining funding and current provision not reaching those who need it. Government data shows that there were 151,000 adult ESOL learners in England in 2022/23. This means that only 4 per cent of all adults in the UK who speak English as a second language are accessing ESOL classes. 

Declining budget for ESOL

Thirdly, all of this is happening against a backdrop of the overall declining budget for adult education. According to the Institute for Fiscal Studies, classroom-based adult education spending has reduced by two thirds since 2003/04, with a further 3 per cent cut to adult skills funding announced for 2025/2026. This is all operating in the context of devolution, with mayoral combined authorities setting priorities and some now having access to an integrated settlement.

This funding mismatch sits in stark contrast with the evidence, which tells us that investing in ESOL provision will pay dividends for both learners, communities and the public purse. 

Qualifications reform

Fourthly, we know that migrants often come to the UK bringing high skills levels but lack access to appropriate and specialist English language provision to unlock those skills, which can mean them ending up in lower skilled work. Current ESOL provision focuses mainly on equipping learners with the skills needed for home life.

While essential, these are not sufficient for the English language skills needed to access higher level work or for study: 85 per cent leave ESOL provision with Entry Level 1-3 qualifications, which is too low to successfully move on to mainstream vocational and educational provision and employment. Changes are needed to current qualifications to ensure that learners are equipped with the skills they, and their prospective employers, need. Qualifications reform, a stated priority of the Department of Education and Ofqual, must address this gap.

In the wake of the Immigration White Paper, there is undoubtedly a case for smart public investment that pays for itself by helping to address the current skills shortage and grow the economy. Government must make good its promise of making it easier for everyone to access English language learning. 

‘Potential’ for more skills devolution amid mayoral ‘tension’, says minister

The skills minister has said there is “potential for further devolution” as she admitted to “tensions” with mayors over skills funding powers.

Jacqui Smith highlighted 16 to 19 funding as a potential area where the Department for Education could release some control to local areas during a business and trade committee hearing on the industrial strategy in parliament today.

Around 60 per cent of the government’s adult education budget has been devolved to mayoral combined authorities since 2019. Mayors have repeatedly called for control of more skills pots, including apprenticeships and 16 to 19 funding.

Quizzed by business and trade committee chair Liam Byrne on whether mayors are still asking for the DfE to go further with skills devolution, Smith said: “Yes, they are. 

“Let me be completely clear. There is tension over the funding for 16 to 19. We have a compulsory education system between 16 and 19, that is a national system, and I think there is a limit. I could not envisage that we would devolve all of that 16 to 19 funding to mayors. 

“I meet frequently with the mayors on this. We’re currently doing quite specific work with Greater Manchester about how we could go further on devolution. And I think there might be some elements of that that we could look to devolve.”

Pressed again by Byrne on whether the DfE currently has the right “balance” with skills devolution, Smith said: “I think there’s potential for further devolution.”

DfE ‘biggest frustration’ for mayors

Her comments come two weeks after several MCAs gave evidence to the business and trade committee and spoke up about their desire to control more skills funding, including Greater Manchester’s Andy Burnham who described the DfE has his “biggest frustration” during his tenure.

Howard Dawber, the Greater London Authority’s deputy mayor for business and growth, told the committee: “The 19-plus bit is delegated to us. The adult skills bit is delegated to us. The 16-to-19 bit is not. We have very little say over that. We have colleges with which we work where we represent a part of their income but not all of it. We also do not have responsibility over apprenticeships or higher education.”

He added that the GLA would “ideally” have more skills funding devolved.

North East mayor Kim McGuinness agreed with Dawber. “I do not know why we do not do that,” she said.

“Businesses will say to us, ‘We have skills shortages in these places’. You cannot drive that from Westminster. You need to be able to drive it locally. You need a system that is properly joined up. At the moment, as we know, there are too many people who are not in work or education in that 16-to-19 bracket. 

“Economic inactivity in young people is not at a sustainable level. That will absolutely affect our ability to grow as a country. We have an education system that separates post-19 and 16-to-19. People are falling through the gaps.”

Burnham later said: “The biggest frustration is the Department for Education, without a shadow of a doubt. I am not just speaking alone here with a pet grievance of my own. All the mayors feel this. 

“Why are we remaking the case for devolution to this department now? I have been doing it for eight years. It stands to reason, chair, that you can create stronger technical education pathways when you can work with the actual employers in your city region who will be employing the young people or older workers who will come through. We are the only ones who can create those meaningful pathways and who can commission colleges according to the actual sectoral strengths of our economy, yet that is still being resisted.”

Burnham added that the “position” of the Department for Education on this issue “risks becoming an anti-growth policy”.

Funding cuts mean the immigration plan won’t add up

The government’s new immigration white paper, Restoring Control over the Immigration System, marks a significant shift in how the country plans to manage migration and workforce development. But for those of us in adult education, it’s more than just a policy document—it’s a moment of reflection and responsibility.

The white paper outlines a clear direction: reduce reliance on overseas labour and build a stronger, more self-sufficient domestic workforce. That means raising the bar for skilled worker visas and removing salary discounts for shortage occupations. In short, employers will need to look closer to home to fill vacancies. But this change is shortsighted with no clear plan on how the skilled migrant labour will be replaced with settled communities.  And the mandate to have advanced English skills is laughable given that 1 in 5 adults in this country have literacy levels below a 11 year old.

This is where adult education steps in.

As the government tightens immigration routes, the demand for local skills training will rise—and adult learning providers are perfectly placed to meet that need. Whether it’s retraining adults for careers in health and social care, upskilling workers for green jobs or supporting digital inclusion, our sector is ready to deliver. We are well placed to achieve this, but also ensure the communities in most need of opportunities and careers currently out of scope.

But here’s the catch: we’re being asked to do more with less.

Recent cuts to the adult skills fund (ASF) have hit the sector hard -both in the short and long term. Many providers are now facing difficult decisions about which courses they can continue to offer. It is a frustrating contradiction. On the one hand, we’re being told we’re essential to the UK’s economic future; on the other, we’re being asked to deliver that future with shrinking resources.

And while the white paper focuses on reducing migration, we must not lose sight of the learners already here—many of whom are migrants themselves. Migrant learners are a vital part of our communities and our classrooms. They bring skills, resilience and a desire to contribute. Adult education plays a crucial role in helping them integrate, improve their English, gain qualifications and access employment. As policies shift, we must ensure that support for these learners is not diminished, and that they continue to feel welcomed, valued and empowered.

The introduction of a new labour market evidence group, which the white paper says will make “informed decisions about the state of the labour market and the role that different policies should play, rather than always relying on migration”, could be a step in the right direction. But that is only if it leads to better alignment between policy, funding, and the realities on the ground. It must also include voices from the adult learning sector and reflect the diversity of learners we serve.

For Holex and the wider adult education community, this is a moment to speak up. We need to make the case—loudly and clearly—that adult education isn’t just a tool for economic growth. It’s a foundation for inclusion, opportunity, and social cohesion. If the government is serious about reducing immigration and boosting productivity, it must invest in the people and providers who can make that happen.

North East college group upgraded to Ofsted ‘outstanding’

A Teesside college group has been awarded top marks by Ofsted inspectors for its “very clear” vision to deliver high-quality education across the board.

The Education Training Collective (ETC), which comprises six colleges and training providers, has been upgraded to ‘outstanding’ in a new report this morning by Ofsted, a boost from its 2022 ‘good’ rating.

The group was given full marks in all but one area; its apprenticeships provision was rated ‘good’.

Ofsted visited the group of colleges and training providers between March 18 to 21, which had over 5,000 young and adult learners and apprentices enrolled across the six providers at the time.

The ETC comprises of: Bede Sixth Form College, NETA Training, Redcar and Cleveland College, Stockton Riverside College, The Skills Academy in Billingham, and Innersummit in Gateshead.

Inspectors were wowed by the “highly inclusive, supportive and welcoming culture” in the group and the improvements made since the last inspection.

“This is a phenomenal result for every staff member and student across the group,” said ETC’s chief executive and group principal, Grant Glendinning. “The result represents the pinnacle of years of hard work, determination and a firm commitment by all to get us to this point.”

Learners were commended for their “exemplary” behaviour and positive attitudes about their studies.

“They embrace the strong sense of belonging that they experience at all campuses. They feel valued and respected, regardless of their backgrounds,” inspectors added.

Ofsted praised learners with high needs, who make “impressive” progress in delivering the outcomes in their education, health and care plans.

They were also impressed with those on supported internships at Amazon who develop the skills and knowledge “rapidly”.

Meanwhile, adult learners also grasp skills quickly. ESOL learners at Stockton Riverside College swiftly develop their conversational English, “often from a very low base” so they can deal with finances and health appointments.

Teachers ‘sharp focus’ on English and maths

Teachers were found to use “highly effective” teaching strategies and plan their teaching “exceptionally well”.

Teachers also have a “sharp focus” on developing learners’ and apprentices’ skills in English and mathematics, who subsequently improve their skills and successfully apply them to their technical subjects.

Staff also give learners “excellent opportunities” to develop their personal and community skills, such as volunteering for the Salvation Army and learning about consensual relationships and the dangers of toxic masculinity and domestic violence.

“They are confident to challenge peers over inappropriate behaviour,” inspectors said of learners.

The report also outlined the “strong” contribution to meeting skills needs from the group’s strong relationship with employers and stakeholders to meet Tees Valley skills priorities.

“Leaders have a very clear vision to provide high-quality training and education across the Tees Valley,” Ofsted said.

The watchdog noted leaders have developed an “ambitious” and broad range of vocational and academic courses to meet the community’s needs.

The group delivers skills bootcamps for adults and provision for growth sectors like renewable energy, health and social care, and professional skills, working closely with the Tees Valley Combined Authority and local councils.

Inspectors were pleased with the group’s partnership with BP to develop a “highly successful” clean energy technician scholarship, based at the clean energy education hub at Redcar and Cleveland College. 

Meanwhile, Ofsted said that the group’s governance is “exceptionally strong”. Governors were found to have extensive experience and provide rigorous scrutiny and oversight of the strengths and weaknesses across the six providers.

Jason Faulkner, ETC deputy chief executive officer, said: “Achieving outstanding is amazing for our students, for our staff, our communities and stakeholders. However, it is important that we continue to be amazing and continue to deliver outstanding services as it is our duty as local colleges serving our communities.” 

Stuart Blackett, chair of the ETC governing board, said: “This Ofsted result is massively important to us as a group of colleges and training providers. To achieve the outstanding grade is external validation of the brilliant work that we, as governors, know the team does, each and every day.”

Safe to speak, ready to act: SaferSpace targets harassment and misconduct in education 

SaferSpace is a new digital reporting and governance platform launching across the education sector to meet today’s safeguarding and compliance demands. First developed in 2024 and refined in partnership with EducationScape, it’s built to support institutions in meeting the requirements of Ofsted, the Office for Students (OfS), the Prevent Duty, and Keeping Children Safe in Education (KCSIE). SaferSpace brings everything together in one secure, accessible system – helping providers protect their communities and prove they’re doing it right. 

A safer, smarter way to report 

At its core, SaferSpace is a simple but powerful concept: an intuitive, secure platform where learners and staff can report concerns in confidence. Whether it’s bullying, discrimination, abuse, harassment or any other behaviour that compromises safety or dignity, SaferSpace ensures that no issue is left unheard. 

This is particularly vital when it comes to sexual harassment, which remains one of the most persistently underreported issues in education. A 2021 national review by Ofsted found that nearly 90% of girls in some secondary schools had experienced misogynistic language or unwanted sexual attention. In higher education, studies show that almost one in three female students report being subjected to inappropriate sexual behaviour during their studies – with many never disclosing it due to fear, shame, or a belief that nothing will be done. Staff are not exempt from these risks either, often facing similar barriers to speaking out. 

Apprentices, who navigate both the classroom and the workplace, are especially vulnerable. A Department for Education report revealed that many apprentices are not adequately informed about their rights or how to raise concerns – leading to harmful experiences being internalised and ignored. 

Too often, sexual harassment is allowed to persist in the shadows – not because institutions don’t care, but because they lack the tools, processes or confidence to respond effectively. Evidence shows that reports are frequently missed, mishandled or deprioritised, leaving individuals unsupported and behaviour unchallenged. 

SaferSpace removes these barriers. It offers a trusted, confidential route to report concerns – including anonymously – while providing clarity around what will happen next. By supporting early intervention, structured follow-up and consistent, transparent action, it allows institutions to take harm seriously and act decisively. It allows colleges, universities and training providers to demonstrate a culture of zero tolerance – not just in policy, but in day-to-day practice. 

Built for compliance and culture change 

Navigating the regulatory landscape can be complex. SaferSpace is designed to support FE and HE institutions in meeting their obligations, and going beyond them, across three key areas: 

  • Ofsted: Safeguarding remains a core focus of inspection. SaferSpace supports compliance by capturing detailed records, ensuring robust follow-up, and providing governance dashboards that demonstrate a proactive safeguarding culture. 
  • Office for Students (OfS): The OfS expects providers to prevent and address harassment and misconduct while strengthening the student voice. SaferSpace gives institutions a clear mechanism to show they are listening, acting, and continually improving. 
  • Keeping Children Safe in Education (KCSiE): This statutory guidance sets out the legal duties for schools, colleges and providers to safeguard and promote the welfare of children and young people. SaferSpace supports compliance with KCSIE by providing a clear, confidential and accessible way for learners and staff to report concerns. It enables designated safeguarding leads (DSLs) to record, triage and manage disclosures in line with best practice, ensuring that no issue is missed, and that appropriate action is taken every time. 
  • Prevent Duty: Colleges and universities are expected to protect individuals from radicalisation and extremist influence. SaferSpace supports this by enabling early, confidential reporting of concerns, with clear pathways for triage and appropriate referral. 

By combining practical functionality with policy alignment, SaferSpace helps institutions not only meet their obligations, but build credibility and trust with inspectors, stakeholders and, most importantly, their communities. 

Developed by experts, informed by experience 

SaferSpace has been developed with input from safeguarding professionals, HR leads, legal experts, and individuals with lived experience of harassment and discrimination. The result is a platform that works across the full spectrum of educational settings and is sensitive to the realities of those most at risk. 

Its intuitive design ensures ease of use for both those raising concerns and those responsible for managing them. Reports are triaged securely and confidentially, aligned with internal safeguarding and HR policies, and tracked from submission to resolution, all in one place. SaferSpace also features a built-in chatbot aligned to the Equality Act, allowing staff and students to check whether their experience may constitute a breach of equality law or relate to one of the nine protected characteristics. This provides users with clarity and confidence, especially when dealing with complex or sensitive issues. 

Whether submitted anonymously or not, every report is taken seriously, enabling institutions to respond consistently and supportively. 

Oversight and accountability at every level 

For governors, senior leaders, designated safeguarding leads, safeguarding and HR teams, SaferSpace acts as a central hub for governance. Real-time dashboards provide a clear view of reporting activity, trends across campuses, case progress, and response times. 

This level of visibility helps institutions identify emerging issues, allocate support effectively, and demonstrate compliance with internal policies and external frameworks. In large or multi-campus institutes, where information can become siloed or inconsistent, SaferSpace offers a reliable, secure system of record. 

The impact: a culture of safety and trust 

SaferSpace supports the creation of environments where staff and learners alike are free from harm, harassment and intimidation, whether physical, psychological or digital. It sends a clear message: speaking up is supported, taken seriously, and leads to meaningful action. 

This is about more than safeguarding. It’s about establishing a baseline of safety and mutual respect, one where everyone knows inappropriate behaviour will be addressed, not ignored. 

By embedding SaferSpace into institutional culture, education providers can move from reactive to proactive, from firefighting issues to preventing them. 

Set the standard: join the first wave of SaferSpace adopters 

SaferSpace is launching across the education sector, with several early adopters preparing to roll out the platform in advance of the new academic year. Further education colleges, sixth forms, training providers and higher education institutions are all being invited to lead the way in transforming how safety, safeguarding and reporting are managed within their organisations. 

With growing scrutiny from regulators such as Ofsted, the Office for Students, and the statutory requirements under the Prevent Duty, both FE and HE institutions are expected to show that they can identify and respond to concerns quickly, fairly and consistently. SaferSpace is built to meet these expectations head-on, offering a unified platform that enables individuals to speak up, and equips institutions to take informed, accountable action. 

For universities, the platform supports evolving sector-wide efforts to address harassment, misconduct and wellbeing. For colleges and training providers, it offers a clear, centralised system for meeting inspection criteria, strengthening governance, and protecting both learners and staff. In every setting, it helps education providers demonstrate a culture where safety is embedded, not assumed, and where accountability and care go hand in hand. 

By adopting SaferSpace, institutions can demonstrate sector leadership, set a new benchmark for compliance and transparency, and take proactive steps toward creating environments where everyone can learn and work free from harm. 

Learn more 

SaferSpace is now open for demo bookings and early implementation planning. To find out more, visit www.saferspace.io, or speak directly with our team. 

Because every member of your community deserves to feel safe. And every institution deserves the tools to make that possible. 

Immigration white paper: What it means for FE and skills

Ministers are set to significantly increase the tax rate on the Immigration Skills Charge and enforce stricter English speaking rules on migrants, it was announced today.

A new levy is also on the cards for higher education providers’ income from international students with funds raised “to be reinvested into the higher education and skills system”.

The proposals were laid out in a government white paper that aims to “restore control” over the immigration system.

Prime minister Keir Starmer claimed this morning that his government “will end the chronic underinvestment in domestic skills that has hindered economic growth” to reduce reliance on migrant workers.

The white paper pointed out that England’s economy has been “distorted by perverse incentives to import workers rather than invest in our own skills”, going on to name sectors like engineering where “apprenticeships have almost halved while visas doubled”.

It added: “At a time when skills matter more than ever to the economy and people’s employment prospects, there has been a long-term lack of coordination or investment to deliver the skills and capabilities our economy needs. Alongside this, training by employers has fallen, and investment in adult education has been cut.”

The words come as the Department for Education plans to cut its adult skills fund budget by about 3.7 per cent in 2025-26.

Here are the key policies from today’s white paper that impact the skills sector:

Immigration Skills Charge to rise by 32%

The government will increase the tax employers have to pay to bring in workers from abroad by nearly a third.

The Home Office brought in the immigration skills charge (ISC) in April 2017 to “incentivise” the training of British workers and income raised would be directed towards programmes that “address skills gaps” in the UK workforce.

Receipts from the charge have exponentially grown every year and have brought in a more than £1.5 billion of funding.

The white paper said that the ISC has not been increased or “subject to a comprehensive policy review since its introduction”.

Labour therefore said it would therefore increase the tax by 32 per cent for the first time, to bring ISC rates in line with inflation.

Small businesses or charities will now have to pay £480, up from £364 for the first 12 months of hiring a migrant, and then £240 (originally £182) extra every additional six months.

Medium to large “sponsors” will now pay in £1,320 for the first year, up from £1,000, and £660 for the subsequent six months, up from £500.

“The immigration system must be linked to skills and training requirements here in the UK, so that no industry is allowed to rely solely on immigration to fill its skills shortages,” the paper said.

The white paper added that ISC funding will be used at the upcoming spending review to “support skills funding for priority sectors” that will upskill UK workers and “reduce reliance on migration in the medium term”.

A previous FE Week investigation found the government could not specify how it was meeting its pledge to reinvest the income from the tax into the upskilling programme.

It is not clear when the new ISC charging rate will come into force.

Stricter rules for language proficiency

People wanting to move to the UK will be required to speak a better level of English under new rules outlined in the white paper.

The new requirements will require skilled workers and dependants to have higher language levels if they wish to apply for a visa or settle in the country.

According to the whitepaper, cross government work will make it “easier” for people needing additional help to access classes, but those wishing to extend their stay in the country must also show “improvements over time”.

There was however no mention of ESOL (English for Speakers of Other Languages) teaching in the white paper.

It said: “Those who wish to build their lives in the UK need to learn to speak and understand English so they can integrate into life in this country by getting a job or improving their prospects at work, accessing and making good use of local services, becoming part of community life and contributing to society.”

Currently, skilled workers must have a B1, or ‘intermediate’, level of English to gain a visa. This requirement will be increased to B2, or’ upper-intermediate’ – the fourth of six levels used to measure a person’s language skills.

For the first time all adult dependants of workers and students will need to show level A1, the most basic level of proficiency, if they want to stay in the UK.

Anyone wishing to extend their visa must show they have progressed to A2, the second level, or to B2 if they wish to settle permanently.

Citing 2021 census data, the government argues good language skills are linked to people being in full time and higher skilled worked. 

The paper argues that 70 per cent of people with proficient English were employer or self-employed, compared to 50 per cent for those who couldn’t speak the language well or at all.

Communication is “essential” to performing civic duties as well as social connections, while lack of communication skills risks isolation and “poor integration”, the paper adds.

International student levy

Higher education providers could be made to pay a new international student levy to “share the benefits” of the estimated £20.65 billion generated by overseas students for UK universities.

The white paper said there has been a “rapid increase” in sponsored study visas at lower-ranked education institutions, driven by a “rapid increase in international students applying for master’s degrees in the UK”. UK visas for universities globally ranked between 601 and 1,200 increased by 49 per cent between 2021 and 2023; whilst visas for top 100 universities fell by 7 per cent over the same period, according to the document.

Meanwhile, the “stay rate of migrants” – the proportion who choose to, and have legally been able to, remain in the UK over the long-term – has shot up. More than half of students arriving in 2020 still held leave after three years, the highest level on record, the white paper said.

There is little detail on who will pay the proposed levy and how much it will raise. Funds from the proposed levy, which will be set out in more detail in the Autumn budget later this year, will be “reinvested into the higher education and skills system.”

This comes alongside stronger rules for institutions sponsoring student visas in a bid to “prevent misuse”.

Thresholds that sponsoring institutions need to meet around course enrolment and completion rates will increase.

Known as the Basic Compliance Assessment (BCA), providers currently have to evidence a 90 per cent course enrolment rate and 85 per cent course completion rate. Those thresholds will rise to 95 per cent and 90 per cent respectively.

“It is clear the current thresholds are too lenient and have left the route open to abuse and exploitation,” the white paper said.

Sponsors will also be publicly rated along a new red, amber, green system according to their BCA compliance.

Failure to comply with at least one BCA measure can result in a provider’s sponsorship license being revoked.

Mandatory workforce strategies

The white paper added little to Labour’s general election manifesto pledge to require sectors with high levels of foreign workers to produce domestic workforce strategies.

A new quango, the Labour Market Evidence Group (LME Group), linked to Skills England, will set out which sectors will be required to produce such plans. Health and social care and construction are the only two sectors currently flagged.

Employers in in-scope sectors will be “expected to comply” with the workforce strategies, which the white paper states will set out “steps to be taken on skills, training, and broader conditions” to reduce reliance on overseas workers by training up domestic workers.

We don’t know who will take the lead on developing these plans, when they will come into force, or how they will link to the government’s skills reforms, such as the growth and skills levy and adult skills fund.

Who cares?

Overseas recruitment for social care visas will end in 2028.

The system has been open to abuse and worker exploitation, according to the white paper, with employers failing to do enough to train UK workers.

Concerns over poor pay and conditions in the sector are set to be tackled by new “fair pay agreements”, but the white paper falls short of detailing any new skills or training interventions.

An FE Week investigation last year found hundreds of training providers had abandoned offering apprenticeships in adult care, and some specialist providers had even gone bust.

Historically low funding rates for the apprenticeships were in part to blame, but chronic workforce shortages, low pay and high staff turnover also made the programmes unviable.

Alongside, skilled worker visas will be reserved for degree-level and higher-earning occupations.

Since 2020, skilled worker visas were available in certain occupations with skills requirements at level 3, or A-level standard. It was level 6 (degree-level) before that.

The government said the number of visas has nearly doubled since the threshold was lowered, with a “far higher proportion of lower-skilled workers”.