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Country’s only ‘inadequate’ FE college improves to ‘good’

Croydon College has lifted its Ofsted grade to ‘good’ in all areas following an ‘inadequate’ grading last year due to concerns about behaviour.

The college, which has more than 2,700 students across two campuses, has taken “effective actions” to improve the quality of its education, behaviour and attendance, inspectors said.

This has resulted in “notable improvements” and led to “increased and high achievement rates”, good behaviour and improved attendance.

This means no further education colleges are now graded ‘inadequate’ by Ofsted.

Croydon’s report, published today, said since the last inspection the college has also improved its personal development curriculum, previously described as “limited” in delivery.

‘Extremely proud’

Caireen Mitchell, principal and chief executive officer of Croydon College, said: “We are absolutely delighted with the overall rating of ‘good’ for the college.

“Our teachers do this job because they want to make a difference to the lives of young people, they want them to succeed and do well in whatever career they choose, and I am extremely proud that this has been reflected in the Ofsted report.

“As a team we are committed to creating a safe and effective learning environment for our students and we will continue to improve and develop as an education provider that the communities of Croydon and Coulsdon can be proud of.”

In May last year, Ofsted dealt the college a grade four report to the “surprise” of its leaders.

This made it the first general FE college in the country to receive the lowest grade since the watchdog launched its 2019 education inspection framework.

The mixed report issued ‘inadequate’ judgments for leadership and behaviours, some of which it described as “inappropriate”, and ‘requires improvement’ for four areas including quality of education. It issued ‘good’ judgments for apprenticeships and adult learning programmes.

An FE Commissioner team visited the school two months later, and said the college should “harmonise cultures” with Coulson Sixth Form College, which Croydon College merged with in 2019.

‘Marked’ improvements

Ofsted has now found that staff have set “high standards” for behaviour at both campuses, with learners presenting as “polite, courteous and respectful”.

It added that Coulsdon’s achievement rates have “increased markedly” and its special educational needs and disabilities students “enjoy a much-improved curriculum”.

It also praised the college’s “experienced” teachers for using “effective teaching strategies” and giving good support.

But better teacher training has resulted in “improved” achievements in subjects such as health and social care, A levels and GCSE maths, although subjects such as sports, hairdressing and engineering “have not improved sufficiently”, inspectors said.

Governors are now “effective” at holding senior leaders to account through “accurate reporting and data”, which the FE Commissioner suggested needs to be managed more effectively.

Learners also told inspectors the college is “a safe haven”.

According to Ofsted data released last year, 91 per cent of general FE Colleges held a ‘good’ or ‘outstanding’ judgment.

Are we running out of STEAM?

In the world of industry that lies beyond education, the compartmentalisation of subjects created by our current education system does not exist. Professionals who excel in their fields present a rich mixture of specialist knowledge and skills, complimented with personal attributes such as problem-solving, resilience, collaboration skills, communication skills, innovative thinking . . . the list goes on. We know that people who regularly access their creativity present these attributes in abundance.

I sat down with my sister Fleur Moseley, a medical communications consultant and director of Little Orange Puppy, an organisation specialising in the development of strategies, communications and education for the pharmaceutical sector, to learn how creativity and science collide and combine in her career. Moseley begins by highlighting the importance of storytelling in the medical science industry.

“In my work there is a lot of evidence and high-level science involved, and the question is, how do we create stories that are memorable? Stories that are simple but still scientifically accurate and credible. It is about taking a wealth of information and transforming it into something that different audiences can understand and follow.”

Moseley goes on to explain how creativity enables her company to transform complex scientific data into accessible formats that allows an identified audience to develop the required level of understanding to facilitate change. Often a change that will significantly improve, if not transform, their life.

“Fundamentally, this is about identifying what needs to change to optimise someone’s health, whether that’s their own actions or someone else acting on their behalf. A lot of this involves creative problem-solving: understanding what people are currently doing, what they should be or need to be doing, and what obstacles are preventing them from making those changes. It’s about creating programmes that identify these barriers to optimal behaviour or health management, then developing educational resources, evidence, or practical tools to help people reach those goals. So, I see this as creative problem-solving, looking at a problem from various angles.”

In addition, Moseley expands on how using more illustrative ways to present data and analytics can increase information impact and understanding.

“Visualisation of data can take many forms, and you see examples in the news when they present graphics to show how scientific data are changing.”

The importance of graphic imagery as a powerful communication tool is a sentiment shared by biologist Michael Dickinson, founder of the Dickinson Lab at The California Institute of Technology. Dickinson has dedicated his career to studying how flies fly, developing a reputation as a leading expert in the complex feat of insect flight. In 2013, he presented a TEDx talk hosted by Caltech, within which he exhibited some of the extensive illustrations he has created to capture and share his findings. Dickinson shared some thoughts about the crucial role visual communication plays in his scientific work and teachings.

“Visual communication is an absolutely essential part of my work. I cannot really comprehend anything without being able to sketch a picture of it. I can convey my ideas to colleagues much more effectively in a picture or movie than I can in words.”

He goes on to talk about the power of the visual image within learning and retaining information: “It is the pictures in textbooks we remember, not the words. For me, art, history, and literature are as important a part of science as math and chemistry.”

The testimony of both of these experts suggests that mastering and embedding creative skills within an industry specialism can not only help to sustain individual practice but encourage the breaking of conventions, the formation of new ideas and a more effective communication of knowledge to others. It is only in this sharing of knowledge does all humanity benefit from the endeavours of the individual.

So, what does this mean to us as policy-makers, education institution leaders and as educators? It is our responsibility to create an educationally developmental experience for our young people that best prepares them to succeed in their professional lives, regardless of what sector they choose to work within.

As the custodians of education, it is imperative that we break subject silos, fostering instead an interdisciplinary learning model that collaboratively explores how arts and creativity can be interwoven within STEM subjects. The perception is often that the creative arts has to fight for its place in the conversation. However, a more effective approach would be for STEM subject-leaders to proactively explore how to embed creative arts within curriculum design, delivery and assessment.

Perhaps the next time there is a quiet moment in the laboratory, computer room, or workshop, take a stroll along the creative arts corridor, come find an arts educator, and let’s have ‘A’ conversation.

For more fascinating insights into creative arts education, join us at the Teach Inspire Create Conference on Friday 22 November where UAL Awarding Body will be hosting leading educators and creative industry professionals. From inspirational keynote speeches on the use of ethical AI to workshops with innovative companies exploring AR & Storytelling to youth empowerment and climate action, as well as an exclusive panel discussion about how to connect creativity with the curriculum, this conference is a must for all educators. Book your space here.

Winners of Mayor of London Adult Learning Awards 2024

England’s largest community education college has been named London’s most inclusive provider of adult education.

City Lit is among ten inspirational winners recognised at this evening’s Mayor of London Adult Learning Awards, sponsored by Ascentis and FE Week.

The college won the award for its Centre for Deaf Education, one of only a handful of dedicated specialist education services which has been serving the Deaf community for over a century.

Courses include British Sign Language, English, maths and digital skills for Deaf people, lipreading and managing hearing loss; and support for Deaf students accessing mainstream courses. An FE Week feature earlier this year highlighted the fascinating heritage of the centre.

Speaking at the ceremony at London’s City Hall, deputy mayor for business and growth Howard Dawber, said: “We want this city to be a city where everybody can get on, where there’s a route for you to take part in all this economic activity going on.

“That’s why these awards today reflect the importance of innovation, it’s about trying things out and making an effort”

Working Men’s College (WM College) advanced English for Speakers of Other Languages practitioner Sam Pepper was named the winner in the inspirational tutor in adult education category.

Pepper’s nomination caught the eyes of the judges for his extensive knowledge and contagious passion for ESOL teaching.

Pepper’s portfolio includes teaching level-1 classes in the evenings to working adults, community ESOL for parents at a primary school, and digital ESOL courses he’s developed with his team.

“I get a lot of joy from supporting learners in their learning journey and helping them find their feet as residents of London,” he said. “I am grateful to be part of a thriving learning community through a job I find stimulating and which serves the needs of local people.”

Student Stephanie Webber won the learning for personal progression award. Webber has overcome harrowing personal obstacles to become the “happy and confident” learner she is now, on a level 4 counselling diploma at Barking and Dagenham College.

Living through 40 years in a cycle of abuse alongside learning difficulties and a chronic pain condition, it was a key worker in a women’s refuge that sparked Webber’s passion for learning. A level 2 counselling course at Redbridge Institute of Adult Learning gave her the confidence and sense of purpose to move on with her life, passing the level 2 and the level 3 course. She now plans to pursue a degree in counselling and psychotherapy, followed by a PhD.

The apprenticeship employer of the year award went to London Ambulance Service NHS Trust for the third year in a row.

It began its apprenticeship programme in 2018 to help alleviate paramedic workforce shortages. It boasts the highest results among all ambulance services, with 97 per cent staying with the service after a year of completing, and 66 per cent progressing to degree apprenticeships.

See below for the full list of winners and highly commended finalists:

Ofqual demands ‘honesty’ in new rules for awarding organisations

Awarding organisations could be called out for being “dishonest” or criticising their competitors under new enforceable rules proposed by the qualifications regulator.

New so-called “principle conditions” will be added to Ofqual’s already 100+ page rulebook for awarding organisations, subject to a consultation launched today.

Six principles, one of which requires awarding organisations (AOs) to “act with honesty and integrity”, will be added to Ofqual’s general conditions of recognition (GCR), which the regulator claimed will help AOs make decisions in “new, unexpected or novel situations”.

The principles include acting “with honesty and integrity”, ensuring qualifications “are fit for purpose”, and “where possible, promote public confidence in qualifications”.

Ofqual’s GCR is its rulebook for AOs. It regulates who can run AOs, how qualifications should be developed and titled and even where the Ofqual logo should go on certificates.

Breaches to the GCR can result in sanctions ranging from mandating certain improvements, to financial penalties and removing the AO’s powers to award qualifications.

Ofqual declined to comment when asked if it was bolstering its rules in the wake of recent fines and regulatory actions taken against awarding organisations such as City and Guilds, Pearson and NCFE.

The regulator admitted its expectations on awarding organisations haven’t changed, but stressed the new rules will help awarding organisations make decisions by “removing regulatory uncertainty”.

‘Potential’ burdens for awarding organisations

Sir Ian Bauckham, Ofqual’s chief regulator, said: “These principles will play an important role in helping Ofqual secure standards and public confidence in qualifications.

“While the principles are new, the concepts and expectations they articulate already underpin our rules.

“They will provide additional support to help awarding organisations’ decision-making and can apply at both strategic and operational levels.”

The consultation acknowledges awarding organisations will face “some additional burden” from the new principle conditions. Ofqual believes this is “justified”.

It states: “The long-term benefits to awarding organisations, and to Ofqual, of a clearer understanding and more consistent interpretation of the framework will outweigh the potential short-term burden of familiarising and ensuring the principles are met.”

This comes as several awarding organisations introduce inflation-busting exam fee hikes for their qualifications, adding costs to colleges and providers.

Rob Nitsch, chief executive of the Federation of Awarding Bodies, told FE Week: “The headline principles reflect a best practice that FAB’s members would recognise.

“However, we will be looking closely at the potential impact and especially the additional regulatory burden that the proposal will generate, which we know is a very significant matter of concern for the industry.”

Public confidence in all qualifications

If agreed, awarding organisations will be issued statutory guidance which will set out examples of incidents that constitute a breach of the new principles.

For example, “not taking sufficient care about the accuracy of information that the awarding organisation provides to Ofqual and users of qualifications” would be considered a breach of the first principle, “act[ing] with honesty and integrity”.

Incidents which see results delayed to students, or running negative advertising campaigns against competitor qualifications, could see AOs in breach of principle 4: “Maintain, and where possible, promote public confidence in qualifications.”

Ofqual’s proposed guidance on this principle specifically states its expectation to maintain and promote public confidence in all qualifications, not just the ones they award.

Ofqual’s existing rules already require awarding organisations to make sure qualifications are fit for purpose. A new condition, and guidance, is now proposed as one of the six principles which says: “An awarding organisation must ensure that each qualification that it makes available, or proposes to make available is, and continues to be, fit for the purposes for which it is intended.”

The consultation closes on February 12, 2025.

Ofqual’s proposed six principle conditions

An awarding organisation must:

Act with honesty and integrity
Treat learners fairly by acting and taking decisions with due impartiality and based on appropriate evidence
Ensure that each qualification that it makes available, or proposes to make available is, and continues to be, fit for the purposes for which it is intended
Act in a way that maintains and, where possible, promotes public confidence in qualifications
Act in an open, transparent and co-operative manner with Ofqual and, as appropriate, with users of qualifications
Conduct its activities with a proactive approach to compliance with its Conditions of Recognition

Ofsted ‘falling short’ on improving FE, researchers claim

Ofsted is “falling short” on its aim of being an “intelligent and proportionate force for improvement” in further education (FE), research has suggested.

Researchers for The Edge Foundation and from University College London surveyed and interviewed 53 stakeholders from FE colleges, sixth form colleges, adult learning institutes and specialist colleges.

The research, published today, found that negative impacts of the education watchdog’s inspections are “more numerous than the positive ones,” especially in colleges serving disadvantaged communities.

Negative impacts include “unsustainable or harmful levels of burden,” heightened anxiety among staff, and a focus on metrics that detract from meaningful improvement efforts.

Educators – quoted anonymously – also report high-stakes inspections are affecting staff retention, with some saying, “inspection ends people’s jobs,” pushing valued teachers out of the sector entirely.

However, researchers also found that inspections had positive impacts, such as giving a “stamp of approval or quality assurance”, boosting confidence and good marketing for attracting students and parents.

Research on FE impact ‘scarce’

Overall, the academics found a “scarcity” of research on the impact Ofsted has on further education and skills sector.

However, all 14 studies they did find “raised concerns” about the negative effects of inspections.

The report said studying the impact of Ofsted on FE and skills is “crucial” for delivering “skills and social justice agendas”, given that the sector educates students from disadvantaged backgrounds, with lower education achievement levels, and a higher risk of dropping out.

Under new chief inspector Martyn Oliver, Ofsted has said it wants to put vulnerable and disadvantaged children “at the heart of what we do”.

Reduce ‘high stakes’ inspections

Some stakeholder suggestions such as stopping the “reductionist” overall grade, are already being implemented by the watchdog following the Big Listen consultation earlier this year.

The education watchdog is reforming its inspection framework ahead of the rollout of new inspection report cards, which will be tailored to FE and skills, as well as starting a new ‘academy’ for training inspectors.

However, other suggestions put forward include reducing the “high stakes” nature of inspections, potentially by not publishing outcomes, some stakeholders suggested.

Making inspections more “developmental and advisory”, rather than judgmental, could also proposed to foster a more collaborative environment, researchers were told.

Stakeholders also said inspectors should extend their visiting time and their reports could be “expanded” to provide detailed feedback on improvements.

Colleges ‘sidelined’

Anne Murdoch, senior adviser in college leadership at the Association of School and College Leaders, said: “This research demonstrates that those working in FE colleges share many of the same frustrations with Ofsted as their counterparts in the school sector.

“It is therefore disappointing that some of the recent positive changes, such as the removal of single headline grades, currently apply solely to schools in the state sector with no timescale for a wider rollout.

“We strongly encourage the DfE to consult with colleges and other settings as a matter of urgency about how to improve inspection for them in the short term, ahead of the introduction of the new accountability system based on report cards.”

Murdoch added: “FE colleges have felt sidelined in decisions about accountability. It’s vital that the new system is based around an agreed set of standards following consultation with the whole of the education sector.”

Ofsted was approached for comment.

Replace GCSE maths resits with new foundation course, says OECD

The government should replace GCSE maths resits with a new foundation level course, the Organisation for Economic Co-operation and Development (OECD) has said after warning the “bar is unachievably high” for some students to pass.

The organisation, which runs the influential PISA tests, today published a report analysing the performance and participation of maths in England.

It found England’s share of young people studying maths up to the age of 18 is among the lowest in the OECD’s 38 member countries – in part due to a “limited range” of options for continuing the subject in post-16 education.

The report comes amid the government’s curriculum and assessment review, which FE Week understands will make a recommendation on whether to continue with the current forced resits policy for 16-year-olds who fail to achieve a grade 4 pass in GCSE maths.

Chaired by Becky Francis, the call for evidence for the review runs until November 22.

Here are the main points from today’s OECD report.

Low post-16 maths participation

The OECD found that at least half of students typically study maths to 18 across most of the organisation’s member countries, compared with just 16.5 per cent of 16-18-year-olds in England.

Data used in the report for 2018/19 showed almost a third (29.8 per cent) of students studying maths at 16 to 18 were those who did not have at least a grade 4 at GCSE and are required to continue studying the subject as a condition of funding.

‘Unnecessarily high bar’

The high share of young people not attaining a grade 4/C in GCSE maths – almost a third in 2023 – “might suggest that the bar is unachievably high for some students”, the OECD said.

It found that the breadth and depth of maths GCSE is comparable to other mathematics programmes reviewed for this report – such as the “basic scope mathematics” in Poland and the “H1” mathematics in Singapore.

However, England’s students taking GCSEs are “comparatively younger” than their counterparts in Poland and Singapore as they have just two years to cover the GCSE content from age 14 to 16, compared to four years in other countries.

The report said that while setting high and demanding expectations for students is “important”, it is also “critical” that expectations are “achievable and reflect the mathematics that young people are likely to need in work and education post-schooling”.

Limited choices

In England, students who do continue with maths after age 16 take the subject at A-level and are usually “very high performers”, suggesting that the options “cater to a small elite group”.

In 2015, England introduced Core Maths to meet the needs of a wider range of young people who wish to continue studying maths until 18 but participation “remains low”. In 2023, just 1.9 per cent of 19-year-olds achieving a post-16 or level 3 qualification achieved Core Maths.

There was no mention of England’s functional skills offer in the OECD’s report.

Canada, Denmark, Ireland, New Zealand, and Singapore were highlighted by the OECD for providing a “far wider range” of different maths levels and options to “serve varied interests, needs and future aspirations among students”.

The report said: “Importantly, the diverse range of options to continue engaging with mathematics until the end of upper secondary creates a perception and expectation that the subject is for everyone.

“In these systems, mathematics is not compulsory for the duration of upper secondary education for all students, yet participation rates are high, with around at least half of young people continuing to study maths until the end of upper secondary, and sometimes almost all students choosing to do so.”

Foundation course should replace resits

The report found systems in multiple other countries provide a maths programme or course at a lower level of demand than England’s foundation tier maths GCSE.

These include systems with “strong” performance and participation in maths such as Austria, Denmark and Singapore.

The OECD said providing maths that is “more accessible” could help to improve motivation and engagement in England.

It recommended that policymakers review maths options to “ensure that they meet the needs of at least three different student profiles” across 16 to 18s.

The government should consider a “foundational level course for those who do not achieve at least grade C/4 at GCSE to continue building their core mathematics knowledge and skills (replacing GCSE re-sits),” the report said.

What FE thinks of Ofsted – and how to improve it

As we embark on the most significant social and economic transition since the industrial revolution, there is growing recognition of the further education and skills (FES) sector’s importance for upskilling young people, reskilling existing workers, driving productivity and promoting social justice.

Despite this, there is limited research into what works well and what requires improvement. In particular, the FES sector has faced huge challenges relating to external accountability through Ofsted and its education inspection framework (EIF).

Following recent debate and scrutiny around Ofsted, there is a strong appetite for improving the inspection regime.To achieve this, understanding the impact of inspections on FES institutions is critical.

To that end, the Edge Foundation is today publishing a new report, Ofsted Inspection in the General Further Education and Skills Sector in England, led by Dr Bernie Munoz-Chereau at UCL Institute of Education.

The study aims to add missing voices to the debate around the impacts, benefits and disadvantages of Ofsted inspections in the FES sector, addressing a gap created by limited academic research in this area.

Key findings

The study includes a detailed literature review and combines qualitative and quantitative data collection and analysis. This has provided a robust understanding of the issues surrounding inspections in the sector.

Our comprehensive study explores the perspectives of 53 stakeholders – including tutors, governors, middle managers and senior leaders across various types of FE colleges – and how they feel Ofsted inspections have positively and negatively impacted their institutions.

In terms of benefits, participants noted that Ofsted inspections serve as a stamp of approval and quality assurance, enhancing their institutions’ reputation, boosting self-assurance among staff and acting as a marketing tool to support student enrolment.

However, significant concerns were also raised about the negative effects of inspections. Increased workload, detrimental impacts on staff wellbeing, challenges with staff retention and constraints on innovation were common themes.

Additionally, while many participants acknowledged the improvements brought by the Education Inspection Framework (EIF) in 2019 – such as a greater emphasis on curriculum quality and student learning – they criticised its reductionist approach.

Many expressed concerns that the EIF can lead to subjective judgments and unintended consequences that overlook the complexities of their college environments.

Furthermore, participants more or less unanimously agreed that one-word judgments failed to adequately reflect their hard work and that they would welcome a shift towards inspection reports as supportive documents to help colleges improve.

The full report contains extensive details on these and other findings, including specific examples and participant feedback.

Recommendations for improvement

When scrutinising any system, the temptation is to focus solely on what does not work. However, we must also recognise Ofsted’s vital quality assurance role.

With this in mind, our report emphasises five policy and practice recommendations made by participants. These build not only on what does not work well but on what does. The hope is to bring nuance tob the broader discussion around Ofsted’s role.

1. Reduce high-stakes nature of inspections

To create a more supportive environment for improvement, it is essential to lessen the high-stakes atmosphere around inspections.

Participants suggested that reducing the consequences associated with inspection outcomes – such as public reporting or potential college closures – would help produce a more constructive atmosphere where FES institutions can focus on genuine improvement.

2. Make inspections developmental and supportive

Many stakeholders called for a shift towards advisory inspections that are non-judgmental and supportive. Doing so would seek to enable institutions to openly share best practices and seek guidance rather than facing punitive measures.

3. Remove overall grades

Participants advocated for eliminating one-word judgments altogether. Others also favoured a more nuanced assessment approach to recognise individual departments.

Highlighting the need for a more detailed evaluation process, one respondent noted: “Each department has strengths and weaknesses and staff feel that their department is not recognised in the overall Ofsted reports.”

4. Expand inspection reports

There was a strong consensus that inspection reports should become more explanatory and tailored towards improvement strategies. Some suggested that more detailed reports with contextual information around grading would provide institutions with clearer guidance on how to effectively enhance their practice.

5. Extend inspection visits

Allowing inspectors more time to engage with institutions could lead to a deeper understanding of their unique cultures and challenges. Participants suggested that extended visits would enable inspectors to observe practices holistically rather than rushing through assessments.

This report is timely, coinciding with intense scrutiny around the inspectorate’s current methods. The new Labour government recently scrapped overall single-word Ofsted judgments in the school sector, highlighting a potential shift towards a more nuanced, supportive framework for evaluating educational performance.

FES faces many challenges including funding disparities and the need for urgent skills development to meet local labour market demands. The sector also faces a huge staff retention and recruitment crisis.

A less punitive and more supportive Ofsted could tackle this by reducing the number of staff leaving the sector.

One thing is certain: there is growing recognition of the need for transparency and a continuous improvement mindset across educaiton. We hope this new report will offer valuable insights for educators, policymakers and other stakeholders.

Download the full report here

Apprenticeship giant Kaplan secures Ofsted upgrade

England’s largest financial services apprenticeship provider has been upgraded to a ‘good’ Ofsted rating.

Kaplan Financial Limited was praised by the watchdog in a report published today that highlighted “comprehensive” apprenticeships, “suitable” quality improvement strategies and a reduction in the number of drop outs.

Inspectors found that apprentices are “enthusiastic…enjoy a calm and comfortable learning environment”, develop relevant professional behaviours and become “credible and competent professionals”.

Kaplan was hit with a second consecutive ‘requires improvement’ verdict in 2022. Between that inspection and this latest visit, the number of apprentices in training at the provider has fallen from 11,500 to just over 8,000.

Today’s report resulted in ‘good’ judgments in four of five fields, with an ‘outstanding’ for personal development.

Stacey Fitzsimmons, Kaplan’s chief operating officer, said: “A focus on the recommendations in Ofsted’s 2022 report combined with significant investment in our talent coaches and tutors, with support from colleagues in every function and at every level have contributed to this impressive outcome.

“Their expertise, dedication and care have created a sector-leading apprenticeship offer.”

Kaplan delivers apprenticeship training to mostly adults working at big-name employers such as Microsoft, Cisco and HSBC.

Three-quarters study the popular level 7 accountancy or taxation professional apprenticeship, with the rest enrolled in apprenticeships in the professional and business services sector or the financial services sector from levels 2 to 6.

Kaplan became the highest-earning training provider in the apprenticeship levy market in 2021/22, according to latest available data, knocking Lifetime Training off the top spot after raking in over £45 million from big levy-paying businesses.

This could soon change, however, if the government goes ahead with proposed plans to level 7 apprenticeships from the scope of levy funding.

‘Clear and ambitious vision’

Today’s Ofsted ‘good’ report said Kaplan’s leaders have a “clear and ambitious” vision to develop “highly skilled” apprentices.

Inspectors found that apprentices and employers value the knowledge and skills apprentices learn, and recognise how this helps them to prepare for work and contribute to their organisations.

In the accounting curriculums, leaders provide a “comprehensive apprenticeship that teaches apprentices the knowledge and skills essential to becoming successful accountants”.

Talent coaches were praised for accurately identifying apprentices’ starting points and using these “effectively to inform their teaching”.

Tutors also use teaching strategies “effectively in well-organised sessions to help apprentices learn substantial new knowledge and skills”.

Ofsted said leaders have a good understanding of the strengths and weaknesses of their apprenticeships and have implemented suitable strategies to improve the quality of education.

The number of apprentices who leave during their apprenticeship has also started to be reduced, according to the report, which has resulted in an “overall increase in outcomes”.

Latest government data shows that Kaplan’s overall achievement rate was 55.9 per cent in 2022/23, with a retention rate of 57.4 per cent.

Ofsted noted that “too many” apprentices have been negatively impacted by changes in talent coaches.

The report said: “Numerous apprentices have undergone several changes to their talent coaches throughout their apprenticeship. These changes have created frustration, and apprentices have lost motivation because they have to re-submit work. This additional work has resulted in many apprentices continuing beyond their end date.”

Leaders have now reduced the caseloads of talent coaches and provided additional training to ensure apprentices receive a consistent experience, Ofsted added.

Leaders were however praised for “effective” subcontracting and an external advisory board with members who are “highly skilled and experienced education professionals who provide extensive challenge, insight and direction to the leadership team”.

Kathy Walton, Kaplan Financial’s CEO, said: “We are extremely proud of this result and gratified that it reflects Kaplan’s strong commitment to placing learners at the forefront of our apprenticeship provision.”

Ofsted Academy publishes first inspector training materials

The new Ofsted Academy has published its first inspector training materials as the watchdog attempts to increase transparency – but only for school inspectors so far.

FE Week’s sister publication Schools Week revealed in January that the inspectorate would establish the platform to bring together its “specialist inspection and regulation learning under one roof”.

Ofsted was criticised in 2022 for refusing to publish “aide memoires” – training guides that summarise inspection criteria – given to inspectors after some were leaked online.

Today, Ofsted uploaded the Academy’s first content – six inspector training videos.

It is part of a range of measures implemented following the ruling last year that an Ofsted inspection contributed to the death of headteacher Ruth Perry.

The watchdog had already made its mental health awareness training for inspectors available on its YouTube channel earlier this year.

But the materials released today are specifically for training school inspectors.

An Ofsted spokesperson claimed separate materials for FE and skills inspectors and other remits will be released at a later date.

“More recordings of training given to inspectors working in the other areas that Ofsted inspects and regulates will be published in the near future,” the spokesperson said.

Six videos published

Some of the videos uploaded today are from Ofsted’s spring 2024 inspector conference. They include an introduction from national education director Lee Owston.

Other videos set out how inspectors can set off “on the right foot”, how to get “beneath the surface” and understand context and impact and how to inspect attendance “well”.

There are also general training videos from the early autumn term that set out how to inspect “in the best interest of children” and about the inspection data summary report (IDSR).

Chief inspector Sir Martyn Oliver, said: “At the start of my term as His Majesty’s Chief Inspector, I committed to publishing training materials for inspectors through the Ofsted Academy.

“I’m pleased to be publishing this first collection of school inspector training today. I hope that by sharing it in context, and making our training visible, we can really open up Ofsted to those we inspect and regulate.”

The training materials are published on a free-to-access external platform.