The Hadlow Group has hit the headlines following allegations of financial irregularities and the departure of several senior leaders and governors. Now, FE Week has learnt further details of issues which brought about the FE Commissioner and Education and Skills Funding Agency investigations, as well as the fallout from the controversy.

Deputy CEO could face police probe over faking ESFA email

The deputy principal of The Hadlow Group could face a police investigation into claims he doctored government emails to claim taxpayer funding on behalf of the group, FE Week understands.

Last year, as part of an Education and Skills Funding Agency audit of West Kent College, the agency asked deputy principal Mark Lumsdon-Taylor why significant sums of funding had been claimed when no activity had taken place.

He is said to have told the agency that the claims for this additional funding had been agreed as part of transitional arrangements during the transfer of K College contracts.

The ESFA asked him for evidence proving that they had given him permission to claim this additional funding, and he allegedly presented them with an email from the ESFA, which he claimed to have received in 2014.

However, when the ESFA checked their own email servers for this email, it was found that it had been altered.

ESFA investigators found no such permission to claim additional funding could be proven – and the audit concluded with a demand for a significant sum of funding to be returned to the ESFA.

Asked whether the Department for Education had contacted the police about a possible criminal investigation into certain employees of The Hadlow Group, a spokesperson said: “We do not routinely comment on investigations ongoing or otherwise.”

In addition to his role as deputy principal, Lumsdon-Taylor is also finance director of The Hadlow Group and a trustee of the Kent Mining Heritage Foundation (which is building a museum at Betteshanger Park, which is part of The Hadlow Group).

His relationship with Hadlow College first began when he worked for chartered accountant Macintyre Hudson as its director of audit, with the college as a client, in the early 2000s.

At the time, Hadlow College was struggling financially and academically, after receiving a grade three from Ofsted.

He became finance director in 2003, before taking on a wider role at The Hadlow Group once it adopted West Kent and Ashford College in 2014.

A spokesperson for The Hadlow Group would not be drawn on the matter of doctored emails, simply stating: “Hadlow College’s board is conducting its own internal investigation and the outcomes of the investigation will determine the next actions to be taken. Until the investigation is concluded, we cannot comment further.”

Lumsdon-Taylor did not respond to multiple requests by FE Week for comment on these allegations.

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Former chair was ‘misled and lied to’

The former chair of West Kent and Ashford College’s board and group finance committee has said he was “misled and lied to”, but would not say by whom.

Paul Dubrow stepped down last month, around the same time Hadlow Group principal Paul Hannan and deputy principal Mark Lumsdon-Taylor were suspended.

Dubrow said: “I stepped down as chair of West Kent and Ashford College as it was the honourable thing to do.

“As former US president Harry Truman said: ‘The buck stops here.’

“As chair of governors, ultimate responsibility lies with me, even though the board and I were misled and lied to.

“In spite of this, I felt it the right thing to do to resign my position.”

Dubrow would not be drawn on who misled and lied to the board; but he said that evidence he has provided to the FE Commissioner proved that it had happened.

“It would not be correct of me to give any further details at this point, as the investigation is still ongoing.”

Dubrow was the only representative of West Kent and Ashford College on the Hadlow Group finance committee, which he chaired before he resigned.

He is also a director of a number of businesses based in Hadlow, Kent.

Last week, FE Week reported on how the governance of the Hadlow Group was in meltdown following the departure of a number of leaders, together with the lack of either a chief financial officer and a chartered accountant on the finance committee.

Dubrow’s departure was part of a recent raft of governor resignations from The Hadlow Group, which also included George Jessel, Harvey Guntrip and Chris Hearn.

The role of chief financial officer has now been filled by Anna Fitch, a member of the FE Commissioner’s team.

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Betteshanger: £4m failed sale and £1.2m extra cost

The Hadlow Group’s financial situation has been further thrown into doubt by revelations around the sale of a business park that never happened and building cost over-runs of £1.2 million.

According to minutes from a February 2017 meeting of the group’s finance committee, it had “negotiated a sale price of £4,000,000 for the sale of the Betteshanger Business Park to Corinthian Land”. 

The group brought in James W Rae, a real estate consultant, to market the park to potential investors, but did not put the site up for sale on the open market.

The college has confirmed this sale never went ahead and Corinthian Land’s development manager Tom Billings said he had never heard of it when he was contacted by FE Week.

However, it is understood that Simon Wright, still listed as a director at Corinthian Land, had looked into buying it with David Tugwell, a director at Corinthian Living and Corinthian Mountfield, which are also part of the Corinthian Group.

Tugwell said: “It was not something we ever progressed with and we never made an offer.”

The business park is part of the Betteshanger Sustainable Parks scheme, which will include a visitor centre and the Kent Mining Museum, all built on the 121-hectare site of the closed Betteshanger Colliery.

For the project’s former chair, the suspended deputy principal Mark Lumsdon-Taylor, the redevelopment of Betteshanger Colliery was a pet project.

In an article by the Kent Messenger Group, Lumsdon-Taylor was said to have spoken about the redevelopment of the colliery in “personal” terms.

He also spoke enthusiastically about the 175m visitor centre being “longer than the Gherkin” in London. However, his labour of love was to become another financial headache for The Hadlow Group.

It has had to spend an extra £1.2 million on the project due to the challenges of building the visitor centre on the former colliery site.

Ground tests and the length of the centre meant the group needed to use piles for the foundation, which cost more than the original plans for a raft foundation.

The cost of these changes was brought up at a Hadlow Group audit committee meeting in March 2017, which discussed whether to seek financial compensation for the initial advice the group had received about the visitor centre. According to the minutes: “This advice was not correct, leading to both a significant time delay and additional project costs.”

The committee tasked Lumsdon-Taylor to work with solicitors to find out the likely costs and returns from a settlement.

However, a Hadlow College Group spokesperson said Lumsdon-Taylor did not seek legal advice.

At an audit committee meeting in November 2017, it was agreed to defer the matter to the group board for a final decision.

Then, at an audit committee meeting in June 2018, the committee received a “route of action”, but asked for a further update in the autumn.

The group declined to comment on whether the £1.2 million costs had been written off in the overdue 2017/18 accounts.

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The over £20m ESFA transaction unit loan application that failed

A former member of The Hadlow Group finance committee was paid on sabbatical to help the group apply for more than £20 million from the Education and Skills Funding Agency transactions unit.

Originally, in February 2018, the group enlisted the help of consultancy Edscencio, co-founded by Chris Hearn, to help with a loan restructure at West Kent and Ashford College.

Hearn offered to resign from the board, but it was decided he could declare his interest at each meeting, recuse himself from any decisions concerning Edscencio, and stay on.

In July 2018, Hearn offered to resign again, as Hadlow College had requested Edscencio’s help with their application for ESFA funding to facilitate a formal merger.

But the board wanted him to return as governor at a later date, so it was agreed that Hearn would take a sabbatical until Edscencio’s work was completed.

The application was not only rejected by the ESFA, it is understood the need for funding raised significant concern with the Department for Education.

Asked about this arrangement, Hearn said: “Edscencio worked with the governors to assure that the relationship was open, transparent and declared in the register of interests.”

He only resigned as a governor a few weeks ago, and the FE Commissioner has required the group to stop working with Edscencio.

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What future for chair of board leading investigation into principal and deputy?

The future of The Hadlow Group’s top governor could be in doubt after the group refused to comment on whether the rest of the board had confidence in her.

Theresa Bruton has been on the Hadlow College board for seven years and has been its chair since 2016.

She took over from Paul Dubrow as interim chair of the board of West Kent and Ashford College, having previously been vice chair, after Dubrow resigned in February.

She is leading the investigation into Paul Hannan and Mark Lumsdon-Taylor and sits on a number of committees, as well as on an advisory group for Betteshanger Business Park, making her one of the key leaders of The Hadlow Group following Paul Hannan’s and Mark Lumsdon-Taylor’s suspension.

Asked whether the boards of both colleges had confidence in her, a group spokesperson did not address that directly.

They would only say Bruton’s term as chair of the Hadlow College will last until July, when an election for the chair and vice chair will take place.

The WKAC board, meanwhile, will decide on a new chair at its next board meeting.

The spokesperson did say: “We anticipate the FE Commissioner intervention and resulting report will involve a review of the role of the governors.”

According to her LinkedIn page, Bruton previously worked as head of regeneration projects for Kent County Council and as a director of Visit Kent.

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More bailouts or bust: FE Commissioner expected to advise this week

The ESFA clawback for claiming funds without permission, combined with the £1.2 million extra visitor centre costs and a failed application for more than £20 million in restructuring funds from the ESFA’s Transactions Unit, has left The Hadlow Group in a precarious financial position.

The FE Commissioner will meet the ESFA on Friday, ahead of a decision on whether the education secretary should continue to financially support the colleges, or let either of them go into administration.

The group has this week confirmed that it is receiving Exceptional Financial Support from the ESFA, which has demanded the return of significant amounts of funding it had previously given to Hadlow College and West Kent and Ashford College.

A Hadlow spokesperson said: “We are working closely with the ESFA to ensure we are able to meet all of our liabilities, while not compromising on the quality of the courses currently on offer at any of the Hadlow Group colleges or sites.”

Damian Hinds, the education secretary, could either finance a recovery, by loaning them money and making the college sell some of its 300-plus acres of land, or he could call in the administrators.

This would mean Hadlow College and West Kent and Ashford College could become the first to fall under the new insolvency regime, which came into force on 31 January.

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Auditing firms under the microscope in light of allegations

Questions are being asked about the two college auditors for The Hadlow Group, in light of the swirling allegations about financial irregularities.

Macintyre Hudson, the internal auditor, and RSM, the external auditor, were both asked whether either of them were investigating their role at the colleges; whether they believed they had performed their roles as auditors properly; and whether they think their own auditors failed in any way.

A spokesperson for RSM said: “It would be professionally inappropriate for us to comment on this matter.”

Macintyre Hudson declined to comment on those questions and on whether it would be re-employing Mark Lumsdon-Taylor, the deputy principal of The Hadlow Group, who resigned before being suspended last month.

He was brought in as a “troubleshooter” to help balance the books and, according to his LinkedIn page, he stopped working for Macintyre Hudson in February 2003.

Six per cent of adults with learning disabilities are in paid employment – something that specialist colleges are working hard to redress through their own enterprises, supported work experience or supported internship programmes. FE Week visits two Leicestershire colleges to see how they’re going about it

I meet Tracey Forman at the Barrow of Treats café, a four-table eatery that serves baked potatoes, sandwiches and omelettes on the high street of the village of Barrow upon Soar.

Isaac carefully records our order on an iPad that uses pictorial representations, something that makes it accessible to most students from the nearby Homefield College.

“The students who work in here will generally be able to serve customers or cook,” Forman, the college’s principal, says. “Sometimes we have students who wouldn’t be able to cope with this environment.”

We don’t have many traditional classrooms; we are about accessing the community

Those students might work in one of 14 sites – including a sweet shop, internet café and various houses – that make up the Leicestershire college that educates 73 students with social, emotional and mental health needs.

“We don’t have very many traditional classrooms because we are about accessing the community,” Forman explains. “We don’t tend to do a whole lot of formal qualifications. We will do things that will let students access the community or access employment, or move them nearer to employment.”

The employment rates for adults with disabilities are dismal. In 2018, only 51 per cent of people with disabilities were in paid employment, compared with 81 per cent of the general population. When you drill down to those with learning disabilities, the figure drops to 6 per cent, according to the NHS.

“The employment rates are still far too low for people with learning difficulties,” says Clare Howard, the chief executive of the National Association of Specialist Colleges, when we chat about what I’ve seen in Leicestershire.

“There is an issue around the culture of making sure that we are demonstrating that this group of students could be really good for the economy, and we’ve got to demonstrate to employers how valuable that is.”

Back in Barrow, in the sweet shop across the road, 19-year-old Robert has just packed up 20 cellophane party bags with brightly coloured sweets. He’s had to calculate and count out a pound’s worth for each bag, and is now sitting at the work table facing away from the shop door, his cone-shaped creations piled high.

“Somebody who didn’t know about us would just come in and see Robert sitting there, and think, ‘What’s he doing? Why is he there?’” Forman says. “Whereas he’s somebody who needs a break every so often.

“The challenge with enterprises like this is how do you make it a good experience for the customer, while not forgetting that it’s a learning experience for the student.”
Robert doesn’t serve customers, but some students are being trained do just that.

At the Sip and Surf internet café in Loughborough town centre, Homefield students serve tea and coffee and run a print shop that produces mugs, posters and desk mats. Sheila Page, the centre manager, oversees operations.

“Even if you came in and said, ‘Can I have a cup of tea?’ they’ve got to follow that on with, ‘Would you like sugar, would you like milk?’” she says. “It’s about communication. Some of them won’t answer a telephone, but that’s what we work towards – answering the phone and passing messages on. Because it’s work skills – if you’re going to work
in a work placement or get a job, this is what you need to be doing.”

Page, who is also studying part-time for her diploma in education and training at Loughborough College, has worked at Sip and Surf since it opened nine years ago. Touch screens have revolutionised how much her students can do – they can now all use the till, for instance, and set up the designs for the mugs and mats they print.

 

Watching the transformation of some students can feel like watching the TV show Stars in their Eyes, Page says. “They walk through the door not knowing, and then they can go through the door at the end of the three years and they’ve learned all these work skills that they can take away and use in a workplace, in voluntary, whatever. And you know that you’ve helped them achieve that.”

As well as practising at the college’s own training businesses, students do work placements with businesses in the community. So how many students go into paid employment when they leave?

“The number is still very small,” Forman says. “Some of them could work, but the work placements don’t always turn into paid work.”

There’s no national reporting of destination data for the 4,200 learners in specialist colleges, with most learners remaining at pre-entry level, entry level, or level 1.

Their destinations, Howard says, are likely to be split between general FE college – having used specialist college as a stepping stone from a special school – supported living (in which case the specialist college will be training them to be independent) or into voluntary or paid work.

Those with more complex needs or health needs, or who are unable to work, will go into social care, “but we’re hopeful that the education they’ve had in college will enable savings on the social care budget,” she says.

A National Audit Office report in 2011 concluded that supporting one person with learning disabilities into employment could reduce lifetime cost to the public purse by about £170,000 and increase their income by between 55 and 95 per cent.

The estimated savings for the social care budget are about £1 million a person if adults destined for residential care are trained and supported to live in more independent housing.

Sip and Surf also functions as a drop-in centre for staff and students, which can be useful as students often travel to Loughborough with a support worker to go for lunch at Weatherspoons. Forman, sensing my scepticism over whether this kind of activity really counts as education, counters with a story of a parent who told her that what she really wanted for her son was to have lunch together in a pub.

That means, she says, that the young person must learn how to travel independently on public transport, function in a busy public place, read a menu, order food, count money.

“Sometimes they will arrive with us in one location, only to go off on a train somewhere because that’s the lesson for the morning. So it doesn’t take place in a room.

“For us, going somewhere to do something is part of your preparation. As you will know in your work, you do have to go places, don’t you? And you have to learn how to do that. So that’s why our strapline is ‘achievement through experience’, because everything we do is part of the learning.”

The government’s supported internship programmes, which started in September 2013, are aimed at getting more people with disabilities into work through personalised learning programmes. About 700 people are now on these internships, either through an FE college or the local authority.

Five are run by RNIB College Loughborough, a specialist sight-loss college for 73 students, adjacent to Loughborough College.

“We were built here specifically to work alongside the mainstream college,” says June Murray, the principal, a move she describes as “very progressive, very innovative” when it was founded in 1989. At the time, blind and partially sighted students might have done their A-levels in the mainstream college, with the RNIB providing additional life skills and specialist skills training.

The RNIB college now educates students with a whole range of disabilities, as a result of the shift towards the “presumption to mainstream” introduced in the Children and Families Act 2014, and an emphasis on local provision.

Murray sees this as a good thing, as long as the right kind of additional specialist support is still available: “We’re looking at student choice here, and there are a number of young people who are choosing to be in their local college, stay at home in their own community. That’s a positive thing. Providing, of course, they’re going to get the kind of wraparound support that they need.”

Unlike Homefield, RNIB operates from a traditional college campus, but it also places a strong focus on work readiness. Students can choose to work in one of the college’s five “enterprises”: the office, which provides photocopying and letter packaging services for internal and external clients; the arts centre, which makes crafts to sell; the media hub, which has recently been commissioned to create a video on people with autism for the local police authority; the Bell Bar college canteen; and Sell4U, where students process items to list for sale on Ebay in return for a percentage of the profit.

Students also do long-term work placements of two hours a week over their first two years, where they are accompanied by a learning support assistant.

Gina Hufford is the work placement officer for RNIB College and part of her job is to convince employers of the benefits of taking on students. “Obviously you do get hesitations,” she says, “and a lot of the hesitations are around their time – how much of their time is going to be taken up. But the students do go supported so it takes that pressure away from them, because they don’t need to have a buddy all the time.”

What incentives can Hufford offer the employers to invest in the programme?

“There is none really,” Murray says. “Except for the fact that we build the relationships up with them and we help them to understand that we will be very supportive. And it’s a kind of social commitment. So when you get an employer on board, they’re hugely enthusiastic. What there is, is, ‘If you give this young person a chance, we think they could be a good employee for you later’. And they are!”

Occasionally a student will move on independently. One, for instance, went on a work placement at Costa Coffee last year and is now on a supported internship with the same employer.

Supported internships, Murray says, “in very crude terms” are the equivalent of an apprenticeship for people who aren’t able to complete a standard apprenticeship. It involves one day in college studying maths and English, and two days with an employer – again accompanied by a learning support assistant.

“Obviously on the internship we want that support to be gradually pulled away,” Hufford says, “We’ve highlighted these students as able to go into paid employment, so they’re not going to have someone there all the time. Throughout the process the support kind of pulls back.”

The ideal outcome of a supported internship is that at the end of the year, the employer will take them on as a paid employee, something that is communicated from the start.
Of the five supported internships run by RNIB College last year, two led to part-time employment – about four hours a week cleaning tables at McDonalds and helping customers with queries. “That was suitable for the employer and more than enough for the students as well,” Hufford says. “There’s no stipulation on how many hours they need; it’s just an outcome for the college that we’ve got someone into paid employment, which is amazing.”

Nineteen-year-old Robbie has been competing in gymnastics for several years and wants to work in the sport. He is doing his supported internship at Hinckley Gymnastics, where he learns about setting up the equipment, helps to runs sessions, and cleans the communal areas. The club is in conversation with a provider to try to build a bespoke apprenticeship for Robbie through British Gymnastics.

We don’t want inclusion linked to the word mainstream, we want it linked to integration

These are all great examples of inclusion, Howard says, who is keen to insist that being in a specialist college doesn’t mean you’re not included in society.

“Inclusion means a lot of other things than being in mainstream. It means the sorts of things you saw at Homefield. If you look at Barrow of Treats – that’s a specialist education, but they are completely integrated within the community. So we wouldn’t want the word inclusion linked to the word mainstream, we’d want it to be linked to integration and making sure that people are well supported into their adult lives and being able to make contributions to the community. You can do that within a specialist college just as well, if not better, than you can within a mainstream.”

The FE Commissioner is pushing for a mega merger in Cornwall to secure the future of Cornwall College, which is currently surviving on government bailouts.

FE Week exclusively revealed the existence of a mysterious and confidential review of further education in Cornwall back in November, after it was requested by Cornwall Council.

It put pressure on the region’s two colleges – Cornwall College and Truro and Penwith College – to work more closely together.

The review, published today, warned that “maintaining two separate colleges in Cornwall may not bring about the best learning opportunities for all of Cornwall’s learners”.

“There is growing agreement that moving towards one single entity for provision across Cornwall could be in the best interest of learners, businesses and the wider Cornwall community,” the report said.

Instead, the FE Commissioner has recommended that the two colleges actively participate in a strategic steering group to decide whether they should become a “single entity” no later than December 2020, or find a way to deliver a “financially viable” standalone Cornwall College.

Truro and Penwith College has just over 5,000 16-18-year-old learners, while Cornwall College – which has previously been warned over falling learner numbers – has closer to 3,500.

When FE Week first revealed the review, Truro and Penwith, which is rated grade one by Ofsted, expressed concern.

A spokesperson said “several” of the draft recommendations coming out of it “do not reflect the position of governors here”.

Today’s report revealed that Cornwall College’s £30 million application to the restructuring fund was rejected by the Department for Education in May 2018, as long-term financial modelling “still showed the college incurring operating deficits in future years”. 

The Cornwall College Group, rated ‘good’ by Ofsted, is undergoing the ‘fresh start’ approach, meaning it must significantly change its business or operating model. It announced the resignation of its principal Raoul Humphreys back in November.

Dr Elaine McMahon took over as interim principal and chief executive in November.

The group received £4.5 million emergency funding in 2016/17 and £3.5 million in 2017/18. An FE commissioner assessment summary of the group, published in July 2017, said the new leadership team were not responsible for the loss of financial control” experienced by the college under the previous principal Amarjit Basi, who resigned in July 2016 with a £200,000 payout.

Back in August 2017, the post-16 area review report covering Cornwall, Somerset, Devon and the Isle of Scilly was published without recommending any mergers.

However, it did recommend “collaboration” between Cornwall College and Truro and Penwith College, including establishing a joint project group to “facilitate closer collaboration” such as the delivery of higher education, apprenticeships and provision for students with high needs.

But the FE Commissioner’s report has found the two rivals failed to work together, and said that “little progress had been made and any work on this has now stalled”.

Universities showed off their apprenticeship delivery skills this week, as one was rated ‘outstanding’ while another was judged to be ‘good’ by Ofsted.

It wasn’t so positive for independent providers however, as two were rated ‘requires improvement’ and another was judged to be making ‘insufficient progress’ in its early monitoring visit.

Teeside University was the HE provider to come out with a grade one in all areas, in its first ever inspection of its apprenticeship provision.

It trains nearly 200 level five apprentices and inspectors wrote approvingly of how senior leaders “very successfully” use apprenticeships to provide education for disadvantaged groups in the north east.

Tutors have “excellent” subject knowledge, work with employers to establish an apprentice’s starting point and use their professional experience so apprentices gain an “in-depth” understanding of their subjects.

All apprentices go on to a higher level at their employers, with more responsibility, after they finish their course, while a high proportion of use the academic credits that have been gained through their course to take higher-level qualifications.

Birmingham City University, which has 237 apprentices on mainly health education and life science standards, maintained its grade two in its latest Ofsted report.

Leaders, managers and governors have developed a strategic plan for apprentices, which contributes “effectively” towards meeting the skills gap in the health and social care sector in the West Midlands.

Leaders and managers also promote equality of opportunity and diversity, resulting in few differences in attainment between groups of apprentices.

Lecturers “skilfully” use their up-to-date nursing and clinical skills to relate theory to practice and their passion for the health sector to inspire apprentices.

Their performance was in contrast to the reports on several independent learning providers.

Catalyst Learning and Development Limited, which has 98 apprentices, scored ‘insufficient progress’ in three areas of its monitoring visit, as reported by FE Week on Wednesday.

New London Educational Trust, which has 70 apprentices, received a grade three in its first inspection.

Tutors were found to be not planning lessons to meet the needs of learners well enough, so the more able were being “insufficiently” challenged, while the less able were falling behind.

Phoenix Training Services (midlands) Limited also received a grade three from its first inspection.

Inspectors found its staff do not effectively use information about a learner’s starting point to plan learning, so learners do not develop the essential skills for their course as well as they could.

Exeter Royal Academy for Deaf Education, a specialist college, did worse – it dropped from a grade two to a grade three.

It was found that students do not develop English and mathematical skills in different settings well enough and teachers do not plan to include these skills in those different settings.

Harlow College received good news as it maintained its grade two from Ofsted.

The college, which has 5,900 learners in total, works with a wide range of organisations and employers to meet local and regional skills priorities; for example, at the Stansted Airport campus, which was covered in this week’s FE Week National Apprenticeship Week supplement.

“Governors and leaders have a clear vision and high ambitions for learners and apprentices,” Ofsted said.

“As a result, learners and apprentices make good progress and are successful in gaining employment within their chosen careers.”

In an Ofsted monitoring visit, Highbury College was found to have made reasonable progress in all four areas following a grade three report last year, which saw it drop two grades from ‘outstanding’.

Mentors are being allocated to learners who are at risk of not getting their qualifications because of poor attendance, but attendance at English and maths lessons is at about 12 per cent below that for vocational lessons.

University Hospitals Plymouth NHS Trust made ‘reasonable progress’ in all three areas of a monitoring visit.

Apprentices are reported to be ambitious, and have the confidence and knowledge they need to become useful members of ward staff.

North East Lincolnshire Council was told to continue implementing measures so it can carry on providing adult and community learning, following a grade four report in 2018.

Last year, inspectors found learners did not attend exams and this year, Ofsted reports learners’ attendance remains too low.

 

GFE Colleges	Inspected	Published	Grade	Previous grade	Progress
Harlow College	22/01/2019	06/03/2019	2	2
Highbury College	31/01/2019	06/03/2019	M	M	RRRR

 

Independent Learning Providers	Inspected	Published	Grade	Previous grade	Progress
New London Educational Trust	26/01/2019	05/03/2019	3	N/A
Phoenix Training Services (midlands) Limited	05/02/2019	06/03/2019	3	N/A
Catalyst Learning and Development Limited	06/02/2019	06/03/2019	M	M	III

 

Adult and Community Learning	Inspected	Published	Grade	Previous grade	Progress
North East Lincolnshire Council	23/01/2019	04/03/2019	M	M	N/A

 

Employer providers	Inspected	Published	Grade	Previous grade	Progress
University Hospitals Plymouth NHS Trust	06/02/2019	06/03/2019	M	M	RRR

 

Other (including UTCs)	Inspected	Published	Grade	Previous grade
Teeside University	26/01/2019	06/03/2019	1	N/A
Birmingham City University	05/02/2019	07/03/2019	2	2

 

Specialist colleges	Inspected	Published	Grade	Previous grade
Exeter Royal Academy for Deaf Education	15/01/2019	04/03/2019	3	2