Hadlow Group senior leader resigns as FE Commissioner steps in

The FE Commissioner has intervened at the Hadlow Group as its deputy chief executive hands in his resignation, FE Week can reveal.

Mark Lumsdon-Taylor, who was paid up to £210,000 in 2016/17, left his role on January 31.

He had been Hadlow College’s finance director since 2003, before taking on the wider role at the Hadlow Group in August 2016 when it took over West Kent and Ashford College.

The group has now appointed an interim chief financial officer to handle some of Mr Lumsdon-Taylor’s day-to-day duties.

Richard Atkins, the FE Commissioner, and his team are understood to have gone into Hadlow Group last Thursday, but the reason behind the visit has not been revealed yet.

It is, however, likely to be related to its finances, after the Hadlow Group told FE Week it was granted an extension for submitting its 2017/18 accounts, with a new deadline at the end of February, by the Education and Skills Funding Agency.

A spokesperson said the group’s principal Paul Hannan, who was one of the highest paid college leaders in 2016/17 after taking home a pay packet of £264,000, will be staying on for the foreseeable future.

Separate published accounts for West Kent and Ashford College and Hadlow College, for 2016/17, show a combined turnover of £45 million.

The Department for Education said: “The ESFA and the FE Commissioner are working closely with the governing bodies of Hadlow College and West Kent and Ashford College.

“As part of this, the FE Commissioner and his team are visiting the colleges.”

The spokesperson for the college group added: “The ESFA and FE Commissioner are working closely with the governing board of West Kent and Ashford College.”

The college group said West Kent and Ashford, rated ‘requires improvement’ by Ofsted, is still under an ESFA notice of concern from when it was trading as K College in 2012 which had amassed an £11 million deficit.

Following the issuing of this notice, West Kent and Ashford campuses of K College were taken over by Hadlow College, which was rated grade one by Ofsted in 2010 but hasn’t been fully reinspected since.

The Hadlow Group was formed in 2014 and also includes Betteshanger Sustainable Parks, Broadview Garden Centre, Saplings Rural Nursery and Pre-School, Hadlow Rural Community School, Produced in Kent, and Rosemary Shrager’s Cookery School.

Image: West Kent and Ashford College campus

Is your MP one of the 164 lobbying the chancellor for more FE funding?

A cross-party letter has been signed by 164 MPs and handed to the chancellor demanding an above inflation increase to FE funding in the upcoming spending review.

Co-authored by Conservative MP Richard Graham and Labour MP Nic Dakin, the letter tells Phillip Hammond that “while government policy has protected the incomes of schools and universities, colleges have been dealt an average funding cut of 30 per cent over the last ten years”.

“We believe this constraint on FE resources has had an impact on the teaching, courses and above all opportunities for young people and skills of all ages,” it adds, and describes FE as the “Cinderella” of education spending.

The letter, which was given to Mr Hammond by Mr Graham and Gloucestershire College principal Matthew Burgess on Friday, was backed by 89 Conservative MPs and 72 Labour MPs, as well as two Liberal Democrat MPs and one Green Party MP.

It adds that the chancellor’s departmental spending review is a “chance to announce an above inflation increase which would boost skills, productivity and social mobility”.

The letter follows two high-profile campaigns to boost FE funding over the last year – Raise the Rate and Love Our Colleges.

Both are calling for funding for all 16 to 19-year-olds to increase to £4,760.

Funding for 16 and 17-year-olds has been frozen at £4,000 per student since 2013, while per-student funding for 18-year-olds was cut to £3,300 in 2014.

The campaigns have been gathering momentum in recent weeks and led to over 50 MPs taking part in a Westminster Hall debate in January when members from all sides of the House of Commons called for an end to six years of real-term FE funding rate cuts.

After signing the letter, Mr Dakin said: “From my years as a college principal, I know how important this issue is. Our colleges are the engines of social mobility, transforming the prospects of our young people and delivering the skills our local businesses want.

“It is vital that the government invests in our colleges.”

James Kewin, deputy chief executive of the Sixth Form Colleges Association, said: “This year’s spending review is a pivotal one for colleges so we are pleased that so many MPs are backing calls for an increase in funding.

“If the government is serious about improving social mobility and increasing productivity, raising the funding rate for 16 to 18 year olds should be one of the Chancellor’s main priorities.”

The Association of Colleges chief executive, David Hughes, added: “There is now very strong cross-party support for the 2.2 million people who study and train in FE colleges each year. It’s vital the government helps those tasked with helping to solve the skills gap.”

Main image: Richard Graham MP handing over the cross party letter to Chancellor Philip Hammond beside Gloucestershire College principal Matthew Burgess

The 164 MPs that back the call for more FE funding:

 

Conservative

Labour

Lib Dem

Green

Richard Graham MP – Gloucester
Jack Dromey MP – Birmingham, Erdington 
Wera Hobhouse MP – Bath
Caroline Lucas MP – Brighton, Pavilion
Alex Chalk MP – Cheltenham
Christian Matheson MP – City of Chester 
Vince Cable MP – Twickenham West Derby
 
Sir Roger Gale MP – North Thanet
Lillian Greenwood MP – Nottingham South
   
Robert Courts MP – Witney
Nik Dakin MP – Scunthorpe
   
Philip Davies MP – Shipley 
Wes Streeting MP – Ilford North
   
Ben Bradley MP – Mansfield 
Diana Johnson MP – Kingston upon Hull North
   
Mark Garnier MP – Wyre Forest
Anna Turley MP – Redcar
   
Peter Aldous MP- Waveney
Melanie Onn MP – Great Grimsby
   
Andrea Jenkyns MP – Morley & Outwood 
Lisa Nandy MP – Wigan
   
William Wragg MP – Hazel Grove
Louise Haigh MP – Sheffield
   
Damien Moore MP – Southport
Gareth Thomas MP – Harrow West
   
Sir Nicholas Soames MP – Mid Sussex
Dan Jarvis MP – Barnsley Central
   
Martin Vickers MP – Cleethorpes
Karl Turner MP – Kingston upon Hull East
   
 Jeremy Lefroy MP- Stafford
Jeff Smith MP – Manchester, Withington
   
Will Quince MP – Colchester 
Stephen Timms MP – East Ham
   
Charlie Elphicke MP – Dover 
Lucy Powell MP – Manchester Central
   
Scott Mann MP – North Cornwall 
Chi Onwurah MP – Newcastle Upon Tyne
   
Richard Drax MP – South Dorset
Ruth Cadbury MP – Brentford & Isleworth
   
Mark Prisk MP – Hertford & Stortford
Vernon Coaker MP – Gedling
   
Maria Caulfield MP – Lewes
Daniel Zeichner MP – Cambridge
   
Dr Sarah Wollaston MP – Totnes 
Alex Cunningham MP – Stockton North 
   
Neil O’Brien MP – Harborough
Paul Blomfield MP – Sheffield Central
   
Dr Julian Lewis MP – New Forest East
Alex Sobel MP – Leeds North West
   
Dame Caroline Spelman MP – Meriden
Jonathan Reynolds MP – Stalybridge & Hyde
   
Andrew Percy MP –  Brigg and Goole
Stephen Kinnock MP – Aberavon
   
Boris Johnson MP – Uxbridge & South Ruislip 
Dr Alan Whitehead MP – Southampton, Test 
   
Sir Robert Syms MP – Poole
Shabana Mahmood MP – Birmingham, Ladywood 
   
Philip Dunne MP – Ludlow
Andy Slaughter MP – Hammersmith
   
Marcus Jones MP – Nuneaton 
Rosie Duffield MP – Canterbury
   
Sir Hugo Swire MP – East Devon
Seema Malhotra MP – Feltham and Heston 
   
Laurence Robertson MP – Tewkesbury
Rushanara Ali MP – Bethnal Green & Bow
   
Neil Parish MP – Tiverton and Honiton
Liz Twist MP – Blaydon
   
Sir Henry Bellingham MP – North West Norfolk 
Clive Efford MP – Eltham
   
Maria Miller MP – Basingstoke
Luke Pollard MP – Plymouth, Sutton & Devonport
   
Julian Sturdy MP – York Outer
Sharon Hodgson MP – Washington & Sunderland West
   
Andrew Selous MP – South West Bedfordshire 
Karyn Smyth MP – Bristol South
   
Stephen Metcalfe MP – South Basildon & East Thurrock 
Kate Hollern MP – Blackbum
   
Sir Geoffrey Clifton-Brown MP – The Cotswolds  
Karen Buck MP-Westminster North
   
Bim Afolami MP – Hitchin & Harpenden 
Richard Burden MP – Birmingham, Northfield 
   
Damian Collins MP – Folkestone and Hythe
Liam Byrne MP – Birmingham, Hodge Hill 
   
Jacob Rees-Mogg MP – North East Somerset
Helen Goodman MP – Bishop Auckland
   
Simon Hart MP – Carmarthen West & South Pembrokeshire  
Roberta Blackman-Woods MP – Durham
   
Daniel Kawczynski MP – Shrewsbury and Atcham 
Stephen Twigg MP – Liverpool
   
Andrew Lewer MBE MP – Northampton South  
Thelma Walker MP – Colne Valley
   
Mark Menzies MP – Fylde
Eleanor Smith MP – Wolverhampton South West
   
Damian Green MP – Ashford
Stella Creasy MP – Walthamstow
   
Anne Marie Morris MP – Newton Abbot
Mohammad Yasin MP – Bedford
   
Pauline Latham  MP – Mid Derbyshire 
Alison McGovern MP – Wirral South
   
James Gray MP – North Wiltshire
Emma Lewell-Buck MP – South Shields
   
Zac Goldsmith MP  -Richmond Park
Anneliese Dodds MP-Oxford East 
   
Ian Liddell-Grainger MP – Bridgwater & West Somerset 
Paul Williams MP – Stockton South
   
Gordon Henderson MP – Sittingbourne & Sheppey 
Matt Western MP-Warwick and Leamington
   
Chris Green MP – Bolton West
Afzal Khan MP – Manchester, Gorton
   
Conor Burns MP – Bournemouth West
Rosie Cooper MP-West Lancashire
   
Andrew Griffiths MP – Burton and Uttoxeter  
Bambos Charalambous MP-Enfield, Southgate
   
Mark Pawsey MP – Rugby 
Marsha De Cordova MP-Battersea
   
Anne Main MP – St Albans
Yasmin Qureshi MP – Bolton South East 
   
Anna Soubry MP – Broxtowe 
Grahame Morris MP – Easington
   
Robert Halfon MP – Harlow 
Julie Cooper MP – Burnley
   
Giles Watling MP – Clacton 
Alex Norris MP-Nottingham North
   
Crispin Blunt MP – Reigate
Thangam Debbonaire MP – Bristol West
   
Bob Stewart MP – Beckenham
Jared O’Mara MP – Sheffield, Hallam
   
Royston Smith MP – Southampton, ltchen 
Jack Dromey MP – Birmingham, Erdington
   
Marcus Fysh MP – Yeovil
Naz Shah MP – Bradford West
   
David Tredinnick MP – Bosworth
Vicky Foxcroft MP – Lewisham, Deptford
   
Nick Boles MP – Grantham and Stamford 
Gill Furniss MP – Sheffield, Brightside, and Hillsborough
   
Michael Tomlinson MP – Mid Dorset and North Poole
Tanmanjeet Singh Dhesi MP – Slough
   
Antoinette Sandbach MP – Eddisbury
Faisal Rashid MP – Warrington South
   
Kevin Hollinrake MP – Thirsk and Malton
Catherine West MP – Hornsey & Wood Green
   
Eddie Hughes MP – Walsall North
 Yvonne  Fovargue  MP – Makerfield
   
Dan Poulter – Central Suffolk & North Ipswich
Steve McCabe MP – Birmingham, Selly Oak
   
Heidi Allen MP – South Cambridgeshire
Mary Glindon MP – North Tyneside
   
Gillian Keegan MP – Chichester
     
Iain Duncan Smith MP – Chingford and Woodford Green
     
James Heappey MP- Wells
     
Anne Marie Trevelyan MP – Berwick-upon-Tweed
     
 Rebecca Pow MP – Taunton Deane
     
Tracey Crouch MP – Chatham & Aylesford 
     
Henry Smith MP – Crawley
     
Bill Cash MP – Stone
     
Sheryll Murray MP – South East Cornwall
     
Nigel Mills MP – Amber Valley
     
Mike Penning MP – Hemel Hempstead
     
Craig Mackinlay MP – South Thanet
     
Sir Bernard Jenkin MP – Harwich & North Essex
     
Keith Simpson MP – Broadland
     
Andrew Bridgen MP – North West Leicestershire
     
Nadine  Dorries MP – Mid Bedfordshire
     
Steve Double MP – St Austell & Newquay
     

 

DfE reveals colleges allocated £470m in financial support

Around £470 million has now been allocated by the government to cover the costs of implementing post-area review changes for colleges.

The figure, which is 65 per cent of the £726 million on offer, was revealed in the latest Education and Skills Funding Agency progress report on the restructuring facility, which closed in September.

It said up to £435 million has been allocated for general FE colleges, including partnerships with universities, while up to £25 million has gone towards mergers between colleges and sixth form colleges, and up to £10 million for conversion of sixth form colleges to academy status.

Case summaries of providers that formally agreed restructuring facility terms by July 31, 2018 have also been published (click here to read the details). It doesn’t, however, reveal the values for individual applications.

Today’s announcement said the ESFA received 76 applications for the restructuring facility. Of these, 58 cases have been assessed and approved and five remain in the assessment and approval processes.

“Of the 58 applications assessed and approved, 32 include funding to support restructuring,” it said.

“Of the remaining 26, 17 include VAT funding only to meet VAT liabilities arising from the change of ownership of buildings and nine relate to conversions to academy trusts that did not require restructuring facility support.”

The restructuring facility, administered by the ESFA’s transaction unit, was designed to help colleges implement area review changes but has increasingly being used to support colleges in tough financial situations.

The application deadline was September 28, 2018 – although colleges will have until March to spend the cash.

In an updated guidance document for applying to the restructuring facility, the ESFA said in September that in order to ensure the “objectives of the programme can be best realised by March 2019 it is important that we prioritise funding to support those colleges and proposals that provide the greatest contribution to the restructuring facility objectives”.

“We are unlikely to be able to support all requests for funding,” it added.

FE Week has previously reported on a number of colleges in dire financial straits that have received multi million-pound handouts from the fund.

These include Hull College, which reportedly received £54 million from the fund in 2018, and Lambeth College, which applied for over £25 million to pay off its exceptional financial support and bank loans, according to its 2016/17 accounts.

Scrap GCSEs and A-levels in favour of ‘holistic baccalaureate’ says education committee chair

GCSEs and A-levels should be scrapped and replaced with one “holistic baccalaureate” for 18-year-olds which recognises academic and technical skills and personal development, a senior Conservative MP has said.

Robert Halfon, a former skills minister who chairs the parliamentary education committee, wants to mimic the international baccalaureate, which requires students to sit subjects from six different groups and a “core” curriculum comprising elements like knowledge and creativity.

But a union leader warned of “significant practical problems which we would need to overcome” if GCSEs were to be abandoned.

College funding has been salami sliced year on year making their task almost impossible

There have been growing calls for GCSEs to be scrapped since the participation age for education and training was raised to 18 in 2015, meaning far more students stay in full-time education beyond the age of 16.

In a speech to the Edge Foundation on “a 21st century education system”, Mr Halfon will say that “dry rote learning for exams is not the way forward and GCSEs have had their day”.

He said an IB-style qualification for 18-year-olds in England would “act as a genuine and trusted signal to employers and universities of a young person’s rounded skills and abilities”.

“Schools would then be measured on two things – completion of the baccalaureate at 18 and the destinations of their pupils in the years after leaving, with apprenticeships explicitly counted as a gold standard destination,” he will say.

The speech will coincide with the release of new polling by YouGov, which shows 73 per cent of parents in England and Wales believe there is too much emphasis on exam grades achieved at secondary school.

“We must remember that since 2015 all young people have been required to participate in some form of education and training up to 18,” Mr Halfon will say.

“Yet GCSEs remain just as much the high stakes tests that they were when many young people finished their education at this age.”

He will add that the “crucial role” of FE has “been largely overlooked” as the sector has been “subjected to decades of ‘initiativitis’ leaving it without a clear direction, meanwhile funding has been salami sliced year on year making their task almost impossible”.

Mr Halfon will call on the government to “take the opportunity to fundamentally reimagine this phase of education”, and carry out a simple data-led “progress check” at 16, instead of high-stakes exams that “drive so much perverse behaviour”.

Under the international baccalaureate diploma programme, 16 to 19-year-olds follow a curriculum made up of six subject groups; language and literature, language acquisition, individuals and societies, sciences, mathematics and the arts.

The programme, currently used in just 112 schools in the UK, also has three core elements; theory of knowledge, creativity, activity and service, or “CAS”, and an extended essay.

Scrapping GCSEs would clearly constitute a significant change

Geoff Barton, the general secretary of the Association of School and College Leaders, said there was “a lot of merit to the idea of scrapping GCSEs and having a single set of exams for 18-year-olds”, but warned of “significant practical problems which we would need to overcome”.

“GCSEs are a product of a different era when many young people left education at the age of 16, but this is no longer the case, and young people are now expected to remain in full-time education or training until the age of 18.

“It would therefore make a great deal of sense to replace GCSEs with some sort of light-touch assessment which would help determine post-16 routes rather than persisting with high-stakes GCSEs. Young people could then take qualifications at 18 tailored around their onward progression into higher education, apprenticeships and careers, and which could include a mixture of technical and academic subjects.”

Mr Barton said GCSEs placed students under “a great deal of pressure”, and said Mr Halfon was right to ask questions about “whether there is a better way”.

“Scrapping GCSEs would clearly constitute a significant change, and many practical issues would have to be addressed around any new system for progression between schools, sixth forms and colleges, but he is right to initiate the debate.”

DfE admits lack of action to enforce Baker clause in schools

The Baker clause has been labelled a “law without teeth” after it emerged the government did not take any action against schools for non-compliance in the first year of its existence.

The Department for Education also admitted it only wrote to half of the trusts it originally claimed to have contacted in relation to non-compliance. Around two-thirds of secondary schools are thought to be breaking the law.

 Introduced last January, the so-called Baker clause requires schools to publish a policy statement online to show how they ensure providers can access pupils to talk about technical education and apprenticeships, and details of their career programmes.

 In response to a freedom of information request from FE Week, the DfE confirmed “no action was taken against schools in England that failed to comply with the Baker clause” between January 2 2018 and January 2 2019.

It has also emerged that letters were sent to just five of the largest trusts last month to remind them of their duty, despite a claim by the DfE last month that skills minister Anne Milton would be writing to the 10 largest non-compliant trusts.

The department has now admitted this was an error, and only five were contacted.

Although “appropriate action” can include direct intervention in schools, a spokesperson was unable to confirm what this involves. Last month, the DfE said the letters were classed as a “reminder” rather than an intervention.

Charles Parker, pictured, executive director of the Baker Dearing Educational Trust, said there “doesn’t seem to be much point in passing a law if you don’t follow it up” and called the clause a “law without teeth”.

“I’m afraid I don’t think they can do much more. The law is pretty toothless. There isn’t a sanction built into the way it’s drafted,” he said.

 “The best we can hope for, frankly, is to get the government’s weight behind its own law.”

He added that the government should write to every local authority and trust about their obligations, before sending “crisply worded letters” to those who do not comply.

A report from the Institute for Public Policy Research warned last month that two-thirds of secondary schools are still not compliant.

MOVERS AND SHAKERS: EDITION 270

Your weekly guide to who’s new and who’s leaving.


Olivia Morton, Corporate Communications and Events Manager for The Bedford College Group

Start date: 21 January 2019

Previous job: Business Development Coordinator, GSSArchitecture

Interesting fact: At eight-years-old Olivia introduced 80s punk rock band New Model Army to an audience of over 8,000 fans in Birmingham.


Gareth Jones, Relationship Manager- Adult Education Budget, Liverpool City Region Combined Authority

Start date. January 2019

Previous job. Apprenticeship Programme Manager at Royal Mail Group

Interesting fact: He watched over 120 sporting fixtures in 2018.


Adrian Sugden, Principal, Henshaws Specialist College

Start date: January 2019

Previous job: Interim Principal at a school for children with Social Emotional and Mental Health difficulties (SEMH)

Interesting fact: He trained as a cabinet maker and still enjoys woodwork and making furniture as a hobby.


David McVean, Chair, Moulton College

Start date: February 2019

Previous job: Education management consultant (he remains in post)

Interesting fact: He used to drive an ice cream van for a living.

How to get the best out of a college merger

A merger can be a trying and testing time, says Mike Hopkins. But do it right and you can be left with a leaner, more financially efficient operation with the same pool of students

During my 12 years as principal, South and City College Birmingham has been through two mergers: the first between the former South Birmingham College and City College Birmingham, and most recently with Bournville College.

Both mergers were model “B” – we took over the other colleges – and came about following financial difficulty within both.

Neither college could continue as they were, as technically they were insolvent. Neither was performing well and both were in bad shape educationally. They required serious improvement and there were no other realistic solutions.

Before our most recent merger, Bournville had become a failing college and was in Education Skills Funding Agency intervention. Now, just 15 months later, both South & City College Birmingham (now incorporating Bournville College) have been awarded a grade 2 Ofsted inspection result, achieving a “good” across all areas.

I’m proud to be at the forefront of this, and I believe the experience makes me able to understand fully how to bring about and get the best out of a college merger. They can be a trying and testing time for any institution, but with the right preparation and know-how, a merger can be a real success.

If done right, an institution can combine the best departments of each college and be left with a leaner, more financially efficient operation with the same pool of students, but without the need to build new facilities.

A merger can also offer a significant and positive cultural change, with happier staff and students.

The biggest issues I found were the significant government bureaucracy, financing and the major cost and time commitment involved. We have planned, managed and undertaken each merger ourselves, but it is still a drain on resource to do so.

Any underlying problems will inevitably come out of the woodwork

You have to consider a lot of things at the same time. You’re bringing a lot of assets and a lot of staff together. Any underlying problems will inevitably come out of the woodwork so it is vital to address them early. A principal must fully understand their own facility, as well as having thorough research into the institution that they are merging with.

Consider the drivers for your merger, carefully observe the financial state of the college you intend to partner with and think about the considerable amount of time and commitment that you need to invest. This will mean you will be involved in a lot more than just the day-to-day running of the institution. Importantly, remember that colleges are people organisations and the focus on staff and the implications for them will be critical to success.

With our second merger we knew exactly what needed to be done and the processes that were involved, so we were able to do things a lot more rapidly. All preparation for the merger was done in-house and we planned everything down to the last detail.

There is no right or wrong merger model. We can provide evidence from our latest inspection report that we are here to provide for students from many different backgrounds. We believe that if we get the student and staff parts right, everything else follows.

However, a merger may not be the best strategy for every institution. The key reason is that a college is having serious difficulties, either financially, educationally or both, with little capacity to resolve this in the long term. Importantly, the merger has to be able to provide benefit to both colleges and their students.

If your college is considering a merger, make sure you fully understand what you are undertaking and what it will mean for the colleges and the local area.

In our experience the mergers needed to happen for the greater good of the people living in and around the city, and to improve the overall educational and skills attainment picture for the local area and for our local economy.

Let’s embrace a four nations approach to skills

The new Four Nations College Alliance will help colleges go beyond their borders to learn more about best practice and common issues, says Ewart Keep

Last month FE Week covered the launch of the joint report by the UK’s four college associations – Developing a Four Nations College Blueprint for a post-Brexit economy. The report is important because it results from partnership working and co-production by college leaders from across England, Wales, Scotland and Northern Ireland in response to what are perceived as shared challenges.

As the case studies demonstrate, there is much that colleges in each country can learn from one another in terms of best practice and approaches to common issues, such as how to further excellence in vocational education and training (E&T).

Moreover, the report marks a decision by the national college associations to create a Four Nations College Alliance that will develop thinking on the future development of vocational education and its closer integration with industrial policy, economic development and innovation. The alliance will also seek to lead public debate on the role, funding and governance of colleges.

This is a timely development. Although E&T policy is now fully devolved and each country is empowered to do its own thing, there are good reasons for colleges across the UK seeking to learn from and influence policy development beyond their own borders. For instance, the UK government sometimes acts unilaterally on E&T issues in ways that directly impact on the other three nations. Examples include the decision to stop funding the sector skills councils (SSCs), the abolition of the UK Commission for Employment and Skills, university funding and tuition fee policies (which have knock-on effects in the other jurisdictions), and the apprenticeship levy, which was treated as tax measure by HM Treasury and therefore an undevolved matter.

Plus we now possess (by accident rather than design) the opportunities afforded by a policy learning laboratory, where the UK nations share an integrated economy, a set of large national and multinational firms, and a common labour market and employment regulation framework. As skills policies diverge between the four, a close comparison of policy performance is possible because other structural factors are broadly held constant and in common.

As skills policies diverge between the four, a close comparison of policy performance is possible

For example, policy learning can embrace the relative performance of a market-based versus a systems-based approach to delivering E&T. England has favoured a marketplace in schooling, higher education, apprenticeship and further education.

Scotland, Wales and Northern Ireland have remained wedded to a systems approach. Scotland has also introduced a joined-up policy framework that embraces economic development, business support and improvement, job quality and fair wages, skills and innovation. This policy model may be of interest to some English combined authorities.

Scotland has also created an over-arching board to superintend the work of the two skills agencies (Scottish Funding Council and Skills Development Scotland) and the economic development agencies (Scottish Enterprise and Highlands and Islands Enterprise). In Wales, the existing higher education funding council will be abolished and a new tertiary education body created to fund HE, FE and ultimately school sixth forms.

In all four countries, FE and the college sector face major challenges, but the kind of tumult and turmoil that now regularly fills the news pages of FE Week as colleges’ finances collapse, large independent training providers go to the wall due to fraudulent behaviour, and providers cry foul as competitive funding bidding systems deliver unexpected and unwanted outcomes are largely confined to the English marketplace. Comparing the relative costs and benefits of system and market across the UK nations will be an interesting exercise that is liable to gather pace as more data becomes available.

The Four Nations Alliance will soon be launching a commission to review and advise on the long-term role of colleges. The aim is create a vision for the development of colleges across the UK over the next decade.

If it works for apprentices and employers, it works for Ofsted

Over a six-year period, our college rating for apprenticeships improved from ‘inadequate’ to ‘outstanding’ – and we weren’t even focusing on inspections, says Jacqui Canton. Do the right things for the right reasons and good results will follow

It’s not often that I gain management inspiration from cult films of the 1990s, but Ofsted definitely makes me think of the Brad Pitt classic, Fight Club, although perhaps not for the reasons you might think. The first rule of Fight Club is: you do not talk about Fight Club. And, for me, the first rule of becoming ‘outstanding’ is: you do not talk about Ofsted.

Preparing for Ofsted feels much like pushing a heavy boulder up a steep mountain, and it is all too easy to get bogged down in folders of evidence, examples of impact and reams of data. We know inspectors don’t want to see folders of evidence now, but I’m sure many of us keep our own files anyway, if only to organise our thoughts. Using the common inspection framework (CIF) criteria as a checklist can feel like a security blanket (and you should probably take more than a cursory glance at the criteria every now and then), but, honestly, don’t focus too much on Ofsted.

Abingdon and Witney College was graded inadequate for apprenticeships in 2011. Six years later we had grown exponentially, engaged with hundreds of amazing employers and positively changed the lives of hundreds of apprentices. We had delivered the highest general further education college timely achievement rates in England for 16-18s in 2013/14, and the second highest in England for all apprentices in 2016/17. We had won numerous awards and our apprentices had been recognised nationally. Ofsted agreed that we were outstanding.

We did this by doing the right things, for the right reasons. We weren’t seduced by big-name employers, by potential gaps in the market or by national contracts. We designed programmes that worked for local employers, and that gave apprentices the skills they needed. We used initial assessments to make sensible decisions about whether programmes were right for applicants. We tracked and monitored progress well, and worked hard to improve the quality of teaching, learning and assessment on and off the job, and in and out of the classroom. We were obsessive about paperwork and admin (we all should love our Management Information System teams a little more than we do), and adapted college systems where they didn’t work for apprenticeships. We invested in expertise through a stand-alone apprenticeship unit and ensured senior team commitment for apprenticeships was clear. And, despite aiming for growth, we didn’t take on employers who weren’t committed to training or applicants who weren’t ready for an apprenticeship. We didn’t talk a lot about Ofsted.

We weren’t seduced by big-name employers or national contracts

But, we ticked the Ofsted boxes anyway. Amazing provision that works for apprentices, employers and the teams delivering the provision, also works for Ofsted. It certainly did under the CIF, and I am sure will work even more so under the proposed new Education Inspection Framework (EIF). The key drivers of intent, implementation and impact that are central to the EIF are, I think, in keeping with my (admittedly less sophisticated) description of “doing the right things, for the right reasons”.

Of course, you have to keep doing the right things, for the right reasons. If you’ve pushed that boulder to the top of the mountain and achieved outstanding, the hard work doesn’t stop. No one wants a quick trip down the slippery slope on the other side of the mountain. We had a celebratory debrief the morning after the inspection, and, only five minutes in, my team started talking about the areas that they still wanted to improve. It’s that truly embedded (slightly obsessive) culture of continuous improvement that ensures they continue to deliver outstanding outcomes. We don’t get it right all the time and are far from perfect, but we always strive to do better for our apprentices, employers, ourselves and the college. If your team can do that then, we can all follow Tyler Durden’s lead in Fight Club: stop talking about Ofsted and just be outstanding.