Devolve FE to ‘maximum possible extent’, MPs urge

Power over post-16 technical education should be devolved to the “maximum possible extent” to mayors and leaders of new strategic authorities, MPs on parliament’s business and trade committee (BTC) have said.

The committee has also urged the government to transfer skills funding and policy at a national level to the Department for Business and Trade (DBT) to “attune” it more to the needs of employers and align with the upcoming industrial strategy.

And the minister for skills role should be a joint ministerial job across the DBT and Department for Education (DfE) to ensure better coordination between the “disconnected” departments.

The committee made the recommendations following an inquiry into the industrial strategy, which is set to highlight key sectors of priority to drive growth. This will be the first industrial strategy for eight years. 

Ministers were set to present it this week along with a multi-year spending review, but reports suggest the release of the strategy has been delayed to the end of June.

The BTC’s inquiry heard that “substantial” skills shortages across the economy are “acting as a barrier to growth and are deterring investment in the UK”.

Expert evidence suggested there is a “strong case to further devolve responsibility for skills to local leaders”.

Around 60 per cent of the government’s adult education budget has been devolved to mayoral combined authorities since 2019. The government has already proposed further devolution of adult skills funding to more areas through the English devolution white paper.

Mayors have repeatedly called for control of more skills pots, including apprenticeships and 16 to 19 education.

While the white paper did not commit to devolution of different types of skills funding, skills minister Jacqui Smith told the BTC there was “potential for further devolution” as she admitted to “tensions” with mayors over skills funding powers.

Multiple mayors said the full responsibility for education and training post-16 should be devolved.

Greater Manchester mayor Andy Burnham said: “You can create stronger technical education pathways when you can work with the actual employers in your city region who will be employing the young people or older workers who will come through. We are the only ones who can create those meaningful pathways and who can commission colleges according to the actual sectoral strengths of our economy, yet that is still being resisted.”

Sector experts have however warned that releasing further budget lines to mayors would lead to more “bureaucracy” and “inequalities”.

The BTC concluded that skills shortages are “holding back growth and deterring investment across large parts of the economy, including within the UK’s growth-driving sectors”, adding that the skills system is “too fragmented and inflexible”.

Local leaders are “best placed to know the needs of local employers and work with training providers to adapt provision accordingly”, the committee claimed.

It called on the government’s plans in the devolution white paper to “go further”, specifically that “responsibility for technical education and training post-16 should be devolved to the maximum possible extent to mayoral combined authorities and newly created strategic authorities, once they have demonstrated capability to manage local systems”.

Tackling ‘fiefdoms’

The business and trade committee’s inquiry also heard there is “a real disconnect in government”, adding that departments like the Treasury are treated like “fiefdoms” as they “close their doors and they are not interested in listening to other departments”.

There is also concern over “different soundings” from the DBT and the DfE on areas like apprenticeships and there is “still a little bit of government thinking that becomes quite siloed along departmental lines”.

Alan Johnson, a senior vice-president at Nissan Motor Corp, told the BTC there is a need for the industrial strategy “to provide a framework that can be properly deployed and cascaded, such that you get consistency across the different departments”.

Brian Holliday, managing director for digital industries at Siemens plc, echoed this plea for cohesion and called for the DfE’s new agency Skills England to sit “directly alongside” other topics of “innovation, energy, energy prices, and access to finance as critical enablers to deriving growth from the industrial strategy”.

To tackle this, the BTC said responsibility and funding for skills policy at a national level should be transferred to the DBT and the minister for skills “should be a joint ministerial role across the DBT and the DfE to ensure there is a coordination between the two departments, as people transition from school to post-16 education and training”.

Responsibility for FE and skills was under the remit of the former Department for Business Innovation and Skills (BIS) until then prime minister Theresa May moved them to the DfE in 2016.

First area chosen to trial new jobs and careers service ‘pathfinder’

Wakefield is the first place in the country to trial a pilot scheme that aims to “personalise” a jobs and careers service for jobseekers.

A new “pathfinder”, which will work with employers to provide a “pathway into good jobs”, has been designed by leaders from West Yorkshire Combined Authority and Wakefield Local Authority.

Mayor Tracy Brabin said the city is a “test-bed” for new ideas like a coaching academy for Department for Work and Pensions staff that will be rolled out across the country this year as part of its Get Britain Working plan.

DWP secretary Liz Kendall announced last year the National Careers Service will be merged with jobcentres across the country to tackle economic inactivity.

Close to 1 million young people are classed as not in education, employment or training (NEET). Estimated figures fell nationally by 7,000 in the last quarter to 923,000.

Government data shows that over 3,000 16 to 17 year olds were classed as NEET in 2024 in the six constituent councils that make up WYCA. Wakefield recorded 371 NEETs and a 3.5 per cent NEET rate, the third highest rate in the region behind Leeds and Calderdale.

The autumn budget announced £55 million will be spent to develop and test the new service in 2025/26.

It is not yet clear how much funding has been allocated to the Wakefield pilot.

West Yorkshire Combined Authority last week greenlit a £37 million plan to “guarantee a healthy working life” by linking up NHS services with employment support providers like jobcentres and councils.

DWP employment minister Alison McGovern will face MPs later this week to give oral evidence on the merger .

The new services to be piloted will include a new coaching academy, which will train up DWP staff to provide better support, and changes to DWP appointment services to give jobseekers “more personalised” for job seeker claimants.

Wakefield will also test a series of careers events to link up jobseekers with local employers. Officials said more events in the coming months involving the local manufacturing and technology sectors will be open to the public, not just jobseeker claimants.

Mayor of West Yorkshire Tracy Brabin said: “People stand a better chance of landing a good job when they are treated with dignity and respect at a trusted local Jobcentre. 

“Working with the government, we’re investing almost £40 million to help guarantee a healthy working life to everyone in our region, and as the test-bed for the new national Jobs and Careers Service, Wakefield will lead the way on transforming our welfare system to get Britain working.”

Councillor Denise Jeffery, leader of Wakefield Council, said: “Everyone in our area deserves to be supported to access great employment opportunities. But for too long we’ve had an outdated, national approach to employment support which doesn’t take individual circumstances into account and isn’t tailored enough.

“By being part of this Pathfinder, we can help design the next generation of public employment services. Support more local people to access secure, well-paid jobs. And unlock more of the potential we’ve got in our district to build a stronger local economy for everyone who lives in Wakefield.”

McGovern added: “Our one-size-fits-all, tick box approach to jobs support is outdated and does not serve those looking to better their lives through work.

“We are building a proper public employment service in partnership with local leaders that truly meets community challenges and unlocks opportunity.”

Burnham boosts cash to solve FE capacity crisis 

Andy Burnham will use £10 million from his combined authority’s coffers to double the value of a special government grant to boost post-16 student capacity next year. 

The Greater Manchester mayor has approved plans to tackle the 16 to 19 population bulge that many major cities are facing. 

In April the government announced £10 million in capital funding for both Greater Manchester and Leeds to create “additional capacity” from September. 

According to a Greater Manchester Combined Authority (GMCA) report, the mayor will put forward £10 million in “recycled” local funding, amid concerns the government’s £10 million for 2025-26 is only a “partial” solution to population growth that is projected to continue until 2028. 

GMCA plans to use its own money to either “flexibly” top up Department for Education capital funding in later years or to pay for workforce and equipment needs. 

The authority will also give half of the post-16 funding to Manchester City Council, one of the region’s 10 boroughs, after identifying high demand for providers from learners travelling from elsewhere in the region. 

Meanwhile, Leeds City Council told FE Week it was “continuing to work” on how the funding will be spent locally and hoped to confirm plans “over the coming weeks”. 

What’s the problem? 

Most of England’s largest cities are under pressure to increase education places as the number of 16 and 17 year olds is projected to grow by 8 per cent, or 110,000, between 2023 and 2028. 

Leeds City Council told FE Week its projection for its own area was a rise from 18,000 in 2023 to 20,000 in 2028. 

In response, its schools, sixth forms and colleges have created 900 extra places in the last three years. 

But Colin Booth, chief executive of Leeds’ main college group Luminate, said the city “urgently needs” around 2,500 more places by 2028 to cover technical level 3 courses and “almost all” subject areas below level 3. 

Projections for Manchester suggest an estimated 6,000 to 7,000 extra education and training places will be needed “in coming years”, on top of the 2,000 places created by post-16 capacity funding in 2023-24. 

According to the GMCA report, those places “mostly focused” on level 3 provision in sixth forms such as A-levels, while technical education places at lower levels were “stretched to their limits”. 

Most for Manchester 

Greater Manchester said the “very welcome” £10 million from the government would likely be used for urgent “repurposing [of] existing facilities” or “converting unused space”. 

To decide which parts of the region funding goes to, officials have devised a formula that combines projected population change, numbers of young people not in education, employment or training, and “travel to learn” ratios between Greater Manchester boroughs. 

As a result, colleges in the Manchester City Council area will share £5 million, while providers in Salford will get £1.2 million. Other boroughs will receive as little as £224,000. 

The council appeared to win much of the funding after an analysis of its post-16 provision last year found it was about to run out of space. 

After raising the issue repeatedly with DfE officials since 2022, the city council had “no option” but to “formally” declare a gap in provision, in the hope this would persuade the department to fund about 2,000 extra places. 

The department had “no strategy, mechanism or funding” to address post-16 capacity issues in the same way as schools, Manchester City Council complained. 

Is £10 million enough? 

Leeds and Greater Manchester have welcomed the £10 million in capacity funding but other cities are understood to be facing similar population pressures. 

But both cities agree funding is needed beyond the DfE’s capital grant, which cannot pay for revenue elements like equipment or staff wages, and may not address continued population growth up to 2028. 

Leeds City Council said that while the extra £10 million was a “major boost” in filling the projected gap in physical spaces and learning environments, additional funding was needed for infrastructure and teaching “given the scale of provision required to meet demand in the city”. 

Nikki Davis, principal of Leeds College of Building, told FE Week: “It’s not just about creating space, recruitment of staff has been notoriously difficult for years.  

“Because of a lack of funding going in [to further education], rate rises are not keeping up with the costs of employment, so we’re not getting people into the industry.” 

College planning to axe 100 staff faces strike

A college that is planning to cut 100 people from its workforce amid a financial crisis is facing three days of strike action and “significant disruption” during the exams season.

The University and College Union (UCU) today announced members at Havant and South Downs College (HSDC) will walk out on June 13, 18 and 19 over the “devastating” situation.

It comes days after HSDC’s long-standing principal Mike Gaston announced his retirement and follows government intervention due to “serious cashflow pressures”.

The college warned of “substantial” redundancies last month following a financial notice to improve.

A UCU spokesperson today claimed that the college wants to cut staff by 29 per cent at its Alton campus, 30 per cent at the Havant site and 33 per cent at its South Downs campus.  

HSDC said the proposals affect “around 70 full-time equivalent roles (approximately 100 individuals), representing 12.5 per cent of our workforce”, and added: “Our extended consultation process with local trade unions has resulted in most staffing reductions occurring voluntarily, with only about 30 FTE roles still under review.”

UCU said staff will be picketing at all three sites from 8am to 10am on each day of the proposed strike action.

HSDC’s spokesperson said the college “acknowledges the right of staff to take industrial action”, but added: “We are deeply disappointed that planned strikes over the next few weeks coincide with critical exam periods and key taster sessions for prospective students.

“This timing risks significant disruption to students at a crucial point in their academic journeys, as well as to those considering their future studies with us.”

HSDC teaches around 7,000 students.

UCU has 145 members at HSDC. Turnout for the strike ballot was 61 per cent of total members, and 64 per cent backed strike action. UCU also claimed that members of the National Education Union at the college will join the action.

UCU’s spokesperson added that college management has offered talks with the union and NEU next week to discuss how the strike can be avoided and the trade dispute resolved.  

UCU general secretary Jo Grady said: “UCU and NEU members will be on picket lines this month because the savings management is trying to achieve would result in devastating job cuts and learning and support provision being slashed. It is hard to imagine how the college can continue to function, and students can continue to thrive with such severe cuts.

“HSDC is a college which has had outstanding teaching and learning, but staff and students have been let down by poor leadership and catastrophic failures in financial management. We now urgently need financial stability. The executive leadership team and board of governors must change course and work with the recognised unions to find a solution that protects provision and the college’s future.”

HSDC, rated ‘good’ by Ofsted, was deemed to have ‘inadequate’ financial health by the year ending July 2024 and its audited accounts warned of “material uncertainty”.

The financial statements show a £550,000 deficit, a negative EBITDA (earnings before interest, taxes, depreciation, and amortisation) and a high staff-to-turnover ratio of 72 per cent – 7 percentage points above the FE Commissioner’s benchmark.

HSDC’s spokesperson said: “Whilst we respect the concerns raised by staff, we are also aware of the need to right-size the college and ensure our staffing resource is fully utilised. As we address overstaffing during this difficult time, we urge all parties to consider the long-term effects of strike action on students and the wider college community. 

“Open communication and constructive dialogue has been in place with trade unions throughout this process, and remains essential in finding resolutions that support both our valued workforce and the learners who rely on us.”

Parents win payout after council SEND transport failure

A local council has been ordered to pay thousands to three families for failing to help SEND learners get to college.

Derby City Council has agreed to pay £4,240 after the Local Government and Social Care Ombudsman investigated three complaints that the council’s transport offer for vulnerable students was “impractical and unaffordable”.

The investigation, published yesterday, found that the council had applied its post-16 SEND transport policy “too rigidly” and one mum had “no alternative” but to give up work to drive her child to school.

Derby City Council said it does not comment on individual cases but has taken “swift action” to implement all the Ombudsman recommendations.

Cash-strapped councils have increasingly introduced annual charges to families to contribute to post-16 SEND transport in a bid to fill their financial black holes, a previous FE Week investigation found.

Councils also alternatively offer personal travel budgets, which provides fixed regular payments to families to arrange suitable transport for their children with specialist needs. 

But a number of specialist colleges have previously raised serious safeguarding concerns of the safety of the actual transport provided, with safety breaches such as blind students abandoned by taxis reported.

The complaints

The investigation report outlined each of the three complaints to the council over its offer of personal travel budgets (PTB).

The first was from a parent named Ms X, who criticised that Derby council’s personal travel budget of £1,600 per year was an “unaffordable” contribution towards the cost of her child’s transport. Ms X said the only viable transport option was a taxi, which was £80 per day. 

As a result, she told the ombudsman that she had “no alternative” but to give up work and to take her child to school, causing her to rack up debt and lose her support network at work.

The second parent, Ms Y, also complained the PTB was “too low” for her fourth child to take a taxi to college so they were dropped off late and collected early, causing anxiety and the learner missing out on special education.  

Ms Y also complained to the education secretary who found the council applied the policy “too rigidly” and asked it to reconsider how it applies exceptional circumstances. 

The council eventually organised a taxi after the start of the 2024/25 academic year and offered to reimburse Ms Y’s mileage and retain the PTB as a financial remedy. She told the Ombudsman it does not reflect the “level of injustice” caused over a whole school year.

Meanwhile, Ms Z’s complaint said the council wrongly applied a policy that did not cover the age group of her child, who was an adult learner. 

She also complained that the annual PTB of £4,240 offered did not cover shared transport, which cost £144 per day – a shortfall of over £11,800 per year. The council full reimbursed her costs and offered to pay for a taxi.

The investigation

The Ombudsman found in all three complaints that the council had decided it was necessary for it to provide support, but did not then check whether the solution offered “did the job” of actually getting students to school or college.

The council failed to consider whether the PTBs were affordable for each family, it ruled.

It recommended the council apologise and offer compensation to all three families. 

It ordered Derby City Council to pay Ms X £1,000 for the distress it caused. It advised Ms Y to be paid £250 for the distress, £1,240 for the extra time spent taking her child to college, and £1,600 for the learners’ missed attendance.

The council was also made to pay £150 to Ms Z for the distress.

Amerdeep Somal, the Local Government and Social Care Ombudsman said: “Councils must demonstrate they have considered the options offered to individual families, who are entitled to transport support, that actually provide a practical, safe and affordable solution to allow them to attend. They should not be given a simple ‘one size fits all’ blanket offer.

“Derby City Council has now accepted my recommendations to improve its service, including revising its policy. I hope this will mean it properly considers families’ applications in future.”

Councillor Paul Hezelgrave, Derby City Council cabinet member for children, young people and skills, said: “While the council is unable to comment on individual cases, we accept the Local Government and Social Care Ombudsman’s findings in these three cases and have taken swift action to implement all recommendations set out in the report.

“The council offers high-quality home-to-school travel assistance to more than 1,000 children and young people every day. Through ongoing service and delivery improvements, we’re committed to making sure all eligible children, young people, and their families consistently receive excellent support.”

‘Wholly unsuitable’ EHCPs, long waits for help: SEND inspection failures revealed

“Wholly unsuitable” education, health and care plans (EHCPs), long waits and “poorly planned” transitions into different phases of education were among the key reasons areas failed SEND inspections, new analysis by Ofsted shows. 

The watchdog, alongside the Care Quality Commission, has vowed to make a series of improvements – including exploring the creation of a national pool of education inspectors and introducing report cards – following a two-year review into the local area partnership assessments. 

Just 14 (26 per cent) of the 54 areas visited since the inspections were rolled out in 2023 received top marks – with the same number ordered to “urgently” address “widespread and/or systemic failings”. 

Lee Owston, Ofsted’s national director for education, said: “We know that we can continue to improve the way that we inspect local areas. 

“[It’s] a fact that services for children with SEND have fallen short for too long, and it is vital that we hold providers to account where improvements need to be made.”

1. ‘Wholly unsuitable’ EHCPs

Ofsted’s review stated the timeliness and quality of EHCPs was “identified as an area for improvement in 69 per cent of inspections” and a priority area in 71 per cent of areas with “widespread” failings. 

In some, the plans “did not capture key information” from all the necessary professionals from education, health and social care. This was despite them “having a strong understanding of the child or young person’s needs”. 

Some parents also said the support outlined in EHCPs “was wholly unsuitable for their child’s level of need or was not provided at all”.

Examples of “stronger practice” were witnessed, though. For example, one partnership “commissioned specialist providers to start assessments before… plans were agreed”.

This meant children and young people “got the support they needed quickly, sometimes without the need” for an EHCP. 

2. Long wait times caused ‘pain and restriction’

In almost 60 per cent of inspections, “long waiting times for health services” for children and young people with SEND were listed an area for improvement. In 64 per cent of areas with “widespread and/or systemic failings” it needed action as a “priority”. 

Needs could escalate during waits for services, the review said, while poor communication could frustrate parents and erode “their trust in the SEND system”, particularly if their child needs a diagnosis. 

This can then further delay referrals to appropriate services. 

In some areas, there were long wait times to access specialist equipment, which can have a “significant adverse impact” on children’s lives. 

Waits for specialist wheelchairs caused some to suffer “from pain and restriction”, affecting their “physical development and… ability to fully participate in daily activities”.

3. Governance most common ‘priority area’

Strategic governance and oversight arrangements were most commonly identified as a “priority action”. 

In these areas, leaders “had been too slow to respond” to the rise in SEND numbers and the “increasing complexity” of their needs. They usually “did not understand” youngsters’ needs and so did not target resources effectively. 

But the review cited a “belonging strategy” in one partnership that was successful “largely because of the work of the behaviour support advisory team and appropriate use of AP”, which was “used as an intervention and not respite”. 

The work helped “reintegrate” them back into mainstream settings. It also reduced suspensions and exclusions across primaries and secondaries.

4. Data-sharing ‘key’

Ofsted said “effective information and data-sharing” across a partnership is “key” to informing how services are prioritised and coordinated. 

Where this was done best, partnerships were able to “identify emerging trends”, helping youngsters receive “the right support at the right time”.

However, this was listed as an area for improvement in 46 per cent of inspections. In “many areas… education, health and social care partners used different systems”, preventing them from “sharing information effectively and efficiently”. 

This meant practitioners worked “in isolation” and that children and young people’s needs “were not always identified”. 

The review added that “if schools do not share attendance data with relevant partners quickly, they may fail to identify when absenteeism is becoming a concern for a child with SEND”. This could lead to pupils’ needs “escalating”.

Inspectors did see “examples of partners using data effectively to ensure there were sufficient spaces in special schools, AP and post-16 settings”. This was also used to “plan and commission” additional places. 

5. ‘Gaps in provision’ and poor transitions

Commissioning arrangements were listed as a “priority action in 43 per cent” of areas with “widespread and/or systemic failings”.

This led to “gaps in provision”, with leaders “not using available data and information effectively” to make commissioning decisions. 

This impacted “what health, education and social care services could offer” kids, making appropriate provision unavailable.

When arrangements were effective, leaders “were able to make the best use of resources to help improve outcomes”. In one area, leaders were able to check the “suitability of commissioned AP and out-of-area placements”.

Planning for the transition between different phases of education, such as moving to new schools, colleges or into adult life, was an area for improvement in just over half of inspections. 

This “led to gaps in provision and meant some children… did not have access to employment, training opportunities or other relevant services”.

“This can prevent those children and young people from achieving their potential, as well as making them feel isolated from their community,” the report said.

6. Working with parents

Through “co-production” children, families and providers “work together to make a decision or create a service that works for them all” to inform decisions and allow “everyone to feel like equal partners”, the review noted. 

This was listed as an area for improvement in 24 per cent of inspections. Inspectors found “too often” ECHPS that weren’t “co-produced and therefore did not capture the child or young person’s voice”. 

“In some cases, the contribution from health and social care professionals was not sufficient to provide a comprehensive review of the young person’s needs and how these could best be supported through a joint, multi-agency approach.”

7. Improvements promised

Ofsted and CQC said they will “consider options for further developing the area SEND framework”. This includes exploring the introduction of a “report card” after the first cycle of area SEND inspections ends in December 2027.

Following the review, the watchdogs also committed to making nine improvements to the way SEND checks are conducted. They are: 

  • ensuring that inspectors have sufficient time and providing more opportunities for young people and families to engage with them during visits
  • communicating better with children, young people and families to ensure they understand how to share their thoughts with inspectors by improving surveys 
  • simplifying the data inspectors ask for
  • making engagement meetings more supportive and adjusting the frequency of these meetings 
  • where appropriate, specifying more clearly which member of the partnership should take forward areas for improvement
  • exploring how inspection reports can be made more accessible and sharing a summary of survey findings with local area partnerships and family representative groups to support strategic planning
  • updating and increasing the frequency of inspectors’ training
  • exploring the creation of a national pool of Ofsted education inspectors to increase the consistency and expertise of teams
  • working with the Ofsted Academy to continue recruiting inspectors with relevant experience in SEND and alternative provision

It’s the good, the bat and the snugly this Volunteers’ Week

From refurbishing derelict community buildings to creating bat boxes for primary schools, members of the Good for Me, Good for FE campaign are assessing the efforts of college students and staff during Volunteers’ Week.

The campaign, now in its fourth year, helps colleges drive up community action opportunities for their students and raise the profile of the difference they are making.

Building foundations

Foundation learning and construction students at Nottingham College have transformed two community centres this year, gaining valuable skills along the way.

Guided by mentors from youth charity Volunteer It Yourself, students gained level 1 qualifications in painting, decorating and carpentry alongside their regular studies, even finishing projects ahead of schedule thanks to their early starts and late finishes.

Foundation learning student Kayden said: “I learned woodwork, painting and how to work in a team. It was fun to do with my friends and gave me confidence for other projects.”

Nottingham College students

Saving the bats and the bikes

Furniture-making students at Newark College, part of Lincoln College Group, were tasked by Newark and Sherwood District Council to come up with a way to protect diminishing bat populations in the area, with a focus on biodiversity and sustainability.

After presenting their prototypes, students were asked to make 55 bat boxes, one for every local primary school. They had to learn how to use power tools, as well as working to tight deadlines in their teams.

One student has taken the idea even further by starting their own business making animal houses using the skills they picked up.

Meanwhile, the college’s multi-skills students worked with police to fix up bikes that had been seized, or found and not claimed, so they could be put to good use.

Newark College’s bike repair project

Ten bikes were given to the college in a poor state. Students learned how to remove parts, renovate them, change the wheels and tyres and re-paint frames, all as part of close-knit teams that had to work to a budget.

The college reports that seven out of the 10 bikes were successfully repaired and were then offered to students who needed them to get to college and back. The success of the project has meant another four bikes have since been donated.

USP local legends

In partnership with Essex Youth Service, USP College’s ‘local legends’ group opened up a range of opportunities for students to make a difference to their community and work towards the new Good for Me, Good for FE volunteering micro-credential.

This year, USP College Students’ Union took the lead on campaigns and initiatives promoting cardiovascular health, including rolling out first aid training so students know how to respond and help those in cardiac arrest.

Other projects included sports students taking the lead on organising tournaments and calling up creative and design students to organise publicity.

USP’s local legends now meet weekly and bring in guests to help lead new projects throughout the year.

Prepare for awards season

The Good for Me, Good for FE annual awards event is now an established entry in the FE calendar that identifies, celebrates and shares the very best social action initiatives in colleges across the country, as well as recognising the dedicated staff and student volunteers that are making a difference.

Entries for this year’s awards will open in September. Those shortlisted will be invited to an awards ceremony at the House of Lords in December where winners across eight categories will be announced.

MOVERS AND SHAKERS: EDITION 499

Jo Easton

Trustee, Prison Education Trust

Start date: May 2025

Concurrent Job: Policy, communications and research consultant, self-employed

Interesting fact: Jo’s flat is part of a converted convent that was designed by the same architect as the Royal Courts of Justice


Sally Burnell

Trustee, Prison Education Trust

Start date: May 2025

Concurrent Job: Director Communications, The Bar Council

Interesting fact: Sally loves dancing. She started learning tap as an adult and for a short while was in the same dance class as the late great comedian Victoria Wood


Craig Hanlon-Smith

Principal, London South Bank Technical College

Start date: September 2025

Previous Job: Vice Principal – Student Engagement and Centre Principal – North Kensington, Morley College

Interesting fact: The love of Craig’s life is Baxter the beagle, nothing and no-one shall ever come between them

Teacher sacked in trans-student name row can appeal

A maths teacher fired by a college for refusing to use the name and pronouns of a trans student has been granted an appeal against a tribunal decision that ruled he was not unfairly dismissed.

Last year, the employment tribunal rejected an unfair dismissal claim from Kevin Lister, a teacher at New College Swindon from August 2020 until September 2022, who was found to have discriminated against a trans student and refused to comply with the college’s policy on gender.

The case will now be heard at an employment appeal tribunal after a judge ruled there were “arguable points as to the boundary between belief and manifestation” of belief under the 2010 Equality Act, and “unqualified rights to hold a belief” under the European Convention on Human Rights.

According to one legal expert the appeal outcome could have ramifications for all employers in education.

At a preliminary hearing last week Judge Beard labelled the appeal as “complex and raising point(s) of law of public importance”.

New College Swindon said it was “disappointed” with the appeal decision but remained “confident” its actions were “fair, justified, and did not amount to discrimination”.

Specialist employment lawyer Joanne Moseley from Irwin Mitchell told FE Week she had witnessed a growing number of incidents relating to conflicts of belief and freedom of expression. 

She said: “I’ve seen many policies, including in the education sector, which don’t do enough to address and balance the needs of trans people protected under the gender-reassignment provisions of the Equality Act with the needs and rights of those protected under different protected characteristics, such as religion or belief and sex.” 

The appeal comes after a significant Supreme Court ruling in April which ruled the legal definition of a woman is based on biological sex.

Case begins

Lister was hired to teach maths at New College Swindon in August 2020, the same year student A, as named in the tribunal documents, started their A-levels at the college. 

The following year student A asked Lister to refer to them with a male name and pronouns.

Lister was subject to a disciplinary investigation after the college received a complaint from another student that he refused to use student A’s preferred pronouns. The college also found Lister gestured towards student A instead of using their name, and on one occasion, wrote the student’s previous female name on the classroom whiteboard.

Lister also filed a safeguarding concern over student A being in “serious and imminent” danger from taking cross-sex hormones, though he later admitted having no evidence to substantiate his concern.

Lister was fired in August 2022 for gross misconduct for refusing to follow the college’s gender reassignment policy, which told staff to use students’ preferred names and pronouns. He was also barred by the Disclosure and Barring Service (DBS).

Former principal Carole Kitching acknowledged at the tribunal that Lister also had protected beliefs, but he was sacked because of the way he manifested his gender critical views rather than those beliefs.

Lister brought claims of unfair dismissal, discrimination on the grounds of religion or belief and indirect discrimination in late 2022. All claims were dismissed in a judgment handed down in March 2024.

Appeal fight

Lister launched a crowdfunder in January 2024 called “Fight transgender madness in the education system” to fund cases against New College Swindon, the DBS and the Department for Education. The latter is for a judicial review “against the DfE’s actions to deliberately allow transgender indoctrination into our schools”. 

At the time of going to press he had raised £34,288 towards his £50,000 target, receiving over 1,100 donations. 

The employment appeal tribunal judge accepted two grounds of Lister’s appeal and said there were “arguable points” to assert the boundary between belief and manifestation in the Equality Act.

Lister argued the first tribunal did not consider the “inherently discriminatory” nature of the college’s gender reassignment policy and that the college attempted to interfere with his beliefs by making him adhere to the policy.

The hearing will discuss whether Lister’s contention that he “finds it difficult to use what he perceives to be the “incorrect” pronoun” was justified.

Moseley said that employers often manage issues “incorrectly” when staff members hold protected beliefs that don’t align with organisational values.

“For example, applying a hierarchy of protected characteristics and prioritising certain ones over others, possibly because of poor DEI training or allegiance to particular workplace schemes,” she said.

“The college in this case was seeking to balance these issues in the measures it took. Whilst each case is determined on its own facts, it is likely that the EAT case will give guidance that all employers can learn from.”

A New College Swindon spokesperson said: “Our priority is, and always will be, the safety and dignity of all of our students and staff.

“We will continue to cooperate fully with the legal process and look forward to resolving the matter at the appeal hearing in due course.”

Lister told FE Week: “This is a critically important case to both education and democracy. If I am successful, teachers in schools and colleges will be free from the demands to promulgate ideologies against their wishes.

“This freedom is one of the bedrocks of Western democracies, yet it has never been under more threat.”

Plea for guidance

The appeal case comes as colleges await trans guidance from the government.

The DfE published draft guidance for colleges in December 2023 and has yet to publish the findings from its 2024 public consultation.

New College Swindon urged the DfE to provide “clear, statutory guidance”.

“The absence of definitive national policy continues to place education providers in a difficult position,” a college spokesperson said.