Milton attempts to reassure SFCs’ cash concerns

Funding concerns will be acknowledged in a speech from the skills minister, who is to assure delegates at the Sixth Form Colleges Association conference that she will always fight their corner.

Anne Milton will attempt to strike a reassuring tone when she addresses the conference in London this morning.

“I am determined to see the sixth-form sector get the recognition it deserves,” she will say. “I will always be your advocate in government. The work that you and your colleagues do to transform the lives of young people is so important for them and for the country. You change lives.”

She will also repeatedly refer to funding, which is a touchy subject among members after the Department for Education last week ruled out increasing funding for 16- to 18-year-olds next year.

This flew in the face of the Support Our Sixth Formers campaign, back by the SFCA and FE Week, which has been warning the sector is at “tipping point”.

“Yes, we will always return to the question of funding in the longer term and will want to continue to talk to the sector about how to secure the high-quality education all our young people need, but to do this in an sustainable and affordable way,” Ms Milton will say.

The funding rate for 16- to 18-year-olds has remained unchanged for six years, and even Amanda Spielman, Ofsted’s chief inspector, warned during her speech at the launch of the Ofsted annual report in December that the “sector will continue to struggle” without an increase.

Ms Milton will refer to the issue again in her closing remarks.

“As ministers we are fortunate to have very helpful officials who draft us our speeches,” she will say.

“And like many draft speeches, I read the conclusion ended with the words that ‘this is a hugely exciting and challenging time’. What does that mean? It is possibly political speak for the fact that the challenge is money.

“But I guess it is exciting too. Exciting because with the government focus on social mobility we have a choice to change people’s lives.”

Ms Milton will also refer to efforts to “harness capacity” through “collaboration”, rather than “relying on competition to achieve improvement”.

“We have recently recruited the first of our new cohort of national leaders and I am pleased that this includes Peter McGee”, principal of the ‘outstanding’ St John Rigby Sixth Form College in Wigan, she will add. “He will work to help improvement in colleges”.

The national leaders will work under FE commissioner Richard Atkins to support struggling colleges.

“Our members will be pleased to hear the minister pledge to be our advocate in government, and we hope that she will continue to do everything she can to ensure sixth form colleges can continue to act as engines of social mobility,” said Bill Watkins, chief executive of the Sixth Form Colleges Association.

“Young people from all backgrounds benefit from the kind of environment the sixth-form colleges provide: one where rigorous academic standards are expected, where it is safe to love learning, where everyone has access to individualised pastoral care and support, and where there is a fantastic array of extra opportunities and experiences outside the classroom.”

FE sector steps in to help stranded Carillion apprentices

FE providers are rallying to help more than 1,000 apprentices affected by the collapse of the outsourcing giant Carillion, but many more places are needed to ensure everyone’s qualifications are saved.

The UK’s largest employer of construction apprentices went into liquidation on Monday, leaving the future of around 1,400 trainees, mostly 16- to 18-year-olds, uncertain.

Since then, the Construction Industry Training Board has asked all former Carillion apprentices to get in touch so it can help them continue their training – and for employers to come forward to take them on.

FE providers have now started offering support by opening their doors to those affected.

“We take our responsibility to our local community seriously and we’re working with CITB, our local authority partners, and directly with students and apprentices who have had their learning disrupted,” said Simon Cook, principal of Mid-Kent College, which ended a subcontracting arrangement with Carillion in June last year.

“Our priority at this stage is to identify the needs of those students, and the most appropriate and effective ways we can support them.”

BMet College also stopped working with Carillion last year but has offered similar aid.

Our priority is to identify the needs of those students, and the most appropriate and effective ways we can support them

“As we have a longstanding partnership with the CITB, we are engaged with them to see if there is any way that those apprentices without a training provider may still complete their qualifications,” a spokesperson told FE Week.

Middlesbrough College added that it is currently working with one Carillion apprentice to “find an alternative apprenticeship position”.

Merseyside and Cheshire have the largest number (235) of Carillion apprentices to place. All of those trainees were invited to an event run by the CITB today at Hugh Baird College in Liverpool.

“We are very keen to support the apprentices and ensure that they can continue their education,” said Vicky Edwards, assistant principal at Hugh Baird College.

“Thanks to our longstanding partnership with CITB and extensive links with employers across the region, we are confident that we can work together to help place as many apprentices as possible.”

Apprentices left anxious about their futures need all the support and advice they can get, according to Liz Green, the mother of one former Carillion trainee, who she says has been “kept in the dark” since the beginning of the week.

Her son, Alex, had six months left of his level two construction apprenticeship before he was told about the collapse on Monday when he got home from his placement in Birmingham.

The 19-year-old was contacted the next day and told he would be paid as normal until the end of the month, but since then communication has been sparse, and he now fears he’ll end up with no qualification.

“I think it’s disgraceful,” Ms Green told FE Week. “The whole situation is a mess and has been handled badly from the start.

“The staff and apprentices have been kept in the dark. The managers of Carillion obviously knew what was ahead and yet they still carried on.

“They offered apprenticeships to school leavers as recently as August and September. I can only hope that someone steps in to protect the services they provide.”

Carillion was the second biggest construction firm in the UK.

Its apprentices learned at its training division, Carillion Training Services, primarily in bricklaying, carpentry and joinery.

The staff and apprentices have been kept in the dark

The provider held a £6.5 million ESFA contract last year and was rated ‘requires improvement’ by Ofsted in December 2016.

The CITB said it has worked with the ESFA to ensure funding is available so that it can “continue to support the training for Carillion apprentices”. 

A spokesperson added that it has attempted to contact all 1,400 apprentices, but that not everyone has been reached. It hopes to start placing the first apprentices with new employers as early as next week.

Meanwhile, political screws are turning on new the education secretary Damian Hinds to provide clear information on how the government will safeguard the apprentices.

The chair of the education select committee, Robert Halfon, wrote to him yesterday asking for an “assessment” of how many apprentices may be affected through the longer Carillion supply chain.

“The committee understands that the ESFA is working closely with the CITB and hope that this will result in no learner losing out through no fault of their own,” he wrote.

Shadow skills minister Gordon Marsden has also written to Anne Milton, asking the skills and apprenticeships minister what she is doing to “assess the potential hit that the skills sector could suffer as a result and what contingencies are you putting in place for this?” You can read his full letter here.

A Department for Education spokesperson told FE Week on Monday that it has “taken steps to protect learners by transferring the training of Carillion apprentices to the CITB”.

The CITB is hosting free support events on January 18 and 19 for any Carillion apprentices in need of face-to-face advice.

They can contact CITB on carillion.apprenticeshipsupport@citb.co.uk or 0344 994 4010.

Office for Students board must have FE representation

The OfS board has no FE representation – as the DfE recently admitted to MPs. Emily Chapman wants this remedied (and at the IfA) right now.

Further education is a central component of the higher education sector in this country, but it seems this government is hell-bent on ignoring this truth at every turn.

With 218 colleges providing undergraduate and postgraduate courses in the UK, the vast majority teaching foundation degrees, and one in 10 people studying HE in an FE environment, it is astounding that the government’s controversial new university regulator, the Office for Students, has no dedicated FE representation on its board.

This adds insult to injury next to the chaotic and inappropriate appointment of Toby Young

Students experience post-16 education in very different ways, and part of the OfS’ remit is to analyse this experience at a national level. With so many students studying HE in a college, the body has a clear knowledge gap: no-one can speak on their behalf on the current board. We already struggle to measure how these particular students experience their education, and without FE representation on the board we risk exacerbating these existing problems.

Since the OfS’ inception, the NUS has argued that the one seat on the board reserved for the “student experience” was not good enough. Our president, Shakira Martin, is a welcome member of the student panel appointed to advise the OfS. However she is the only one who appears to be a former FE college learner. This is simply not good enough.

Not only this, the board proper has failed to appoint any of the applicants interviewed for the student representative position, and have instead made do with a one-year appointment from the student panel. This adds insult to injury next to the frankly chaotic and inappropriate appointment of Toby Young.

READ MORE: Top DfE official admits FE not represented on Office of Students board

If the government wants to actually progress on its commitment to widening participation and equal access to university, it must show its understanding of the central role colleges play. Underrepresented groups benefit when the role FE plays in access to HE is accurately examined.

Any further commitment the government makes to widening participation in HE must provide more financial support and policy attention to FE colleges. This is the only way to truly boost social mobility. If the OfS fails to consider the state of FE, postgraduate numbers will continue to decline, dropout rates will increase and underrepresented groups will continue to be failed by a system that promises something it is ill-equipped to deliver. 

Being denied representation at the highest level is no new thing. In 2016 something similar happened in relation to apprentices and the body that was set up to ensure the “high-quality of apprenticeships in England”: the Institute for Apprenticeships.

Shakira, who was VP for FE at the time, demanded two full seats on the board of the IfA. Instead, an apprentice panel was set up “to report directly to the board”, but no representation was appointed to the board itself. The then-minister had no satisfactory answer to this.

Toby Young

Learners and trainees have a huge role to play when it comes to understanding the quality of an apprenticeship, and arguments like “they wouldn’t have enough experience or be able to deal with governance responsibility” are frankly undermining and patronising. In fact learners have a wealth of experience and are the only ones who know what it is truly like to go through the working/learning aspect of their studies, and the application process.

In the same way that there is a diversity of experiences in HE, apprentices face a host of different challenges across the specialisms. Learners’ and apprentices’ voices go hand-in-hand, and with a new leadership team at the Department for Education we have a real opportunity to change who is listened to at the highest level. Damian Hinds and Sam Gyimah have a task on their hands, but a good place to start is finding adequate representation for FE students at both the Institute for Apprentices and the Office for Students.

Emily Chapman is VP of further education at the National Union of Students

Top DfE official admits FE not represented on Office of Students board

FE has “no representation” on the board of the new higher education regulator, a leading figure at the Department for Education has admitted.

The DfE’s permanent secretary, Jonathan Slater, told a public accounts committee hearing on Monday that it was “correct” to say that the further education sector was not represented on the board of the Office for Students.

Mr Slater said there had been “quite a lively debate” in Parliament over whether certain positions should be reserved for certain representations, adding: “We have overseen the process of appointing it in accordance with what Parliament agreed in the act, which wasn’t a specific representation from that sector.”

However, he would not be drawn on whether representatives from FE should have been included on the board, but claimed the conclusion had been for people to be appointed based on their job description and “that is what ministers did”.

Mr Slater’s admission directly contradicts the claims of ex-universities minister Jo Johnson, who said FE was represented on the board through Monisha Shah, the chair of Kent arts college Rose Bruford College, during a parliamentary debate on January 8.

However, despite the DfE’s insistence that the college is an FE body, FE Week established that Rose Bruford is officially classified as a higher education institution and receives no FE funding.

A student panel appointed to advise the Office for Students appears to feature only one former FE college learner, the president of the National Union of Students, Shakira Martin, who was once president of the student union at Lewisham Southwark College.

The NUS’ vice-president for further education, Emily Chapman, warned that the government is “hell-bent on ignoring” how central FE is to the HE sector, and said it was “astounding” that there was no dedicated FE representation on the board.

READ MORE: Office for Students board must have FE representation

She added that greater understanding of the role colleges play in widening participation to universities was vital for boosting social mobility.

“If the Office for Students fails to consider the state of FE, postgraduate numbers will continue to decline, dropout rates will increase and under-represented groups will continue to be failed by a system that promises something it is ill-equipped to deliver,” she warned.

A spokesperson for the DfE said: “Candidates were chosen to ensure there is balance of experience and skills on the board. Each appointment will be vital to the role of the new higher education regulator and we remain confident it will deliver for students.”

She added that the process to recruit a board member to replace Toby Young, who resigned last week, would commence “in due course”. 

 

SPONSORED: NCFE Study Programmes help your 16-19 learners succeed

We know and understand that choosing the right qualifications to fit your 16-19 cohort and build your vocational curriculum can be challenging and technical education is an area of constant change.

NCFE Study Programmes are designed to provide 16 -19 year old learners with a structured and challenging learning experience to support their development and progression to further study or their future career.

The Study Programme is a bespoke programme of learning and is made up of a substantial qualification, with learning time allocated to English and Maths, if required, additional qualifications, and a work placement. NCFE offers a range of qualifications across a number of sectors to give learners the choice and flexibility to learn in a way that’s best for them, and all are supported by award-winning customer service and high-quality learning resources.

Professor Alison Wolf recommended that all young people should be able to gain real experience and knowledge of the workplace

NCFE Study Programmes meet the requirements of the Department for Education (DfE) and NCFE level 3 substantial technical qualifications attract UCAS points to support progression into higher education.

In her review of technical education in 2011, Professor Alison Wolf recommended that all young people should be able to gain real experience and knowledge of the workplace in order to enhance their employability skills. She suggested that Study Programmes be introduced to offer learners breadth and depth, without limiting their options for further study or work. In response, the DfE consulted on proposals for Study Programmes, published its responses and plans for implementation, and in September 2013, Study Programmes were officially introduced. The ongoing post-16 Skills Plan has since set out further reforms to technical education, and whilst these reforms will impact the qualifications available to 16-19 year olds, it is expected that they will build upon the existing core principles of the Study Programme.

NCFE Study Programmes explained

NCFE Study Programmes aim to maximise learner progression to the next stage of education, employment or an apprenticeship. There are various pathways that NCFE can offer from substantial qualifications at level 2 and level 3, to Functional Skills and additional qualifications at level 1, which all contribute to a well-rounded programme of study.

NCFE Applied Generals are level 3 qualifications aimed at post-16 learners who wish to continue their education through applied learning. These qualifications are included in the performance tables for technical and vocational qualifications and don’t require work placements/employer involvement in the delivery of the qualification. They are assessed through a mixture of internal and external assessment.

NCFE Tech Certs and Tech Levels are level 2 and 3 qualifications aimed at post-16 learners to equip them with the knowledge and skills they need for skilled employment or further technical study. Tech Certs and Tech Levels do have elements of work placement, which allow learners to apply knowledge in real work environments.

Substantial qualifications are level 2 and 3 qualifications aimed at post-16 learners to develop their knowledge and skills in their chosen vocational area. These qualifications are assessed through a portfolio of evidence with no external assessment and may be suitable for a variety of learners including those who do not perform at their best under exam conditions.

Maths and English are an important component of the study programme and learners are expected to hold at least a GCSE in Maths and English (grade 4 or grade C). Learners who have achieved a grade 2 or below, or grade E or below, are able to study an alternative qualification such as Functional Skills. Learners could increase their chances of success in achieving Maths or English by studying Functional Skills, as these focus on developing practical skills and applying them to real life situations.  

NCFE also offers a range of employability and smaller qualifications to help learners succeed in their chosen career. From CV writing and developing enterprise skills, to health and safety and substance misuse awareness, they develop learners’ transferrable skills, improve confidence and help to support progression and employment outcomes.

A package of resources to complement study programmes

NCFE Study Programme qualifications are supported by a full package of resources to support learners’ progression, including online interactive programmes, learning games, advice and guidance, PDF workbooks and videos. These resources and programmes have been developed in conjunction with employment specialists Reed to support employability within the curriculum.

BESTest (Baseline Employability Skills Test) is another fantastic resource from ForSkills that supports NCFE Study Programmes. BESTest is an online diagnostic, psychometric assessment that accurately measures a learner’s employability skills. It does this by measuring the starting points of a learner against 10 indicators that are vital for employment success – CV, Job Search, Interviews, Workplace Behaviours, Initiative, Resilience, Motivation, Organisation, Professionalism and Sociability – and generating an immediate report which provides a ‘spikey profile’ of their employability skills. Learners then complete 10 interactive modules that relate directly to the results of their BESTest score to upskill them where needed.

These resources combined with work experience, which is another key principle of the 16-19 study programme, aim to give young people the opportunity to develop their career choices and improve those critical employability skills needed for real working conditions.

NCFE believes in the importance of choice and flexibility when it comes to learning, especially at such a key stage in a learner’s life and that’s why we think it’s important for our customers to be able to build a tailored, bespoke programme of study to suit their learners’ needs.

To find out more about how NCFE can help you with your 16-19 curriculum planning, please visit the NCFE website.

For more information about BESTest or a free trial, please visit the ForSkills website.

ESFA seeks providers to pioneer T-levels

Providers can now bid to become one of the first to deliver T-levels, the Education and Skills Funding Agency has announced.

Guidance, published today, invites expressions of interest from providers who want to deliver the new qualifications in 2020/21, and sets out the criteria they will need to meet.

But while it says that the Department for Education is looking for a “small number” of providers it’s not clear how many it wants.

Providers – which can be colleges, independent training providers, university technical colleges or schools that currently deliver relevant ESFA-funded 16-to-19 education to at least 10 students – must be rated ‘good’ or ‘outstanding’ by Ofsted and must have at least ‘satisfactory’ financial health.

They must also “demonstrate excellent attainment in the relevant vocational qualifications for the T-level pathways they wish to deliver” – judged to be at least a ‘merit’ average.

The guidance doesn’t specify the number of providers the government is looking for – although it does say that if there is “significant interest” it will apply further criteria to reach a “manageable number” – including giving priority to grade one providers.

It also discusses the steps the DfE will take to ensure there are providers across the range of types, and from the DfE’s opportunity areas, as set out in the recently published social mobility action plan.

The guidance includes a list of commitments that the chosen providers will need to make, including working with the DfE ahead of 2020 “to help develop the best approach to implementation”, and working “collaboratively with employers to offer a substantial work placement with an employer, away from the students’ learning environment”.

The first three T-levels set to be delivered from 2020 will be in digital, childcare and education, the DfE announced in October.

Consultation on the new qualifications opened at the end of November – although ex-education secretary Justine Greening told FE Week that the government would not budge on plans to make them level three and to include a mandatory three-month work placement.

Learndirect boss reveals ‘surprise’ at £45m allocation following AEB tender withdrawal

Learndirect’s boss has admitted he was “surprised” his provider was handed such a large allocation in the adult education budget tender fiasco, after it tactically withdrew its bid.

Andy Palmer made his astonishment known about the £45 million contract at last night’s Public Accounts Committee hearing on the nation’s biggest FE provider.

Responding to a question from Heidi Allen MP about why Learndirect withdrew its bid in the AEB tender, Mr Palmer explained that it was a strategic decision made with his board’s blessing.

“Having looked at the [AEB tender] specification I was aware that if we had a grade four at that time we wouldn’t have received any funding,” he said.

“I was also aware that if we withdrew from the procurement round then there would be an amount of funding for providers who had withdrawn.”

Andy Palmer

He then unexpectedly admitted he was “surprised by the volume of funding” when asked by the committee how he reacted to Learndirect being given 75 per cent of its previous year allocation.

As revealed in last month’s National Audit Office report, Learndirect originally bid for £85 million in last year’s AEB tender. But in mid-July, after the provider’s grade four inspection became known, the ESFA asked Learndirect to generate some funding scenarios and their consequences.

The provider gave two survival scenarios: one in which the business could continue if awarded £48 million and another for £40 million, which would be insufficient and “the business would probably become insolvent”.

On July 25 Learndirect contacted the ESFA to withdraw its bid from the tender.

On September 6, the ESFA wrote to all providers which either did not participate in the procurement or were unsuccessful, to confirm a rule change that meant they would receive 75 per cent of the value of their previous contract to use in 2017/18 – which amounted to £45 million for Learndirect.

The FE sector was left outraged at this decision, specifically providers who had been successful in the AEB tender but only received a fraction of their previous allocations.

This included Somerset Skills & Learning, a large 10,000-learner community provider, which had its budget slashed by 97 per cent and launched a campaign with MPs to overturn the unfair decision.

They [providers] will be very angry to hear Learndirect’s chief executive was surprised at the £45 million awarded

This was until a later ESFA rule change, following threats of legal challenges, which brought all provider funding up to the value of 75 per cent of the amount they had last year, and therefore into line with providers which did not bid or failed in the tender process.

Responding to Mr Palmer’s “surprise” revelation, Mark Dawe, chief executive of the AELP of which Learndirect is a member, said: “It is frustrating that the ESFA was able to adjust the tender rules for those that chose not to apply.

“While clearly benefiting Learndirect, hundreds of small providers have lost out in the recent tender [non-levy] round where the rules were rigidly applied. They will be very angry to hear Learndirect’s chief executive was surprised at the £45 million awarded.

“This is not a private or public sector issue, or big or small, it is about a fairness of treatment process for all providers and this doesn’t feel to be the case in this situation.”

Ofsted can’t keep up with the growth in apprentices, MPs hear

Fears that Ofsted can’t keep up with the UK’s massive apprenticeships expansion have been raised before MPs, a day after the chief inspector spoke about her struggles to secure more funding.

The House of Commons education select committee held an oral evidence session this morning, part of its inquiry into the quality and monitoring of government-funded apprenticeships and skills training.

Giving evidence, Joe Dromey, a senior research fellow for the policy think-tank IPPR, warned apprenticeship numbers and Ofsted funding were “going in opposite directions”, a day after the chief inspector Amanda Spielman told the public accounts committee about the added pressures that reforms had placed on her overstretched organisation.

Amanda Spielman

“Ofsted needs to be resourced at least commensurate with the increase in apprenticeship numbers, and at the moment they seem to be going in opposite directions,” he said. “So there’s been a soar in apprenticeship numbers since 2010 and a significant reduction in capacity.”

He warned the situation was getting worse and “Ofsted themselves have expressed concern about their ability to regulate and inspect the growing number of apprenticeships, given that funding gap”.

Mr Dromey, who is a member of the Mayor of London’s skills for Londoners advisory group, was expanding on comments from Labour MP Lucy Powell, about “a very underfunded and, out of necessity, very finite inspection regime”.

The committee chair, former skills minister Robert Halfon, asked if there should be less focus on increasing apprenticeship numbers, and more on how well existing apprentices are progressing, for example from level two to three and four.

Mr Dromey agreed with this and said he understood why the Conservatives had set a target of three million apprenticeship starts by 2020, as “it sends good signals”.

Robert Halfon

But “I think it is bad policy, because focusing on numbers at the same time as reducing inspection capacity and stimulating employer investment through the levy means you risk getting quantity not quality”.

Ms Spielman spoke yesterday to PAC members, during a hearing on the Learndirect saga, about her efforts to secure extra funding to help Ofsted ensure that it effectively monitors growing number of new apprenticeship providers.

“Yes, it is the case [in FE] that providers come and go more regularly,” she admitted. The introduction of the apprenticeship levy, and other associated reforms, had “brought in a significant number of new providers”.

“This is something that I raised last year with Jonathan Slater, that if the levy policy was a success then a lot of these new providers are going to come on stream and start having learners and we expect to have more work and need more resource to do that,” she said.

Mr Slater, the permanent secretary for the Department for Education, also gave evidence, and sat by Ms Spielman as she discussed the issue.

“We had the acknowledgement that the more work we had the greater resource we would need,” she added.

“We haven’t got a specific resource increase because we don’t know how many of these [new providers] will come on stream with a volume of learners. But we have the acknowledgement in principle that this will be required.”

Main pic: Joe Dromey, senior research fellow, IPPR, and Dr Carole Easton, chief executive, Young Women’s Trust, giving evidence during today’s education select committee hearing

Struggling college ‘expects’ £25 million bailout as university merger hits buffers

Lambeth College, which was served with a notice of concern for financial control by the Education and Skills Funding Agency yesterday, is expecting to receive a massive cash injection from the government’s restructuring facility by the end of the month, according to its own accounts.

It is also in the market for a new merger partner following delays to a planned partnership with London South Bank University.

“Because of its weak financial position the college can only continue to trade with the assistance of exceptional financial support from the ESFA,” the accounts state.

“The total support requested will have reached £8 million at the date of the signing of these financial statements with an expectation that this will be replaced by a restructuring facility of around £25 million in early 2018.”

This would be enough to cover what the college owes to the ESFA, and around £18 million in bank loans it has taken out.

Ongoing delays to merger plans were blamed for having a “negative effect on the financial recovery strategy” – but if the merger was “not completed by January 2018 then the restructuring facility would provide resources until at least July 2019”.

The merger had been set to complete by July last year, the accounts said, but “following interventions from stakeholders” it was delayed “with submissions of further financial and strategic plans to the ESFA and the minister of state”.

“At the date of the signing of these financial statements these plans are to be tested against other proposals through an FE commissioner-led structure and prospects appraisal that will conclude by February 2018,” it continued.

FE Week understands the government deemed the financial support package demanded by the university as part of the merger deal to be too high, forcing it to seek an alternative partner.

Several colleges are interested, and once SPA has concluded – now expected to be in March – the government will compare the options to determine whether the university offer remains the best, despite the high demands.

Monica Box, Lambeth’s interim principal, insisted it was “taking action to address the notice of concern and is confident that the items identified for improvement are being thoroughly followed up”.

But she said there was “no progress to report” when asked about the college’s university merger plans.

The sum requested by Lambeth is even bigger than the £21 million dished out to Telford College of Arts and Technology as part of its recent merger deal with New College Telford.

A DfE spokesperson insisted at the time that the facility was “not being used to prop up failing colleges”.

“The restructuring facility is designed to help colleges make major changes following an area review recommendation that they cannot fund themselves and that will result in high-quality provision for the local community,” she said.

The previous FE commissioner, Sir David Collins, visited grade three-rated Lambeth in September 2016 following a “significant deterioration” in its finances.

His report concluded that the college’s finances “are no longer sustainable” and recommended that it should “urgently seek a merger partner with a view to enabling the work of the college to continue beyond August 2017”.

Lambeth emerged from the central London area review, which ended two months after Sir David’s visit, with a recommendation to pursue one of three options – a merger with LSBU or with Lewisham Southwark College, or to join the new grouping of City of Westminster College and the College of North West London.

The following month, the college announced that it would “join the LSBU family in principle”.