College refers ‘allegations of mismanagement’ to ESFA

A college whose principal resigned in October amid “allegations of mismanagement” has referred the matter to the Education and Skills Funding Agency.

Jeanette Dawson OBE stepped down from Bishop Burton College in October, prompting an external investigation at the college into the allegations.

That investigation has now completed, the college said today in a statement.

Bill Meredith, acting chief executive and principal said: “The matter has been referred to the ESFA.

“I can confirm that the college remains in strong financial health and we look forward to welcoming our students back in 2018 to continue their education after the Christmas break.”

It’s not yet clear what the allegations of mismanagement related to.

In a statement dated October 24, the college, which was rated ‘good’ by Ofsted in January, said that that Ms Dawson had “chosen to resign as chief executive and principal”.

“The college has been made aware of some allegations of mismanagement. At this stage the allegations have not been substantiated and it is not appropriate to comment further whilst enquiries are on-going.”

Ms Dawson was made an OBE for services to land-based education in 2010.

Bishop Burton College is a specialist land-based college, with its main campus in the village of Bishop Burton in the East Riding of Yorkshire and another campus at Riseholme in Lincolnshire.

According to ESFA figures, the college has a 2017/18 AEB allocation of £3.4 million, and an apprenticeships allocation of £645,500.

The ESFA has been asked for a comment.

 

Further education transforms lives and we must protect it

Our further education providers are crucial for challenging inequality and transforming lives in 21st century post-austerity Britain, say Vicky Duckworth and Rob Smith

Further education provides a host of social benefits that have remained largely unmeasured – precisely because they can be hard to quantify.

To this end, we recently completed a research project to discover and describe some of the benefits that are often not reflected in traditional measures of success.

The research cuts across the grain of the current skills policy discourse, providing a picture of transformative teaching and learning taking root and flourishing in the sometimes stony ground of further education.

Evidence from the project exposes how, despite straitened finances and the constraints of a constantly changing annual funding methodology that incentivises college self-interest and gaming, further education providers continue to empower people and their communities.

In doing so, colleges challenge the stubborn cycle of intergenerational inequality and offer a transformative experience that enhances agency and hope for the project participants, their families and communities.

Adult education courses for young and older adults offer a second chance of re-engaging with education

 Empowerment

Accounts from learners demonstrate that further education courses are pathways to overcoming economic, social, political and cultural marginalisation.

David, from a traveller background, said his motivations for learning are so he can read to his four-year-old daughter. But he also wanted to take part in our democratic processes.

“You need education to know what’s going on outside: the politics and all that. I’d never voted in my life, ever,” he said. “I read the thing that came through the letterbox and I voted for the first time.”

Mental health and wellbeing

Further education also has a positive effect on mental health and wellbeing. For several of the participants, further education offered a lifeline that helped in their recovery.

Nyomi’s partner had a long-term illness and when she had a child she became depressed and felt locked in a spiral of despair.

Encouraged by her health visitor, she attended a course at college, where she felt accepted for who she was, and a year later has begun studying a podiatry degree. Now her partner is also beginning to study. Together they want to improve their lives and provide for their daughter.

Clearly, adult education courses for young and older adults offer a second chance of re-engaging with education. These courses can contribute to personal development, lead to the development of soft skills such as confidence, and consequently provide economic, social and health related benefits. Juxtaposed with this, adult education courses offer people opportunities of acquiring the tools needed to run their own lives.

Adult Education and Integration

Chaima grew up in Oldham. Her experience at school ended in disillusion and poor qualifications.

Entering further education, she rediscovered her learning identity and, with the support of teachers who believed in her, she worked steadily until she gained entry to higher education. Further education provided a space where she met people from other walks of life and, very importantly, learnt about cultures outside that of the Bangladeshi community.

“I learnt about them and their community and they learnt about me and my community as well,” she said. “It eliminates that ignorance.”

Chaima’s comments highlight the often overlooked role of further education colleges in providing integrated social spaces that have the potential to foster social cohesion in our diverse urban centres.

A decade on from the financial crisis that introduced public spending cuts across the UK, we have yet to emerge from quagmire of the politics of austerity. Yet a transformative curriculum delivered in a further education setting is able to challenge rather than reproduce social inequality.

Our findings are particularly interesting for commissioners of a range of services in cities and devolved administrations. With devolved budgets and outcome-based local commissioning arrangements, over the coming years we are likely to see changes to the way adult learning and education works. This requires joined-up thinking across discipline areas, and a cohesive approach that challenges inequality and moves towards social justice is a necessity.

It’s time to recognise these important contributions and to re-prioritise educational funding to reflect this new understanding.

 Dr Vicky Duckworth is a reader in education at Edge Hill University and Dr Rob Smith is a reader in education at Birmingham City University. Find out more about the UCU FE: Transforming lives and communities project here

Will college governors have to justify high executive salaries?

Dr Sue Pember, director of policy and external relations at Holex, answers your questions on college governance, backed by her experience as principal of Canterbury College and in senior civil service posts in education and skills

Question One: Executive pay

Academy governors and trustees have received a letter from the DfE asking them to justify high headteacher salaries. Are we subject to the same criteria for college principals?

Answer:
As yet, there has been no sign that the DfE wants to send out a similar letter to colleges. Colleges are independent of the government, while academies are part of the DfE. This is an important feature of a college’s legal status and why the DfE may not feel it is in a position to offer such direct advice.

However, the sentiments in the letter about justifying salary levels and the need to benchmark are as relevant to governors of colleges as they are for academies. We only have to look at the row going on in HE regarding vice-chancellor salaries to see how divisive it is to pay more than what the public thinks is appropriate. It might be prudent for your remuneration committee to consider the letter and make decisions in light of it.

 

Question Two: Meeting staff

We are keen to be a proactive governing body but we feel the executive blocks us from getting too close to college staff. What can we do to be assured what senior staff tell us is true?

Answer:
I am not sure what you mean about getting too close to college staff, but I am assuming that you want to be able to get information that helps to triangulate or correlate the data you receive at board meetings.

It is important to trust your executive team and you need to work with them, so it will take time to restore this relationship. You need to be up-front about the issue and ask the executive to set up a series of staff meetings with the governors, and organise a set of learning walks. But remember you are not there to judge any member of staff, and concerns that are raised should be noted and given to the executive to resolve and report back to you.

 

Question Three: Council relations

We will be in a devolved combined authority that has a skills deal, but they have not talked to us about their vision or recognised our role in setting strategy. When there is so little engagement, what should we do?

Answer:
Your role as governors is clear: you have the statutory responsibility for determining the ‎mission and vision, and ensuring a secure financial future for your college – that role has not been given to the combined authority.

However, as the combined authority will have a commissioning role for a part of your adult budget, you and the executive team will need to build a relationship with them. So be proactive and arrange to meet them; write to them, explaining what you think the strategic issues are, how your college can help meet them, and what it would be useful for them to do to support you. But I think you will also need to be patient. These are new times with new teams of officers trying to get their head round a complex, integrated system that relies on several funding routes for financial stability.

Skills in 2017: less money, more problems…

The government has had a few good ideas this year, admits Gordon Marsden, but it seems determined not to pay for any of them to actually happen

As we count down to the end of 2017, we can reflect on how different the skills landscape is today from 12 months ago. The Institute for Apprenticeships is now operational – finally – with a permanent chief executive. They’ll need him, given the big ask when the IfA takes on technical education in April, on top of the challenges the apprenticeship levy will set him in the New Year.

While the government has begun trying to rectify some of its past mistakes, far more needs still to be done.

Apprenticeship starts for 2016/17 tell some of the story.

As a local MP, I worry that in Blackpool starts for under 19s are down 21 per cent on last year. Overall figures nationally are down 509,400 to 491,300. This is not just a towns issue – though it is crucial that government pays more attention to the particular issues faced by non-metropolitan areas, particularly post-Brexit.

Young people are being deprived of valuable opportunities by government’s short-sightedness. Its continuing failure to support non-levy-paying employers, on which Mark Dawe and AELP have spoken out, has left far too many providers in limbo.

From when we first laid down the original proposals for the Institute, through the TFE bill and the levy’s introduction, we have always said that ministers must take more time to listen to stakeholders. Many concerns both Labour and the sector at large once expressed have come to pass.

The government must act now on the need for more flexibility in the use of the levy.

Young people are being deprived of valuable opportunities by government’s short-sightedness

Ministers won’t be forgiven if we have a repeat of the Learning Loans fiasco – where lack of take-up forced the Treasury to claw back hundreds of millions of pounds that should have gone to FE.

In order to consolidate a winning strategy on apprenticeships we need more focus on progress and successful completions, not just on starts – especially as average monthly starts are 17 per cent lower than needed to hit the target. Concerns, not least from AELP, that management apprenticeships would soar in popularity when the levy came in, combined with the Sutton Trust’s ‘Better apprenticeships’ report, which found that two thirds of apprenticeships merely rebadge existing training, have increased fears about gaming the system. These are concerns I’ve consistently raised myself, that quality and progression would be overlooked in a race to the three million starts.

If we really want to expand quality and quantity, as we do need to do, our call loud and clear in 2018 is for effective traineeships to help deliver economic potential and social mobility. A once-promising idea has fallen foul of the government’s failure to promote them effectively. The latest figures showing only one in five trainees progress to apprenticeships are testament to this failure.

That is why we will be working with AELP and other stakeholders in January, hosting a parliamentary event to discuss the crucial role traineeships could play in moving forward.

We also now finally have a careers strategy. After many unfulfilled promises we have the bones of something to work with. Again however, as I have already told FE Week, the promises are not yet enabled either with enough money or the capacity to deliver them. Ministers have not got adequate resources to make this work.

In areas where major gains in reskilling and retraining could be made, the DfE has been far too timid. The fact that the Union Learning Fund, a programme accepted as hugely successful, remains frozen at £12 million – with only last-minute pressure from us and others moving the Treasury to dispense small change to prevent a proposed 33-per-cent annual cut of £4 million – indicts the poverty of ambition that still hangs with this Tory government.

That is why we will be talking far more in 2018 about out National Education Service. The NES would address some of the long-standing lack of parity of esteem towards FE and a much fairer, more joined-up ecosystem to deliver life chances and social mobility. We will recognise the central role that FE, skills and apprenticeships can and must deliver for 21st century Britain.

Gordon Marsden is shadow skills minister

What role will the Careers & Enterprise Company play in the careers strategy?

The Careers and Enterprise Company has had its role beefed up in the new careers strategy, but hasn’t always had good press for what it’s achieved with government funding so far. Claudia Harris responds

The careers strategy aims to help every young person, no matter what their background, to build a rewarding career. At the Careers and Enterprise Company we welcome it and look forward to helping implement it.

The strategy has two particularly important ideas. The first is its endorsement of the Gatsby benchmarks, which lay out a broad range of support to help transition young people into the world of work. They move us beyond debates on employer encounters or one-to-one career guidance in favour of a multifaceted approach. Our own focus was on employer engagement and workplace experiences; the strategy broadens this focus.

We will be working to ensure that young people have the best opportunity to develop their careers. This includes working with careers professionals and the wider careers sector, while continuing to ask employers to volunteer their time. We have always believed that personal guidance delivered by professionals is important and welcome the opportunity to actively support schools and colleges to develop the guidance they offer.

With the ongoing reforms to technical education we need to open young people’s eyes to the full range of career opportunities

The second idea centres on local clusters of schools, colleges, ILPs and employers working together as networks. This approach is inevitably more difficult to implement than a single “project”, but it is the best way to ensure young people receive input from a broad range of sources.

With the ongoing reforms to technical education we need to open young people’s eyes to the full range of career opportunities, and ensure colleges and other providers of technical education engage from an early age. Our own research shows this is not currently happening in all schools, and the strategy makes addressing it a priority.

The CEC was set up over two years ago to focus on employer engagement with education. With this mandate we established a network of enterprise coordinators working with clusters of 20 schools and colleges to help connect them to local employers and service providers. Each institution is supported by a business volunteer whose role is to work with the senior team and facilitate engagement with local employers.

We are now collaborating with 38 local enterprise partnerships and working with 75 FE colleges and more than 2,000 schools. Last week we published an evaluation which showed that the approach is working.

Schools and colleges in our network are now reporting 50 per cent more employer encounters than when they started working with us.

We have also funded a wide range of other organisations to scale up the best employer engagement programmes in the country, including WorldSkills and the Engineering Development Trust. So far, 250,000 young people have benefited from the first £5 million in funding.

The new strategy asks us to play a broader coordination role, using all the Gatsby benchmarks. These identify the three core pillars of good career guidance: (i) the importance of encounters – with the world of work, and with higher and further education (ii) the need for good information – about how the curriculum links to careers and the labour market; and (iii) the importance of helping a young person to develop a careers plan suited to their own passions and strengths.

Building on what was learned from a successful pilot led by Gatsby in the north-east, the strategy establishes resource for 20 local career hubs to deliver against these benchmarks. This should be welcome news for those looking for an evidence-led, locally governed solution to careers.

The careers strategy sets out a new direction for careers provision in England. It correctly identifies the national need for multifaceted and programmatic careers guidance which takes place over the longer term. We look forward to working closely with educators, employers and careers providers to deliver outcomes that last for our economy and, most importantly, for our young people.

Claudia Harris is CEO of the Careers and Enterprise Company

FE leaders need mental health support too

It can be lonely at the top, admits former principal Neil Bates

People who have headaches but describe them as migraines have probably never suffered from a real migraine. People who sometimes feel a bit down and say that they are depressed have probably never suffered from depressive illness.

My friend Joanne has a migraine on average once a week and it confines her to bed, makes her physically sick and takes nearly two days to feel better. It’s really tough for her to take, but she can say she is a migraine sufferer, and sympathy and understanding are properly and rightly dispensed.

But try telling someone that you have a mental illness and see what reaction you get. Moreover if you happen to be a man, try and tell someone you have depression. Heaven forbid you are a man and in a position of leadership and suffer from depression. I guarantee that any disclosure of this shocking and shameful secret will have most people running for the hills. 

In the UK anxiety effects six in every 100 people, and for full-on depression it is three in 100.

READ MORE: Healthy organisations need healthy leaders

Organisations are becoming much more aware of the mental health issues affecting their workforce. In my own college we have funded a professional counsellor to work with staff. One in four of us will suffer stress or anxiety during our lifetime so it makes sense to make early intervention available to prevent a difficult time from becoming a long-term illness. 

But there is one group of people who suffer in almost total silence. I am talking about men and specifically, men in leadership roles. To bring it even closer to home, I am talking about principals and CEOs in the FE sector.

What are our expectations of these men? We want them to be strong, charismatic, driven, optimistic, successful, and true leaders of people, and most times they are. In contrast, some of these men feel weak, vulnerable, inadequate, lonely, isolated, and above all else, sad. Not a tear-jerking movie kind of sad, but a sadness deep in the gut that cloaks everything in darkness and extinguishes the light. Place those expectations and feelings into a climate of intense pressure with the career life expectancy of your average premiership football manager, and you have an explosive cocktail. 

Heaven forbid you are a man and in a position of leadership and suffer from depression

There is some good news. You can live with depression and continue to be very good at your job. I have suffered from depression for the last 10 years. It comes and goes to some extent depending on what is going on in my life. I was extremely close to my mother who died in November 2013. I got the call from Ofsted on the day before the funeral. All grieving had to be suspended so that I could come back and lead my team. Such are the pressures on FE leaders.

Three months later I crashed and burned and ended up heavily medicated, but still working. And that’s my point. The most successful period in my 30-year career has been the last 10 years. Men with depression, who hold that dirty secret, are masters of disguise. People with depression can and do continue to function well. I had two days off work in 10 years. I am pretty sure that to the outside world I was “normal”. Suffering from depression is a perfectly manageable illness, but it is made much harder if the individual feels that they have to keep it a secret. That’s why we have to change our attitude.

I hope governing bodies will understand that we all have weaknesses and vulnerabilities, I hope chairs will understand that being a principal or CEO is a lonely place at the best of times and most of all, I hope that over time our attitude to mental health will improve. Finally, to the nine FE principals who know first-hand exactly what I am talking about in this article, I would like to say: “you are not on your own – let someone else help you carry the load.”

Last week I saw a wonderful quote on a notice board at Tower Hill Station. It summed it up for me: “Don’t hide from a storm, learn to dance in the rain.”

Neil Bates is a former college principal and chief executive

Ofsted worried about lack of level 2 and 3 apprenticeships

Fewer level two and three apprenticeships are in development by proportion compared to higher and degree apprenticeships, which could have a “detrimental impact” on recruitment for 16- to 18-year-olds, Ofsted has warned.

The education watchdog raised the concern in its annual report, which was published this week.

“Most apprenticeships being delivered in 2016/17 were at levels two and three, yet over a third of the standards ready for delivery were at level four and above,” it said.

“If this trend continues, there will not be enough approved standards at levels two and three.

“This could have a detrimental impact on the recruitment of 16- to 18-year-olds into apprenticeships.”

Speaking to FE Week following the launch, Ofsted’s deputy director for FE and skills expanded on these concerns.

Paul Joyce [pictured above] admitted the watchdog was “worried” about the large number of higher-level standards being approved as “older apprentices are likely to start those programmes”.

“We have seen a reduction in the number of apprenticeship starts, a reduction in the number of 16- to 18-year-old starts, and clearly we would want to see some level two and three standards approved, and for those numbers at level two and three and for 16 to 18s grow,” he said.

The Institute for Apprenticeships, which is responsible for approving new standards, defended its approach – which it said was led by employer groups.

“High-quality apprenticeships can help improve social mobility. It is important that apprenticeships provide opportunities for development for learners of all ages,” a spokesperson said.

But FE Week has discovered alarming figures that contradict the IfA’s claims – and confirm Ofsted’s fears.

Business administration was one of the most popular frameworks in 2016/17, with 43,800 starts at level two and three.

But although a replacement level three standard was approved for delivery in September, there are no plans for a level two standard – and in fact, a standard proposed at that level was rejected by the Department for Education.

This is particularly concerning as almost half of the framework starts at level two in 2016/17 – 12,550 out of 25,900 – were by 16- to 18-year-olds, while at level three that proportion dropped to just 25 per cent of starts.

Tom Pearce, a talent services executive at Grant Thornton, led the development of the level three business administrator standard.

He told FE Week that the majority of the employers in the trailblazer group had wanted the level three standard as they needed apprentices who were “able to act autonomously”, meaning that “level two wasn’t appropriate”.

The group had also received “a steer” from the DfE, that “a prospective apprentice looking at doing level two could do level three, they could jump that level”.

A number of NHS trusts which had been involved with the development of the level three standard, backed by Skills for Health, expressed an interest in developing a level two assistant business administration standard in 2016.

But that proposal was rejected by the DfE.

“While we recognise that business administration roles exist at that level, the training needed for full competence is not sufficient enough to justify an apprenticeship based on a standard at the lower level,” it said.

Skills CFA, the issuing authority for the business administration framework, confirmed that no date has been set for the framework switch-off at level two or three.

The IfA refused to comment directly on the lack of a level two standard in business administration, and reiterated that it would be up to employer groups to submit proposals at the level they think is most appropriate.

Ofsted tells college to ditch ‘outstanding’ label

A college that Ofsted last visited 11 years ago, and which dodged an inspection in 2016 after a merger, has finally been told to stop referring to itself as ‘outstanding’.

Bridgwater College received the top grade back in November 2006, its last full inspection.

But in June 2016, amid a significant fall in A-level standards, it merged with Somerset College of Arts and Technology, itself rated ‘good’, to form Bridgwater and Taunton College.

According to inspectorate’s handbook, a merged college may avoid inspection for up to three years but “will not carry forward any inspection grades from predecessor colleges” and “will have no inspection grade until after the first full inspection”.

The merged college had nevertheless continued to advertise itself as ‘outstanding’ and use Ofsted’s approved logo until FE Week got in touch.

Ofsted said it would be writing to the new college about the logo, and confirmed that as it “has not been inspected yet… it has no rating”.

Its performance has recently dropped in certain areas: in 2015/16, its 16-to-18 achievement rate at level three was 6.8 percentage points lower than the average for a GFE college, and at AS level, it was 9.4 percentage points lower than average.

It fared little better between 2014/15 and 2015/16, when its 16-to-18 achievement rate at level three fell 6.3 percentage points and 9.1 percentage points at AS.

A spokeswoman described the use of the logo and other references to ‘outstanding’ grades as “an oversight”, but at the time of going to press, its prospectus for 2018/19 still suggested its courses were graded ‘outstanding’.

“Our college routinely gets rated as ‘outstanding’ by Ofsted, with our provision in a variety of areas being highlighted for its quality,” it read. “We think that’s a record to be proud of.”

The college however has no plans to change its prospectus, as “we do not state that we are rated ‘outstanding’”.

“A new website will be published in January which will better reflect the new college and our ethos,” she added.

The college’s most recent results show it comes in below average for its scores in A-levels, academic qualifications, applied general qualifications, and tech level points.

This would normally have triggered a full reinspection, but during the national development of the post-16 area review process Ofsted agreed to wait up to three years, and updated their policies accordingly.

Bridgwater and Taunton’s spokesperson said that over 22,000 students were enrolled to study at the college, and that “for a small subset of students, historical achievement data, when combined, shows a dip”.

However, she insisted that achievement rates had increased in the first academic year after the merger, and expects this to be reflected in January’s progress scores.

She also pointed out that the college’s care standards for residential provision and nursery had both been graded ‘outstanding’ since the merger.

“We are confident in our self-assessment process and the accuracy of our grading, which reflect outcomes and overall student experience, and we continue to work within the parameters of Ofsted’s common inspection framework,” she said.

“We would judge the merger to have been successful for staff, students, our employers and the community we serve.”

 

Ofsted Watch: Two ‘inadequate’ providers make slow improvement

Two ‘inadequate’ training providers in Essex are making “reasonable progress” in improving their grades, but still have a long way to go in pulling themselves away from Ofsted’s lowest possible rating.

In what was a quiet week for FE inspections, Epping Forest College and Essex County Council each had their third monitoring visit reports published following their grade fours, which were first revealed in January and February this year respectively.

There was only one full inspection, but it did not make for easy reading as Chesterfield-based NLT Training fell from ‘good’ to ‘inadequate’, which FE Week reported on Tuesday.

Epping, which teaches nearly 3,000 learners, was lauded for making “significant progress” in ensuring that all safeguarding arrangements for all groups of learners are “effective”.

However, “insufficient progress” is being made in “swiftly” improving the quality of teaching, learning and assessment.

“Too often, teachers do not take into account the starting points of their learners to ensure that they set them demanding tasks and activities that challenge them to excel,” inspectors said.

“In lessons, too many learners are left to become bored when they have completed tasks that they have found too easy.”

Some teachers’ presentations, resources and materials contain “spelling, punctuation and grammar errors”, Ofsted added.

Insufficient progress is also being made in ensuring that learners’ attendance, punctuality and behaviour are “good”.

It was better news for the college’s work in strengthening the “observation” of teachers’ practice to “drive improvements in teaching, learning and assessment”, and ensuring that the progress of learners and apprentices is monitored “rigorously” and leaders “understand accurately” the strengths and weaknesses of the provision.

Epping was also found to be making “reasonable progress” to ensure that leaders work “effectively” with the local enterprise partnership, employers and community organisations to “ensure that the range and content of all provision is aligned to local and regional priorities”.

Over at Essex County Council, leaders was praised for “rapidly improving” the quality of teaching, learning and assessment, and ensuring that the observation of tutors’ practice is “fit for purpose and secures improvements”.

Leaders’ self-assessment is now “robust and appropriately self-critical” and “drives effective action planning that secures sustainable improvement” leaders now provide county councillors with “accurate information on performance so that county councillors challenge them effectively”.

“Significant progress” was found to be made in safeguarding arrangements.

“Leaders have established a regional safeguarding peer group comprising local authority community learning and skills providers to peer-assess safeguarding arrangements and share good practice,” Ofsted explained.

“All staff have conducted safeguarding and ‘Prevent’ duty training since the inspection of December 2016. Nearly all staff have also undertaken further training on the promotion of online safety.”

NLT Training, an independent training provider with around 250 learners, received the lowest possible grade across the board from Ofsted.

It is now trying to get taken over by WEBS Training Ltd, a Nottingham-based furniture training provider rated ‘good’ in April this year to save the business.

Sarah Temperton, NLT’s chief, said she was “extremely disappointed” at the Ofsted verdict, and that she would be “challenging them at a number of levels”.

Declining achievement rates at NLT, which specialises in engineering and manufacturing apprenticeships and study programmes, were among the issues dragging it down in the report.

“A large proportion of apprentices have not completed their apprenticeship by the planned end dates, many of which were unrealistic,” it said.

Achievement rates among study programme learners were deemed to be “very low”, as was the rate at which these learners “successfully progress to further education, training or employment”.

Elsewhere there was one provider – Baltic Training Services Ltd in Durham – which kept its ‘good’ rating in a short inspection.

 

GFE Colleges Inspected Published Grade Previous grade
Epping Forest College 14/11/2017 14/12/2017 M M

 

Adult and Community Learning Inspected Published Grade Previous grade
Essex County Council 31/10/2017 11/12/2017 M M
NLT Training Services Ltd 31/10/2017 12/12/2017 4 2

 

Short inspections (remains grade 2) Inspected Published
Baltic Training Services Limited 08/11/2017 14/12/2017