NEETs are turning a corner with our passport out of deprivation

At SCL, we work with some of the most vulnerable young people in England. Disadvantaged by their life experiences they find it difficult to focus on learning or to build the confidence to develop their talents.

We needed to create something to protect them, to help them believe in themselves and their potential, while removing the distractions that stop them from learning and fulfilling their aspirations.

That’s where our ID Passport curriculum came in – a programme developed to give these young people an identity and foundation to build on.

These youngsters face challenges that most of us can’t imagine. Many have experienced neglect or abuse. Some are caught up in gangs, influenced by gang culture, or manipulated into county lines or dangerous online spaces.

Their behaviour has often been shaped by a lifetime of neglect, manipulation, or violence. They’ve been told (directly or indirectly) that they’re useless and will never achieve their dreams.

NEET programmes

When we started delivering NEET (not in education, employment or training) programmes, the easy part was preparing to teach a qualification. The hard part was helping students believe that their lives could be different if they worked hard and made the right choices.

At SCL, we believe no young person is born ‘bad’; they are a by-product of their experiences. Whether their decisions have led them to drugs, crime or gang culture, our programmes are designed to ‘see through this behaviour’ and support them to make better decisions.

Three turned up high on weed because that’s their life

At a recent induction, three young people turned up high on weed because that’s their life. But it’s not a life that allows them to tap into the talent that every one of them has. We knew we had to do something different.

The ID Passport programme gives these young people an identity, a foundation to build on. It teaches them how to avoid toxic relationships, protect themselves online and recognise manipulation. It’s about helping them see their worth and gain the confidence to break free from their past.

We also introduced behaviour mentors – credible individuals who act as parents, counsellors or youth workers, influencing their personal development.

Mentors meet weekly with every learner, helping them unpack difficulties and overcome barriers. Without these relationships, the programme wouldn’t work. We have to build trust and show them that someone genuinely cares.

Lack of capacity for NEETs

Last year, we worked with 157 learners in the West Midlands. This year, we’re supporting 400 young people across the West Midlands and Leeds.

Our programme with the Department for Education and Leeds City Council arose because there was not enough capacity locally to meet need. It was provided through what is expected to be a one-off injection of funding to support a significant volume of 16 to 18 NEETs re-engage in education and support their progression to something positive.

It’s a step in the right direction. By giving us flexibility and time, we’ve created something that works for many NEET young people. It shows what can be achieved if we’re trusted to innovate.

These aren’t easy young people to work with. Some have been in pupil referral units or care. Some come from families who don’t care about them – or worse. Many have been significantly disadvantaged by the disruptions of Covid.

The risks they face every day are enormous. But they’re not beyond help. Time and again, I’ve seen young people transform from being angry, scared and distrusting to having a belief in themselves.

Gateway Qualifications has been instrumental in helping us to adapt qualifications to what our learners need. But we need more than flexible partners – we need the system itself to change.

At SCL, we believe in these young people when no one else does. All of them have potential; our job is to help them see it.

But we’re not here to change 400 lives; we want to change thousands.

We need government departments and authorities to support us by providing funding, and the flexibility to develop programmes that truly meet the needs of the hardest-to-reach young people in the country.

Wigan sixth form college upgraded to ‘outstanding’

A Greater Manchester sixth form college has been upgraded to ‘outstanding’ after Ofsted inspectors found it “embraces and celebrates” students’ differences.

Wigan-based Winstanley College was awarded top marks in all areas following its January 28 to 31 inspection, when Ofsted heard students describe the college as “one big community”, which they are “immensely proud” to belong to.

At the time of inspection, the college had around 2,200 students enrolled, most of whom were on A-level programmes and level 3 applied general courses and a minority on a mixed programme that combines up to two A levels with a level 3 vocational course.

The upgrade comes after the college was awarded a grade two rating in 2020, according to a newly published report.

Students told inspectors they found the college environment “welcoming, inclusive, caring and friendly” and everyone embraces and celebrates difference and that “they can be who they want to be”.

Principal Simon Lett said he was “absolutely thrilled” with the outcome.

“I am particularly pleased that the inspectors have noted that Winstanley College prides itself on delivering highly effective support for students. This ‘outstanding’ grade is a real testament to our highly motivated and ambitious students, who work hard, aim high and take a keen interest in the wider world.”

Inspectors were impressed with the “well-qualified, experienced and enthusiastic” teachers who give student-friendly examples to teach complex concepts. 

For example, in maths when teaching standard deviation, they use data about the money that students spend in the canteen to identify variables.

As a result, two-thirds of learners achieve the highest grades on their A-level and vocational courses. Additionally, the “few” students who need to re-sit GCSEs in English and mathematics all achieve a grade 4 or above.

Winstanley college had seven high needs students enrolled at the time of inspection. Ofsted said the college supports them “very effectively” through the wealth of info they receive beforehand to develop individualised learning.

The SEND learners were found to achieve “as well as, and often better than” their peers.

Principal of Winstanley College Simon Lett

“I am also extremely pleased that the inspectors commented on the experience and enthusiasm of our teaching and support staff, who work extremely hard to ensure that students make excellent progress,” Lett added.

Meanwhile, the watchdog found the college makes a reasonable contribution to meeting skills needs through its partnerships with Greater Manchester Chamber of Commerce and other local college leaders.

The report noted that Winstanley leaders have very recently and “quicky” introduced a T-Level in media, broadcast and production to meet local skills shortages in the sector.

“Leaders have invested significantly in relevant industry-standard equipment to ensure that they teach students the skills that they need for local employment,” the report said.

The college has also been advised on curriculum content advice, workshops, visits, live projects and professional development opportunities for staff, which keeps industry knowledge up to date.

For example, managers for the level 3 extended certificate in engineering collaborated with employers to design a short course on the use of spreadsheets and the production of digital graphs to respond to employers’ “concerns” around a deficit in these skills.

Curriculum review could transform opportunities for disadvantaged

The ongoing curriculum and assessment review provides a fantastic opportunity for the government to transform outcomes for disadvantaged students.

By integrating essential skills – such as speaking, teamwork, and problem-solving – into curriculum, assessment and qualification reform, the government can ensure all students reap the personal and economic benefits of higher levels of essential skills.

Essential skills are those highly transferable skills that predict higher earnings, job satisfaction, and wellbeing. They drive social mobility and enable acquisition and application of other skills. Despite this, individuals from less advantaged backgrounds often have fewer opportunities to develop these skills in education.

But how can schools and colleges deliver these outcomes for learners by building essential skills effectively? Skills Builder’s analysis of 15 years of insights and data from thousands of education institutions reveal three curriculum features that educators say every school and college would benefit from. The review of the national curriculum is a brilliant opportunity to support schools and colleges to deliver this widely used approach to building essential skills.

  1. Set clear milestones for essential skills development

To ensure that all learners leave education with the skill levels they need, the national curriculum should set clear, age-related expectations for essential skills. These should refer to progressive skill steps, rather than vague and unreliable descriptors like ‘good communication’. Our Universal Framework for essential skills is the leading way to do this, breaking each of the eight skills into 16 teachable, measurable steps.

To teach these skills effectively, it is important to develop them over the course of every learner’s  education, rather than only towards the end when careers become a bigger focus. As with other skills, disparities in essential skills emerge early in life, setting a trajectory of widening inequality. To eliminate the gap, we need to set high standards for all learners from early years upwards.

Age-related expectations also allow teachers to focus tightly on the specific steps that will boost learners at every point throughout their education. Ultimately, this ensures that they leave school equipped with a complete education that prepares them for work and life.

  1. Maximise opportunities for learners to practise those essential skills through the curriculum

Dedicated time for lessons on essential skills is important but must be supported by teaching essential skills through the wider curriculum. Schools and colleges that have achieved Skills Builder’s excellence standards identify opportunities across subjects to teach, practice, and reinforce essential skills.

For example, a history lesson can focus on developing speaking skills by teaching learners to consider tone when delivering a presentation. A science project can support learners to explore complex problems in a structured way. So much of this is happening implicitly in classrooms already, the opportunity we have is to leverage and augment it with rigour.

Flexibility is key. This approach enables schools and colleges to identify which essential skills to focus on for a particular year group and consider where there are opportunities to teach those skill steps across the curriculum. This connected, cumulative approach reinforces learners’ experience of education and development.

  1. Encourage regular assessment of essential skills

Consistent formative and summative assessment are critical to tracking learners’ progress. Both teacher-led and student-led assessment can foster reflection and encourage learners to build on their abilities.

Proven methods for assessing essential skills include classroom observations, scenario-based tasks, and digital learner profiles. Digital profiles allow students to record and showcase examples of essential skills development, providing a comprehensive record over their time in education.

Regular assessments highlight areas for improvement and also celebrate achievements, reinforcing students’ confidence and motivation. We can thereby ensure that essential skills are treated as a core component of education, not as an afterthought.

Delivering a complete education

The evidence shows that a quality education – one that drives life outcomes – consists of building a strong portfolio of both basic and essential skills. Without a gear-shift to ensure every child develops essential skills, barriers to social mobility will persist. By driving up standards in how essential skills are taught and assessed, government can empower the next generation to thrive.

Universities are unlocking T Level industry placement opportunities

Are post-16 education providers making the most of the industry opportunities offered by universities and research institutions?

We know providers continue to look for more industry placement opportunities for their T Level students. But when it comes to universities and research institutes, significant strides have been made over the past twelve months, with institutions across the country embracing these placements and demonstrating their value to students, staff, and the technical workforce. The progress these institutions are making in hosting science, engineering and digital T Level industry placements, is truly transformative.

Over thirty universities and research institutions are actively collaborating with the UK ITSS, (which exists to champion the roles of technicians in higher education and research) to prepare for and host T Level industry placements. They include the University of Liverpool, University of Cambridge, University of Warwick, Aston University, Cranfield University, and Durham University, with a further thirty institutions expressing a strong interest in getting involved. These universities are highlighting progression pathways into skilled employment and further study to T Level students who might otherwise not have considered exploring them.

More than 100 T Level students have already experienced university work life, immersing themselves in world class research facilities and gaining access to cutting-edge technologies and technical expertise. The enthusiasm and dedication shown by these universities underscore a critical point: industry placements are available for your T Level students, and the number of opportunities is growing.

Post-16 providers might wonder whether these opportunities are truly accessible to their students or if there is sufficient demand to deliver science, engineering and digital T Levels. The answer is a resounding yes. The sector is experiencing a skills shortage with technical experts and this is a prime opportunity to bridge theses skills gaps.

The benefits extend well beyond the students themselves. Universities have found that hosting industry placements enhances their staff’s professional development. Pier Andrée Penttila, head of the Flow Cytometry Unit at the MRC Laboratory of Molecular Biology, University of Cambridge, shared that one of the most rewarding aspects of her role has been the opportunity to transfer decades of knowledge to an enthusiastic and conscientious young person.

Success stories highlight the potential of T Levels

Hosting placements also supports broader institutional goals and strengthens links with local communities and workforces. Durham University is collaborating with all local post-16 providers to ensure an inclusive offer to T Level students that provides clear progression pathways into apprenticeships and work opportunities, fostering skill development and retaining talent within the local area. They recently hired three of their digital T Level placement students as apprentices.

The University of Liverpool valued the talent of a science T Level placement student so highly that they offered the student a casual paid contract over the summer, months into their placement. At the University of Warwick, a former engineering T Level student has successfully progressed onto an apprenticeship with the institution, exemplifying how these placements can directly lead to workforce opportunities.

These success stories highlight the potential of T Levels. For students, the placements in universities and research institutions are life-changing, offering invaluable hands-on experience and connections to industries they may not have previously considered. For colleges and providers, they represent a compelling reason to offer T Level qualifications with confidence, knowing that high-quality placements are waiting.

Of course, there’s still more to achieve. With over 20 T Level pathways available, the opportunities are vast, and many universities are eager to partner with providers. The progress being made with science industry placements lays the foundation for similar successes across digital, engineering, business administration, and other pathways. The UK ITSS is working diligently with institutions across the country to ensure the required placements opportunities are available.

So, my message to providers considering delivering the science T Level is clear: significant progress is being made to meet the growing demand for T Level industry placements. Reach out to your local university and connect with me at the UK ITSS. We are here to support you, building valuable partnerships, connecting with universities and unlocking new opportunities for your students.

DfE told to come clean on its SEND reforms plan

The education committee has demanded government set out its plans and timescales for major SEND reforms after reports a white paper is on the table.

Committee chair Helen Hayes said while the Department for Education has submitted evidence to the ongoing SEND inquiry, it made “no reference to an upcoming white paper or other major policy announcement”.

“In light of recent media reports suggesting the imminent publication of a white paper on SEND, we ask you to write to us setting out your plans and the anticipated timescales for any policy announcements on SEND over the next six months,” Hayes said.

In a letter to schools minister Catherine McKinnell, published yesterday, Hayes said the committee’s SEND inquiry had an “unprecedented” number of contributions, including from parents of children with additional needs.

Over 880 pieces of evidence was submitted to the committee which reflects the “huge impact” the SEND system has on children’s daily lives, she said.

This week the committee heard concerns about Ofsted’s plans on inclusion and wider funding from sector experts, as well as from youngsters.

Hayes said SEND is the “most significant challenge facing the education sector”.

Education secretary Bridget Phillipson has set out her intention to oversee “system-wide” reform.

The Guardian reported last week that a SEND white paper is being drawn up. One of the big problems is funding, with councils having high needs deficits that could total nearly £5 billion by 2026.

Half of councils have warned they will become insolvent when an accounting measure keeping the deficits off their balance sheets expires next year.

Local authorities have been allowed to keep the deficits off their main balance sheets since 2020, under a measure called a “statutory override”. This prevents them from effectively declaring bankruptcy.

The government has still not said what it will do when the override expires next year.

The DfE was approached for comment. 

It’s time for a resits rethink

Few issues in post-16 education spark as much debate as GCSE resits. Each year, thousands of students in further education colleges, sixth forms and schools must retake English and maths if they did not achieve a grade 4 at 16. For many, this process feels less like a second chance and more like punishment – and too often the result is a sense of repeated failure rather than real progress.  That is why we believe it is time for a resit rethink. 

GCSE English and maths resits were introduced with good intentions. The policy is based on the premise that a grade 4 is a passport to future success, ensuring that young people leave education with the foundational literacy and numeracy skills they need for further study, work and life.  

But in practice, for those who did not achieve this grade at 16, a one-size-fits-all approach to resits does not work. The current system forces students – who have already struggled with the traditional GCSE model – to retake the same assessments, often with limited teaching time and little adaptation to their specific needs.  of the almost 70,000 students entered for English and maths resits, only 35 per cent and 24 per cent respectively achieved grade 4 or above, JCQ data from the November 2024 post-16 resit window shows.

This is not just frustrating for learners, but also a challenge for colleges which must stretch already thin resources to deliver courses. Talk to anyone in their senior management teams about the timetabling challenges of finding classroom space for large numbers of resit students, and you will understand the logistical challenges this policy presents. 

We need a more pragmatic, effective solution. The first step is to acknowledge that the needs of post-16 resit students differ to those of school-age learners. From our conversations with college leaders, we know that many arrive in FE settings with low confidence in their literacy and numeracy abilities.  

They may be focused on vocational studies and find it difficult to see the relevance of GCSE topics to their chosen career paths. They also often have fewer contact hours with teachers than in school, making it harder to build the skills necessary to succeed in an exam-based qualification. English and maths lesson attendance is often lower for students who otherwise have good attendance for their chosen vocational or technical subject areas. 

Short-term changes within the current GCSE framework could make a significant difference. Adjusting assessment structures, such as reducing the volume of exams in maths or streamlining English assessments to focus on core literacy skills, could help overcome barriers to success. Allowing students to bank credits across multiple exam sittings – rather than requiring them to pass all components in one go – would also recognise incremental progress and keep students engaged. 

But incremental adjustments can only go so far. In the longer term, we must go further by introducing a post-16 GCSE English and maths route designed with post-16 students in mind. 

This must maintain the rigour and credibility of the existing GCSE while addressing the reality of post-16 education. The content should be relevant to the lives of post-16 learners, focusing on practical applications of literacy and numeracy skills rather than abstract academic concepts. 

A more flexible assessment model, including options for on-demand and adaptive testing, could reduce exam pressure and better reflect students’ learning. It could also reduce the logistical challenge of finding spaces for students to sit their exams, whether that is in a large exam hall or in multiple rooms, each requiring qualified staff simultaneously.  We remain committed to working with the sector to build a solid recommendation for these qualifications. 

This is not about lowering expectations or reducing ambition. The goal is to ensure that every young person leaves education with the confidence and skills they need – through a reformed GCSE, an alternative but still rigorous qualification, alongside a more flexible approach to assessment. 

With the curriculum and assessment review set to deliver its interim findings soon – and a full report expected later this year – there is a rare and timely opportunity to think differently.  We must take the opportunity to make the immediate changes that would improve the resit experience for our current learners while we develop viable alternatives. But this is ultimately the moment to move beyond minor tweaks and consider bold, evidence-led reforms that genuinely support post-16 learners.  

Teesside Uni maintains ‘outstanding’ after ‘significant’ apprenticeships expansion

A university in the north east has kept its ‘outstanding’ rating from Ofsted after inspectors found its ramped up apprenticeship provision has a “transformational impact” on apprentices’ careers and lives.

Six years ago, Teesside University was awarded top marks from the watchdog. Since then, Ofsted inspectors found in its January 28 to 31 inspection that leaders and governors have “very skilfully” led a significant expansion of its programme from 287 adult apprentices to 2,542 apprentices enrolled on around 40 apprenticeship standards.

At the time of inspection, the university had half the cohort on health-related standards, such as nursing associate and advanced clinical practitioner, and the rest on civil engineering, police constable and senior leader apprenticeships.

Today’s published report found apprentices had “highly positive attitudes” to their learning and are motivated to succeed. 

Ofsted inspectors noted that without Teesside’s apprenticeships, many would find it difficult to access “high-quality training that fits around their employment and personal responsibilities”.

“For many apprentices, the experience has a transformational impact on their careers and lives,” inspectors found.

The report praised leaders’ dedication to making sure their apprenticeship strategy helped to widen participation and improve social mobility.

University leaders also worked closely employers and industry representatives to design and review their apprenticeships as well as carefully selecting subcontractors, who are subject to a “high level” of oversight.

“Leaders use their strong partnerships with further education providers through the Teesside University college partnership, employers, and industry representatives to ensure that the design and delivery is appropriate to meet skills needs,” the report added.

Meanwhile, Ofsted inspectors commended teachers for their skilful sequencing of the curriculum that builds knowledge over time.

The report said: “On the level 5 nursing associate apprenticeship, apprentices first learn about anatomy and physiology in systems, starting with the cardiac and respiratory systems, as these are the systems most commonly encountered in practice. Apprentices then develop knowledge of pharmacology and pharmacokinetics, as well as gain an undertaking of calculations.”

The visit logged a very high attendance rate across all standards and inspectors appeared to be impressed by teachers’ expertise in their fields to create stimulating lessons.

“For example, on the level 7 advanced clinical practitioner apprenticeship, teachers draw on their professional clinical practice to help apprentices develop their understanding of the key factors affecting the absorption and effectiveness of drugs.”

The watchdog was also wowed by state-of-the-art equipment, resources and facilities available to apprentices. 

The university recently opened a cutting-edge biosciences facility which gives health apprentices access to high-quality laboratories and an immersion suite to practice real-world scenarios.

The tech also works well for apprentices accessing remote sessions and is inclusive for apprentices with disabilities, who “successfully overcome” barriers to learning.

While more apprentices achieve well and move on to successful careers, the report noted that leaders carefully analyse the progress and achievements of all apprentices and take decisive action on low achievers on a few courses.

“These actions are having a positive impact, with achievement improving over the last three years,” inspectors said.

Vice-chancellor and chief executive, Professor Paul Croney OBE, said: “As a university which is dedicated to changing lives and economies, it gives me great pride and pleasure to receive this independent verification of the significant impact of our apprenticeship provision.

“By delivering an alternative pathway into higher education for students, our professional apprenticeships are helping more people to benefit from the transformative opportunities provided by higher education.

“At the same time, by supporting employers with the skills needed to ensure their business thrives, they are playing a major role in the economic growth of the Tees Valley and beyond.”

Jo Burgess, director of professional apprenticeships at Teesside University, added: “This fantastic Ofsted inspection result is testament to the hard work of everybody involved in creating those partnerships.

“We have worked extremely closely with our partners to ensure that the apprenticeships that we deliver meet those needs, enabling our apprentices to succeed and thrive in their careers and make a real difference in the workplace.”

Apprenticeships and Training Awards winners 2025 revealed

A lavish awards ceremony marking the end of the annual apprenticeship and training conference recognised a host of providers, individuals and employers for their quality training provision.

The renamed ATC awards ceremony, ran jointly by FE Week and the Association of Employment and Learning Providers (AELP) and delivered in association with City & Guilds, drew in over 600 nominations across 19 categories, handing out awards and commendations to a total of 26 people and organisations.

Winners of prestigious awards such as apprenticeship provider of the year went to Truro & Penwith College, and specialist training provider of the year was awarded to Chesterfield College Group.

Catch came out top to win training provider of the year.

The large employer of the year was given to painting and decorating contractor Bagnalls. Lloyds Banking Group and Pendennis Ship Yard won highly commended awards for this category.

Bagnalls also won the award for employer support for social mobility.

Meanwhile, Maltby Land Surveys won the SME employer of the year for their excellent small-scale apprenticeship provision.

The outstanding apprenticeship programme was won by EMTEC Automotive Apprenticeships, which is part of Nottingham College, and the best new apprenticeship programme went to Bournemouth and Poole College.

Taking home the award for excellence in English and maths skills development was HIT Training.

South Essex Colleges Group won the gong for innovation in training delivery, narrowly followed by PTP Training, who impressed the judges and was awarded highly commended in the category.

Individuals were also specially recognised for their efforts.

Gary Laybourne, CEO of Coach Core Foundation, was acclaimed at the ceremony with an award for outstanding contribution to apprenticeships and training.

The pinnacle of the night saw Jane Hadfield from NHS England receiving the special recognition award.

Hadfield is Health Education England’s apprenticeships and senior programme manager for talent for care and sits on the Institute for Apprenticeships and Technical Education board.

The winners were announced at the annual apprenticeships and training conference (ATC) gala dinner this evening at Exhibition Centre Liverpool.

It follows a parliamentary reception earlier last month, during National Apprenticeships Week, where all finalists were honoured at a reception in the Houses of Parliament, hosted by Mr Speaker, Sir Lindsay Hoyle.

Finalists were selected by a 20-strong panel of judges, including AELP’s CEO Ben Rowland, apprenticeship influencer Holly Hobbs, former skills minister Anne Milton and UCAS head of apprenticeships Lindsay Conroy.

Shane Mann, chief executive of FE Week’s publisher EducationScape and chair of the ATA judging panel said: “I was delighted by the number and quality of the nominations we received this year.

“As chair of the judging panel, I am proud to say that tonight was a showcase of the best of what apprenticeships can offer.

“Our winners are proof of the dedicated professionals in the sector and the excellent work that puts apprentices front and centre of their provision.

“Congratulations to all the winners and thank you to our team of amazing judges, sponsors and partners. We couldn’t have done it without them.”

The winners in full are listed below:

‘Constrained resources’ mean ‘tough decisions’ in levy reform – minister

Ministers will make “tough decisions” about how to widen the apprenticeship levy to fund other types of training “within a constrained” budget if the Treasury refuses to release more funding, Jacqui Smith warned today.

The skills minister told FE Week’s Apprenticeships and Training Conference that there is “not an enormous amount of apprenticeship levy funding that is not spent” following new figures that show 99 per cent of the budget was spent in 2023-24.

Smith said: “We need to rebalance the programme towards young people, but in order to do so, there are tough decisions to make for what we fund in the future, having inherited a challenging fiscal picture and with 99 per cent of the apprenticeship budget spent last year. We will need to prioritise.”

Reforming the apprenticeship levy into a “growth and skills levy” to fund other training routes was a key pledge in Labour’s election manifesto. 

The minister told the Financial Times last month that the government’s ability to allow money from the apprenticeships budget to be used for non-apprenticeship training would depend on how much funding the Department for Education receives at the spending review in June.

The DfE’s apprenticeships budget increased to £2.7 billion in 2024-25. Ministers are currently working on plans to remove level 7 apprenticeships from the scope of levy funding, which could free up around £240 million – although a final decision on how many will be chopped is yet to be announced.

At the same time, the government plans to introduce new “foundation apprenticeships” which will be funded by the levy from autumn 2025.

Smith today suggested the government will keep its election manifesto promise, but more areas could be at risk if Treasury doesn’t increase the DfE’s budget.

She told conference: “People who’ve heard me know that I’m pretty frank about what I think is and is not possible. 

“We took pretty quick action on improving the flexibilities around the levy, through the decisions that we’ve made about introducing foundation apprenticeships, shorter duration apprenticeships, and heard particularly some of the messages about the delivery of shorter form courses, about that type of flexibility. 

“One of the things that I quite often have to say to people is there is not an enormous amount of apprenticeship levy funding that is within the skills budget, that is not spent. That’s why I emphasise the fact that 99 per cent of it is spent up. 

“So without additional amounts, we will need to make decisions about how we can deliver that flexibility within a constrained resource.”

Sector leaders have long argued that Treasury is short-changing the sector because it holds onto around £800 million from the amount of money the levy receives through employer contributions compared to what is distributed to spend on apprenticeships in England and the devolved nations.

Smith previously said she has “made this point to the Treasury”.

The minister also addressed level 7 cut concerns, telling conference that she “hears your point” about ensuring “sufficient notice” for providers, employers and prospective apprentices.

She said: “The decisions around level 7 are, I’m afraid, an example of the choices that you need to make when you have limited resource.

“I am afraid to govern is to choose and we have to prioritise, and we’ll announce as soon as possible the final decisions with respect to level 7 apprenticeships.

“But it will be the case that anybody who has started on a level seven apprenticeship will be supported to complete it. And I hear your point about ensuring sufficient notice to people.”

ASF cuts ‘enormously difficult’

FE Week revealed last month that mayors have been told to expect cuts of between 2 and 3 per cent to their adult skills fund budgets next year.

There is also no funding available for in-year growth on nationally procured adult education budgets and the DfE last week announced it could not fully fund in-year growth of 16- to- 18-year-olds, which led some colleges to warn they may have to turn away students.

Smith said: “It was enormously difficult for us in thinking about our overall planning envelope to make the decision that we had to make for a small cut in adult skills funding.

“I totally understand the argument that people make that that is also an important contributor to giving people the skills they need to stay and in some cases, to get back into the workplace.

“That’s why we need to make the case that we are making to the chancellor as part of the spending review.”