Salford City College students behind new steel artwork at Walkden train station

Salford City College students are behind the new steel artwork lining the walls of Walkden train station.

Students on the college’s BTEC art and design course came up with the series of travel-themed designs as part of a community project to improve the appearance of the 120-year old station in Manchester.

The project was conceived by the train operator Northern, the Friends of Walkden Station and Salford City Council, who enlisted the college and its students.

Manchester artist Mark Mennell worked closely with the students and chose a selection of their work which he made into 10 steel panels, which are now displayed outside the station entrance and continue down the stairwell.

“Working in partnership with the students from Salford City College really helped the delivery of an extremely important public art commission. Their ability to work as a team, even with these unfamiliar processes and with many high expectations, was truly an inspiration,” said Mr Mennell.

“As a result they have a set of completed artworks that reflect their creativity and hard work. Plus, these new pieces of art will create a much more enjoyable experience for the station’s users.”

£35k-a-year private school seeks £3.50-an-hour apprentice

A private school with annual fees of £35,000 has been branded “a disgrace” by one of the UK’s largest trade unions for offering a rate of just £3.50 an hour for an apprentice to tend its grounds.

Cheltenham College, an independent coeducational boarding school in Gloucestershire, advertised for an ‘apprentice groundsperson’ on the gov.uk ‘Find an Apprenticeship’ website with a September start date.

But despite the 175-year-old school charging annual boarding fees of £34,650 for its secondary level year groups and £35,595 for sixth formers, it is offering far less to prospective apprentices, who would earn a level two diploma in sports turf in return for their work.

Jon Richards, head of education at trade union Unison, described the salary as a “disgrace”, and told FE Week that the college should be “embarrassed” with its offer, asking it to “think again”.

“The apprenticeship minimum rate of £3.50 an hour is a disgrace, especially when the government is claiming that apprenticeships are no longer aimed at young workers, but are for all,” he said.

“How many of the school’s privileged pupils will be encouraged to take an apprenticeship when they can see the poverty wages on offer?”

In the last academic year, over 200,000 young people under 19 took a funded apprenticeship, according to government statistics.

An apprentice taking up the training offer at Cheltenham College would work a 39-hour week over two years, according to the gov.uk job advert. The minimum wage for all apprentices under 19, or in their first year of the programme, is £3.50 – for those over 21 it is £7.05.

There are no rules preventing employers from paying more.

In the role the apprentice will “prepare surfaces for cricket, rugby, and also maintenance of artificial pitches”, “help the grounds team to keep the college and prep school site to its high standards”, and “learn machinery maintenance and how to operate them”.

Mr Richards said paying just £3.50 an hour for this type of work “makes a mockery of the government’s claim that the apprenticeship route is valued as equally as the academic route”.

The University and College Union general secretary Sally Hunt said: “Just meeting the absolute minimum requirement is not something any employer should be proud of.

“One would hope schools, colleges, and universities would place a greater value on education and pay their apprentices in line with the national minimum wage.”

From next year the Technical and Further Education Act, which passed in April, will make it a legal requirement for schools to provide “an opportunity” for training providers to “access registered pupils… for the purpose of informing them about approved technical education qualifications or apprenticeships”, in an attempt to encourage more young people to access a vocational route.

Dr Alex Peterken, the headmaster of Cheltenham College, told FE Week that apprentices would be supported to complete their training in 18 months instead of two years if requested.

“The role is advertised in line with government published minimum wage rates in force at the time and is commensurate with other similar posts elsewhere,” he said.

 

 

Aspiring nail technician creates acrylic nails with real-life bugs, locust wings and snakeskin

A student nail technician has carved out a niche in the crowded nail art market by using dead bugs, insect wings and real snakeskin in her designs, reports Samantha King

Leanne Douglass (pictured), a nail services student at Stockton Riverside College, was inspired to do something different following a module on her course that explored embedding objects into acrylic nails.

The 28-year-old decided to go beyond using glitter and colour sprinkles, instead experimenting with snakeskin – procured from her mum’s pet snake.

“My mum keeps snakes, and when one shed its skin I thought I could use it in my nail designs. I’d seen people on Instagram painting snakeskin designs on nails, but not using the real thing.”

From there, Leanne spread her wings into embedding dead crickets, locust wings and feathers, after being inspired on her commute to college.

“I got the crickets from a pet shop I was walking past on the way to college,” she said. “I saw they were about to throw away these dead ones, so I asked if I could have them. I told them what I wanted to use them for and the lady working there really liked the idea; she said she wanted to see the nails when they were finished”

Before going into the nail, the bugs go through a complex sanitising process – to the relief of potential customers.

The raw materials

Posting the designs on her Instagram account, feedback on these unique creations has been positive, with one comment reading “they massively creep me out but they’ve been done really well”.

Alongside her course – from which she graduates in two weeks’ time – Leanne has been running nail business, Aurora Nails, from her home in Stockton, which also offers designs featuring sparkles, sequins and hundreds and thousands for the bug-averse customer.

“The crickets and snakeskin are quite a specific market,” Leanne said. “So far no clients have asked for the bug nails, but I haven’t properly advertised them yet. I’m focusing on finishing my course at the moment.

“A lot of people do think it’s creepy, but amazing at the same time. It is definitely quite a statement look so people tend to just go for one accent finger rather than a bug on every nail.”

The quirky designs have won her a £100 grant from the college’s enterprise forum to help her establish her fledgling business and stock up on supplies, after she successfully pitched to a panel of business, university, council and voluntary sector leaders from across the region.

“When I first started training as a nail technician I didn’t expect to enjoy it as much as I have. I have fallen in love with it,” she added.

Movers and Shakers: Edition 211

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

Steven Foden has been appointed vice principal of the Worthing College in West Sussex.

The college achieved an Ofsted rating of ‘good’ in its most recent 2016 inspection, following a ‘requires improvement’ rating.

Mr Foden has served as interim vice-principal at the college since 2016, and now takes it up on a permanent basis with immediate effect.

He will be working closely with the college’s principal Paul Riley, whom he says he “relishes the opportunity to work with”.

He continued: “I am thrilled and very excited to have been given the responsibility that comes with being the vice principal of Worthing College. I’m relishing the opportunity to work with our principal and all the staff and students to create an exciting and dynamic place to work and study.”

Paul Amoo, the college’s chair of governors, added: “This appointment means the leadership of the college, from a governance and management perspective, is now in a strong position to take the college forward to reach its goal of becoming an outstanding educational establishment.”

________________________________________________________

The principal and chief executive of Gateshead College, Judith Doyle, has been appointed to the North East LEP’s business growth board to represent the FE sector.

The board works with public, private and education sectors across Durham, Gateshead, Newcastle, Northumberland, North Tyneside, South Tyneside and Sunderland local authority areas, and aims to create more jobs for the local economy.

Doyle has been principal of Gateshead College for almost four years. She first joined as a director of teaching and learning and worked her way to assistant and then deputy principal before taking her current job.

She said: “I am delighted to join the board and welcome the opportunity to work with such a great team of people who all share a passion and drive to help businesses grow and thrive in our region.

“A strong infrastructure of education, training and skills aligned to the needs of industry is crucial if we are to achieve our collective ambitions.”

Mark Thompson, the LEP business growth board chair, said: “Judith’s nationally renowned knowledge of the FE sector and proven experience of managing a large business will prove to be an invaluable asset to our board.”

________________________________________________________

The vice-principal of Chichester College, Julie Kapsalis, has meanwhile been appointed to the Institute of Economic Development’s board of directors.

The IED is a professional body representing economic development professionals from both the private and public sectors.

Ms Kapsalis has been co-opted to the board until November 2017, and plans to help build links with Local Enterprise Partnerships, and use her knowledge of skills in the role.

“We have to train young people to give them the skills needed,” she said.

“The government’s focus on apprenticeships and the new apprenticeship levy is an opportunity to harness growth in this area, but it will mean that colleges and universities have to become more commercially minded and agile in supporting the ever-evolving skills needs of businesses.”

Ms Kapsalis has been vice-principal at Chichester College for almost three years, where she oversees commercial business. She is also chair of the Chichester Chamber of Commerce and Industry, and a board member of the Coast to Coast Local Enterprise Partnership.

 

If you want to let us know of any new faces at the top of your college, training provider or awarding organisation please let us know by emailing news@feweek.co.uk

General election result: what does it mean for FE?

The Conservatives look set to continue with their skills agenda after Theresa May managed to secure a deal to form a new government after a disastrous election for her party.

As FE Week went to press at noon on Friday, the Conservatives had 318 seats while Labour had 261, meaning that neither party had an overall majority in the House of Commons.

The prime minister is expected to be given permission by the Queen to form a minority government with support from the Northern Irish Democratic Unionist Party, which won 10 seats yesterday, but there are still doubts over her future resulting from the disappointment and anger over the election results in her own party.

The deal means it is highly likely that the expansion of the apprenticeships programme and the introduction of new T-levels will remain key planks of the party’s skills plan, not least because their implementation started before the election was called.

Shane Chowen, an FE Week columnist, said that he expected the Conservatives to continue with their proposals.

“There was very little that was actually new in the manifesto,” he said. “None of it is so controversial that the Tories will be worried about the political capital they might have lost.”

However, Mr Chowen did speculate that FE could slip down the new government’s agenda as the focus increasingly turns to Britain’s impending exit from the European Union.

“I don’t think that is a good thing,” he said, adding that FE and skills are “fundamental” to the success of a post-Brexit Britain.

How FE Week featured the result on the front page

Despite its boost in the polls, Labour would only be given the opportunity to form a government – which would need the support of numerous other smaller parties – if May failed to make her deal with the DUP work, an outcome which now looks unlikely.

Many pundits are putting the unexpectedly large Labour vote share – bigger than that achieved by Tony Blair in 2005, Gordon Brown in 2010 and Ed Miliband in 2015 – down to high turnout among younger voters.

Education and skills were also central to Jeremy Corbyn’s manifesto: the Labour leader pledged a new “national education service”, including proposals to scrap FE fees for adult leaders. A promise to scrap university tuition fees is likely to have played a part in attracting younger voters.

Sally Hunt, the general secretary of the University and College Union, said it looked like young people in particular “have been inspired to vote in greater numbers in this election with a number of seats in towns and cities with universities and colleges changing hands”.

“This is really encouraging and a vindication of all those, including UCU, who worked so hard to encourage young people to register to vote, and to vote for the first time,” she said.

Writing exclusively for FE Week, David Hughes, the chief executive of the Association of Colleges, said he was “proud” of the work that colleges across the country have done to “encourage voter registration as well as running hustings and debates to engage students in politics”.

“It is one good example of the role colleges play in helping to build a more inclusive society. Who knows, we may even see voting from age 16 in the future?” he said.

The apparent high youth turnout has also been welcomed by the National Union of Students.

“Last night’s reported turn out of young people in this election is a testament to the work of students’ unions and a clear sign students and young people care about politics and care about the future of our society,” Shakira Martin, the union’s president-elect, told FE Week.

Ofsted watch: Providers enjoy grades boost in good week for FE

A host of providers jumped up Ofsted grades in what was a mostly impressive week for FE – but a university technical college with just 143 students came in for criticism.

Two large colleges – City of Bristol College and North Shropshire College – clawed their way out of ‘inadequate’ and have now been rated grade three in reports published June 5.

For the former, which was rated grade four 17 months ago, inspectors recognised that “senior leaders have recruited specialist managers and staff with relevant skills and experience”.

They said the college now had “strong leadership”, while at the time of the previous inspection, it “was in a precarious financial situation – the principal [Lee Probert] was new, the senior leadership team was incomplete”, and staff and learners’ expectations were low.

North Shropshire College, which was rated ‘inadequate’ last January, was graded three for all areas in the latest report, except adult learning programmes which was ‘good’.

It was positive about learners’ personal development, behaviour and welfare, saying “they develop a wide range of skills that support them to move successfully to their next steps into further learning or employment”.

Inspectors added governors and senior leaders had transformed the college’s approach to protecting learners. “A strong culture of safeguarding now permeates the college at all levels,” the report said.

Also showing solid improvement was private training providers Meadowhall Training Limited and Training Synergy Limited, who both went from grade three to two.

Meadowhall, which is based in Sheffield, was given ‘good’ across the board and was recognised for its “ambitious” leaders who have “successfully tackled the areas for improvement identified at the previous inspection”.

Training Synergy, based in London, received ‘good’ in every category except for in personal development, behaviour and welfare, where the provider was deemed ‘outstanding’.

Inspectors said apprentices have an “excellent understanding and appreciation of the significance of adopting and developing professional standards in their learning programme”, and are “highly motivated, enjoy their learning and take great pride in their work”.

To make the jump up to outstanding, the college needs to “further improve retention” by ensuring that all apprentices and employers have a “clear understanding of the programme requirements, and receive appropriate information, advice and guidance throughout the apprenticeship, including for those at risk of leaving early”.

Urban Futures London Limited, an adult and community learning provider, also went from a grade three to two.

Since the previous inspection, senior leaders, managers and staff have “worked tirelessly and successfully to tackle the majority of areas for improvement”, inspectors said.

Total People Limited also received a ‘good’ rating, retaining is grade two from 2013.

The Cheshire-based adult and community learning provider was praised for having the “majority” of apprentices making good progress and achieving their apprenticeship within the planned timeframe.

Inspectors also found that support for learners and apprentices with “multiple and complex barriers to learning is excellent”.

But it wasn’t good news for Sir Charles Kao UTC, which was rated ‘requires improvement’ across the board in its first ever Ofsted inspection.

Inspectors said leaders at the college, which only has 143 learners, have “not done enough to ensure that teaching, learning and assessment are good across all subjects”. Therefore, students’ progress is “inconsistent”.

The watchdog added that some teachers “do not have high enough expectations” of what students can achieve, and “do not manage their behaviour consistently well”. Consequently, inspectors said, some students “disrupt the learning of others”.

CVQO Ltd, an adult and community learning provider operating across England, also received a grade three in its first ever Ofsted inspection.

Inspectors said trustees, leaders and managers do not have “sufficiently reliable data to enable them to identify trends in learners’ achievement, attendance and progress or to evaluate the full impact of their initiatives to improve provision”.

Meanwhile Boots Opticians Professional Services Ltd in Birmingham, maintained a grade three.

Managers at the employer provider “do not have a firm grip” on the quality of teaching, learning and assessment and “how to make ongoing improvements”, inspectors said.

In monitoring visits, Norman Mackie & Associates Limited, and independent training provider in Stalybridge, and Stockport College were found to be making “reasonable progress” following previous ‘inadequate’ ratings in November 2016.

 

GFE Colleges Inspected Published Grade Previous grade
Stockport College 04/05/2017 09/06/2017 M M
City of Bristol College  16/05/2017 05/06/2017 3 4
North Shropshire College 09/05/2017 05/06/2017 3 4

 

Sixth Form Colleges Inspected Published Grade Previous grade
Newham Sixth Form College 16/05/2017 08/06/2017 M M

 

Independent Learning Providers Inspected Published Grade Previous grade
Meadowhall Training Limited 09/05/2017 08/06/2017 2 3
Training Synergy Limited 09/05/2017 07/06/2017 2 3
Norman Mackie & Associates Limited 17/05/2017 06/06/2017 M M

 

Adult and Community Learning Inspected Published Grade Previous grade
CVQO Ltd 08/05/2017 09/06/2017 3
Total People Limited 08/05/2017 08/06/2017 2 2
Urban Futures London Limited 09/05/2017 08/06/2017 2 3

 

Employer providers Inspected Published Grade Previous grade
Boots Opticians Professional Services Ltd 09/05/2017 07/06/2017 3 3

 

Other (including UTCs) Inspected Published Grade Previous grade
Sir Charles Kao UTC 25/05/2017 08/06/2017 3

Education ministers retain their seats

All the key education figures from Labour and the Conservatives have been re-elected, while long-time FE champion Vince Cable has made a welcome political comeback.

Robert Halfon, apprenticeships and skills minister ahead of the general election, and his shadow Gordon Marsden were returned as MPs for Harlow and Blackpool South with increased shares of the vote.

Justine Greening, education secretary, narrowly held her Putney seat, with schools minister Nick Gibb also returning to parliament, along with Labour counterparts Angela Rayner and Mike Kane.

Vince Cable

There was also good news for former business secretary Sir Vince, who told Liberal Democrats’ conference delegates in 2014 that he was responsible for blocking moves in 2010 to enforce drastic funding cuts for “post-school” training.

He was returned as MP for Twickenham with a 9,762 majority.

Sir Vince – who’s claim about saving the sector from mass cuts was stood up by senior sources – has retained links to the sector, and since November been leading a research project for the National Union of Students into how FE reforms should be tailored for learners.

After his re-election, the 74-year-old praised the influential youth vote, saying: “We’ve all underestimated the force of the younger generation. They really turned out in massive numbers.”

This election shows voters are hopeful about the future

This election has shown that voters are hopeful about the future – colleges can work with that, says David Hughes

After Leicester City, Brexit and Trump I had thought that the surprises were over – that was until the exit poll last night. Once again, politics seems to have changed in front of our eyes.

The only certainty now is that it is wise not to make predictions. The only other thing I am certain about is that I am glad I decided to write this after the results came in, otherwise there might have been some frantic rewriting required.

Throughout this short election campaign, our message at AoC has been simple: For the UK to succeed in a post-Brexit world, this country must be more self-sufficient in skills. As a country we need to develop a culture of lifelong learning and make this the norm in all communities, for all people.

Young people and adults deserve more opportunities and better funding to support their transition to work, retraining, progression to higher level jobs and skills. We have also made clear that colleges are more than ready to make this a reality, but to deliver, colleges need to have the right investment.

Our politics has shifted whilst most sensible people were asleep

The results of last night, I believe, give me optimism that this message resonates with the British public.

The gains made by the Labour Party appear to be built on a rejection of the austerity politics that have seen public services, including post-16 and adult skills, starved of investment.

The funding rate for 16- to 18-year-olds is still 20 per cent below the rates for 11- to 16-year-olds and we have lost over a million adults from learning every year.

The way our political system works, we know that the next government will have to recognise all this. If it is Conservative-led, it will be facing a more confident opposition buoyed by the support for its manifesto commitments. A second election in the autumn, if we have one, would see the main political parties all keen to work out what a more confident electorate wants. Expect a more explicit debate about the right balance between lower taxes and better public services. Yesterday that looked to be impossible, now it looks probable. Overnight, our politics has shifted while most sensible people were asleep.

Early indications also suggest there has been a very strong turnout from young people.

This is good news – engaged young people participating in our democracy, hopeful about the future, should please everyone.

I am proud of the work that colleges across the country have done to encourage voter registration as well as running hustings and debates to engage students in politics.

It is one good example of the role colleges play in helping to build a more inclusive society. Who knows, we may even see voting from age 16 in the future?

For all of us in the post-16 world though, we need to keep all of this in perspective. The government faces tough economic times; Brexit negotiations will be complex, diverting and potentially damaging; public spending will still be very tight if tax returns to the Treasury fall; and there are a whole raft of policy changes halfway through implementation which need urgent attention.

The uncertainty and instability of this result, as I write, might cause problems for all of us as decisions get delayed or deferred. The careful and private work we do with civil servants never really stops, so we will be focusing a lot of our efforts on supporting them to keep decisions on track, to prioritise where ministerial time is spent and to support colleges to continue to deliver to young people and adults.

But I don’t want to be gloomy – this election has shown that many voters want hope, positive ideas and proposals. We can work with that. Colleges are all about making hope a reality for students and communities.

 

By David Hughes, Chief executive of the Assocation of Colleges as part of our 2017 election coverage

Don’t bring back the education maintenance allowance

Labour manifesto pledge: Reintroduce the 16-19 Education Maintenance Allowance (EMA)

Adam Bradford argues AGAINST

I am a passionate believer in the power of education to unlock potential and change young people’s lives for the better. It is actually for that reason that I am very surprised at Labour’s announcement to potentially bring back Education Maintenance Allowance for college students.

I am sure for many students and their parents this policy announcement will have been music to their ears. But what does a reintroduction of EMA actually represent?

The cold, hard truth of the matter is that youth unemployment is still high. Economic prospects for our generation are uncertain and it is my strong belief that our education system is preparing students for 21st century jobs, some of which do not even exist yet. So why are we incentivising and subsidising our students by giving away tax payers’ money so they can buy fast food and cheap alcohol in their college years? I am making a broad generalisation here but through my experience in college and speaking at colleges across the country for the past eight years, I can clearly see a gap between the intent of EMA and its actual usage.

READ MORE: Students are struggling. They need the EMA!

It would be fantastic to live in a world where we can believe these payments would support transport to and from home, basic meals and study supplies. The sad reality is that millennials do not see it as such.

I had a conversation with Hattie Wrixon, founder of UnisNotForMe, a website that promotes person-focused careers and the other options available to students besides the traditional higher education options. She said to me: “Interestingly enough, we did a quick poll on Twitter to see the general consensus of making university free again and the majority of people said they thought it was not a good idea. We should be focusing our efforts on providing the best possible route and start for our students – whether that is academic or vocational.

“Teachers must stop concentrating on exam ‘grades’ but instead the journey of their students. Often students are put under such pressure to pass exams that if they don’t, they’re considered a failure.

Why are we giving away tax payers’ money so students can buy fast food?

“Sometimes we need to remind ourselves that failure only means not reaching your goal and everyone’s goals are unique to the individual. For example if someone wanted to get 11 A*s at GCSE and only got ten, they might consider that a fail. However, someone who was told they would never pass their English literature exam and manages a C – now that might be considered a great success!”

Hattie makes a good point that Labour might be hosting the wrong conversation here. What we really need is a government and sector leaders who promote the best possible life outcomes for young people; above and beyond grades, performance tables, benefits and perks.

Yes, EMA might make the college experience more manageable and palatable for students, particularly those from low-income households. I still ask the question, how do we teach these young people the resilience and financial management skills they need for the real world? I go so far as to liken this system to the benefits system: free money is not a reality in the working world – so why should it be an option and a perceived reality in our younger years?

Now, as educators and developers of young people, let’s think: does throwing money at our students make them resilient, independent and enterprising – ready for the tough challenges of the 21st century world?

 

Adam Bradford is a social entrepreneur and Queen’s Young Leader from Sheffield