Priestley Sixth Form College leading race to academise

The first sixth form college set to convert to academy status has announced it aims to make the change this spring – and will save itself more than £250,000 a year in VAT.

Priestley Sixth Form College says it has had strong local support for the decision, and has set the provisional conversion date for April 1.

In its initial consolation, which ran in October and November last year, over 80 per cent of 79 respondents supported the dissolution of Priestley SFC before it transforms into an academy.

Now the college has issued a new letter to parents and other stakeholders, calling for feedback on the next stage – converting and joining a new multi-academy trust called Challenge Academy.

If its potential member schools all agree, the new MAT will also be something of an anomaly amongst other established trusts, as it plans to include a faith school, following the results of a fresh local consultation.

Becoming a MAT will enable us to be more effective and cost effective, allowing us to invest more in teaching and learning for young people

Sir Thomas Boteler Church of England High seems set to accompany Priestley College in joining the trust, alongside Penketh High, Beamont Collegiate Academy, Bridgwater High, Penketh South Primary and Great Sankey Primary.

The latest consultation will run until February 9, with two open evenings to be held to support the process, on January 23 and 30.

Priestley’s website suggests “the sharing of good practice between schools and the college” and the “potential of an even smoother transition for young people from school to college” as other possible advantages of the change.

“What we are finding is the more feedback we receive the more effectively we are able to dispel any myths there are surrounding becoming an academy,” said the SFC’s principal Matthew Grant.

“Becoming a MAT will enable us to be more effective and cost effective, allowing us to invest more in teaching and learning for young people.”

He added: “The ethos of each individual organisation is protected. The local governing bodies will stay so parents will still have a say in how the schools are run.”

James Kewin, deputy chief executive of the Sixth Form Colleges Association, said his organisation was “keen” for its members to have the option to become academies, and that it was important for colleges to “choose the path that is right for them”.

He said: “Priestley College is an outstanding institution in so many respects, and has developed a compelling case for academisation – it is clear that this will help the college to drive up standards in local schools and aid the transition of young people from school to college.”

FE Week first reported Priestley College’s plans in October 2016, when the SFCA revealed that around 65 of the country’s 93 SFCs were exploring converting to an academy as “plan A or B”, following recommendations in their area reviews.

Ofsted reports require improvement

Quality checking of Ofsted reports is not robust – they are far too variable in both form and content, says former Ofsted HMI Phil Hatton.

Last week’s FE Week story about Ofsted backtracking on its report into Yeovil College exemplifies the way it does not pay enough attention, post-inspection, to ensuring that reports read well and accurately explain what lies behind their judgements.

Reports go through moderation, sometimes by part-time inspectors, for judgements, grades and clarity. However Ofsted does not always ensure publication readiness before the report publication button is pressed.

The now defunct Adult Learning Inspectorate, which merged with Ofsted in 2007, had professional editors in place, who as part of their professional development, went out on inspections to familiarise themselves with inspection procedure and the terminology of further education. They challenged inspectors if anything written was unclear or likely to be viewed as contentious.

The clarity of the resultant reports helped providers understand what they needed to address post-inspection in order to improve. Other interested readers could also quickly grasp what constituted a weakness and eliminate it from their own provision.

Inspection should be done with providers, not to them

Inspectors were also taught to identify but not attribute blame for financial or quality problems. Anything wrong in an organisation is ultimately, fairly obviously, down to the leadership and management.

The quality checking of Ofsted reports is currently not robust enough and while the shorter report format is easier for inspectors to write, less time is now allowed for lead inspectors to get their judgements right.

Front-page summary overviews for ‘good’ providers are variable – one published last week listed nothing but strengths, while another had four weaknesses after the strengths. As many readers only look at front-page findings, these two ‘good’ providers looked fairly different to casual observers.

The ends of short reports sometimes reflect the number of inspectors in the team, but other times just names the lead inspector. One report published in the last few weeks had a clear warning in the header that the report was a draft and not for sharing before publication. Others have had the same warning in a watermark across the report.

But of greater concern is the inconsistency in report judgements. In the section ‘what does the provider need to do to improve further?’ just stating ‘improve success rates’ is not by itself sufficient, when better inspectors break down the actions required in order to achieve this.

How can apprenticeships be ‘good’ if a weakness such as ‘the proportion of apprentices who achieve within the planned timescale remains low’ is present?

How can apprenticeships be ‘good’ if a weakness such as ‘the proportion of apprentices who achieve within the planned timescale remains low’ is present? How about something like ‘no staff Prevent training has occurred’, even though the judgement on safeguarding is found to be effective?

Inspection nominees need to be aware of how to effectively fight their corner by keeping thorough notes of feedback during inspection.

The sector should have reports that adhere to minimum quality standards. These reports are how the public sees providers until their next inspection. At the moment, providers are given two days, regardless of their size or the result of the inspection, to read the report and comment on the factual accuracy.

Some have had extras added, not fed back during inspection, presumably to back up a grade or moderation decision, without the chance to challenge that they would have had, were it raised during the inspection. Any provider comments are then shared with the lead inspector (or should be) to see if they agree to any suggested changes.

I suspect that at this stage, Ofsted takes the attitude that providers are trying to change the report findings, rather than bring them into line with what they were told on inspection.

Perversely, the next time the provider is inspected, the Ofsted team will base much of their planning and improvement judgements on a possibly flawed previous report. Inspection should be done with providers, not to them, right up to report publication.

Hopefully with a new chief inspector, the impact of reports on helping drive improvement will be revaluated. I have yet to meet the leader of any college or independent provider I work with who does not think that Ofsted reports require improvement, especially when used for the purpose of identifying sector good practice.

 

Phil Hatton is lead consultant at the Learning Improvement Service

It’s time we talked about lifetime learning

Almost a year ago George Osborne used his budget speech to commit the Government to a review that, at the time, many of us hoped would catalyse a comprehensive national conversation about the role of adult learning in modern Britain.

The signs were good, with the budget report containing this eminently sensible promise: “As working lives lengthen and jobs change, adults will need more opportunities to retrain and up-skill […] To promote retraining and prepare people for the future labour market, the government will review the gaps in support for lifetime learning, including for flexible and part-time study.“

Since then, however, with little debate on the issue in the House of Commons, and no public consultation, it appeared to be taking place behind closed doors.

Light was finally shone on the illusive review of lifetime learning last Friday, in an adjournment debate on ‘Night Schools and Adult Education’ called by Labour’s David Lammy, who proclaimed “the Government’s [post-16 skills] plan promised to outline a plan for lifetime learning by the end of 2016, but it did not appear”.

Halfon could choose to be radical

In his response, the skills and apprenticeships minister, who could easily have skipped over the question without consequence, provided a little insight. Robert Halfon admitted it was very much alive, and said the government would “soon bring forward potential policy options from the current review”. He also listed its priorities as “meeting our skills deficit, helping the socially disadvantaged and the community, being as widespread as possible, given the funding pressures, and being good quality.”

For me, the minister’s response ticks a lot of boxes so I’m looking forward to seeing what gaps and policy options have been identified. Furthermore, I see the publication of further policy options for lifetime learning to be particularly timely, now that the prime minister has announced ‘hard’ Brexit, which should force the government to examine the ‘competitiveness’ and skills need of the domestic population.

For me, the government’s lifetime learning options should recognise four interlinked realities. Firstly, the skills deficits the minister talked about, and people’s lifetime learning needs in modern Britain, can’t be solved by apprenticeships alone. I don’t expect, or want, a sudden abandonment of the three million target at all, but instead hope that the government places value on other types of adult learning.

Far too many people don’t see learning as being for them – even though these are often those who have most to gain

Secondly, far too many people don’t see learning as being for them – even though these are often those who have most to gain. the Learning and Work Institute’s ‘Adult Participation in Learning’ surveys consistently show that participation in learning is determined by, among other things, education levels. In other words, you’re more likely to see adults in learning who already have qualifications than those without. This is a big challenge and will need much more policy integration between employment support programmes and the sector.

Thirdly, ‘lifetime’ must mean something. The minister could choose to be radical here and publish options that move the way we organise and fund education away from a system in which you might have ‘spent’ all of your entitlements by the age of 19. Devolved budget holders could be empowered to do things differently and improved learning accounts could resurface, with links to savings incentives or pensions.

Finally (for now at least), the government has promised a consultation about how to make basic digital skills training free to all adults who need it, which is welcome. But there also needs to be a strategy to tackle the UK’s poor performance on other basic essential skills. It is frankly embarrassing that one in five adults struggles with poor numeracy and one in six struggles with poor literacy in one of the richest countries in the world.

We must recognise that for a lot of people we want in learning, including older people, just walking into a college and enrolling on a course is not as straightforward as you might think, and that community learning is often the vital first step to gain the self-confidence and belief that learning has huge benefits for them.

I hope I am right and that it is finally time for a serious conversation about lifetime learning.

 

Shane Chowen is head of policy and public affairs at the Learning and Work institute

Concerns over Institute for Apprenticeships readiness justified

Widespread concerns over whether the Institute for Apprenticeships will be ready to police the brave new world of apprenticeships post-April seem increasingly justified.

Peter Lauener is a highly experienced and respected leader, who probably understands the intricacies of the new system better than anyone.

It would be hard to argue against his role as shadow chief executive of the IfA being made permanent, if he didn’t have both the nation’s skills funding agencies to run at the same time.

There’s a danger that launching without a long-term boss, or even a deputy, will provide encouragement to people looking for opportunities to take advantage of a system in transition.

It’s creating an impression, fair or not, that things are being left to drift – and the government’s reluctance to even say whether any board members have been appointed doesn’t help.

This needs to be addressed fast. The new apprenticeships system needs to get off to a good start, with a powerful and respected IfA helping to build prestige from there.

Movers and Shakers: Edition 196

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

Catherine Dixon has been appointed chief executive at Askham Bryan college, one of the largest agricultural and further education colleges in the UK.

With its main campus based in York, the college also has sites in Newcastle, Wakefield and Cumbria, offering courses in land-based skills such as agriculture, horticulture, animal management, equine and forestry.

A solicitor by profession, Ms Dixon takes up the role from her position as chief executive of the Law Society, a representative body for solicitors in England and Wales.

Prior to this, she has held roles as chief executive of the NHS Litigation Authority, general counsel and company secretary at children’s charity NSPCC, and commercial director at BUPA Care Services. 

Originally from Hull, Ms Dixon spent almost four years in Canada where she was a director of the Vancouver Coastal Health Authority, and an outward-bound instructor.

She says she is “very excited to return to the north, particularly Yorkshire” as a result of the new appointment, and hopes to use her past experience “to assist the college during this important phase of its development”.

Ms Dixon claims she is most looking forward to “meeting with the staff and students” and finding out more about the courses and activities the college currently has on offer. 

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Peter Cooper has been named as principal designate of Hereford sixth-form college.

He is currently deputy principal at the college, and will take up the role in August, following the retirement of existing principal, Jonathan Godfrey.

Mr Cooper, a chemistry graduate from Nottingham University, worked in Kenilworth high school and Priestley College in Warrington prior to arriving at Hereford Sixth Form in 1998.

Speaking of his appointment, he said: “It is a real honour to be asked to be the fourth principal of this wonderful college and I would like to pay tribute to Jonathan Godfrey for his role in its development. 

“I am extremely proud to have been part of this journey and I will ensure that the values and commitment that led to our success are continued. We have an impressive story and I’m looking forward to helping to shape the next chapter.”

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After 11 years as a governor and five years as chair at Bracknell and Wokingham College, Robin Cops has stepped down, passing the baton to incoming chair, David Cook.

The succession took place at the end of the college’s full corporation meeting in December.

Speaking of his retirement from the role, Mr Cops said it had been a privilege to “see the raising of standards over the last five years so that the college now enjoys the best FE results in the whole of the Thames Valley region.”

He added that he was proud of the staff at the college and all they did to “help every learner achieve their full potential”.

His role as chair at the Bracknell-based college will be taken by Mr Cook, who says his passion for education for all stems from his own humble beginnings.

“Being the son of a miner, and seeing how important education was for a good start in life, I want to serve the college and continue to deliver its mission – right at the heart of our community.”

 

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

FEATURE: Young developers create chart-topping PC adventure game

Three young games developers from Oxfordshire have made a splash in the online gaming world after their first ever release received worldwide support and topped an indie gaming hot list. Samantha King reports.

For most people, the Christmas break is a time of eating, drinking and relaxation, but for three Banbury and Bicester college students, it was the chance to develop and launch a PC adventure game. 

Matthew Hill, Lewis Taylor and Oliver Coulling-Green all study an extended diploma in games development at the college’s Banbury campus, and using skills learned on their course created free-to-download PC game called ‘Realm of Rulers’.

The medieval fantasy game tasks players with building a city, and managing its resources and population in order to create a world that controls itself.

The three uploaded their creation onto Game Jolt, an online community for indie games, and within just two days had topped the site’s ‘hot games’ list, receiving 4,000 plays and nearly 7,000 views from gamers around the world – with more following on.

Screenshots from the game

Matthew Hill, 17, one of the developers, said: “We began to create the game in December, as we had already completed our college assignments in the run-up to Christmas. Over the break we worked on making it as presentable and playable as possible, and uploaded it to Game Jolt just to see what kind of reaction it got.

“You can upload games with early access, which means they aren’t yet complete but are open for people to try and give feedback on. We weren’t expecting much but it has just exploded. Seeing the number of plays and views go up so rapidly was amazing.”

Word of the new game has been spreading fast in the online world, with fans of the game recording themselves playing it, and posting it to their YouTube channels, amassing thousands of views. It has also been a particular hit with players in Russia, who make up a substantial amount of the site’s fan-base.

The trio are now working on building new elements for the game in order to improve user experience and maintain interest levels. 

Currently, the game has an overall rating of 4.2 out of 5, making it one of the best-ranked games on the Game Jolt site, something that is more than just a personal achievement for the three students.

Oliver Coulling-Green, 18, said: “We all want to go to university to continue to study games design and development, so having this as part of our portfolio is a big bonus. The most valuable thing is being able to show that you have had so much engagement from players, beyond your own friends and family, and been able to take on board feedback to make improvements.”

 

Featured picture: Game boys (L-R): Lewis Taylor, Mathew Hill and Oliver Coulling-Green

Students take on premier league footballers in a game of powerchair football

Elite powerchair football students from Queen Alexandra college have taken on some famous faces from the footballing world to celebrate the launch of the college’s newest sport course.

The Birmingham-based college recently launched its Elite Powerchair Football programme for young people with high needs aged 16-24, who use either a powered or manual wheelchair.

Students played in a friendly match against Albion Foundation, finalists in the powerchair footabll Champions League, and even took on a group of West Bromwich Albion players, including Ben Foster, Claudio Yacob and Salomon Rondon, winning the game 6-0.

The new course involves 12 training hours per week – the recommended time for elite performance – plus a timetabled programme of vocational qualifications, independence, employment and functional skills.

Working in partnership with registered charity, the Albion Foundation, the course is the first collaborative powerchair football study programme of its kind in the UK.

 

Main image: Powerchair students with West Bromwich players

Minister Halfon pays a visit to London’s first ever career college

Robert Halfon, the minister of state for apprenticeships and skills, has paid an official visit to London’s first ever hospitality career college.

The minister was taken on a tour of the Greater London-based Hospitality, Food and Enterprise Career college – part of London South East colleges – and unveiled a plaque to commemorate his visit.

Mr Halfon also had a tour of the college’s specialist facilities, including the site of a forthcoming learner-led restaurant, called BR6 Bakehouse, which is due to open later this year, and enjoyed afternoon tea prepared and served by students.

There are currently 60 14- to 16-year-olds studying at the college, and around 150 post-16 students – which will expand to 300 next year.

Mr Halfon said: “The outstanding work of this career college ensures that students get jobs or apprenticeships after their technical courses finish. 

“It provides significant support for those from disadvantaged backgrounds to get onto the ladder of opportunity and gain the skills they need for future careers.”

Based at London South East Colleges’ Orpington site, the career college is part of the town’s regeneration programme, contributing to the local growing economy. 

 

Main image: Food for thought: Robert Halfon takes a tour of the facilities

DfE advertises for over 100 paid advisors to help with Sainsbury reforms

A job advert for more than 100 panel members to help develop new technical qualifications has been posted for the Department for Education, with payments expected to top half a million pounds.

It explained the DfE is seeking experienced industry professionals who would like to help shape the “future technical education system”, as set out by Lord Sainsbury last summer.

They will serve on “panels of professionals” that will “develop occupational standards for new technical qualifications, as part of flagship reforms to England’s post-16-skills system”.

The vacancies are for a one year term, with payments set to be £1,000 on a quarterly basis to employers of panellists, and £2,000, again quarterly, for chairs.

With 10 on a panel that would work out at £48,000 for each one.

And assuming there will be 11 panels, based on the various industries listed, the annual cost would be just under £530,000.

The sectors covered are digital; legal; finance and accounting; engineering and manufacturing; health and science; construction; childcare and education; agriculture; environmental and animal care; business and administrative; catering and hospitality; and creative and design.

Plans were set out by the government for a radical overhaul of the post-16 vocational qualification system, to replace 20,000 courses with “15 high-quality” technical qualifications, through its Skills Plan published in July, based on wide-reaching recommendations from Lord Sainsbury.

It is understood that four of these routes, which are set to be “primarily delivered through apprenticeships”, aren’t covered by the new panels of professionals.

The new job advert, posted through the Cabinet Office, added that panels “will be formed in phases”, with successful applicants added to an “approved register of industry professionals”.

Four of these routes, which are set to be “primarily delivered through apprenticeships”, aren’t covered by the new panels of professionals

The DfE, it stated, will aim to notify successful applicants “in the spring” of this year.

It explained the reasoning behind the planned payments, which will cover travel expenses that could be high with the location for the new roles only listed as “nationwide”.

“These are critical roles that will require successful applicants to spend time away from their day job,” the advert states. “In recognition of this, as a panel member, your employer will receive £1,000 on a quarterly basis.

“If you are a panel chair, your employer will receive £2,000 on a quarterly basis.

“These payments will also cover any travel expenses incurred in attending meetings.”

It added: “We welcome applications from those self-employed and will receive payment directly to your company bank account for your time commitment.”

The advert said the DfE would “broadly expect” each panel to meet between once a month and every six weeks for a year, and that “panel members will undertake some additional work outside of meetings – we would expect this to be up to one day per month”.

It added this applies for one-year fixed term appointments, from the point of being allocated to a panel, with “the possibility of an extension”.

“This is an exciting opportunity – both for practising industry professionals, or representatives of an industry, through a recognised professional body or trade association – to shape and improve technical education across England,” the advert stated.

Applicants should complete an expression of interest form, and email this to employer.panels@education.gov.uk, by February 13.