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M ly see page 3 onday 2 Ju Top-slicing more than £175m www.feweek.co.uk

“If colleges are greedily taking bigger Page 6 and bigger slices of the pie then that has to impact on overall quality” Gateshead College appeal Ofsted going to dwell on it”. strengths” were highlighted, includ- “good” to “inadequate”. Page 7 Nick Summers “At the end of the day our focus is ing the college’s partnerships with A spokesperson for Ofsted said @SummersNicholas on moving forward,” he said. employers, inclusive atmosphere, it did not comment on individual “We’re going to make changes work-based learning, work with the inspections “over and above the Gateshead College has appealed where we need to, and get on with unemployed and young people not in published reports”. against a “satisfactory” inspection our business to deliver outstanding education or employment, and clear “Ofsted does not comment on grade awarded by Ofsted after an outcomes for all our students, cus- strategic direction. whether a complaint or concerns inspection in May this year. tomers and stakeholders in Gates- “Our work with employers is re- have been received about individual Principal Richard Thorold told FE head and the wider region.” flected in the report and in the grade providers. Information about the Week that its formal complaints fol- The Ofsted report, published last profile for employer responsive. process for investigating complaints lowed “inconsistencies” in standards week, said: “The proportion of learn- However, it is only one statement about providers can be found on the applied during the inspection. “It ap- ers who stay . . . and successfully amongst many and it does not truly Ofsted website.” Page 15 pears the overall judgement is, in the complete their qualifications has reflect the holistic picture that I A BBC Radio 4 programme, broad- main, based on historical data.” declined since the previous inspec- wanted them to draw of the college.” cast last week, revealed that a grow- He said that the inspectors ap- tion, and there is too much variation Stafford College, which in May ing number of schools are appealing peared reluctant to apply a fair in the quality of provision across the Ofsted also deemed to be “inade- poor inspection results. judgement to the in-year data. “This college. quate”, has also submitted an appeal. Jan Webber, an inspection special- is, in my mind, where the inconsist- “Attendance is often low and, de- Principal Steve Willis said the ist for the Association of School and encies are in the way the standards spite the college’s attendance policy, informal feedback from inspectors College Leaders, told the BBC: “It is are being applied across inspec- goes unchecked in a few areas.” gave a “misleading picture of the okay if it is a consistent judgement tions.” However, the report praised work- quality of work that takes place at for everybody - the greatest issue The college was judged “outstand- based learning programmes and this college”. that we have is inconsistency. That’s ing” in its last inspection in 2008. said the college was “outstanding” at It was given a grade 2 when it was when it causes a lot of angst.” Mr Thorold said although the developing partnerships with other last inspected in 2009. Read what the CEO of the IfL college had submitted a formal letter organisations. Franklin College is also consider- says about Ofsted, page 7, and the inside... of complaint to Ofsted, it was “not Mr Thorold said that “significant ing an appeal after dropping from latest Ofsted grades on page 10.

This digital edition is for multiple subscription readers only and is not for onward distribution or reproduction. 2 FE Week Monday 2 July www.feweek.co.uk Local Government Association FE Week news in brief critical of skills mismatches Apprenticeship starts The number of new apprentices aged 16 to 18 Holly Welham ties that prizes and rewards those that help stu- have fallen for the third consecutive quarter, dents toward meaningful careers. It’s not right according to new government data. FE @HollyWelham that young people trying to secure a good future The statistical first release, published by the are being deceived by a system that fails to look Data Service last week, shows that the num- Week England is failing young people by training at what is best for them, or the taxpayer, and ber of new starts have dropped from 58,800 in them for jobs that don’t exist, while not provid- instead focuses on a bums-on-seats approach to quarter one to 24,500 in quarter two and 21,300 ing them with the skills for areas where there education.” in quarter three. is work, according to a report from the Local The Department for Business, Innovation Gordon Marsden, shadow minister for Government Association (LGA). and Skills said it had “concerns” about the “ro- further education, skills and regional growth Hidden Talents argues that there is a mis- bustness” of some of the analysis and believed said: “The Government is still not doing enough FE Week is a new newspaper dedicated to match between the jobs that young people are the conclusions were “unwarranted”, based on to boost apprenticeship numbers in the crucial reporting on news, analysis, jobs and fun qualifying for and those that are available. the analysis done. 16 to 18 age range, with a less than 1 per cent in the FE sector. Last year more than 94,000 people completed A spokesman said: “The authors do not increase in this group in comparison to this hair and beauty courses, but only 18,000 new appear to have taken into account variation time last year.” And tweet us your thoughts @feweek or jobs were created in the sector, the LGA’s between occupations in staff nor in vacancy with the hashtag #feweek research suggests – and of those who qualified, reporting, which is likely to substantially alter more than 60 per cent were aged 16 to18. Mean- the comparative figures.”‬ Teenage NEETs rise Managing Editor: Nick Linford while, more than double the number of people The department said it had freed providers Guest Editor: Jill Craven trained to work in hospitality, sport and leisure from top-down central targets and regulation The number of 16 to 18 year-olds not in educa- Deputy Editor: Nick Summers than jobs advertised in the sector. so that they could better respond to the needs tion, employment or training (NEET) rose News Reporter: Holly Welham In contrast, the report said that fewer than of their communities. The Employer Owner- above 8 per cent in 2011, according to govern- Guest Reporter: Shane Chowen 40,000 people trained to fill about 72,000 new ship Pilot was now targeting investment at the ment data. Designer: Nick Linford jobs in building and engineering. The environ- skills that employers and the economy needed The report also showed that the number of Sales Director: Gemma Ryder mental industry created about 89,000 jobs last to grow. ‬ 16 to 18 year-olds in full-time education had Operations: Shane Mann year, but only 27,000 young people were trained Mark Ravenhall, director of policy and im- dropped for the first time since 2001. Financials: Nahed Chowdhury to take them. There was also a gap between sup- pact at the National Institute of Adult Continu- Martin Doel, chief executive of the AoC said: Analyst: Tashanna Egbochue ply and demand in textile design, accountancy ing Education (NIACE), said he agreed with “The response to this extremely worrying Features: Janet Murray (freelance) and jobs in the automotive industry. much of the report but that there was “quite a trend must be speedy but also ‘joined up’ if we Recruitment: Chardelle Mason The data used in the report captured most lot more to say”. are to prevent the recession giving rise to a lost Contributors: David Hughes achievements up to level 3 (equivalent to A- He said that he was “a bit annoyed” that generation.” Graham Hasting-Evans level), but did not capture non-accredited train- there was never a debate about Latin as a sub- Toni Fazaeli ing on the job or degree-level training (level 4 ject in private schools and whether there was London colleges merge Barry Brooks and above). an oversupply of classicists. Sally Hunt The LGA argues that the “skills mismatch” “No one kicks up a fuss about that,” he said. Lewisham College and Southwark College are FE Week mini-mascot is the result of colleges receiving funding “What about the soft skills that you gain in to formally merge in August. from the government on the basis of studying doing hairdressing? What about the literacy Maxine Room CBE, principal of Lewisham For an annual subscription to FE Week for and passing qualifications, rather than on job and the foundation skills you develop in doing College, said: “We have a vision for a new just £75 visit www.feweek.co.uk and click outcomes. those courses? college for south London; a college that will on ‘subscribe’ at the top of the page. David Simmonds, chair of its children and “If you get transferable skills from doing a ensure that our learners are equipped for the young people board, said it was “indefensible” classics degree or PPE at Oxford, why don’t you future, that they have the skills and experi- to encourage colleges to steer students on to get transferable skills form doing a hairdress- ence to fully take advantage of opportunities If you are interested in placing a product low-prospect courses, rather than those that ing qualification? If that’s what people want to for work and careers, further learning and life. or job advert in a future edition please click would help them to gain meaningful employ- do, let them do it.” “We are confident that by merging the two on the ‘advertise’ link at the top of the page ment. Mr Ravenhall said the situation was looked at colleges we will be able to deliver on this vi- on www.feweek.co.uk or contact: “A nationally driven one-size-fits-all approach “too much from the employer’s perspective and sion quicker and more efficiently than if we E: [email protected] doesn’t work. We need a shift in training priori- not enough from the individual’s perspective”. remained separate.” T: 020 8123 4891 M: 0783 7769 411

FE Week EFA to delete ‘erroneous reports’ FE Week news ~ analysis ~ jobs ~ fun Nick Summers The EFA said the issue was a “coding error” Standard Learning Numbers and out-turn M ly see page 3 onday 2 Ju Top-slicing more than £175m www o.uk .feweek.c @SummersNicholas and later emphasised that it had “no con- funding as they don’t agree with our final cerns” with the data provided by colleges. claim figures (which came from the Learner “In this instance our quality assurance Information Suite from our final Individual-

“If colleges are greedily taking bigger Page 6 Errors have been found in data and manage- process was not sufficiently robust and will be ised Learner Record),” the manager said. and bigger slices of the pie then that has to impact on overall quality” ment information reports published by the revisited for future releases,” the spokesper- “They’re clearly not including adults Gateshead College appeal Ofsted Page 7 Nick Summers going to dwell on it”. strengths” were highlighted, includ- “good” to “inadequate”. Education Funding Agency (EFA). son said. because they’re only out by a relatively small “At the end of the day our focus is ing the college’s partnerships with A spokesperson for Ofsted said @SummersNicholas on moving forward,” he said. employers, inclusive atmosphere, it did not comment on individual “We’re going to make changes work-based learning, work with the inspections “over and above the Gateshead College has appealed where we need to, and get on with unemployed and young people not in published reports”. against a “satisfactory” inspection our business to deliver outstanding education or employment, and clear “Ofsted does not comment on grade awarded by Ofsted after an outcomes for all our students, cus- strategic direction. whether a complaint or concerns The reports, which give local authorities “However, there should be no impact of number, but it does mean I have no idea what inspection in May this year. tomers and stakeholders in Gates- “Our work with employers is re- have been received about individual Principal Richard Thorold told FE head and the wider region.” fl ected in the report and in the grade providers. Information about the Week that its formal complaints fol- The Ofsted report, published last profi le for employer responsive. process for investigating complaints lowed “inconsistencies” in standards week, said: “The proportion of learn- However, it is only one statement about providers can be found on the Page 15 applied during the inspection. “It ap- ers who stay . . . and successfully amongst many and it does not truly Ofsted website.” an overview of the 16 to 19 provision in their there being a relatively minor error in this to check it against.” pears the overall judgement is, in the complete their qualifi cations has refl ect the holistic picture that I A BBC Radio 4 programme, broad- main, based on historical data.” declined since the previous inspec- wanted them to draw of the college.” cast last week, revealed that a grow- He said that the inspectors ap- tion, and there is too much variation Stafford College, which in May ing number of schools are appealing peared reluctant to apply a fair in the quality of provision across the Ofsted also deemed to be “inade- poor inspection results. judgement to the in-year data. “This college. quate”, has also submitted an appeal. Jan Webber, an inspection special- is, in my mind, where the inconsist- “Attendance is often low and, de- Principal Steve Willis said the ist for the Association of School and area, incorrectly included adult learners in report.” The inclusions of adult learner data in the encies are in the way the standards spite the college’s attendance policy, informal feedback from inspectors College Leaders, told the BBC: “It is are being applied across inspec- goes unchecked in a few areas.” gave a “misleading picture of the okay if it is a consistent judgement tions.” However, the report praised work- quality of work that takes place at for everybody - the greatest issue The college was judged “outstand- based learning programmes and this college”. that we have is inconsistency. That’s ing” in its last inspection in 2008. said the college was “outstanding” at It was given a grade 2 when it was when it causes a lot of angst.” further education. The reports are not in the public domain, EFA reports follow significant errors in other Mr Thorold said although the developing partnerships with other last inspected in 2009. Read what the CEO of the IfL college had submitted a formal letter organisations. Franklin College is also consider- says about Ofsted, page 7, and the inside... latest Ofsted grades on page 10. of complaint to Ofsted, it was “not Mr Thorold said that “signifi cant ing an appeal after dropping from A spokesperson for the EFA told FE Week but are available both to local authorities and data sets published by government agencies. that Qualification Success Rates (QSR) should education providers through the information The National Success Rate Tables for only include data for 16 to 18 year-olds. Part of management portal. 2010/11 were removed last month after more the report has been affected as a result. The “coding error” was identified by mem- than 23 per cent of qualifications were found “We have subsequently revised our code and bers of the College Management Information to be showing an “unknown” level, up from 2 Learning & Skills Events, Consultancy and Training Ltd are in the process of producing and checking Systems (CMIS) network. per cent in the earlier QSR. 161-165 Greenwich High Road updated reports for all FE colleges, sixth-form One CMIS manager suggested there could Meanwhile a breach report published by the London SE10 8JA colleges and independent private providers,” be more to the problem than the inclusion of UK Statistics Authority found that FE Choices, T: 020 8123 4778 the EFA spokesperson said. adult learner data. a website that allows the public to compare the E: [email protected] “We will delete the erroneous reports and “I’m not entirely sure where they’re getting performance of providers, had 2,700 changes upload corrected versions as soon as possible.” the figures from for the learner numbers, to “unique values”.

This digital edition is for multiple subscription readers only and is not for onward distribution or reproduction. www.feweek.co.uk Monday 2 July FE Week 3 Lead contractors ‘top-slice’ more than £175 million Nick Summers The data, gathered from declaration forms However, a subcontractor used by Somerset are trained to the best possible standard. submitted by lead providers, shows that Som- County Council told FE Week: “This particu- “If colleges are greedily taking bigger and @SummersNicholas erset County Council kept, on average, 37 per lar provider provides us with very few learn- bigger slices of the pie then that has to im- cent of the funding it gave to subcontractors, ers; in the main we source them ourselves pact on the overall quality of the training.” Lead providers charged more than £175 mil- amounting to almost £200,000 in the 2011/12 and engage in huge and costly marketing Lead providers who subcontract will need lion in management fees to subcontractors in academic year. opportunities to secure both learners and to supply a report at the end of the 2012/13 the 2011/12 academic year, an analysis by FE A spokesperson for the council said it had employers. contractual year which proves their top-slice Week suggests. a project and performance management “We spend a lot of our time chasing the is “no more than is required to cover the A Skills Funding Agency (SFA) spread- role, which accounted for 15 per cent of the provider for things not completed, which actual costs directly incurred in managing its sheet published on the agency website sug- retained funding. often results in us doing certain aspects our- subcontractors.” gests that contract holders took an average “If a subcontractor cannot complete all the selves. (Therefore) a 35 per cent management The Association of Employment and “top-slice” of 23 per cent from subcontrac- duties they are usually expected to do, the fee is not giving us value for money. Learning Providers (AELP) said it was dis- tors. It also suggests that subcontractors council will take on these duties and keep the “In this climate we cannot afford to run ap- cussing a number of solutions, including a earned about £581 million, based on original appropriate funds,” the spokesperson told FE prenticeships for nothing. Providers need to new code of conduct, with the Association of provider allocations worth just over £759 Week. realise that we are a business, a business that Colleges (AoC). million. “These duties include promotional activ- is completely learner-focused, but one that “Subcontracting is a legitimate business A spokesperson for the SFA told FE Week: ity to recruit learners, providing venues, needs funds to support local employers and practice that we would like to see maintained “There is an expectation that the funding conducting induction sessions, learner and their apprentices in achieving their goals.” in the skills sector, but at the same time we provided is used for the benefit of the learner employer reviews, providing additional sup- One subcontractor told FE Week in June don’t want to see unjustifiable management and spent on their learning programme or port for learners, assessment centre func- that the management fees of some FE colleg- fees taking money away from frontline provi- provision. tions and responsibilities, key and functional es were a “rip off”. A concern since echoed sion,” an AELP spokesperson said. “The amount of funding retained by a skills delivery, curriculum development and by the Forum of Private Business (FPB). “There are some meaty issues to address lead provider for programmes and provision delivery support.” A spokesperson for the forum told FE Week: here and that’s why AELP and AoC have delivered in whole, or part, by a subcontrac- The spokesperson added that it was a “Quite simply FE colleges should not be mak- got together to look at possible solutions tor must represent good value for money “tailored approach” that reflected the differ- ing huge profits at the expense of subcontrac- carefully rather than wait for an imposed and reflect the actual costs incurred by each ent tasks undertaken by the council and the tors or businesses, the latter who are parting solution from above which may not work best party in the delivery of that provision.” subcontractor. with money in good faith so that their staff for the sector.” Funding rates for functional skills in 2013/14 announced

Nick Summers will minimise disruption and allow teachers to @SummersNicholas focus on teaching.” The new simplified funding system for adult skills will be introduced in the 2013/14 academic The Skills Funding Agency (SFA) has an- year, with shadow working available from nounced the rates for functional skills in the September. new streamlined funding system for adult The original proposal for a simplified funding learning. system had 30 cash totals in the “learning aim Wouldn’t life be simpler English and maths qualifications will be rates matrix”, including 10 for apprenticeships. if you could track and manage funded at a base rate of £336, equivalent to 5-12 Revised proposals excluded apprenticeships, your learners from one hassle-free credits in the government’s new “learning aim but the SFA now says that they will still be rates matrix”. But a 1.3 Programme Weighting funded using the learning aim rates matrix, but cloud-based learner management system? Factor will boost the amount for entry level boosted by an additional sum yet to be set. You can, thanks to Sunesis. maths to £437. A spokesperson said that the extra money A spokesperson for the SFA told FE Week that would reflect the additional activity a provider Sunesis is a market-leading application from the agency had worked closely with the FE sec- had to undertake when delivering an appren- Perspective that provides clients with up-to-date, tor to agree the rates, based on current data. ticeship. advanced learner and critical business intelligence. “The agency has made clear that in doing “Due to detailed work needed to establish With custom-built smartphone and tablet apps, so, further work is needed to explore whether and validate the value for such an element, the Perspective’s cloud-based solutions are at this data is representative of the delivery funding group has recommended that details the cutting edge of the education requirements for functional skills. We will be for this are released once more work has been management sector. working with providers over the summer to completed, and wider consultation has taken assess whether we need to revisit this rate when place with employer groups.” setting the final funding level for 2013/14.” The SFA said more details would be pub- The rates were set with the help of the Fund- lished later this summer once the extra funding ing External Technical Advisory Group. had been tested and consulted on. Chris McLean, vice principal of North Mick Fletcher, a visiting research fellow at Hertfordshire College and a member of the the Institute of Education and consultant, told advisory group, told FE Week: “I think the sector FE Week: “As many of us suspected, simplifying Want to learn more and view our will be happy with the rates set. There is one FE funding is proving harder to achieve than exclusive FE Week offer then take a pot of funding, which can be spent only once, BIS thought. look at the leafl et included in this issue. and therefore it was imperative that the group “Fortunately officials have not been afraid to developed a balanced system that provides a fair take advice on some of the detail so the system For more information visit income for the activity delivered.” is becoming more sensible as it becomes more www.perspective-uk.com However, Julian Gravatt, assistant chief complex. Part of the difficulty is that instead executive of the Association of Colleges, told of starting with the reality of FE and designing FE Week that it wasn’t a perfect outcome. “We a funding system to fit it, the designers have would obviously like to see higher rates to en- started with a grand design built around the able colleges to provide more maths and English QCF and are struggling to force large parts of teaching, but it’s helpful that these rates are FE provision into it: hence the difficulty of ac- based mainly on existing funding levels - which commodating apprenticeships, or basic skills.”

This digital edition is for multiple subscription readers only and is not for onward distribution or reproduction. 4 FE Week Monday 2 July www.feweek.co.uk

FE Week investigates Sixth-form colleges fear for their future

Holly Welham @HollyWelham

A report by the Sixth Form Colleges Forum (SFCF) warns that many colleges “fear for their future” because of the government’s drive “to create a market” in 16 to 18 education. The Sixth Sense report (see right) argues that the government promotes school and academy sixth forms at the expense of sixth-form colleges. It says that the colleges are treated unfairly in the funding, tax and support that they receive and calls for a “level playing field on which institutions can compete”. Sixth-form colleges receive £280 less per pupil than school or academy sixth-forms, according to last year’s National Audit Office report on 16 to 18 education. points below sixth-form colleges. The SFCF said that the funding gap was James Kewin, the deputy chief executive much wider in reality. Ian MacNaughton, of SFCF, said: “Why disproportionately hit principal of The Sixth Form College the sector that does more than any other to Colchester, said that schools and academies take kids from disadvantaged areas with could move resources between age groups as lower levels of prior attainment, and progress they had funding for 11 to 16-year-olds. Sixth- them right the way through? It doesn’t make form colleges, however, did not have these extra any sense.” resources to turn to. Mr Kewin (pictured above) also highlighted Unlike their counterparts, sixth-form how Ofsted treated sixth-form colleges colleges also have to pay 20 per cent VAT on differently. Colleges were judged using a higher goods and services. Mr MacNaughton said benchmark than school or academy sixth this cost his college hundreds of thousands of forms. He said an academy could be graded Sixth-form college fact file pounds a year - VAT could eat into about “good” and a sixth-form college “satisfactory”, 2 per cent of a college’s overall resources. but the college was the better-performing The figures Sixth-form colleges also have to pay full provider. He believed that this made it difficult insurance for students, which cost tens of for parents and students to make informed Sixth-form colleges: 94 colleges in England thousands of pounds. decisions, as they were often unaware of the “These issues have been raised with the different inspection benchmarks. 16-18 learners: 150,000 (mainly full-time) government and yet they have done nothing However, at the SFCF’s Summer Conference, about them,” he said. Ofsted said that from September this year Adult learners: 20,000 (mainly part-time) 19+ learners A spokesman from the Department for inspections would not present outcomes simply Education said: “We’ve been clear how much in relation to sixth-form college benchmarks. we value sixth-form colleges. Their record of It also committed to moving towards using a Progression: Account for 14 per cent of acceptances getting large numbers of students into top single national average in inspections – a move to HE (more than independent schools) universities is outstanding, and they offer that Mr Kewin described as “really positive”. fantastic value for money. Paul Ashdown, principal of The Sixth Form “By 2015, we will end the disparity in funding College Solihull, said that an unfair approach Sixth-form colleges vs school and academy sixth forms for 16 to 18-year-olds so that all school and to provision could “undermine” the ability colleges are funded at the same rate.” of institutions to work in the best interests of Sixth-form college students are more likely to have received free Mr MacNaughton said funding cuts young people. school meals and have lower levels of prior educational attainment could make the situation worse. He stressed He said: “The whole dynamic of provision than pupils in school and academy sixth forms. Data from UCAS that the problem was part of a bigger [in Solihull] has changed from one where showed that 31.3 per cent of sixth-form college students that issue of “plummeting” 16 to 19 funding we were able to work together to promote progressed to higher education were from the least advantaged for all institutions. participation and a range of options for young areas of the UK, compared to 23.7 per cent of those from schools. “The government needs to reconsider . . . people, to a pretty unmanaged competitive what is emerging is just bizarre,” he said. environment where there’s a focus on getting The report described sixth-form colleges as good students. VAT: Sixth-form colleges have to pay VAT on goods and services, “engines of social mobility”. Students were “None of us can afford not to be attractive to but schools and academies are reimbursed for these costs. The more likely to have received free school meals good students and that means that provision for SFCF estimated this costs the sixth-form college sector about and to have had lower levels of educational less academically confident students is much £30 million per year. attainment compared with pupils in school and more difficult to develop.” academy sixth forms. His college actively engages and supports Improvement Support: Further education colleges are entitled But it emphasised their strong performance students from disadvantaged backgrounds, to receive support from the Learning and Skills Improvement records, saying that they “outperform all other but he said it had had to increase entry Service. Schools and academies are entitled to receive support providers of 16-18 education on a range of requirements. Previously, a student could enrol measures”. with four GCSEs at grade C. Now they needed from the National College for School Leadership. Sixth-form The overall success rate – how many five, including English and maths at grade C, colleges, however, are not entitled to receive support from either learners started a qualification and and two Bs. organisation, or an equivalent body. successfully completed it – for schools and “It has eroded our ability to take risks with academies was 80 per cent, four percentage more marginal students,” he said.

This digital edition is for multiple subscription readers only and is not for onward distribution or reproduction. www.feweek.co.uk Monday 2 July FE Week 5 FE Week profile Nigel Duncan ~ his story

summer Nigel catered for golf tournaments, Nick Summers Goodwood Festival of Speed and other high- @NicholasSummers profile events. It was a crucial source of income, but also a way of engaging in CPD. After two years of working as a technical The principal of Fareham and vocational education initiative (TVEI) coordinator - as well as an L2 lecturer - Nigel College talks to FE Week moved to Lowestoft College as a senior lecturer. “It gave me a whole gambit of new igel Duncan is incredibly proud of experiences,” he says. NFareham College, despite its small size. “I was not only senior lecturer for hospitality “You can turn on a sixpence and respond very and catering, but also deputy head of quickly,” he says. department for health and service industries. “To pull the team together is just a phone call So I had caring and health studies, brand new away, rather than having to plan around lots experiences for me to manage.” and lots of diaries. I love that cut and thrust.” He soon found himself on a career ladder He was appointed principal and chief at Lowestoft that would last 14 years. In that executive of the Hampshire college in March time he was promoted to head of centre, head this year, following 18 months as acting of department and director of faculty. He also principal. realised that he had a profound interest in the Although his career in FE started in his early management and strategy of FE colleges. twenties, and has taken him through Solihull, “What I learnt was a complete understanding Lowestoft and West Herts College, it’s clear that of further education,” he says. he’s only just getting started. “I was hungry to find out how does this Growing up in Solihull - a middle-class town college business work? How does the college just outside Birmingham - Nigel says he was make money? How does it operate? How is it exposed to “a very traditional education system. managed and how is it funded?” I wouldn’t say I was particularly academic at While working at Lowestoft, he completed school, but I thoroughly enjoyed it,” he says an MBA in educational management at the with a grin. University of Leicester. But by this point both He has a strong sense of humour, and believes his children had left school, so it was the perfect it was nurtured at school through his passion opportunity to make a move. for drama. “What really developed me and gave “Lowestoft was brilliant, and I still consider me the confidence to work in management - my experience there as the most important in and perhaps FE generally - was an exposure to my FE career, but my interest in management performing arts,” he says. meant that I needed to move to experience other “Confidence gives you the ability to perform colleges,” he says. in front of any audience, large or small. If you can express yourself and you can hold an audience, then you will be able to get your message across. If you find that quite “I don’t think you become fewer and fewer, because the number of and what the rationale is behind it, nine times intimidating, it can undermine what you’re jobs at that level are fewer,” he says. out of ten staff will say ‘we can understanding trying to say.” ever realise what it’s “You can’t just wait around and hope what is happening’.” Food and the catering industry gave him someone will knock on your door and say ‘how Fortunately Nigel was able to visit the former a route into the world of work. He moved to like to be a principal do you fancy being our principal?’ It’s not going principal weekly, asking him for advice and London at 18 and started working as a pastry to happen.” updating him on the college’s progress. chef in The Savoy. He says that it was the until you actually Not afraid to travel around the country, Nigel “I always had very good relationship with making of him. then took a job at Fareham College. It was not him, so I talked it through with him and got his “It gives you that independence. I was staying become one” an easy time with the college needing to address endorsements for what I was trying to do,” he in Stockwell around the time of the Brixton some quality issues. But it was the challenge, said. riots, so it was a real eye-opener at times. coupled with the intimacy of a smaller Mr Groves did return to the college, but However I loved it because the people I worked “I thought I had better move to experience a organisation, that kept him hooked for the next took early retirement a few months later on with were fantastic, and I learned an awful lot larger college.” four and a half years. the grounds of ill health. The post of principal of skills.” He then moved to the exclusive Lygon Working at West Herts College couldn’t But then in September 2010, the then was then advertised nationally, and Nigel was Arms in Broadway in the Cotswolds, where he have been a better fit. As director of learning principal, Carl Groves, became ill. After just a appointed earlier this year. rose up the ranks. for service industries, Nigel experienced the few weeks the corporation asked Nigel to step “It’s certainly an empowering job,” he says. His ability as a chef then gave him an college as it tried to reinvent itself as a “serious into the role as acting principal. “You can make decisions that really liberate opening into FE when he helped a friend cover contender” in the FE sector. It earned him a “I don’t think you ever realise what it’s like to people’s skills and have an impact. Being a another lecturer on a part-time basis. promotion to director of curriculum. be a principal until you actually become one,” principal is really, really fantastic in that sense.” Despite having no formal teacher training - “It was going through some quite radical he says. Nigel is now focused on making sure that and having to accept a significant drop in pay changes,” he recalls. “But on the back of that “You’re everything from accounting officer to Fareham College “moves forward in the right -he was hooked. I felt I was finally in senior management. I chief executive and head of the organisation.” direction. We have to be very careful about He then moved to Solihull College as a full- had experienced all the HR issues that you Nigel had to run the college as acting where we spend our money, and what we use it time L1 lecturer where, he says, he needed to be go through, all the resourcing, planning and principal for 18 months at a time when funding on,” he says. “a bit of a show-off at times”. strategic issues - it was a very steep learning cuts were hitting the sector hard. However, he “While we live in uncertain times and “There’s a little bit of a risk doing it, but curve, but extremely rewarding.” says he almost always had the support of his nothing can be guaranteed, we must ensure I think that’s part of the act you have to go Looking ahead he realised that he would need staff. that we remain focused, and that our efforts through in terms of making sure you’re to create his own opportunities if he was to “Even during times that are pretty and our investments, always contribute to the confident all the time.” become a vice-principal. uncomfortable and pretty tricky, I think that as performance and success of the college and its Being a lecturer wasn’t enough. Every “As you go up the ladder the opportunities long as you tell staff why you’re having to do it, students.”

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FE Week Experts Moving to functional skills Pre-apprenticeships offer the sector a NEET solution

t will not shock you to the core when I Isay that young people often leave school ill-equipped for the workplace. I’m staying clear of schools’ bashing because schools are under all sorts of pressures, and it can be dif- “Even learners who ficult to understand the employment needs of a fast moving economic environment, when have passed Level you’re predominantly schools’ based.

2 Adult Literacy Many of us have worked with employers who for understandable reasons don’t have national tests are the time or money to hire someone who doesn’t have the skills for the job. We are often not confident still flooded with well-trained workers from abroad — it’s one of the downfalls of an in writing” open market. The other is the still shockingly high youth unemployment figures.

he change to Functional Skills comes learners to think and work independently, Is it the responsibility of business to work Tafter almost a decade of one approach to this takes time to achieve. One pilot provider with ‘difficult’ teenagers and young adults, literacy and numeracy provision and, on the found that maths learners struggled with the who are seen as having have poor social whole, this change is welcome. For a long open-ended format of the questions in the skills, can’t get out of bed to get to work time, there has been a groundswell of concern assessment and whilst learners were and don’t know how to behave or present that the Skills for Life strategy became about confident enough to work through the first themselves? says that young people need assistance at chasing qualifications and preparing learners two stages of a scenario, they were not confi- “this crucial point of transition”. for multiple-choice tests rather than develop- dent enough to carry the scenario through to Employers’ reluctance to take on young peo- ing skills across the whole curriculum. Many reach a conclusion, needing much more ple is, unfortunately understandable. To make a sustainable dent in our youth providers and tutors feel that this kind of support along the way. unemployment, we need pre-apprenticeships, testing, while effective to a point, is not always What I have just described is a common and we need these to be properly funded a valid measure of whether skills have been Where the real strength in Functional Skills perception; these young people are not only by the government. Employers need to know consolidated or can be applied in different lies is how they recognise that English, maths swelling the youth unemployment figures about them too, and be encouraged to take contexts. Feedback gathered by NIACE from and ICT are the basis of all learning, and need they are often seen as unemployable. these young people on. Otherwise, why the Adult Pilots for Functional Skills confirms to be taught in context. Subjects are more would they? There needs to be recognised this, highlighting that even learners who have connected than previously and there is a need qualifications for pre-apprenticeships that passed Level 2 Adult Literacy national tests to consider the learner ‘holistically’ rather give people a real step-up to a full apprentice- are often not confident in writing. than advising them to progress up the levels in “Businesses trying ship. one subject. Learners are taught how to apply to make ends But with change comes challenges. For the skills and to link topics together, enabling a current cohort of adult learners who want to better understanding of how topics relate to meet see a young, progress, there is an issue that the next level each other and perhaps most importantly, link “It’s time to take of Functional Skills will be more difficult to everyday contexts. inexperienced pre-apprenticeships to achieve compared with previous quali- worker as an fications. Whilst a more robust system of As NIACE Inquiries into both Literacy and seriously. We need assessment is welcomed, developing learners’ Numeracy learning have recommended, unnecessary risk” abilities to pass Functional Skills assessments, learning should be made practical and rel- to stop thinking particularly for those learners at lower levels, evant to the lives of learners, preparing them If you are considered unemployable, how do will take longer and be more demanding for for life and work. One pilot provider sums you change that? What help is on offer? How short-term” them. Most of the challenges reported by the it up neatly, by saying that Functional Skills is it accessed and, is government taking this pilots have been about the higher demands of provide a ‘toolbox of skills’ where adults learn seriously? Functional Skills assessments compared with to match and use the right tool for the situa- Look at what Jamie Oliver has done with the previous qualifications. tion. This is a desirable outcome but we must In the present economic climate, some busi- Fifteen Foundation; what the foundation of- listen and respond to concerns of learners nesses are under pressure to make ends meet, fers the budding chefs is more than a job This issue may be addressed by developing a and practitioners as we make these subtle but many see a young, inexperienced worker as opportunity – it’s basically, at the beginning unit based curriculum for those with the low- significant changes in what we teach and how an unnecessary risk. Can we blame them? of the programme a very good pre-appren- est skills, an approach currently being we assess. The skills remain the same but the ticeship, but it’s too exclusive, and only avail- explored by some awarding organisations. complexity and familiarity of the context and A report out last month from think tank, able for a limited number of students – if The importance of measuring distance trav- the autonomy of the learner in applying these The Work Foundation, agrees. Lost in it works in catering, it works in other elled for some learners was flagged in skills are now equally important. Transition? The changing Labour market business sectors too. the Skills for Life Review carried out by BIS. and young people not in education, This also is being piloted. These are welcome As we move to a new approach for everyone in employment or training says: “The number It’s time for government, employers and developments to address the needs of September, we need to ensure that despite all of young people who are not in training organisations to take pre-appren- learners at entry levels who may struggle to it achieved there were inequalities in Skills for employment, education or training (NEET) ticeships seriously: If we don’t, we will never develop the range of skills and independence Life, such as fewer achievements for margin- has been rising for the last decade . . . tackle our NEETs problem, or our youth needed to achieve whole qualifications in alised learners and those at lower levels, and and the characteristics of NEETs have unemployment problem. We need to stop Functional Skills. less progress in numeracy than for literacy. It changed over this period.” It also says that thinking short-term and fix these problems is vital they are not entrenched or repeated. labour market changes have affected the that are holding back UK plc for good. Encouraging independent learning is critical transition for young people from education for Functional Skills learners as this is a skill David Hughes, chief executive of the National into employment. that will now be tested. Although we want institute of Adult Continuing Education Paul Sissons, one of the report’s authors, Graham Hasting-Evans is the Managing Direc- tor of the awarding organisation NOCN This digital edition is for multiple subscription readers only and is not for onward distribution or reproduction. www.feweek.co.uk Monday 2 July FE Week 7

FE Week Experts National day of action united FE against cuts and barriers to skills fter giving strong opinions on a comedian’s take A-level equivalent qualifications will see impact of the new system predicted a Aindividual tax affairs, but refusing to be the cost of their course double from 2013, forc- 20 per cent drop in the numnber of learners drawn into the individual tax affairs of Con- ing them to take out loans to pay for the full cost aged 24 or more. However, the latest servative Party donors, the Prime of their college tuition. assessment suggests that ministers now expect Minister returned to safer ground this week a 45 per cent drop, which means there will be and launched an attack on the UK’s welfare more than 100,000 fewer students in our entitlement culture. “It is essential that colleges by 2014. As well as announcing plans to cut housing the government, This is a quite astonishing number and will benefits for people aged under-25, he attacked result in course closures, job losses and vastly the previous government for ‘trapping’ people in light of its own diminished opportunities for adults who need a in a benefits system that actively discouraged second chance in education. Colleges are quite them from wanting to work. shocking assessment, simply not ready or able to absorb a reduction in student numbers on this scale. On the day of the Prime Minister’s keynote halts the plans” speech, the Daily Telegraph reported that there It is essential that the government, in light of were 23 applications for each job vacancy. This new FE loans system emulates the worst its own shocking assessment, halts the plans aspects of the government’s higher education and looks again at the impact they will have on Demonising people who are out of work as feck- funding reforms and will, in all likelihood, institutions and learner numbers. less might score the Prime Minister some politi- increase the number of benefit claimants. cal points, but government policy is doing very The Prime Minister can talk all he likes about little to help the huge numbers of unemployed It should come as little surprise, therefore, that reducing welfare entitlement, but how will people off benefits and back into work. many within FE have united against it. Last erecting punitive financial barriers to study Friday staff and students from colleges across encourage people to get off benefits? Furthermore, government policy is restricting England lobbied their MPs as part of a national access to education and training. As well as day of action against the plans. It is policies like FE loans that are really ‘trap- swingeing cuts across further and higher ping’ people and stopping them from getting the Sally Hunt is general secretary of the education, people over the age of 24 wishing to The government’s initial assessment on the skills they need to find jobs. University and College Union (UCU) Is Ofsted inspecting the waves or the sea?

‘just the ticket’ for Ofsted. Alas, not only was ment, learning and learners’ engagement in on inspection showed that too many teachers the teaching lacklustre for 25 minutes, the effective learning; and working together on felt they did not receive feedback after inspec- students were noticeably disengaged and, to the how to ensure rigorous and fair inspection with tors had observed their practice. We welcome very discerning, silently shocked. The lead-in consistency of approach. Consistency of judge- Ofsted’s commitment to ensuring that every time for inspection and the concomitant nerv- ment is vital to giving confidence. teacher observed will be given individual ous anticipation led to perverse effects in this feedback. case, and we know of others too that prevented Further education has been caught in a cross- inspectors from seeing normal and often truly current recently, as several inspections led to Inspection matters to our members. Inspection great teaching and learning. A loss all round. grades that were very different from expecta- criteria affect how they approach their prac- tions. Does this mean that teaching and learn- tice, and the kinds of performance sought by The inspectorate’s renewed central focus on ing is better or worse than it was over the last their managers and the organisation’s leaders. teaching and learning is welcomed by the few years, or is it that the inspector’s torch is There are myths about inspection. There are Institute for Learning, as are short-notice in- being shone in a new and more searching way? also opportunities for every teacher to get the spections and Ofsted’s commitment to drawing most they can from inspection. at least 50 per cent of its additional inspec- Moderation processes help ensure that judge- tors from the sector, as current practitioners. ments are sound, including where a grade 4 As the professional body, IfL will be working Teaching and learning is the core business for or grade 1 is given. IfL thinks that a change of with teachers and trainers to support and colleges and providers, and finally inspections more than one grade also should merit addi- inform them about inspection over the coming will mirror this. tional moderation, which would give increased months. We will give practitioners a chance confidence that inspectors were looking – to to ask questions about inspection and to share ast week, a students’ union representative Nevertheless, the change in inspection from pursue the coastal metaphor – at the sea and its experiences, so that inspection is not perceived Lat a large college described to me a wonder- September does represent a paradigm shift, quality, rather than alighting on an individual and experienced as being ‘done unto’, but as an ful teacher who in every internal observation like shifting sands. As with any such change, wave, eddy or swell. opportunity for inspectors with a deep interest inspired students and observers alike, and was there is a need for preparation, updating and in teaching and learning, for a short and con- an amazing teacher for the students throughout training. We understand that training is well Occasionally there will be a spring tide that centrated time, to work alongside professional the year. under way for inspectors in using the new shocks, but the inspectorate’s steady gaze needs teachers and trainers. Both will be learning common inspection framework and the new to be on the seascape of an institution and the as much as they can from each other, building Come the last Ofsted inspection, after the guidelines published in June. Before the new overall quality of its teaching and learning. trust, understanding each other’s perspectives build-up of pressures and mounting apprehen- inspections go live, inspectors will have had Inspectors surely also have a responsibility to and judgements on what works best for learn- sion, the part of his teaching session that was four days’ training. This includes looking at bring insights and value to each teacher and ers, and where they have reached. observed was judged inadequate. The students independent research evidence on effective and trainer observed and a greater understanding were stunned into silence as they saw their expansive learning environments; focusing on of quality to the institution overall. Inspection is of a sea, not of churn and storm, teacher attempt a totally atypical and much- the range of evidence to look for and consider but waters of calm and steadyis Chief reflection. Executive of the rehearsed activity artificially designed to be in reaching judgements on teaching, assess- IfL’s recent consultation with our members Institute for Learning (IfL)

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FE Week Experts A traditional solution to an age-old problem o one should doubt Professor Alison pectations that have bedevilled their predeces- NWolf’s words when in her review of 14-19 The Coalition Government also acknowledged sors, where English and Maths qualifications education she said that ‘English and Maths that GCSEs, and Functional Skills may for are required to: GCSE (at grades A*-C) are fundamental to some be a bridge too far, at least in the first young people’s employment and education instance. In accepting Wolf’s recommenda- 1. be demanding but capable of engaging the prospects. However, as we once again focus on tions Michael Gove, said that the Government disaffected and disinterested improving the English and Maths skills of the would ... ensure that all young people study and 2. develop and demonstrate knowledge, skills flow into and stock of the workforce we must achieve in English and mathematics, ideally to and understanding for a diverse set of contexts not forget that for many the leap from failure GCSE A*-C, by the age of 19. For those young and settings but be easily readily comparable to success in GCSEs remains a step too far. In people who are not immediately able to achieve and credible their expectations and requirements differ ac- Wolf’s own words ‘... less than 50% of students these qualifications, we will identify high 3. be accessible and flexible but reliable and cording to sector, roles and responsibilities have both (English and Maths)at the end of Key quality English and maths qualifications that valid as national qualifications • Contextualisation is essential for meaningful Stage 4 (aged 15/16); and at aged 18 the figure is will enable them to progress to GCSE. This ap- 4. be taught and delivered by a diverse range and motivational teaching and learning but too still below 50%. Only 4% of the cohort achieve proach will be even more necessary if the latest of teachers, trainers and supervisors yet there often becomes a barrier to acceptable and ac- this key credential during their 16-18 education. ideas around re-introducing ‘explicitly harder’ remains no sustained incentive or requirement cessible assessment under test conditions ‘O’ Levels in 2014 are implemented. for the professionalisation of this workforce • People who are proficient in English and The strength of the learning and skills sector 5. be easy and inexpensive to administer and maths skills are competent and confident is that whatever a learner’s previous achieve- It is not just at secondary and post 16 level that deliver to a mass audience but provide rigor- people and confident, competent people are pre- ments, it will set about removing doubt and ous and valid assessments of capability and pared to invest in their own learning to realise uncertainty and replacing these with confi- competence. their potential. dence and capability. So as we prepare for the “Future solutions 6. be valuable to candidates and valued by em- deregulation of the Skills for Life qualifications ployers yet there remains little recognition and For Wolf’s analysis of vocational education and given the Government’s own data and ad- for English and understanding of what capability is guaran- to be sustainable and viable, the learning and missions of systemic failure colleges, employ- teed by these qualifications. skills sector must have access to a progression ers and training providers can be excused for framework for English and maths that is real- once again asking, ‘why should the learning maths must bring Future solutions for English and maths must istic and relevant. My belief is that Functional and skills sector step up the mark and accept bring clarity, coherence and cohesion to a range Skills and GCSEs are insufficient to provide the challenge of addressing the shortcom- clarity, coherence of competing yet equally important require- a solution that is acceptable to, recognised by ings of compulsory schooling’. The answer ments. They must balance the ambitions of and relevant for, all learners within the sector. of course is simple: it is because we can and and cohesion to a the Government to increase the literacy and My interpretation of the policy context is that because we must. numeracy skills of the adult population, raise the so-called ‘stepping stone’ qualifications range of competing the number of individuals both 16-18 and 19+ can become the final piece of the progression Lifelong learning may have become an outmod- participating in the apprenticeship programme ‘jigsaw’. The danger in identifying the need for ed phrase yet it still describes the importance requirements” especially at higher levels and at the same time a further set of qualifications is that what is of ensuring that as individuals, as communi- bring credibility, rigour and validity to the developed are parallel programmes of study or ties and as a society we work cooperatively development of English and maths capability qualifications that compete with, and therefore and collaboratively to realise the potential of we can see demonstrations of the political will at all levels. For this balance to happen there undermine, Functional Skills or dilute the everyone at whatever age or stage they feel able to secure sustainable change in how we address needs to be greater recognition of, and greater requirements of GCSE. to commit to, and engage in, developing their the fundamental pillars of learning; for exam- focus on, the fundamental elements of these skills. But we need more than belief, and com- ple in the consultation on the revised National subjects and skills together with the develop- Again let me return to the latest developments mitment, we must have access to the resources Curriculum at Primary Level Michael Gove ment of a deep understanding of the rules within the primary curriculum for English and and the tools we need. has asked for a greater focus on proficiency in associated with their application. maths where proficiency is the focus and ca- English, maths and science. And on assess- pability and confidence the required outcome. Functional Skills are important tools and will ment, the expectation that there will be a direct I am convinced that we need to return to a The commitment is to make sure that future provide part of the solution. Having evaluated relationship between what is taught and what time when everyone recognised that learning generations develop a clear understanding and the Functional Skills pilots for the Govern- is assessed. brought with it some challenges, that overcom- recognition of the subjects’ basic elements. If it ment I remain concerned that this summer’s ing these challenges was important if progress, is good enough for the future why should it not deregulation of the Skills for Life qualifications So why in an article focused on the needs of the reward and success were to be achieved and be good enough for the present? will leave a large hole in the developmental and learning and skills sector am I taking up valu- that these challenges required commitment progression framework for English and maths able inches commenting on the new primary from, and effort on behalf of, those seeking If GCSEs or their replacements are the gold and, as a consequence, potentially disenfran- curriculum? The answer is straightforward, to improve their capabilities as well as those standard for general education, and Functional chise many young people and adults. many of the issues that we have to address at providing leadership and management of the Skills provide proof of application and problem post-16 in colleges and post-19 in the workplace learning process. solving, surely what is nweeded from ‘stepping This is not to make the case for the retention owe their legacy to poor teaching and learning stones’ is a guarantee of competence, capability of these literacy and numeracy qualifications, at primary level as it is there that the founda- This does not mean that the valuable learning and proficiency in the fundamentals of English the time has long passed when they could be tions in English and maths are laid and it is of the past 12 years must be ignored, lost or and maths. With proficiency the current ‘leap’ updated and refreshed. there where the insecurities and uncertainties rejected: will become a manageable ‘step’ and the poten- of adult learning begin. • Skills for Life proved that there is a genuine tial failure will become a confident and capable Like the Key Skills of communication and appetite for qualifications from those at the individual. application that they nested within they were To return to the challenges for the learning very beginning of their learning journey of their time and have fulfilled an important and skills sector what are these ‘high quality • Applied, digital technology has the secured Barry Brooks role in re-engaging those furthest away from English and maths qualifications’ that can its place as a learning enabler and facilitator Group Strategy Director, Tribal learning with low or no qualifications as well eliminate illiteracy and innumeracy replace whether it is the flexibility of access or the abil- as providing evidence that contextualised and them with fluency and proficiency? Also will ity to support scalability and volume inspirational teaching and learning can re- the post-Wolf qualifications eliminate many of • Employers and Employees recognise the invigorate even the most reluctant learners. the competing and conflicting demands and ex- importance of English and maths competence This digital edition is for multiple subscription readers only and is not for onward distribution or reproduction. www.feweek.co.uk Monday 2 July FE Week 9

FE Week on tour Vocational education the Swiss way As another review into apprenticeships begins, guest reporter Shane Chowen visits Switzerland and reports on what we can learn from their apprenticeship system

or me the decision was easy. Most of In last week’s FE Week, I reported on my Vocational schools (a bit like FE colleges) are Fthe students at my school got recent study trip to Switzerland through the state owned, they know that it is their respon- apprenticeships, my dad did an apprentice- Swiss Embassy and an organisation call sibility, on behalf of the state, to provide a ship; it’s a normal thing to do here. I’m Presence Switzerland. It was a packed broader, general education including things looking forward to working for a few more programme and I learnt loads. But what can such as languages, citizenship and sport years before going to university.” we learn from a system that has the game- alongside their vocational studies. changing advantage of being embedded within This quote, from a fourth year IT apprentice at the nation’s culture for more than a century? For too long, perhaps, we’ve seen apprentice- a large Swiss bank might strike you as unusu- ships as something intentionally separate al for all sorts of reasons. You probably don’t To start, we need to agree on who and what from the education system and forgot the know any Swiss IT apprentices for a start. apprenticeships are for and build a system education part of it. Vocational training, around that, rather than letting a system de- no matter how specific a framework, is still It might be the fact that most of his class went velop and then arriving at debates over education; which means creating a holistic on to do an apprenticeship. In fact, in 2011, two definitions. Of course you can’t create a experience of learning a trade, becoming an thirds of Swiss school-leavers went on to do consensus overnight, but in Switzerland, for active citizen and being able to thrive in your apprenticeships. example, everyone knows where they stand. community. I think that we forget that here sometimes, and it wouldn’t take centuries of It’s straightforward, young people at school It might be that he’s a fourth year apprentice. Employers know that that it is their cultural development to change that. understand it, companies know what they’re Almost all apprenticeships last for three years responsibility to deliver occupational and getting from job applicants and they know how in Switzerland, some trades require four but vocational training to a high standard, they Then comes the responsibilities of the state, to influence things outside the flexibilities never less than three. know that they are training a member of their which in Switzerland are devolved to the they get in the frameworks. In other words, an own team and so are willing to invest in them cantons. One of the reasons that the Swiss apprentice plumber in a north west canton of Or maybe it’s that he’s off to uni in a couple and in the next generation of their trade. believe their system is successful (as they Switzerland will follow the same curriculum of years; about 20 per cent of apprentices take When asked about how he would react if some- judge by their low youth unemployment for the same qualification as an apprentice what’s called the Federal Vocational Baccalau- one he paid to train left to work for a competi- figure of 7.2 per cent) is the devolved nature plumber in a south west canton. reate which entitles them to a place at a Uni- tor, one trainer told me “it’s an opportunity; of their apprenticeship system means that versity of Applied Science and, if they pass a we need to understand why they didn’t want to the professions and companies say what skills There’s a legal requirement that every five further aptitude test, one of the country’s two work here anymore.” are needed, and where and what the jobs are, years, curricula of the federal vocational Federal Institutes of Technology. which feeds directly then into careers advice qualifications have to be reviewed to ensure Professional associations know that they act and in shaping the curriculum. It also works that the trades and professions evolve and The academic and vocational education as guardians to their occupations; they know because there is a single curriculum for each adapt with the times. This process involves the systems are intertwined so this kind of that they need to safeguard for the future by trade or profession. relevant professional association, the cantons progression is possible and the universities telling the apprenticeship system what is and the federal government, to a minimal are managed so that they can’t select between needed, and they know they need to be driven A ‘national curriculum’ for each trade lead- degree, under the Swiss Federal Institute for people who are qualified; if you get the grades by employers so monitor short term employ- ing towards a single, universally (not in the Vocational Education and Training. you get a place. ment and skills needs. cosmic sense) recognised federal qualification. They see no need for private providers, or for awarding organisations.

The state also takes its careers guidance responsibilities seriously. We visited the cantonal offices of Solothurn where we were shown what is effectively a local authority website displaying all the apprentice vacancies in the area; and because apprenticeships start with the academic year, companies can easily plan when a third or fourth year is about to graduate so they can get recruiting early on. It’s was a bit like a cross between UCAS and the FE Week jobs page.

All of this has been possible because politicians have kept well away. They’ve created an infrastructure that gives confidence to the public and they’ve let the players do their thing within it. Effectively, the apprenticeship system is able to run and develop by itself on its own terms, not facing excruciating reform at every change of administration. The local authori- ties are empowered through law and employers are empowered through their respective professional associations.

What else do you need?

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Previous inspection Total increase or FE Week gets technical ~ Ofsted grades College Inspection Grade Inspection date Inspection date grade decrease

There has been much interest in FE Week’s analysis of recent college inspection grades. Here we bring you an updated version, including Gateshead College 3 14-May-12 1 10-Nov-08 -2

Tower Hamlets College, Leeds City College, South Thames College, Hereford College of Arts and Gateshead College Hereford College of Arts 3 14-May-12 4 28-Mar-11 1

South Thames College 2 14-May-12 2 01-Jun-09 0 36% of colleges’ 43% of colleges’ October 2011 - December 2011 Leeds City College (no previous as a merged college) 2 14-May-12 n/a n/a n/a grades fell grades stayed Tower Hamlets College 3 30-Apr-12 3 09-Mar-09 0 the same 14 college inspections Average Ofsted ratings fell by Barnfield College 3 23-Apr-12 1 04-Jun-12 -2 0.07 of a grade Stafford College 4 16-Apr-12 2 09-Nov-09 -2 Yeovil College 2 16-Apr-12 3 03-Nov-08 1

Derby College 3 30-Mar-12 2 16-Nov-07 -1

Petroc 2 19-Mar-12 1 09-Oct-07 -1 21% of colleges’ Derwenside College 2 19-Mar-12 2 22-Sep-08 0 grades rose Great Yarmouth College 3 16-Mar-12 4 12-Nov-10 1 and 2012 North Warwickshire & Hinckley College 2 16-Mar-12 1 29-Oct-07 -1 26% of colleges’ Kensington & Chelsea College 3 09-Mar-12 2 26-Feb-07 -1 grades stayed Stratford-upon-Avon College 3 02-Mar-12 2 05-Mar-07 -1 the same January 2012 - April 2012 Lewisham College 3 02-Mar-12 1 24-Apr-06 -2 61% of colleges’ City of Wolverhampton College 4 20-Feb-12 2 10-Dec-07 -2 grades fell 23 college inspections Average Ofsted ratings fell by Lambeth College 4 20-Feb-12 2 25-Feb-08 -2 Macclesfield College 4 20-Feb-12 1 25-Sep-06 -3

0.87 of a grade Knowsley Community College 4 06-Feb-12 2 25-Feb-08 -2

13% of colleges’ Brooklands College 3 06-Feb-12 3 05-Oct-09 0 grades rose Canterbury College 3 30-Jan-12 3 01-Oct-07 0

South Essex College of Further and HE 3 30-Jan-12 2 12-May-08 -1

Wiltshire College 3 16-Jan-12 3 08-Oct-07 0 Crisis for London colleges? Table of all London GFE College inspections since Jan 2011 Peterborough Regional College 2 12-Dec-11 3 14-Apr-08 1 Southwark College 4 05-Dec-11 3 15-Mar-10 -1 Current Inspection Previous Inspection Total increase College K-College 3 05-Dec-11 2 27-Feb-06 -1 grade date grade date or decrease Askham Bryan College 2 05-Dec-11 3 01-Oct-07 1 South Thames College 2 14-May-12 2 01-Jun-09 0 Burton and South Derbyshire College 2 05-Dec-11 2 26-Nov-07 0 Tower Hamlets College 3 30-Apr-12 3 09-Mar-09 0 Henshaws College 2 22-Nov-11 2 21-Mar-06 0 Kensington & Chelsea College 3 09-Mar-12 2 26-Feb-07 -1 Sussex Coast College Hastings 4 21-Nov-11 3 12-May-08 -1 Lewisham College 3 02-Mar-12 1 24-Apr-06 -2 Stephenson College 3 21-Nov-11 2 04-Dec-06 -1 Lambeth College 4 20-Feb-12 2 25-Feb-08 -2 Bishop Auckland College 2 21-Nov-11 2 26-Nov-07 0 Southwark College 4 05-Dec-11 3 15-Mar-10 -1 Plumpton College 2 21-Nov-11 2 04-Jun-07 0 West Thames College 3 22-Nov-11 2 14-May-07 -1 Kidderminster 3 14-Nov-11 2 30-Mar-09 -1 Westminster Kingsway College 2 28-Mar-11 2 28-Jan-08 0 Farnborough College of Technology 1 14-Nov-11 3 26-Nov-07 2 The College of North West London 3 28-Mar-11 2 29-Jan-07 -1 The College of Haringey, Enfield and North East London 3 17-Jan-11 2 12-May-08 -1 Central Bedfordshire College 3 07-Nov-11 3 28-Apr-08 0 Ealing, Hammersmith & West London College 3 10-Jan-11 2 13-Nov-06 -1 Shrewsbury College 3 31-Oct-11 3 28-Jan-08 0

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Previous inspection Total increase or College Inspection Grade Inspection date Inspection date grade decrease

Gateshead College 3 14-May-12 1 10-Nov-08 -2

Hereford College of Arts 3 14-May-12 4 28-Mar-11 1

South Thames College 2 14-May-12 2 01-Jun-09 0 36% of colleges’ 43% of colleges’ October 2011 - December 2011 Leeds City College (no previous as a merged college) 2 14-May-12 n/a n/a n/a grades fell grades stayed Tower Hamlets College 3 30-Apr-12 3 09-Mar-09 0 the same 14 college inspections Average Ofsted ratings fell by Barnfield College 3 23-Apr-12 1 04-Jun-12 -2 0.07 of a grade Stafford College 4 16-Apr-12 2 09-Nov-09 -2 Yeovil College 2 16-Apr-12 3 03-Nov-08 1

Derby College 3 30-Mar-12 2 16-Nov-07 -1

Petroc 2 19-Mar-12 1 09-Oct-07 -1 21% of colleges’ Derwenside College 2 19-Mar-12 2 22-Sep-08 0 grades rose Great Yarmouth College 3 16-Mar-12 4 12-Nov-10 1 and 2012 North Warwickshire & Hinckley College 2 16-Mar-12 1 29-Oct-07 -1 26% of colleges’ Kensington & Chelsea College 3 09-Mar-12 2 26-Feb-07 -1 grades stayed Stratford-upon-Avon College 3 02-Mar-12 2 05-Mar-07 -1 the same January 2012 - April 2012 Lewisham College 3 02-Mar-12 1 24-Apr-06 -2 61% of colleges’ City of Wolverhampton College 4 20-Feb-12 2 10-Dec-07 -2 grades fell 23 college inspections Average Ofsted ratings fell by Lambeth College 4 20-Feb-12 2 25-Feb-08 -2 Macclesfield College 4 20-Feb-12 1 25-Sep-06 -3

0.87 of a grade Knowsley Community College 4 06-Feb-12 2 25-Feb-08 -2

13% of colleges’ Brooklands College 3 06-Feb-12 3 05-Oct-09 0 grades rose Canterbury College 3 30-Jan-12 3 01-Oct-07 0

South Essex College of Further and HE 3 30-Jan-12 2 12-May-08 -1

Wiltshire College 3 16-Jan-12 3 08-Oct-07 0 Crisis for London colleges? Table of all London GFE College inspections since Jan 2011 Peterborough Regional College 2 12-Dec-11 3 14-Apr-08 1 Southwark College 4 05-Dec-11 3 15-Mar-10 -1 Current Inspection Previous Inspection Total increase College K-College 3 05-Dec-11 2 27-Feb-06 -1 grade date grade date or decrease Askham Bryan College 2 05-Dec-11 3 01-Oct-07 1 South Thames College 2 14-May-12 2 01-Jun-09 0 Burton and South Derbyshire College 2 05-Dec-11 2 26-Nov-07 0 Tower Hamlets College 3 30-Apr-12 3 09-Mar-09 0 Henshaws College 2 22-Nov-11 2 21-Mar-06 0 Kensington & Chelsea College 3 09-Mar-12 2 26-Feb-07 -1 Sussex Coast College Hastings 4 21-Nov-11 3 12-May-08 -1 Lewisham College 3 02-Mar-12 1 24-Apr-06 -2 Stephenson College 3 21-Nov-11 2 04-Dec-06 -1 Lambeth College 4 20-Feb-12 2 25-Feb-08 -2 Bishop Auckland College 2 21-Nov-11 2 26-Nov-07 0 Southwark College 4 05-Dec-11 3 15-Mar-10 -1 Plumpton College 2 21-Nov-11 2 04-Jun-07 0 West Thames College 3 22-Nov-11 2 14-May-07 -1 Kidderminster 3 14-Nov-11 2 30-Mar-09 -1 Westminster Kingsway College 2 28-Mar-11 2 28-Jan-08 0 Farnborough College of Technology 1 14-Nov-11 3 26-Nov-07 2 The College of North West London 3 28-Mar-11 2 29-Jan-07 -1 The College of Haringey, Enfield and North East London 3 17-Jan-11 2 12-May-08 -1 Central Bedfordshire College 3 07-Nov-11 3 28-Apr-08 0 Ealing, Hammersmith & West London College 3 10-Jan-11 2 13-Nov-06 -1 Shrewsbury College 3 31-Oct-11 3 28-Jan-08 0

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FE Week event... WorldSkills UK squad selection highlights previous competitors. It provides much greater Shane Mann reassurance and allows us to pass on the skills @ShanerMann that we were taught.”

A key aim of WorldSkills UK and the National Hundreds of skilled and talented FE students Apprenticeship Service (NAS), who have from across the UK last week fought for a responsibility for managing the UK’s entry and chance to take place in WorldSkills, the world’s performance in WorldSkills, is to ensure that all largest skills competition. former competitors are an integral part of the training process. A relaunch of an independent They descended upon Stephenson College and alumni association and advisory board is in the North Hinckley and Warwickshire College, latter stages of development and is expected to following the confectionery selections held in be launched in the next couple of months. London late last month. Competitors would be unable to develop and After months of preparation, competitors succeed at these competitions without the underwent a series of challenging tasks immense support that the professionals provide. over several days, competing for a chance to Peter Waters, training manager for painting, represent the UK in next year’s WorldSkills explained that before the shortlist selection, Championship in Leipzig, Germany. Judges competitors had undergone various training were on the lookout for the cream of FE talent, programmes to help to prepare them not only with hopes of beating last year’s tally of four for the competitions but also the exposure that gold medals. they would receive.

“I have been working with these particular Nigel Leigh, principal of Stephenson College Pictures by Shane Mann students since April of this year. Only a few “There has been a weeks ago the three competitors here today spent almost two weeks with me developing positive impact on their skill and making their approach to the competition more professional. Getting this our success rates” far in the competition provides them with the opportunity to undertake one of the most comprehensive and challenging training programmes around, leading to the acquisition of skills that are stronger than the typical The two colleges were transformed by industry standard.” the WorldSkills UK team into testing and examination centres. Stephenson was the Marion Plant, principal of North Hinckley base for skills such as stone masonry (a gold and Warwickshire College and a WorldSkills medal-winning skill for the UK last year) and champion (official supporter), is one of the refrigeration; while over in Nuneaton, North loudest and most vocal supporters of the Hinckley and Warwickshire staged selections transforming nature that WorldSkills can that included hairdressing, web design and provide. “Even before I became principal cookery. our college was taking part in WorldSkills competitions; they are a major part of what Competing in an international competition we do here and have become central to our is by far one of the greatest symbols of business strategy. achievement in any skill; competing within WorldSkills provides much more - and has become a life enhancing opportunity for many “Competitions are Marion Plant, principal of North Hinckley and Warwickshire College competitors. now embedded with WorldSkills as positive. Second, and “For those that are selected, these Former Weston College student and now staff most important from my perspective, is the competitions are just a small part of an member, Hayley Wright, who competed in transformational impact that it has had on the incredibly challenging and enhancing year. beauty therapy at last year’s world competition within the culture of our college.” The opportunity to become a squad member in London, spoke to FE Week about the provides a truly stretching and stimulating opportunities that being a competitor has teaching and Nigel Leigh, principal of Stephenson College, training programme that has invaluable benefit created. said that he agreed the competition engaged to competitors.” learning of all and encouraged students across all levels. “As Helping at this year’s selections, Hayley said, “I the college principal I act as the East Midlands Ultimately just one competitor, from each had always dreamed of owning my own beauty Regional WorldSkills champion and I encourage of 41 skills, will represent the UK at the 2013 therapy salon one day; never in a million years courses” providers in our region to incorporate WorldSkills Championship; the next few did I expect to be standing here today mentoring competitions into their work, and to use them months will be spent ensuring that team UK is the UK’s competitors in a global competition. as one way of promoting their organisation at prepared to compete in the global arena. “The impact has been two-fold. First, there the Skills Show at the NEC in November.” “I picked up many new skills as a competitor. has been the positive impact that it has had on Most competitors who make it into Squad UK These were recognised by my college, who, after our success rates. Skills competitions are now Jaine Bolton, director at NAS and UK official will also take part at EuroSkills in Belgium in the competition, encouraged me to become embedded within the teaching and learning of delegate to WorldSkills International, said: October this year. The squad selections will be a teacher. I’m now doing my training and all courses, leading to more than 74 per cent of “I feel privileged to be able to be part of the announced in the next couple of weeks. absolutely loving it. our students’ participating in a WorldSkills- selection for our UK Squad. It’s overwhelming associated activity last year. to witness the determination and hard work FE Week will be following the journey of the UK “Would-be squad members love the fact that of our competitors, training managers and competitors from selection to the grand finale at as alumni we are able to offer a perspective as Ofsted also recognised our engagement professional coaches. the Leipzig WorldSkills Show in 2013.

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Competitor Reece Johnston and training manager Peter Waters in the painting competition Hannah Clague, Charlotte Macey and Emma Rodgers participated in the hairdressing competition

There were three wood work skill competitions: joinery, cabinet making and carpentry.

Stephanie Tues preparing her final piece for floristry The UK won a gold medal for stonemasonry in 2011; fingers crossed for 2013

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HTP Training shines with business award TP Training has won the Women 1st Tower Hotel in Knightsbridge, London. H2012 Shine Award for small businesses. HTP said it has encouraged women from the The winners were announced at an exclusive industry to join the team and use their expertise event hosted by Women 1st, the programme to to help develop others – more than 70 per cent tudents and tutors at City College Coventry highlight of this academic year,” said help women achieve their career aspirations of the workforce is female and the majority Shave welcomed a Chinese dragon on to their Paul Taylor, the principal. “It provided a in hospitality, passenger transport, travel of senior management positions are held by Swanswell campus. wonderful opportunity for our students and the and tourism. Emma Forbes, former Radio women. The company offers flexible working The dragon was given to the College by local community to engage with a completely 2 presenter and well known for her role arrangements, reduced hours and alternative members of a Chinese delegation, who different culture, one with increasing presenting the kids’ show Live and Kicking positions within the business, if needed, to visited earlier this year and staged a series of importance and influence. attended the event at the Jumeirah Carlton enable parents to meet their family needs. visually stunning performances, including “It was thrilling to welcome the dragon to our the dragon dance. campus; visitors will be able to see it displayed “The visit of the Chinese delegation was a in the South Foyer reception.” Doncaster College horse and dog show Dearne Valley College’s attendance tenner

oncaster College students have been Dinvolved in a charity horse and dog show Schooling from City held by Northern Racing College. Students from animal care and horse care of Bath College DJ earne Valley College (DVC) has launched Plus, is primarily available to DVC courses helped to organise the event, which oungsters from Bath’s Widcome Junior Da training allowance and a Job Zone. students who want to find out about took place in the grounds of the Northern YSchool have been treated to a DJing The training allowance rewards students progression opportunities, part-time work Racing College at Rossington Hall. masterclass by a talented DJ from City of with a weekly £10 for 100 per cent attendance. and apprenticeships. Reece Rowland, 18, won first place in Bath College. DVC is the only college in South Ioan Morgan, DVC interim principal, said: the in-hand championship. The Level 2 horse J Cassidy, a second year music technology Yorkshire to offer all existing and new “It is the College’s responsibility to make care student said: “I am very happy and student, rounded off pupils’ arts week with a 16 to 18-year-old full-time students and learning as accessible as possible. The new feel lucky to have had this opportunity, hands-on DJ training session. apprentices a weekly payment in a bid DVC Training Allowance will thank you.” Mark Smithers, the College’s head of music to boost college attendance. An annual have a significant impact for our 16 to Mika Rodgers, a Level 3 animal care technology, was on hand to explain some of the achievement bonus of £100 will also be 18-year-old learners. Not only will it support student, and Dolly, Doncaster College’s principles of sound and mixing while the action awarded for those who complete their them financially, but it will also help to shetland pony, came second in the mountain was being broadcast on a huge screen in the programme with consistently excellent instil the importance of good attendance and moorland class. school hall. attendance in 2012/2013. – a life skill that will support them in their Mika, 19, said: “We had a great day; it was Nell Winbolt, 10, said: “It was absolutely The Job Zone, launched with Job Centre future careers.” a fantastic experience and we felt proud to brilliant, I got to find out how CDJ decks work be representing Doncaster College with our and got to mix my own tracks with J.” gorgeous pony”. Fraya Saunders, 10, added: “It was so loud it Want your college or training provider Laura Astles, a lecturer at the College, made your whole body shake! We all got to have said: ‘The learners enjoyed every minute a dance and see how to mix our own music.” to appear on these pages? of the experience and our college It was the second year that music students Send your stories with pictures to [email protected] noticeboards are now filled with lots of from City of Bath College have got involved lovely rosettes!” with the school’s arts week.

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Hi-tech solar donation for MidKent College

ngineering students at MidKent College’s EMaidstone Campus have received an energy boost with the donation of state-of-the- art solar panel equipment. The high-tech kit was donated to the College by Dartford firm Enevis, whose employee Paul Saunders, 39, from Sittingbourne, is currently studying for a higher national certificate. Simon Foot, head of faculty for construction and building services, said: “We are extremely grateful for this generous donation, which will be of great use to our students. “It will provide them with invaluable hands- on experience of working with this type of “We are delighted MidKent College agreed to technology, which will stand them in good stead accept our solar panel demonstration system as for the future.” we are passionate about teaching the benefits of Gary Mayatt, Enevis managing director, said: renewable energy. South Nottingham College STEM Shuttle Newcastle College offer up tasty cash boost new mobile classroom aims to make Maths (STEM) more engaging for young people. ewcastle College has launched an The number of learners who receive NCMA AScience, Technology, Engineering and South Nottingham College secured Nextensive support scheme for young people is not capped and will be available to current innovation funding to buy a mobile trailer to that guarantees all eligible students £1,200 over and new students, as well as those transferring transport their electric car to events across the duration of their two-year course. It also from elsewhere who meet the criteria. the county to promote STEM courses. offers thousands of 16 to 18 -year-old learners a Carole Kitching, deputy principal of The STEM shuttle has been specially adapted package of benefits to help with their studies. Newcastle College, said: “We are delighted to to incorporate work benches to allow students The package includes the Newcastle College be able to offer one of the most comprehensive to participate in mobile lessons. The trailer is Maintenance Allowance (NCMA), which the packages of support to young people across the self-sufficient and can be powered by renewable College introduced in September last year to region. There is no doubt that this financial energy, which is generated via solar panels on replace the Education Maintenance Allowance. support provides real benefits and in many the roof and a small wind. As courses for 16 to 18-year-olds are free, the cases is an essential factor determining Jon Rawson, STEM Co-ordinator said: “The money can be spent on essentials such as travel, whether or not a young person chooses to STEM areas in some way relate to almost every books and other costs associated with learning. continue with their education.” aspect of life: the fact that when you turn the tap on you have fresh clean water and when you Warrington College students beat the tutors flick the light switch the light turns on.”

Whitbread celebrates 3,000th Skills for Life hitbread staff joined longstanding We-learning partner MindLeaders to celebrate the 3,000th skills for life learner on the Whitbread programme since it began in 2008. Kevin Crocker (right) is the 3,000th learner to enrol on his skills for life qualifications in literacy and numeracy at Whitbread. He is currently senior grill chef at the Gordano Gate in Portishead, Bristol, and joined the Whitbread team two years ago. “I’ve always pushed myself to learn and improve my skills,” Kevin said.

South Cheshire College get on their bikes

tudents and teachers at Warrington Cancer Support do for people.” taff at South Cheshire College have been good number of staff have cycled in to work to SCollege battled it out at a charity football Nicola Williams said: “It’s really great that Swheeling into work as part of a national show their support. match in aid of Macmillan Cancer Support. the students have chosen to support Macmillan campaign to promote cycling. “The week aims to get people to give cycling The event was organised by Level 3 travel with this football match. Macmillan has Bike Week, sponsored by Samsung, is one of a go all over the UK, whether it’s to get to work, and tourism students after an inspirational helped both me and my family since my the UK’s biggest annual cycle promotions. for fun, or for getting to the local shops. talk from Nicola Williams, ambassador for diagnosis 18 months ago. I would like to say a It hopes to encourage more than half a “Cycling is a great way to keep fit and staff Macmillan Cancer Support, who came to college huge thank you to them for raising awareness million people to join in events rethinking have used their bikes as an alternative to to tell her story and outline the tremendous of Macmillan Cancer Support. journeys and switching to cycling as the most bringing the car to work.” support she received from the charity. Despite fierce competition from the convenient way to get around. College staff supported Walk to Work Week Jen Wills, a travel and tourism student, tutors’ team, the students won the match 6-3. Jenny Harris, sustainable development earlier in the year; both events tie in with the said: “We were really touched by Nicola’s The winning team received the trophy manager at South Cheshire College, said: “We College’s Green Travel Plan to promote health story and decided to raise funds and from Nicola and did a victory lap to celebrate are pleased to support national Bike Week and a and fitness. awareness of everything that Macmillan their win.

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HEREFORDSHIRE COLLEGE OF TECHNOLOGY DEPUTY PRINCIPAL £85,000

Herefordshire College of Technology is a good quality, learner focused and financially successful college. We deliver a wide range of vocational courses to 6,000 learners from a superb new city campus, nearby land-based campus, and magnificent rural estate. You will join a team committed to achieving For an informal conversation with the Principal, the very best outcomes for all our learners and telephone 01432 365300. the highest Ofsted grades. Your focus will be on delivering outstanding teaching, learning and To apply, please visit www.hct.ac.uk, e-mail assessment, developing business and maintaining [email protected], or call 01432 365374. efficiency. If you have: Closing date: Wednesday 4th July Selection days: Monday 9th, Tuesday 10th July •The passion to accomplish great things for our learners Committed to equal opportunities. •The determination and skills to achieve excellence HCT is committed to safeguarding and promotes •A successful track record within an educational the welfare of all learners and expects all staff to environment share this commitment.

We would love you to join the College team.

Director of Funding, Examinations

and Information Services £50,000 pa Ref: B951 The performance and success of an organisation and its ability to react effectively to the needs of its stakeholders is critically dependent upon the accuracy and timeliness of the information and intelligence at its disposal.

If you think that you have the knowledge, skills and experience to be able to drive and develop data capture, information systems and reporting, whilst maintaining regulatory compliance, then this post could be made for you. INTERIM MANAGERS £40k - £45k plus PRP of up to £20K and benefits Head of Department Performing including pension, travel expenses and private health care. Arts and Creative Industries £38,451- £42,021 pa Ref: B950 The performance and success of an organisation and its ability to react effectively to the needs of its stakeholders is critically dependent upon the FE Associates offers a range of services to the FE accuracy and timeliness of the information and intelligence at its disposal. sector including interim management, consultancy If you think that you have the knowledge, skills and experience to be able to drive and develop data capture, information systems and reporting, support, quality improvement and partnership whilst maintaining regulatory compliance, then this post could be made for you. management for sub-contracted provision.

Closing Date for Applications: 3 July 2012 In response to sector demand for high quality interim Full Job Description, Person Specification and an application form can be downloaded from the job and vacancies section of the College’s managers at middle manager level, we are inviting website http://www.sandwell.ac.uk/ applications from leading edge practitioners with current Sandwell College is committed to safeguarding children, young people, and vulnerable adults. All appointments are subject to a satisfactory operational college experience across all areas and enhanced Criminal Records Bureau disclosure. particularly those with experience in: To apply, please send your completed application form to [email protected] or to the Human Resources Department, Central Campus Sandwell College, 1 Spon Lane, West Bromwich, West Midlands, B70 6AW. Please ensure you quote the reference number of this ● Business Development/Employer Engagement advert when completing your application form. ● HR ● IT/MIS ● Curriculum and Quality Managers Effective advertising at effective rates You will be highly motivated and flexible, conversant with the issues facing FE and at the forefront of your area. Applicants need to be prepared to travel and stay away £20SCC for colour & mono adverts from home when required. In return we offer a competitive remuneration package and to be part of a friendly and supportive team. Quarter page for just £1280 Please contact: Closing date for applications is Monday 9th July. [email protected] For an informal chat please contact Elaine Smith Half page for just £2560 or call 0208 1234 891 on 07725 423738. To apply please send your CV by email to [email protected] or Judith Richardson, FE Associates, 1 High Street, Taunton, PLUS Free featured job package with each print booking! Somerset, TA1 3PG.

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Burton and South Derbyshire College has been rated as “Good” by Ofsted in December 2011. We have incredibly high future ambitions and an international reputation for our work, particularly our work with substantial blue chip employers. Do you want to join this vibrant and outstanding team and inspire and lead others? Then BSDC is the place for you!

Service Area - Finance and Estates Director of Funding and Finance Salary: Circa £50k Job Ref: 12/77 This new and exciting post has been created to help us ensure we maintain outstanding financial status and to help steer and navigate the changing future funding landscape. You will support and drive an entrepreneurial culture that leads to the successful delivery of financially viable innovative programmes that generate wealth and reputational success for the College. You will make a significant contribution to the success of the College and its learners by making a substantial contribution to the College Leadership Team through effectively managing and leading the College’s Finance Team and will also be working collaboratively with the Cross College Senior Management Team. You will hold the CCAB qualification and have extensive post experience. Working knowledge and experience of financial planning and financial reporting, budgets, preparation of monthly management accounts and statutory accounts along with audit regimes is essential for this role. You will have strong leadership skills and experience of managing and motivating a team and be an effective communicator.

Service Area - Quality Learning, Teaching and Development Manager Salary: £34,427-35,457 p.a. Job Ref: 12/78 Learning and teaching are at the heart of leading the college towards “Outstanding”. As the Manager for the Learning, Teaching and Development Unit, and a key member of the cross college quality improvement team, this post holder will be central in helping achieve the vision of being a vibrant and outstanding, high performing College. To be successful in this demanding role you will be a forward thinking, enterprising individual and able to provide effective and pro-active leadership for your Area. You will lead the enthusiastic team of academic staff and area budget. This post carries a teaching commitment. You will need to demonstrate experience of an outstanding teaching record and course leadership with experience of effective performance management, leading lesson observations and quality improvement. To be successful in this role you will need a degree or equivalent professional qualification in the area of responsibility and a full Teaching qualification. An understanding of the changing role in FE/HE and development of curriculum is essential.

Academy of STEM Programme Area Manager – Engineering and Motor Vehicle Salary: £34,427 - £35,457 p.a. CACHE is a leading awarding Job Ref: 12/79 organisation for people working in care This role is central in managing a key area of our local economy in which we have a strong services and is based in St Albans. heritage – Engineering and Motor Vehicle. Working with large national employers, such as We’ve been making a difference since Toyota and Rolls Royce, along with many other local small to medium businesses, you will ensure that we are providing these organisations with the skills required to maximise their 1945 with our qualifications, first as business performance and remain market leaders within their field. NNEB and now as CACHE. To be successful in this demanding role you will be a forward thinking enthusiastic individual and able to provide effective and pro-active leadership for your Area. You will manage and lead the enthusiastic team of academic and support staff and area budgets. This post carries Market Insight Manager (Maternity Cover – One year contract) a teaching commitment. You will need to demonstrate experience of a good teaching record and course leadership with experience of effective performance management and quality Salary £32,800 + £555 Outer Fringe Allowance (based in St Albans) improvement. To support the Business Development function in Cache by To be successful in this role you will need a degree or equivalent professional qualification in the area of responsibility and a full Teaching qualification. An understanding of the changing analysing and interpreting data, to produce meaningful reports role in FE/HE and development of curriculum is essential. that enhances relationships with customers and stakeholders and supports the strategic business objectives. If you are interested in applying for any of the above posts, we would like to hear from you. For further details and an application form for the above post, please ring (01283) 494400 and ask for the Human Resources Unit or apply on-line via our website: www.bsdc.ac.uk Marketing Communications Manager The College is registered with the Criminal Records Bureau and the successful applicants for these posts will be required to apply for the Disclosure at the enhanced level. + £555 Outer Fringe Allowance Salary £30,851 Burton and South Derbyshire College is committed to ensuring a culture of valuing diversity and ensuring equality of opportunities. To support the Business Development Manager to design and The College is committed to safeguarding and promoting the welfare of young people/vulnerable implement communications plans, branding, PR policies and adults and expect all staff and volunteers to share this commitment. procedures that enhances relationships with customers,and stakeholders which support strategic business objectives. Closing date for all applications is Friday 6th July 2012.

Go to: www.cache.org.uk/Pages/Jobs-with-CACHE.aspx www.bsdc.ac.uk

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Tameside College is the leading provider of post 16 education in the Borough of Tameside which lies to the east of Manchester. With over 6,000 students, the College provides a broad range of pre and post 16 provision and higher level programmes. Hyde Clarendon Sixth Form College is part of the Tameside College family and over the past 3 years has consistently achieved the best A Level success rates in the Borough. The College sponsors Droylsden Academy in East Manchester.

Head of Academic Studies Head of Foundation Learning Career £38,303 - £41,516 pa TC124 £38,303 - £41,516 pa TC125 Opportunities We are a Further and Higher Education College in the heart of Kent We wish to appoint an inspirational individual, with significant We wish to appoint a talented and highly motivated individual with over 9,000 students across 300 courses. Our £50m Campus experience of curriculum innovation, to be a vital member of to join our management team and have responsibility for is home to nearly 800 staff and we have great career opportunities our management team, with responsibility for all A Level, Essential Skills and Entry Provision, 14 - 16 delivery, The Centre which may be right for you. Teacher Education and Access Provision. for Students with SPMLD (Dovestones) and E2E...... These posts are vital to the effective planning, management and delivery of a responsive curriculum, in line with the College’s Quality Assurance Manager ref: 12/51 strategic priorities. 37 hours per week, salary starting at £38,857 per annum You will have significant experience in successfully managing change, and your responsibilities will range from ensuring Situated in the heart of East Kent Canterbury College was established in 1947 standards of excellence in teaching, learning and achievement, to agreeing the financial targets for the area and developing and has grown to be one of the largest Further and Higher Education Colleges strategies to increase income streams. in the area. We are seeking to recruit a Quality Assurance Manager to ensure Crucially, you will play a key role in helping to improve the students’ experience of our courses and to expand their the effective application of the quality assurance systems within the College opportunities for employment or further study. and to foster an ethos of continuous improvement. Working within the Funding and Performance Review team, the person we are looking for will have an Closing date for both posts: Wednesday 11th July 2012. understanding of current quality issues that affect the FE sector and be able to work effectively with staff across the College to support quality improvement. Interview dates for both posts will be Wednesday 18th and Thursday 19th July 2012...... For further details apply online at www.tameside.ac.uk/jobs.asp quoting the relevant reference number. Closing date: Thursday 12th July 2012 at 12 noon Human Resources, Tameside College, Beaufort Road, Ashton-under-Lyne OL6 6NX. Telephone: 0161 908 6643. For an information pack please call the Human Resources Minicom: 0161 908 6610. Office quoting the above reference or visit our web site. The College is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Staff benefits include: • Pension & Life Assurance Scheme • Close to City Centre • Sports Hall & Gym • Generous Holiday Allowance

CLICK CALL www.canterburycollege.ac.uk/newjobs 01227 811282 (24 hr answerphone) Canterbury College is an equal opportunities employer

A unique opportunity ©Colin Jarvis Foundation Degree in Photography and Digital Design to join an ambitious further and higher Management, Information and Funding education college. Backed by an excellent In preparation for significant change in the FE sector, we are making some leadership and management team, you’ll changes in our Management Information and Funding (MI&F) team. benefit from a highly rewarding, supportive We are seeking to strengthen our service by appointing talented, and creative environment and a wealth of enthusiastic individuals who thrive on a challenge and enjoy professional development. developing innovative solutions to complex problems. Together, we will deliver an ‘Outstanding’ Assistant Head Ref: 11173 experience for each of our 17,000 learners, Salary within the range £37,518 - £40,998 across three campuses. Senior MI&F Officer - 4 posts: Head of Marketing Salary within the range £29,601 - £32,358 Closing Date: Salary: £45 - £50k Funding & Curriculum Development Ref: 11174 Thursday Information Development & Data We Need Your Help! Management Ref:11175 12th July 2012 At South Essex College we have reviewed Systems Development Ref:11176 our marketing strategy and implemented We are committed Reports Development Ref:11177 many changes. to safeguarding the The above posts will help us to offer a flexible and ground-breaking service throughout this exciting period of major development. We have cut marketing channels that don’t welfare of our learners. demonstrate a good ROI; invested in a All successful applicants Closing date: noon, 3 July 2012. new “responsive” website that will go live will therefore be How to apply: For full details of the role and documentation to apply please shortly; have implemented digital technology required to complete go to www.blackpool.ac.uk/jobs processes that save us time and provide the Email: Name, address and post ref no. to: [email protected] an enhanced Criminal customer with a better experience; and have Telephone: 01253 504379 (24 hour answer phone) Records Disclosure. The College is committed to the safeguarding and welfare of all our learners. trained our staff in both traditional and Successful appointment will be subject to an Enhanced Criminal Records Bureau digital marketing. To find out more and Disclosure and pre-employment safeguarding checks. We are living in a period of great change and apply, please visit: now need a Head of Marketing to take us to the next level. www.SouthEssex.ac.uk If you enjoy a challenge and have the qualities it takes then please submit an application.

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MidKent College - MidKent College - a great place to work and learn a great place to work and learn Teaching & Learning Managers Come and join the team of one of the largest and most successful further and higher education Teaching & Learning Managers colleges in the South East. Come and join the team of one of the largest and most successful further and higher education colleges in the South East. With state-of-the-art campuses in Medway and Maidstone and strong financial health, we are passionate about teaching, learning and the development of our staff. With state-of-the-art campuses in Medway and Maidstone and strong financial health, we are passionate about teaching, learning and the development of our staff. We are now on the hunt for a new team of Teaching & Learning managers to drive forward a flexible, engaging and enterprising curriculum in the following areas: We are now on the hunt for a new team of Teaching & Learning managers to drive forward a flexible, engaging and enterprising curriculum in the following areas: · Electrical · Plumbing • Hospitality, Travel and Tourism · Business • Information Technology and Computing · IT, Creative Arts and ESOL • Engineering · Learning Support • Construction Crafts • Building Services · Media/Music Technology and Art & Design MidKent College has achieved its best ever success rates and is looking for talented, self- MidKent College has achieved its best ever success rates and is looking for talented, self- motivated teaching professionals with a strong desire to take us to the next level. motivated teaching professionals with a strong desire to take us to the next level. Successful applicants will earn a basic salary of £38,169 and can look forward to Successful applicants will earn a basic salary of £38,169 and can look forward to 35 days annual leave, eligibility to join the teachers’ pension scheme and other 35 days annual leave, eligibility to join the teachers’ pension scheme and other benefits. benefits. So, think you’re up to the job? Great – contact the College to request an application pack. So, think you’re up to the job? Great – contact the College to request an application pack. Closing date: Friday 6 July Closing date: Friday 13 July Tel: 01634 383706 • Email: [email protected]

Tel: 01634 383706 • Email: [email protected] Quality Co-ordinator MidKent College is also seeking to appoint a Quality Co-ordinator to aid the monitoring and development of its quality improvement procedures and initiatives. The successful applicant will work closely with faculty heads and teaching and support staff across the College, and also act as the quality nominee for awarding bodies. Salary: £24,842 to £31,516 dependent on qualifications and experience. MidKent College is an equal opportunities employer Closing date: Friday 6 July Tel: 01634 383706 • Email: [email protected]

MidKent College is an equal opportunities employer

Totton Sixth Form College is appointing to the following qualified teaching posts

for August 2012. ‘Leading Learning, Sharing Success’

Qualified Teacher Salary Range £21,256 - £31,111 Profession Standards Payment Range £33,705 - £36,279 (for suitable applicants) Teacher of Mathematics – Full Time/Permanent The College is seeking an outstanding Mathematician to join a strong, well Don’t forget to equipped department, teaching across the full range of courses from

foundation FSMQ through GCSE to Advanced level. book your advert Teacher of English – Full Time Fixed term contract until 21 Aug 2013 (with the potential to extend to permanent) now for the last We are seeking an excellent teacher of English to join our very successful department who offer AS/A2 English Literature, English Language, English Language and Literature, Access to HE Literature, GCSE English Language edition of FE Week and Functional Skills English. before the summer If you would like to apply for this post please visit our vacancies section at www.totton.ac.uk and download an application form. Alternatively contact the HR Department on 02380 874874 or email [email protected] for an application pack. Totton College requires all staff to have an enhanced CRB check and a minimum of two references. Totton College is committed to creating and sustaining a positive and mutually supportive working environment for all. We value the diversity of our staff and students.

Closing Date for this application is midday Friday 6th July 2012

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FE Week Sudoku challenge FE Week mini-mascot Difficulty: 3 8 7 9 Last Week’s solutions Follow the adventures of FE EASY 1 7 2 Week’s biggest and smallest fan! How to play: Fill in all 3 8 7 4 9 2 1 5 6 4 8 6 blank squares making 4 1 2 8 6 5 7 9 3 sure that each row, 7 4 5 1 2 5 9 6 7 1 3 8 2 4 column and 3 by 3 box 2 6 1 5 8 7 4 3 9 2 7 6 9 4 contains the numbers 1 to 9 7 5 3 1 4 9 6 8 2 8 3 1 5 6 8 4 9 3 2 6 5 1 7 6 5 7 Solutions: Next week 1 7 4 9 3 8 2 6 5 2 8 3 6 3 5 2 7 1 9 4 8 9 2 8 6 5 4 3 7 1

7 9 5 1 Difficulty: Puzzle by websudoku.com EASY 9 1 6 4 Difficulty: MEDIUM 2 4 7 1 7 9 5 4 6 3 8 2 7 1 2 6 8 6 3 1 9 2 4 5 7 5 2 4 8 3 7 1 9 6 2 9 4 3 6 8 1 2 7 4 5 3 9 1 2 7 4 2 9 5 3 6 1 8 3 9 5 6 1 8 7 2 4 3 9 4 2 9 1 7 4 2 5 8 6 3 “Mostly this week I have been giving 6 8 3 2 2 3 8 7 6 1 9 4 5 kisses to Thomas, my new baby brother” 4 6 1 4 5 6 3 8 9 2 7 1 Difficulty: You can also follow our FE Week mini-mascot 8 2 6 5 MEDIUM on Twitter @daniellinford Puzzle by websudoku.com

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