Today, I want to speak about the unique and powerful role that Further Education colleges play in shaping our communities – especially in these challenging and polarised times. Our role as anchor institutions cannot be underestimated particularly when we see fewer public sector assets for communities to draw upon and increasing levels of poverty.

I’ll explore how our sector is being increasingly recognised for its social and economic value, and how we can build on that momentum. I’ll share work we've done to quantify our impact, highlight the importance of community cohesion, and reflect on the inclusive practices that make our institutions transformative. Equal to schools and universities, FE colleges, as anchor institutions, do more than just educate and train young people and adults and this is our moment and I have three calls to action for our Sector.

So, it’s our moment because stakeholders and politicians, as evidenced in the Skills White Paper, are acknowledging more than ever what we have known for quite some time – our ability to get people into jobs, to develop their essential transferrable skills and indeed how we support individuals to live lives considerate of others, all on a shoestring. I know that our Association has played a critical role (and this includes what we do as leaders in the sector) to get us to this point. And before I go on, I want to make it clear we do this work in partnership with others – the third sector, employers, statutory authorities, our communities and, of course each other.

Last year I set out to shine a light on what we do as a sector by looking at our social and economic value. I have had the pleasure of collaborating with other principals to create a framework for colleges. It is very much about our value as providers of skills and education and as large employers in our communities and we will share the framework more widely after the conference and thank you to everyone that came along to our session yesterday. Demonstrating our value to diverse audiences is essential not least because we want them to support and showcase what colleges do. I’m often struck by how surprised people are when our impact is quantified; especially in financial terms, such as the projected future earnings of Level 3 learners. What’s even more surprising is that funders often have access to the same data we do.

So here’s my first call to action: I urge colleges to actively use the framework as a strategic tool for your own institution. Treat it as your sixth chapter; complementing the five missions – and use it to articulate your value clearly and compellingly.

Last year, I was also keen to highlight the vital role we play in fostering community cohesion and have had the pleasure when visiting regional AoC groups and chairing the AoC EDI conference, where I heard examples of good practice that are having a tangible impact on young people and adults. This work feels more urgent than ever in the face of rising extreme ideologies, deliberate polarisation, “othering” and widespread misinformation. These forces distort critical issues that deserve thoughtful debate and understanding, issues that directly affect individuals and communities where we live and work and indeed serve. Now more than ever, we must stay focused on improving life chances for all, through inclusive dialogue and informed action. Afterall, we want everyone to achieve their full potential.

All these things challenge the very fabric that makes our institutions the welcoming, supportive, and transformative places they are. There are no exclusions with inclusion – to coin a phrase “every child and adult matters.” So, what can we do? For me, we need to lean into what we do best and use the tools and partnerships we have to demonstrate what our institutions stand for with confidence and pride. Alongside the AoC’s EDI and Student Charters, colleges have developed their institutions with the support of organisations such as the Black Leadership Group, National Centre for Diversity, Social Recruitment Advocacy Group, Leaders Unlocked and the Youth Futures Foundation – to name a few. I mention these groups because anti-racism practice is critical.

This brings me to my second call to action. If a college has not done so already sign up and act on the AoC’s EDI and Student Charters. Through these charters we will have a stronger collective voice for sharing our concerns and enhance how we can support students, staff and ultimately communities we reside in. And also partner with organisations with the expertise to help our institutions develop. At BMet, we have played an active role in the AoC’s Equity Exchange and benefitted from our affiliation with some of the organisations I have mentioned. What has been clear is the the opportunity for staff to debate and share has been truly supportive for them.

With the spotlight firmly on colleges this is the time to be clear about what we are championing on behalf of all the communities we serve. For myself, up to now this has been enlightening, exhausting, and exhilarating and more recently, sadly, scary because lives are in danger. However, what keeps me going is my belief in our ability to broaden people’s horizons rather than encourage or ignore the opposite - silo thinking - which is always dangerous. And we cannot forget the role we can and do play with other stakeholders that is to consider, act on and call things out so that no one is left behind.

My final call to action is this: let us continue to challenge ourselves and each other, to be bold champions of inclusion and anti-racism in everything we do. We each have different ways of driving this forward: by embedding skills for learning as well as critical thinking and open debate into our organisations, by equipping students and staff to navigate complex issues like current affairs, the influence of social media algorithms, and the ethical use of AI. And through active community engagement, such as volunteering, we can elevate these efforts as vital components of personal and professional development.

We must also continue to step confidently into local, regional, and national conversations that shape public discourse. Our voices matter – and they are grounded in a deep commitment to inclusion.

In this speech, I’ve shared why I believe further education is at a pivotal point. We are being recognised not just for getting people into jobs, but for developing thoughtful, skilled citizens who contribute to society.

I’ve introduced a framework that helps us articulate our value in measurable terms, and I’ve highlighted the importance of our role in promoting community cohesion – especially in the face of rising extremism and misinformation.

I’ve called on us to act collectively: to adopt the AoC’s charters, to deepen our partnerships or create new ones, and to continue developing essential skills that prepare students and staff to engage critically with the world around them.

Above all, I’ve asked that we champion inclusion and anti-racism —not as a side initiative, but as a core purpose of everything we do. Because our voice matters, and it is rooted in equity, opportunity, and hope.

David Hughes, Chief Executive, Association of Colleges and Dr Sam Parrett, CEO and Principal, London South East Colleges announced the finalists of the Good for Me Good for FE Awards 2025 awards.

• Individual Fundraiser of the Year: This category celebrates individuals who have demonstrated remarkable dedication to fundraising efforts. Finalists are: James Shields (Loughborough College Group); Robert Smith (Dudley College of Technology); Loui Frost (Cheshire College South and West)
• Team/College Fundraiser of the Year: Recognising collaborative fundraising achievements. Finalists are: Waltham Forest College; City College Plymouth; Queen Mary’s College
• Student Volunteer of the Year: This award celebrates students who have gone above and beyond in volunteering. Finalists are: Autumn Barker (North Hertfordshire College); Olivia Cook (Lincoln College); Sultan Arel (East Coast College)
• Staff Volunteer of the Year: Honouring FE staff members for their significant volunteer contributions. Finalists are: Emma Shipstone (Nottingham College); Lewis O'Callaghan (MidKent College); Lisa Whait (Loughborough College Group)
• Volunteering Project of the Year: This category recognises impactful projects dedicated to mental health and wellbeing. Finalists are: Clair Firth (Leeds City College); Rebecca Myrie (Milton Keynes College); Autonomy Project (Sunderland College)
• Volunteering Accreditation Excellence Award: This category recognises colleges that demonstrated excellence in delivering the Change Maker qualification pilot. Finalists are: Nottingham College; USP College; MidKent College
• Inspirational Role Model of the Year: This category honours individuals who show outstanding leadership and commitment to social change. Finalists are: Emma Shipstone (Nottingham College); Kerry Amos (USP College); Danny Lee (Loughborough College Group)
• Outstanding Long Service Award for Volunteering: This award recognises dedication to volunteer service over time. Finalists are: Frances Fahy (SGS College); Lisa Humphries (Chichester College); Ric Holmes (East Coast College)

Speakers included:

• Anthony Bravo OBE, Principal, Basingstoke College of Technology
• Kim Blanchard, Interim Digital Education Director, Activate Learning
• Anthony Painter, Director of Strategic Engagement, UFI
• Keith Smith, CEO, HRUC
• Michael Webb, Director of AI, Jisc

This session focused on how we ensure all students and staff are fully benefitting from the opportunities provided by artificial intelligence and digital technology while avoiding the pitfalls.

AI is part of college life in very profound ways – students are using it in their work and some staff are relying on it for marking and lesson planning. Whether it be AI policies or products, college leaders need to think about it quite seriously.

Panel speakers highlighted the importance of inclusion in this digital space, whether it be the use or availability of AI, inclusion is not equal. Learning, teaching and wellbeing are core to the debate and how AI is used and applied fairly.

A key takeaway from the session is that AI is not there to replace us, but enhance skills. Discussions focused on how we can equip our learners with the skills they need and qualifications they require for the future world of work.

Chair: Colin Booth, CEO, Luminate Group

Panel members:

• Michelle Burton, Head of Employment Skills, West Yorkshire Combined Authority
• Mark Malcolmson, CEO, CityLit
• Caroline McDonald, CEO, Holex
• Diana Sutton, CEO, The Bell Foundation
• Stephen Evans, Chief Executive, Learning and Work Institute

Following the launch of the Adult Learning Pays campaign this session questions how we can put adults at the heart of policy, spark national conversations, and build momentum for lifelong learning.

One of the key topics discusses was how we can future-proof adult learning by 2030, and create a truly inclusive system which supports diverse groups including mid-career adults, older learners, and those with learning disabilities. Adult education should be flexible, targeted, and valued for its broad benefits, from mental health to workforce participation.

In terms of the economic imperative, speakers reflected on the fact that without investment in adult education, the UK risks failing to meet wider economic goals. Lifelong learning is essential for filling skills gaps, boosting productivity, and enabling regional regeneration. Employer investment in training has declined, and participation drops with age. Making learning an everyday choice and embedding lifelong learning into workplace culture is critical for sustainable growth.

Community cohesion and social impact are a huge outcome from participation in adult education. It fosters inclusion and reduces polarisation by creating shared learning experiences. As one panellist noted: “The most important product of education is tolerance.”

Chair: David Warnes, Principal, Chelmsford College

Panel members:

• Michelle Dowse, Principal and Chief Executive, Heart of Worcestershire College
• Liz Franey, Deputy Director, Social Justice and Disadvantage Division, Department for Education
• Clare Howard OBE, Chief Executive, Natspec

This hot topic session was led by Chelmsford College and policy experts who delved into how the reforms set by the schools white paper are intended to improve the experience and outcomes for learners with SEND, whether the reforms will have unintended consequences for college students, and what needs to change to ensure students have access to positive educational experiences and outcomes.

In the context of adapting to anticipated changes to from skills white paper, curriculum and assessment review, and schools white paper and the fact that while 90% of college students with EHCP’s are in mainstream education, only 26.1 of all EHCPS are accounted for as only 10% of high needs budget goes to post-16 institutions; panellists reflected on the opportunities that arises increased focus and effort to reform SEND. These include:

• Developing support in transition preparation to future destinations (eg college, employment, and/or further education)

• Supporting teachers to increase their send expertise

• Exploring the benefits of inclusive mainstream schools and how to implement it effectively in colleges

• Increasing understanding about students in specialist FE colleges

• Increasing partnerships between different types of providers (eg across mainstream and specialist educators)

• Clearly delineate the needs and approach for different education institutions and how they impact each other

Attendees also had a rich discussion with panellists to share their perspectives in supporting SEND students and further highlight the need for diligent and continued focus on the SEND provision. 

SEND reform is a pivotal moment for our sector, so please take the time to support the path to positive outcomes by engaging with initiatives such specialistfe.com and highlighting student voices in the reform conversation.

Chair: Anna Dawe, Principal, Wigan and Leigh College

Panel members:

• James Farr, Director, Think
• Karen Spencer, Principal and CEO, Harlow College
• Patrick Milnes, Head of Policy- People and Work, British Chambers of College

Anna Dawe and her panel discussed how colleges should engage with employers, by bringing them into the college, not only in a physical sense but into the college community too. 

They advised delegates to work with the local authorities in place as they are facilitators that will help with the employer college relationships. They also encouraged them to focus minds in relation to where priorities should be in serving the local community in a more immediate sense and they can leverage things both in relation to funding and sometimes resource. 

They encouraged everyone to get involved with their local school improvement plans and to also look at the new guidance.

Lead organisation: Weston College

Speakers:

• Gary Durant, Deputy Principal, Weston College

• Mike Hudson, Director of Student Recruitment, Weston College

This session focused on the Weston College Job Centre Takeover Day, which was a collaborative initiative between Weston College and the Department for Work and Pensions (DWP) to empower local job seekers through education. The project began with regular collaboration and honest dialogue between the college and the DWP, identifying barriers faced by job seekers and sparking the idea to bring the college directly to the community.

Planning focused on creating a welcoming, inclusive environment with clear roles for both DWP and college staff. Interactive stations, such as free haircuts, manicures, and a virtual reality HGV driving experience, were designed to boost confidence and engagement. Early promotion, accessible scheduling, and a calm first hour for those with additional needs ensured high attendance and inclusivity.

The event drew 250 attendees, resulting in 92 referrals to pre-employment provision, 63 enrolments, and 46 course completions. Additional referrals were made to part-time adult courses. Personal stories highlighted increased confidence and successful employment outcomes. The presentation concluded with a six-step model for replicating the event, emphasizing relationship-building, targeted planning, and rapid follow-up courses to sustain momentum.

Lead organisation: Milton Keynes College

Speakers were:

• Anna Clarke, Group Director: Employer Engagement and Partnerships, Milton Keynes College

• Maria Bowness, Group Director: Curriculum and Pedagogy, Milton Keynes College

• Tom Fox, Head of KPMG University Partnerships, KPMG

• Subby Duttaroy, Head of Commercial Change, The Open University

• Puja Patel, Director of University and Green Finance Division, Santander

• Cassandra Baxendale, Business Development Director, Metaverse Learning

Milton Keynes College has been working with partners both locally and nationally to develop expertise in artificial intelligence (AI) and digital transformation and align its curriculum to local digital needs.

The work Milton Keynes College has undertaken maps to the recent government white paper which has outlined the importance of AI and digital skills development. Partners include Santander, KPMG, The Open University and Metaverse Learning.

The panel emphasised collaboration across the city to integrate emerging technologies into curricula and enhance student employability and discussed the following topics.

• Importance of digital skills
  The panel highlighted the critical role digital skills play in future employment, referencing reports from Santander and KPMG that underscore the need for such competencies in business and education sectors.

• Collaboration between employers and educators
  The partnership between further education providers and employers is seen as essential to ensure students access the latest technologies and thinking, thereby improving their skills and job readiness. Initiatives like city-wide digital skills programmes and collaborative projects such as SkillUp MK are examples of this approach.

• Opportunities and challenges of AI and digital learning
  The panel discussed the potential of AI and immersive technologies like virtual reality in education, while also addressing pitfalls and the importance of equipping learners to navigate these tools effectively.

Lead organisation: East Coast College

Speakers:

• Wendy Stanger, Director of Governance, East Coast College

• Ra Hamilton-Burns, Director of Governance, Chelmsford College

• Heather Cross, Governance Consultant

The presentation emphasised the importance of collaboration and effective leadership between the triumvirate of the chair, CEO/principal, and governance professional in driving strong governance, strategic alignment and college success. It highlights their distinct yet interdependent leadership roles: chair – strategic leadership, CEO/principal – executive leadership and governance professional – governance leadership.

Key themes include trust, clarity of roles, and balanced authority, which prevent conflict and foster unified leadership. The governance professional is portrayed as a “hidden leader,” serving as a strategic advisor and helping shape board decisions with foresight and sector insight. They are guardians of governance, embedding frameworks that promote transparency and accountability.

The breakout explored scenarios in group discussion, illustrating how weak triumvirate relationships can lead to governance failures, financial crises, and reputational risks and how this could be avoided and the lessons learned from these.

The key messages are:

• Role understanding: clear definition of roles prevents confusion and builds accountability.

• Collaboration: open communication and mutual respect strengthen decision-making and trust.

• Continuous improvement: ongoing development, feedback, and reflective practice make governance resilient and impactful.

• Shared responsibility: balanced authority and partnership create unified leadership that drives strategic success.

• Clarity, openness, and alignment between these three roles underpin effective governance.

Lead organisation: Croydon College

Speakers:

• Martin Silverwood, Deputy Principal - Curriculum, Croydon College

• Jane Holloway, Executive Director: Teaching & Quality, Croydon College

This session told the story of how Croydon College transformed; achieving outcomes above national rates within just 18 months, and how the college has sustained improvement since. Martin and Jane shared the practical steps behind this rapid quality turnaround, focusing on three key drivers: root cause analysis, evidence-based teacher development, and rigorous student progress management. They explained how they built a culture of curiosity and aspiration among managers, embedding coaching and accountability to create lasting change.

Tips on how to create urgency, sustain momentum, and anchor new behaviours into organisational culture were shared, and the speakers explained the use of progress boards, rapid improvement groups, and live QIPs to monitor and accelerate learner achievement.

Delegates left with actionable strategies to:

• Identify risks to success using data clarity and risk-based approaches.

• Build cohesive leadership teams through consistent messaging, management development, and a shared vision.

• Develop communities of practice that foster collaboration, reflection, and continuous improvement.

Lead organisation: Gateway Qualifications and FutureDotNow

Speakers:

• Holly Chate, CEO, FutureDotNow

• Paul Saunders, Commercial Director, Gateway Qualifications

• Mark Emmerson, Vice Principal (Information and Digital Transformation), Colchester Institute

• David Ackeroyd, Principal and CEO, Barnsley College

• Jerry White, Principal and CEO, City College Norwich, Paston College and Easton College and Chair of the AOC Workforce Strategy Group

This session exposed the scale of the digital skills gap in further education: 52% of working-age adults (over 21 million) cannot complete all 20 essential digital tasks needed for today’s workplace. In the education sector, 46% of staff fall short of these basics. The consequences are felt everywhere, but the opportunity is immense: closing the gap could unlock up to £23.1 billion in annual productivity gains for the UK.

The session concluded with key actions colleges can undertake to support workforce planning:

• Identify your gap: use assessment tools to map digital skills shortfalls.

• Prioritise action: make digital and AI skills training a strategic priority. Every staff member should have a digital confidence objective.

• Adopt proven frameworks: use the Essential Digital Skills Framework and FutureDotNow resources for targeted upskilling.

• Measure progress: track productivity and profitability improvements.

• Build confidence and culture: digital capability is about people, not just technology – and remember most college staff are not teachers.

The first step is to sign the Workforce Digital Skills Charter. This public commitment demonstrates your college’s determination to close the digital skills gap and join a national movement for change. Delegates were urged to work together to future-proof FE and empower every learner and staff member.

Lead organisation: Oldham College on behalf of GMColleges

Speakers:

• Richard Caulfield, Senior Policy Manager, GMColleges

• Dave Murat, Innovation Literacy Delivery Manager, GMColleges

• Lisa Liddy, Assistant Principal for Apprenticeships and Skills, Oldham College

This session shared how GMColleges, led by Oldham College, developed and delivered the Innovation Literacy Programme to over 200 apprentices from 100+ employers across Greater Manchester. The programme equips apprentices with practical innovation capabilities – creativity, confidence, and problem solving, and a framework for application in the workplace. The initiative addresses the problem that many business leaders perceive innovation support services as inaccessible or irrelevant, whilst apprentices can be ambassadors for innovation and business change if they’re empowered with the right tools and technologies.

The model aligns with the 2025 ICE Skills Framework (Innovation, Commercialisation and Entrepreneurship) providing a future facing skillset that supports apprenticeship KSBs and EPAs. It offers portable recognition through OCN London digital badges supporting both learner progression and esteem.

The session shared results from delivery across Greater Manchester and introduced a Train-the-Trainer opportunity now rolling out nationally. Attendees left with an understanding of the potential to enrich apprenticeship programmes with Innovation Literacy using tried and tested resources, flexible delivery formats, and a structured LMS. The Innovation Literacy Launchpad is funded by Innovate UK and open to further FE provider partnerships.

The key takeaway was that innovation is no longer optional – this approach makes it accessible, inclusive, and impactful across technical education.

Lead organisation: WorldSkills UK and Kendal College

Speakers:

• Jason Turton, Principal & CEO, Kendal College

• Rebena Sanghera, High Performance Skills Coach, WorldSkills UK

Leaders, educators and trainers were invited to experience WorldSkills UK’s Benchmarking for Excellence model and competition pedagogical practice, to learn how local skills competitions can transform classroom practice and align provision with employer demand, creating a future ready workforce, ready to meet challenging sector demands.

This interactive workshop showcased practical strategies for embedding competition-based learning across the curriculum, to drive innovation, enhance assessment practices, and empower learners to not only embrace challenges, but thrive and innovate through change. Inviting all to foster collaboration and inspire teaching and learning practice, delegates saw and experienced first-hand how competitions strengthened peer collaboration, improved outcomes, and provided clear progression to develop autonomy and responsibility.

Delegates learned how to:

• Drive curriculum innovation

• Enhance assessment practices

• Empower students to embrace challenge

• Strengthen peer development and integration across teams

• Improve outcomes for students

• Embed benchmarking for visible skills development

All delegates left with actionable insights, access to WSUK resources, and ready-to-implement approaches to enrich learning and workforce readiness.

Lead organisation: Association of Colleges

Speakers include:

• Jeff Greenidge, Director of Diversity and Governance, Association of Colleges
• Solat Chaudhry, CEO, National Centre for Diversity
• Steve Davis, Principal and CEO, United Colleges Group
• Nikos Savvas, Principal, Eastern Colleges Group
• Lisa O’Loughlin, Principal, East Lancashire Learning Group

This session set out to empower FE college leaders to identify, challenge, and dismantle the extremist influence; often masked by charismatic figures and viral misinformation.

Speakers unpacked how extremist narratives exploit fear, rewrite history, and scapegoat vulnerable groups to sow division and distrust. College principals speaking at this session shared case studies to help leaders develop practical strategies to expose and counteract disinformation, challenge divisive rhetoric with confidence, and foster inclusive, critical conversations within their college communities. They also reflected on the personal responsibility they feel as leaders to address the cultural issues communities are facing.

Speakers also shared insights into how college leaders can protect their institutions from extremist ideologies and to actively cultivate a culture of critical thinking, unity, and resilience among staff and students alike. Sharing experiences of working through tense and challenging college environments and how they used guidance to face and tackle these situations. Going forward, delegates were encouraged to stand up as a sector, as colleges and as individuals.

The session explored how student happiness, belonging, and wellbeing can be strengthened through intentional community-building and trauma-informed practice. A significant focus was placed on the Southport riots and the impact these events had on young people, particularly learners within their institution. Staff described increased anxiety, fear, and instability among students following the riots, which highlighted gaps in existing support structures and emphasised the need for proactive, compassionate responses.

Their response:

• community support hub
• trauma-informed practice
• review of support services
• engagement with the Southport Community

To better define what happiness and belonging meant to students, the team launched a student survey. Insights showed that students who engaged with learning in diverse, dynamic ways reported higher happiness levels. Also many students particularly enjoyed and felt more positive about practical elements of their courses. 

Belonging, community connection, and a sense of future purpose were deeply intertwined in students’ understanding of happiness.

The project developed several initiatives centred on joy, connection, creativity, and inclusion, including joyful and intentionally designed spaces within the college, connection events to bring students together, kindness campaigns promoting positive culture and creative expression activities give young people avenues to share and reflect.

Lead organisation: Association of Colleges, Harlow College and Runshaw College

Speakers:

• Derin Adebiyi, Head of External Affairs, The Duke of Edinburgh's Award (DofE)
• Florence Smith-Drayson, Regional Enrichment Co-ordinator: Yorkshire and Humber, Luminate Education Group
• Dan Webber, Student Futures Manager, Harlow College
• Clare Russell, Principal and CEO, Runshaw College

Ahead of the government’s newly developed Enrichment Framework, this session explored how enrichment is being strengthened across colleges through research and impactful college practice. The Department for Education (DfE) explored their research, enrichment benchmarks, and colleges are lobbying DfE to now include FE within their framework development.

Two colleges with outstanding enrichment programmes, Runshaw College and Harlow College, showcased their work. Clare Russell explored Runshaw’s strategic focus and funding, tailored Runshaw Xtra programme and the enrichment curriculum. Key factors for inclusion and engagement are inclusive design and accessibility, using data, student voice and targeted engagement, as well as staff collaboration and communication. Impact evaluation methods were also explored. Harlow College explored three key outcomes: strengthening skills and behaviours, giving all students access to high-quality opportunities and experiences, and creating a legacy. Access to a platform for student data tracking allows mapping of activities to develop individualised student passport. Data evidenced particular benefits for ESOL learners through integration and confidence-building opportunities.

AoC outlined their Regional Enrichment Co-ordinator pilot, including the Youth Social Action programme in Yorkshire and the Humber, in partnership with Pears Foundation, aimed to support colleges to embed youth social action into enrichment and the curriculum. Regional Enrichment Coordinator, Florence Smith-Drayson from LEG, described their tailored support offer to colleges within the region, including a review of current offer, supporting and shaping enrichment offers, providing resources, connecting organisations and connecting colleges within Yorkshire and the Humber, facilitating networksand delivering webinars.

Key takeaways:

• Colleges benefit from coordinated regional networks rather than working in silo.
• Strong practice involves structured frameworks, inclusive design, targeted engagement and robust evaluation.
• Colleges can sign up to support from Florence Smith-Drayson.
• AoC’s mission for a national roll out on their enrichment model.
• Partnerships and staff development extend reach and sustainability of enrichment programmes.

Lead organisation: The Sheffield College and Sheffield Local Authority

Speakers:

• Sarah Le-Good MBE, Assistant Principal – Inclusion, Learning Support & Bloom Specialist Curriculum, The Sheffield College

• Maria Swift, Post 16 SEND Lead Officer – Lifelong Learning, Skills and Communities, Belonging Directorate - Children Services Portfolio - Sheffield City Council

This breakout session was led by Sheffield College and Sheffield City Council representatives who tackled one of FE’s most pressing challenges: how to design and deliver sufficient and suitable post-16 curriculum offers for young people with a wide range of SEND and complex needs. This session showcased innovative approaches and practical solutions for developing post-16 offers that increase SEND learner access to positive and successful college experiences.

Attendees walked away with five top tips:

1. embed Preparation for Adulthood (PfA) into all initiatives
2. use data to spot trends in learner numbers/demographics and areas of need
3. foster honesty in all relationships and processes surrounding learner support
4. build collaborative partnerships with learners and their support networks
5. enable safe and constructive professional challenge.

Please review Sheffield’s Local Offer (0-25 Special Educational Needs and Disabilities) resources, including their post-16 planning guide, for more information.

Lead organisation: The Careers and Enterprise Company and Waltham Forest College

Speakers:

• Alison Sadler, Education Development Consultant, The Careers & Enterprise Company
• Amir Ahmed, Vice Principal, Waltham Forest College

The breakout session, led by Alison Sadler from The Careers & Enterprise Company and Amir Ahmed, Vice Principal of Waltham Forest College, explored strategies for achieving outstanding careers education through collaboration and embedded practice.

Central to the discussion was the “village of collaboration” concept, emphasising employer, educator, and partner engagement to create learner-centred outcomes. Waltham Forest College, recognised with the Excellence in Careers Beacon Award, showcased best practices including full learner engagement in work experience, structured eight-stage learner journeys, and digital tracking via the Navigate platform. Consistent monitoring, staff professional development, and visible leadership were highlighted as key drivers of impact, alongside curriculum co-design with industry and advisory boards.

Attendees also learned about the Careers Impact internal leadership review, which uses the Careers Impact Maturity Model to align careers provision with institutional priorities and promote continuous improvement. Overall, the session offered practical tools, evidence-based strategies, and inspiration for embedding careers education that develops learner confidence, independence, and progression.

Lead organisation: NCFE

Speakers:

• Emzi Mills-Frater, Product Manager, NCFE
• Andy Barton, Product Manager, NCFE
• Suzanne Slater, Commercial Director, NCFE

The ongoing shift from national to devolved adult skills funding presents both opportunities and challenges for colleges, learners and employers. In this interactive session, attendees were able to deepen their understanding of how ASF devolution impacts operations and opportunities for growth and practical strategies for aligning provision with regional skills needs and MCA funding streams.

Drawing on the experiences of professionals who have navigated regional skills delivery, speakers shared insight and actionable approaches to strengthen their organisation’s local skills offer within the devolved funding landscape. The shift from national to devolved adult skills funding is reshaping organisational structures, bidding strategies, and delivery models. Colleges must adapt to varying regional approaches and leadership styles, requiring continuous flexibility.

Challenges include differing wage levels across regions, complex commissioning cycles, and resource allocation. Success depends on proactive engagement, understanding local timelines, and leveraging available data to inform decisions.

Organisations must pivot to meet evolving regional priorities. This involves balancing collaboration and competition, fostering partnerships, and ensuring provision reflects local labour market demands.

Hello; it’s a pleasure to be here at the Association of Colleges Annual Conference. Thank you for having me today. And a big thank you to Hajira for that introduction! Hajira really is a star and certainly a shining example of how to say ‘yes’ to opportunities – something that’s made so much easier when you’re supported by brilliant professionals like all of you in the room today.

What inspection is fundamentally about

As Hajira said, I’ll be talking about our changes to education inspection today. Let me start with what matters most.

At its heart, inspection is about one thing: better standards for learners and apprentices.

It is about helping to ensure that young people and adults develop the skillset and employability they need for their futures. It's about giving them the foundations to thrive – not just to pass exams, but to build fulfilling lives and successful careers.

And while of course this is about individual learners – about life chances, about opening doors – it's also about something bigger.

It's about the country at large. Our economy and our capacity for innovation depend on young people and adults entering the world of work backed by the right education. Further education plays a critical role in this mission – one that all of you are striving towards every single day. So, thank you.

These reforms are designed to support you and the excellent work you're already doing. They're about recognising quality and driving improvement where it's needed most. And they’re about fulfilling our legal and moral duty to call out poor practice and to highlight the exceptional – all with the aim of raising standards across the country.

The exceptional work of further education

Because you already do exceptional work with post-16 learners.

You work with young carers. With adults returning to education after years away. With those who have additional needs that require specialist support. You work with people at different starting points, with different challenges, and you help them reach their potential.

Association of Colleges members are among the most inclusive institutions in our entire education system. That is a very, very special thing. Despite the fact that there is no set definition of disadvantage at post-16, you find ways to make education work for everyone who comes through your doors.

This, alongside recognising inclusion in our refreshed approach to inspection, is a chance for your sector to shine. It's an opportunity to have your excellent work – work that's been happening for some time, often without due recognition – properly acknowledged and celebrated.

We want to support you to continue to be inclusive while driving achievement. These refreshed inspections should feel like recognition. Because what this is – what we want this to feel like – is us working with you. In dialogue and in partnership, raising standards together.

And as part of that commitment to working together, we've made changes based on what we heard directly from you.

From 'best fit' to 'secure fit'

I heard directly from colleges about inconsistency in how judgements were being made under the previous approach.

The definition of 'best fit' was creating confusion and, frankly, frustration. The feedback was clear: it felt like different inspectors were interpreting the framework differently.

What one inspector viewed as meeting the criteria, another might not. That's not fair, and it's not conducive to improvement. 'Secure fit' brings a more robust, consistent approach to making judgements.

It means clearer criteria that everyone can understand and work towards. It means greater consistency across inspections, which leads to fairer outcomes and a more predictable inspection experience. You'll know what's expected – and when inspectors arrive, there'll be a shared understanding of the standards being assessed.

It’s more rigorous – and I make no apologies for that. But, crucially, it’s also clearer, fairer and more human.

A new grading system with higher expectations

Although inspections have only just begun, we’re already hearing some misunderstanding about the new grading system. It’s so important to emphasise that when I say ‘new’, it is new. There is no read across from the old judgements to the new grades. We are starting over.

And where we start is with the ‘expected standard’. I want to say now: the expected standard is a high bar.

It is based on the expectations placed upon you as leaders and your institutions by government. We're being clearer about what the expected standard looks like and, in doing so, reducing unnecessary stress and confusion. And if you achieve the expected standard, you can reflect on a job well done.

We're helping everyone understand what the changes mean – not just you and your staff, but parents and learners too.

We're communicating with parents, learners and the wider public to help them fully understand our new approach to grading and to truly see the rigour behind the ‘expected standard’ grade, with simple reassurances like green colour coding – to indicate clearly that hitting ‘expected standard’ means you are good to go – there are no causes of concern.

And if you achieve above expected standard, then you really are flying. Strong standard marks out excellent practice and we anticipate seeing this more frequently. Anything graded ‘exceptional’ is exactly that – truly among the very best nationally and worthy of sharing with your peers.

So, there is no direct mapping from the old grades to the new. There is no more ‘good’ or ‘outstanding’ or ‘inadequate’. ‘Needs attention' is not the same as 'requires improvement' under the old system.

Let’s pause on ‘needs attention’. This is another one of the grades that we do anticipate seeing more frequently. And I want to frame this grade as an opportunity, a catalyst, for improvement.

It is not a fail – that’s important - but it is an indication that there is work to be done

This grade is about catching things before they become bigger problems, identified for ‘urgent improvement’. That's the purpose of the ‘needs attention’ grade – early identification; timely support.

And for engaged, high-performing leaders, this grade should never come as a surprise. We shouldn’t be shining a light on anything you haven’t already identified, or anything you’re not already making improvements to.

Under our revised monitoring arrangements, we can also quickly re-grade institutions. If you address the areas that need attention, we can recognise that improvement promptly – and turn the amber to green.

Working together for better outcomes

Your feedback has shaped these changes. Your experience, your insights, your frustrations with the previous system – all of this has informed what we're implementing.

We share a common cause: better inspection means better education. Better education means better futures for young people and better outcomes for our country.

The work you do every day in general further education and sixth form colleges across England is vital. You're changing lives. You're building futures. You're giving people chances they maybe didn't get earlier in their education journey.

These inspection reforms are designed to recognise your work more effectively, to support you in doing it even better, and to ensure that every learner in further education receives the quality of education they deserve.

Thank you for the work you do every day in support of this mission. Thank you for your time today. And thank you for your continued partnership as we implement these important changes together.