Category Archives: Education

GK Point of View – The Contested Future of the Apprenticeship Levy

GK Senior Adviser Robert Blackmore assesses the criticisms of the Apprenticeship Levy, from unspent funds to the over-provision of apprenticeships for affluent employees, and highlights the many contested proposals to reform the Levy.

While it may not dominate the front pages, the Apprenticeship Levy is fast becoming one of the more controversial areas of UK public policy. The Levy, which is charged at 0.5% of an employer’s total payroll, applying to those with a payroll of more than £3 million, is contested at several levels.

Government officials, however, would argue that they are attempting to find a delicate balance between keeping to a pre-determined budget, whilst simultaneously ensuring that provision for priority skills areas is enhanced. Ahead of November’s Autumn Statement, it was reported that Number 10 and the Treasury were considering plans to limit the number of degree-level apprenticeships. Chancellor Jeremy Hunt was said to be concerned that too great an amount was being spent on level 6 and 7 apprenticeships that tend to be filled by older and more affluent employees.

This proposal faced opposition from the DfE, while course conveners argued that high-level apprenticeships were “critical for the productivity agenda and fiscal sustainability”. Employers also pointed out that the allocation of funds should be their preserve, noting that the Levy was established to be “employer led”. Ultimately, no such proposals were included in the Autumn Statement. Instead, documents published alongside the fiscal event highlighted how apprenticeships had become a ‘prestigious and high-quality alternative route to higher education’. Despite its omission, it remains a topic of contention within Government.

Outside Whitehall, the calls for reform grow louder. Earlier this month, EDSK, a think tank focused on education and skills, proposed an even more radical overhaul of the Levy. Its report, ‘Broken Ladders’, recommended that individuals who have already achieved an undergraduate degree should no longer be eligible to start a levy-funded apprenticeship. It was also suggested that employers should be prevented from accessing further levy funding if they have trained more apprentices aged 25+ than those aged 16-24. EDSK believe that such reforms would ensure that the focus of the Levy remains on those young people who have elected to pursue a non-academic pathway. Unsurprisingly, EDSK has faced criticism from training bodies, most notably from Mandy Crawford-Lee, Chief Executive of the University Vocational Awards Council, who argued that “we should dismiss the false notion that apprenticeships are the only suitable for school/college leavers unable to reach the ‘academic’ standards needed to take them to university.”

Furthermore, last week, the British Retail Consortium (BRC), the National Farmers Union (NFU) and UK Hospitality (UKH), alongside others, issued a joint statement calling for the Government to develop a wider skills levy, for businesses to train up a greater number of domestic workers to plug the UK’s skills gaps. Helen Dickinson, Chief Executive of the BRC, went as far as to state “The government should stop dragging its feet so businesses can upskill our workforce.”

This position aligns with the Labour Party’s stated aim to “increase the quality as well as quantity of training opportunities” through a “growth and skills levy“. Such an expansion of the Levy, however, has faced criticism from officials inside the DfE, who estimate that plans to expand the Levy would limit the number of apprenticeship starts per year to 140,000 (down from 349,000 in 2021/22) and cost an additional £1.5 billion. It should be noted, however, that this analysis has been labelled ‘quite simplistic’ by Stephen Evans, Chief Executive of the Learning and Work Institute.

A Labour victory at the next election, expected in 2024, would provide a mandate for a ‘growth and skills levy’, yet the party have yet to fully expand on their policy, and it is unlikely that the future manifesto will delve too deeply. Many will hope reform to the Levy is not lost in the maze that is nascent government policy making.

Childcare and the Early Years: What the DfE’s EYFS consultation may mean for the sector

GK consultant Noureen Ahmed examines the key aspects of the Department for Education’s Early Years Foundation Stage Framework consultation, and what it means for the early years sector. 

Over the past few months, the topics of childcare and early years education have been at the forefront of conversations within the education sector. The range of measures introduced in the Spring Budget 2023, including the significant funding commitment toward childcare provisions does illustrate the Government’s ambition to improve the early years landscape. Overall, the attention that childcare and early years education have accumulated is encouraging and we do expect to see this continue going forward. Nevertheless, it is also important to acknowledge the number of issues the early years sector is currently facing.

The daunting cost of living crisis, which has further exacerbated issues facing working parents and families, alongside the rising cost of childcare, certainly doesn’t alleviate the situation. England is emerging as one of the most expensive countries in the world when it comes to the cost of childcare. This is evident from a recently published report which found that “a UK couple where one parent earns the average wage and the other earns two-thirds of the average wage spends 29% of their wages on full time childcare.”

Proposals outlined in the Spring Budget 2023 included the expansion of 30-hour childcare to working parents of all children over the age of nine months and additional funding for schools and local authorities to implement ‘wraparound care’. Concerns have arisen over the expectation that the plans aren’t expected to come into effect until 2024/25, although it is important to note that the delays are intended to ensure nurseries are given sufficient time to prepare for these changes.

The Department for Education (DfE) appears committed to understanding the range of issues facing and launched a consultation in May 2023 to examine and scrutinise the Early Years Foundation Stage Framework (EYFS). This is a mandatory framework for providers ensuring that children ‘learn, develop, and are kept healthy and safe.’ Key proposals outlined in the consultation include:

  • Removing the requirement for Level 3 early educators to hold a Level 2 (GCSE or equivalent) maths qualifications, and instead apply this requirement to managers only.
  • Introducing an ‘experience-based route’ so that otherwise suitable practitioners who don’t hold an approved Level 3 qualification have a path to gaining ‘approved status’ without having to do a new qualification.
  • Changing the qualification requirements for ratios so that they would not apply outside of peak working hours.

The sector has been keen to stress the importance of delivering high quality early years education and care for all children; according to the DfE, the qualification changes are intended to do exactly that, as well as improving flexibility for providers and provide more opportunities for practitioners to join the workforce.

So what might this consultation mean for the sector?

Whilst it is encouraging to see the DfE propose improvements to the framework, it is also important for the Government to make sure it fully understands what exactly the sector is truly asking for. With a range of issues facing the sector, including recruitment issues, inflexibility regarding staff qualifications, and most recently, the Government’s proposal to relax staff-to-child ratios for two-year-olds in England from 1:4 to 1:5, there are concerns that this would impose added strain on providers, given their primary purpose is to provide high quality childcare education for all.

Nevertheless, the consultation, which recently came to a close, should have presented an opportunity for nurseries, childminders, providers, and parents to voice their views.

The sector should prepare for a number of changes, namely the plan to remove the requirement for level 3 educators to hold a level 2 maths qualification and changing the percentage of level 2 qualified staff required per ratio in an attempt to boost the workforce and make it easier for people to join the sector. If implemented, these changes would likely be welcomed by the sector as it creates more opportunities for those who have a passion in joining the sector but shy away because they are not currently equipped with the necessary qualifications.

Overall, it is positive to see a heightened focus on the sector, which is expected to continue ahead of the next General Election. The consultation clearly presents a valuable opportunity for the Government to demonstrate its commitment to valuing and protecting the Early Years staff while simultaneously ensuring that all children are provided with the support and care they rightfully deserve.

GK are experts in the education policy landscape, if you would like to hear more from our consultants get in touch with noureen@gkstrategy.com.

From National Standards to Digital EHCPs: the future of SEND in England

GK associate, Monica Thompson, provides an insightful analysis of the UK government’s recently published SEND and Alternative Provision Improvement Plan for the future of Special Educational Needs and Disabilities (SEND) in England. The plan proposes a range of policies aimed at fixing a broken system, including several key policies that promise to improve inclusivity among mainstream schools and introduce digital solutions for Education, Health and Care Plans (EHCPs). Despite criticism from experts and campaigners over delays and setbacks in the government’s review, Monica discusses how the proposed policies are a step in the right direction to address the urgent need for reform.

On March 2, 2023, the UK government finally published its Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Improvement Plan, aimed at fixing the SEND system in England. However, the UK government’s review of the SEND system has been beset by delays and setbacks, prompting criticism from experts and campaigners. This plan proposes a range of policies, including the creation of new national SEND standards and the introduction of digital EHCPs. However, the government’s timeline for rolling out these policies is expected to take several years.

The government will be piloting the new national SEND standards and funding tariffs, along with digital EHCPs and tailored school lists for parents, for two to three years under a £70 million “change programme,” with nine regional expert partnerships taking part in the trial. By the end of 2025, the Department for Education will decide whether to go ahead with the changes nationally, which means that a national rollout might not happen until 2026.

The government’s plan includes a range of proposals to improve inclusivity among mainstream schools, but concerns have been raised over the timeline of the changes. Last year’s SEND Green Paper plans to consult on giving councils powers to direct academy trusts to admit pupils as part of a drive toward a more inclusive system, does not appear in the government’s plan. Instead, the plan focuses on making the process of applying to the secretary of state for a direction to admit a pupil “as effective as possible”.

The upcoming Academies Regulation and Commissioning Review will set out plans to incentivise improvement for all children in all parts of the country, including support for children and young people with SEND who attend mainstream settings.

It is widely acknowledged that the SEND system in England is in need of reform, and while the government’s new national standards promise to improve inclusivity among mainstream schools, many believe that the proposed changes are not happening soon enough.

The following key policies are highlighted in the review:

  1. National Standards: The government will pilot new SEND standards before legislating for them. The standards will be tested in 2022 and will focus on the most deliverable elements of the current system. Legislation will be introduced at the earliest opportunity to facilitate intervention in education settings if standards are not met.
  2. Accountability: Ministers will design accountability mechanisms to ensure government expectations are met. The standards could set out how schools must adapt physical and sensory environments to enable pupils with SEND to learn alongside their peers.
  3. Digital EHCPs: The government plans to standardize Education, Health and Care Plan (EHCP) templates and introduce digital solutions to improve experiences for councils, suppliers, and families. The digital EHCPs will be piloted in 2023 before being rolled out in 2025.
  4. Local Inclusion Plans: Local inclusion plans created by local SEND and AP partnerships will be introduced. Tailored lists of settings for children will be tested before legislation is introduced at the next available opportunity to make partnerships statutory.
  5. Mandatory Mediation: Mediation between councils and families will be reviewed. Professional standards for mediators and advice will be reviewed in 2022.
  6. New SENCO National Professional Qualification: The government will procure providers for a new leadership level SENCO National Professional Qualification.
  7. New Special Schools: The government has promised 33 new free schools and is currently assessing applications for new AP schools.
  8. National SEND Tariffs: The government will introduce a national system of funding bands and tariffs to ensure consistent funding.
  9. Alternative Provision Funding: The government will introduce a new funding approach for alternative provision aligned to its focus on preventive work with, and reintegration of pupils into, mainstream schools.
  10. Inclusion Dashboard: The government plans to introduce new inclusion dashboards for 0-25 provision to offer a timely, transparent picture of how the system is performing at local and national levels.
  11. Ladder of Intervention: The government will introduce a new ladder of intervention this year to strengthen accountabilities across all parts of the system.
  12. Alternative Provision Performance Framework: An expert group will support the development of a bespoke national alternative provision performance framework.
  13. Fair Access Panels Review: The government will review processes and develop options for ensuring transparent and effective movement of pupils without EHCPs.
  14. Independent Schools: The government will re-examine the state’s relationship with independent special schools to ensure comparable expectations for all state-funded specialist providers.
  15. Joined-Up Work with NHS England: Integrated care boards will be required to have a named executive board member lead accountable for SEND.
  16. National SEND and Alternative Provision Implementation Board: The government will introduce a new implementation board to hold partners accountable for the timely development and improvement of the system.

In conclusion, the UK government’s new SEND and Alternative Provision Improvement Plan proposes several policies that aim to reform a challenged system. While the timeline for rolling out these policies may be slow, it is hoped that the trialling of the changes will avoid repeating mistakes made in the past. The upcoming Academies Regulation and Commissioning Review also provides an opportunity to improve support for children and young people with SEND across the country.

GK Insight: What to expect for Education policy in 2023