Recommendations & Conclusions
68 items
1
Conclusion
6th Report - Further Education and Skil…
Not Addressed
Given the primacy of the Government’s economic growth mission, and the emphasis the Government has placed on a high-functioning and forward- looking skills system to deliver that mission, the comparison between the status of Skills England on the one hand and organisations such as the Met Office and the DVLA …
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Given the primacy of the Government’s economic growth mission, and the emphasis the Government has placed on a high-functioning and forward- looking skills system to deliver that mission, the comparison between the status of Skills England on the one hand and organisations such as the Met Office and the DVLA on the other is a weak one. Skills England has been given the crucial role of transforming skills opportunities and driving growth and it is vital that it is able to work impartially and, if necessary, challenge Government policy. We were concerned, therefore, by the reluctance of the Chairs and CEOs of Skills England to comment on the adequacy of funding for the FE sector when they gave oral evidence. Furthermore, without a statutory foundation, Skills England may be altered or abolished by this or any future Government and without the consent of Parliament. (Conclusion, Paragraph 17)
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Government response AI summary
The government welcomes the committee's recognition and reiterates Skills England's established role as an executive agency supporting economic growth and the industrial strategy, without addressing the committee's concerns about impartiality or statutory foundation.
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Department for Education
2
Conclusion
6th Report - Further Education and Skil…
Accepted
As an Executive Agency, Skills England is accountable to the Department for Education and therefore answerable to Parliament through this Committee. We will hold Skills England to account through annual accountability sessions and urge subsequent Education Committees to continue this practice. (Recommendation, Paragraph 18)
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As an Executive Agency, Skills England is accountable to the Department for Education and therefore answerable to Parliament through this Committee. We will hold Skills England to account through annual accountability sessions and urge subsequent Education Committees to continue this practice. (Recommendation, Paragraph 18)
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Government response AI summary
The government welcomes the committee's interest and details the existing accountability mechanisms for Executive Agencies, including ministerial and accounting officer accountability, and confirms continued support for the Chair and Vice Chair meeting with the Education Committee.
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Department for Education
3
Recommendation
6th Report - Further Education and Skil…
Accepted
We recommend that the Department for Education commits to an independent review of Skills England within two years of it becoming fully operational—by June 2027—with a commitment to legislate further to ensure full independence if necessary. (Recommendation, Paragraph 19)
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We recommend that the Department for Education commits to an independent review of Skills England within two years of it becoming fully operational—by June 2027—with a commitment to legislate further to ensure full independence if necessary. (Recommendation, Paragraph 19)
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Government response AI summary
The government states that plans are already in place for a review of Skills England within 18-24 months of its establishment as an Executive Agency, which will consider its delivery mode and effectiveness, aligning with good practice for new arm's length bodies.
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Department for Education
4
Conclusion
6th Report - Further Education and Skil…
Deferred
We have heard serious concerns that the role of Chief Executive Officer at Skills England is too junior within the civil service hierarchy. The director- level status given to the holders of that position may limit their ability to influence those working across Government and undermine the authority they need …
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We have heard serious concerns that the role of Chief Executive Officer at Skills England is too junior within the civil service hierarchy. The director- level status given to the holders of that position may limit their ability to influence those working across Government and undermine the authority they need to perform their duties effectively. Whilst the joint CEOs said the role aligns with equivalent positions in similar agencies, we believe that the Chief Executive Officers’ strategic leadership and the responsibility they have been given to oversee the Government’s national skills policies demand greater seniority. (Conclusion, Paragraph 24) 90
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Government response AI summary
The government states that the effectiveness of Skills England's leadership structure will be considered as part of a broader review of the agency, which was previously committed to within 18-24 months of its establishment.
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Department for Education
5
Recommendation
6th Report - Further Education and Skil…
Deferred
We recommend that the Department for Education reviews the status of Skills England’s Chief Executive Officers in June 2026—twelve months after Skills England became fully operational—to ensure they have been given the right level of seniority and that they have been able to perform their cross-departmental duties freely and effectively. …
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We recommend that the Department for Education reviews the status of Skills England’s Chief Executive Officers in June 2026—twelve months after Skills England became fully operational—to ensure they have been given the right level of seniority and that they have been able to perform their cross-departmental duties freely and effectively. The CEO position must be regraded if it is clear that seniority issues have prevented them from performing their duties constructively. (Recommendation, Paragraph 25)
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Government response AI summary
The government defers the specific review of CEO seniority, stating it will be considered as part of a broader, already planned review of Skills England within 18-24 months of its establishment.
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Department for Education
6
Conclusion
6th Report - Further Education and Skil…
Accepted in Part
Skills England has been broadly welcomed by the further education and skills sectors. We agree with the Government’s priorities for Skills England, including identifying national and local skills needs, simplifying access to training, and collaborating with employers and training providers to develop mutually beneficial solutions. However, Skills England must address …
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Skills England has been broadly welcomed by the further education and skills sectors. We agree with the Government’s priorities for Skills England, including identifying national and local skills needs, simplifying access to training, and collaborating with employers and training providers to develop mutually beneficial solutions. However, Skills England must address the issues our evidence has raised, including a lack of data collection and information sharing, a complex levy system that disadvantages SMEs, and a lack of urgency and clear communication over the training programmes to be funded by the Growth and Skills Levy. (Conclusion, Paragraph 30)
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Government response AI summary
The government accepts the need to strengthen data collection, detailing ongoing work like mapping training pathways, developing a new skills classification, and exploring leveraging private data. Regarding the levy, it outlines existing support for SMEs and commits to ensuring the new growth and skills offer …
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Department for Education
7
Conclusion
6th Report - Further Education and Skil…
Accepted in Part
To meet its priorities, Skills England must within a year of becoming fully operational—by June 2026—enhance data collection and sharing through a centralised platform that tracks skills gaps and training outcomes. Within two years—by June 2027—Skills England should deliver reform of the complex levy system to ensure SMEs can access …
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To meet its priorities, Skills England must within a year of becoming fully operational—by June 2026—enhance data collection and sharing through a centralised platform that tracks skills gaps and training outcomes. Within two years—by June 2027—Skills England should deliver reform of the complex levy system to ensure SMEs can access funding, with simplified processes and tailored support. Skills England must also provide clear communication about Growth and Skills Levy-funded programmes for employers and learners. (Recommendation, Paragraph 31) Devolution
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Government response AI summary
The government accepts the need to enhance data, detailing ongoing work like mapping training pathways and developing a new skills taxonomy. For the levy system, it describes the ongoing transformation of the apprenticeships offer and commits to ensuring it supports SMEs, without explicitly committing to …
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Department for Education
8
Conclusion
6th Report - Further Education and Skil…
Rejected
We welcome the Government’s plans to deepen and widen the devolution of skills and employment support in England. Devolving further powers to Strategic Authorities will help to drive growth, encourage the co- ordinated delivery of education and training services across the country, and meet the unique needs of local communities. …
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We welcome the Government’s plans to deepen and widen the devolution of skills and employment support in England. Devolving further powers to Strategic Authorities will help to drive growth, encourage the co- ordinated delivery of education and training services across the country, and meet the unique needs of local communities. It is disappointing, however, that the English Devolution and Community Empowerment Bill, as introduced, limits the devolution of skills and employment support to those aged 19 and over and does not make provision for the devolution of 16–19 education and training. Furthermore, it is important to ensure that every part of the country benefits from further devolution and that no area is left behind, regardless of its status within the devolution process. (Conclusion, Paragraph 41)
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Government response AI summary
The government rejects the implicit suggestion to devolve 16-19 education funding, stating it is important to maintain a national, consistently high-quality offer to promote social mobility. It confirms Mayors will continue to feed priorities into DfE's strategic conversations and LSIPs for 16-19 year olds.
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Department for Education
9
Recommendation
6th Report - Further Education and Skil…
Rejected
The Government should broaden its commitment to “devolution by default” by devolving appropriate 16–19 education and training, skills programmes and funding streams to each Strategic Authority. We recommend that the 91 Government amends the English Devolution and Community Empowerment Bill to make provision for the devolution of 16–19 education and …
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The Government should broaden its commitment to “devolution by default” by devolving appropriate 16–19 education and training, skills programmes and funding streams to each Strategic Authority. We recommend that the 91 Government amends the English Devolution and Community Empowerment Bill to make provision for the devolution of 16–19 education and training. (Recommendation, Paragraph 42)
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Government response AI summary
The government rejects the recommendation to devolve 16-19 education and training, stating it is important to maintain a consistent national offer to promote social mobility, but commits to working with Mayoral Strategic Authorities on aligning priorities.
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Department for Education
10
Recommendation
6th Report - Further Education and Skil…
Deferred
The Government should consider utilising the trailblazer model to pilot a more comprehensive skills devolution programme and report back to the Committee. (Recommendation, Paragraph 43)
Government response AI summary
The government states the recommendation is under review and reiterates its ambition for devolved powers, noting its commitment to continue piloting arrangements with Established Mayoral Authorities to inform further devolution frameworks, citing the devolution of Construction Skills Package funding as an example.
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Department for Education
11
Recommendation
6th Report - Further Education and Skil…
Accepted
Local Skills Improvement Plans (LSIPs) have been effective in aligning employer needs with education and training provision, and in utilising and developing local partnerships. LSIPs are a relatively new initiative and will need time to become fully established. However, those most closely involved in their production and facilitation have already …
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Local Skills Improvement Plans (LSIPs) have been effective in aligning employer needs with education and training provision, and in utilising and developing local partnerships. LSIPs are a relatively new initiative and will need time to become fully established. However, those most closely involved in their production and facilitation have already identified some potential challenges which the Government should address. It can be difficult for employers and providers to navigate LSIPs in a crowded landscape of overlapping initiatives and there is a perception that local partnerships are not always balanced. (Conclusion, Paragraph 50)
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Government response AI summary
The government states that plans are already in place, explaining how LSIPs, overseen by Skills England, aim to reduce duplication and ensure coherent decision-making. It highlights that statutory guidance mandates key stakeholder involvement in LSIP governance and that FE providers' accountability statements require active collaboration …
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Department for Education
12
Recommendation
6th Report - Further Education and Skil…
Accepted
We recommend that the Department for Education conducts a policy audit to identify overlaps between LSIPs and other skills initiatives in order to streamline LSIPs and make them more coherent and easier to navigate. We also recommend that the Department for Education considers how local partnerships between Employer Representative Bodies, …
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We recommend that the Department for Education conducts a policy audit to identify overlaps between LSIPs and other skills initiatives in order to streamline LSIPs and make them more coherent and easier to navigate. We also recommend that the Department for Education considers how local partnerships between Employer Representative Bodies, FE providers, local authorities, Skills England and others can be rationalised and strengthened. The Department must set out within a year how it will ensure that there are formal criteria for each of these groups to follow when contributing towards their Local Skills Improvement Plans and that transparent decision-making processes are in place. (Recommendation, Paragraph 51)
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Government response AI summary
The government states that LSIPs have a distinct statutory purpose and that Skills England ensures local intelligence informs strategies to reduce duplication. It also highlights existing statutory guidance for stakeholder involvement and the role of accountability statements in fostering coherence, implying current mechanisms address the …
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Department for Education
13
Conclusion
6th Report - Further Education and Skil…
Accepted
The number of young people currently not in education, employment or training (NEET) in England is unacceptable both for the life chances of young people and for economic growth. The Government’s Youth Guarantee goes some way to support 18–21-year-olds to access education, training and employment opportunities. However, it will only …
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The number of young people currently not in education, employment or training (NEET) in England is unacceptable both for the life chances of young people and for economic growth. The Government’s Youth Guarantee goes some way to support 18–21-year-olds to access education, training and employment opportunities. However, it will only benefit those in the narrow 18–21 age group, excluding young people aged 16–17 and 22–24. (Conclusion, Paragraph 56)
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Government response AI summary
The government outlines the existing Youth Guarantee for 18-21 year olds and describes how Mayoral Strategic Authorities are delivering trailblazers. It also lists current mechanisms like the September Guarantee, Raising the Participation Age, and Risk of NEET Indicator that already support 16-24 year olds.
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Department for Education
14
Recommendation
6th Report - Further Education and Skil…
Rejected
We recommend that the Government expands eligibility for the Youth Guarantee to include all 16–24-year-olds so that all young people are given the same opportunities to re-enter education or access employment. (Recommendation, Paragraph 57)
Government response AI summary
The government outlines the existing Youth Guarantee for 18-21 year olds and highlights various current support mechanisms for 16-24 year olds, thereby not committing to expanding the Youth Guarantee itself to include all 16-24 year olds.
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Department for Education
15
Conclusion
6th Report - Further Education and Skil…
Acknowledged
Funding for adult education programmes has largely been devolved over the last decade which has provided local areas with more control, but it has also led to a disparate and uneven adult skills landscape. Some authorities have more powers than others, co-ordination between areas is not always smooth, and employers …
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Funding for adult education programmes has largely been devolved over the last decade which has provided local areas with more control, but it has also led to a disparate and uneven adult skills landscape. Some authorities have more powers than others, co-ordination between areas is not always smooth, and employers can find it difficult to get 92 involved. On top of this, differences in funding rules and course approvals make it difficult for providers to run consistent, scalable programmes. (Conclusion, Paragraph 63)
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Government response AI summary
The government acknowledges the committee's observations and highlights Skills England, Local Skills Improvement Plans (LSIPs), and ongoing devolution efforts as key drivers in creating a coherent skills system, improving employer involvement, and addressing skills gaps to meet workforce needs.
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Department for Education
16
Recommendation
6th Report - Further Education and Skil…
Accepted
We recommend that the Department for Education and Skills England create a Skills Co-ordination Board by April 2026. Local areas must be given the flexibility to develop and implement their own tailor-made strategies on adult education and training; the purpose of the Skills Co- ordination Board therefore would be to …
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We recommend that the Department for Education and Skills England create a Skills Co-ordination Board by April 2026. Local areas must be given the flexibility to develop and implement their own tailor-made strategies on adult education and training; the purpose of the Skills Co- ordination Board therefore would be to oversee and co-ordinate regional strategies with national sector needs across the increasingly devolved skills landscape. The Skills Co-ordination Board would be responsible for driving quality of skills services in each region and ensuring there is consistency of effectiveness across local areas and no area is left behind. (Recommendation, Paragraph 64) Post-16 qualifications and pathways
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Government response AI summary
The government highlights Skills England's existing role as a key driver for a high-functioning skills system, supporting integration and informing skills needs, and states that devolution and Local Skills Improvement Plans (LSIPs) are the mechanisms for coordinating regional strategies with national sector needs. It does …
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Department for Education
17
Conclusion
6th Report - Further Education and Skil…
Not Addressed
There is a stark disparity between how post-16 technical and vocational education and training pathways are presented to pupils and how academic pathways are presented, and fundamental differences in the levels of support and guidance that students receive about each. The Baker Clause and the provider access legislation are meant …
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There is a stark disparity between how post-16 technical and vocational education and training pathways are presented to pupils and how academic pathways are presented, and fundamental differences in the levels of support and guidance that students receive about each. The Baker Clause and the provider access legislation are meant to ensure that school pupils are introduced to a diverse range of post-16 options, yet compliance with these statutory requirements is inconsistent. The support and intervention measures that already exist to ensure compliance with these provisions should be strengthened if levels of compliance do not improve. (Conclusion, Paragraph 73)
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Department for Education
18
Recommendation
6th Report - Further Education and Skil…
Not Addressed
We recommend that Department for Education publishes an annual report on the number and proportion of schools that are complying with the Baker Clause and provider access legislation, and assesses the reasons for non-compliance. The proposed work to be carried out by the Careers and Enterprise Company to map compliance …
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We recommend that Department for Education publishes an annual report on the number and proportion of schools that are complying with the Baker Clause and provider access legislation, and assesses the reasons for non-compliance. The proposed work to be carried out by the Careers and Enterprise Company to map compliance should be comprehensive, transparent, it must consider pupils’ experiences, and it should be published. The Department should report annually on the action that has been taken to intervene to ensure compliance with the Baker Clause and provider access legislation, and should consider whether the threshold for intervention should be lowered. (Recommendation, Paragraph 74)
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Department for Education
19
Conclusion
6th Report - Further Education and Skil…
Not Addressed
Information about post-16 pathways can be fragmented, with no single platform covering both academic and vocational options. Apprenticeship applications are particularly complex due to the absence of a national framework and regional inconsistencies. Additionally, vocational application timelines are misaligned with university admissions, making it difficult for 93 young people to …
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Information about post-16 pathways can be fragmented, with no single platform covering both academic and vocational options. Apprenticeship applications are particularly complex due to the absence of a national framework and regional inconsistencies. Additionally, vocational application timelines are misaligned with university admissions, making it difficult for 93 young people to consider all options equally. These issues contribute to a lack of parity of esteem, with academic routes appearing more accessible and structured than vocational alternatives. (Conclusion, Paragraph 75)
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Department for Education
20
Recommendation
6th Report - Further Education and Skil…
Not Addressed
We recommend that the remit of UCAS be expanded to offer a single source of information for all routes, including academic and vocational pathways. Application timelines for vocational courses, including apprenticeships, should better align with those for university admissions. Apprenticeship applications can be complex, and the availability of vacancies is …
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We recommend that the remit of UCAS be expanded to offer a single source of information for all routes, including academic and vocational pathways. Application timelines for vocational courses, including apprenticeships, should better align with those for university admissions. Apprenticeship applications can be complex, and the availability of vacancies is not standardised. To address this, the Government should consider developing regional portals that integrate with the national admissions service. This would enable students to consider and compare their options simultaneously, rather than being influenced by staggered deadlines. (Recommendation, Paragraph 76)
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Department for Education
21
Recommendation
6th Report - Further Education and Skil…
Accepted in Part
T Levels are a relatively new programme of study, and they should be given adequate time to develop and gain traction. However, if T Levels are to become the “gold-standard technical qualification” the Government must urgently address a number of challenges. T Level programmes have low retention rates compared to …
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T Levels are a relatively new programme of study, and they should be given adequate time to develop and gain traction. However, if T Levels are to become the “gold-standard technical qualification” the Government must urgently address a number of challenges. T Level programmes have low retention rates compared to A Level and Applied General Qualification courses; the ineffectiveness of the T Level transition programmes; responses to student surveys suggest there can be poor levels of student satisfaction; there is limited understanding and awareness of the purpose and value of T Levels among students, parents and employers. (Conclusion, Paragraph 89)
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Government response AI summary
The government states its commitment to expanding T Level uptake, improving retention, and raising awareness through campaigns and ambassadors, citing positive outcomes and pass rates for T Levels.
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Department for Education
22
Recommendation
6th Report - Further Education and Skil…
Accepted in Part
We recommend that the Department for Education launches a national awareness campaign for T Levels, targeting students, parents and employers. The purpose and benefits of T Levels should be set out clearly from secondary school stage onwards. Parity of esteem between A Levels and T Levels should run through all …
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We recommend that the Department for Education launches a national awareness campaign for T Levels, targeting students, parents and employers. The purpose and benefits of T Levels should be set out clearly from secondary school stage onwards. Parity of esteem between A Levels and T Levels should run through all communications, guidance and advice to schools, teachers, parents and students. The Department for Education should consider overhauling the T Level transition programme. (Recommendation, Paragraph 90)
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Government response AI summary
The government commits to expanding T Level uptake, improving retention, and raising awareness through campaigns and ambassadors, while highlighting strong outcomes and student satisfaction with workplace preparation.
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Department for Education
23
Recommendation
6th Report - Further Education and Skil…
Rejected
We recommend the introduction of modular or smaller-sized T Level qualifications (e.g. equivalent to one A Level) to enable students to study a blend of academic and technical qualifications and allow more flexible entry and exit points. Employers should be involved more closely at the curriculum-design stage of these modular …
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We recommend the introduction of modular or smaller-sized T Level qualifications (e.g. equivalent to one A Level) to enable students to study a blend of academic and technical qualifications and allow more flexible entry and exit points. Employers should be involved more closely at the curriculum-design stage of these modular qualifications to ensure T Level programmes align with industry needs. (Recommendation, Paragraph 91)
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Government response AI summary
The government states it will introduce V Levels, a new vocational pathway, alongside A Levels and T Levels, which will allow students to explore sectors and combine applied learning with practical assessment. This differs from the recommended modular T Level qualifications.
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Department for Education
24
Conclusion
6th Report - Further Education and Skil…
Acknowledged
There remains uncertainty for both students and colleges around the long- term availability of level 3 qualifications that had previously been earmarked for defunding. Despite a temporary extension of funding until 2027, the sector remains in limbo, without the clarity it needs to plan ahead. Level 3 qualifications which provide …
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There remains uncertainty for both students and colleges around the long- term availability of level 3 qualifications that had previously been earmarked for defunding. Despite a temporary extension of funding until 2027, the sector remains in limbo, without the clarity it needs to plan ahead. Level 3 qualifications which provide an alternative to A Levels and T Levels are 94 essential. The Government’s review into level 3 qualifications reform lacked transparency and an appropriate level of consultation with stakeholders. (Conclusion, Paragraph 99)
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Government response AI summary
The government outlines its Post-16 Education and Skills White Paper, which proposes new V Levels alongside A Levels and T Levels, and reforms for Level 2 and below qualifications. It also states that a consultation on post-16 Level 3 and below pathways is underway, with …
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Department for Education
25
Recommendation
6th Report - Further Education and Skil…
Rejected
Level 3 qualifications—including Applied General Qualifications—which provide students with a popular and respected alternative to both A Levels and T Levels must remain an option for all young people. The Government must publicly commit to the long-term retention of these qualifications and to providing sustained funding for them. We hope …
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Level 3 qualifications—including Applied General Qualifications—which provide students with a popular and respected alternative to both A Levels and T Levels must remain an option for all young people. The Government must publicly commit to the long-term retention of these qualifications and to providing sustained funding for them. We hope this will go some way to address the extreme instability the sector has endured during the recent reviews by the current and previous Government. (Recommendation, Paragraph 100)
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Government response AI summary
The government proposes introducing V Levels as a new vocational pathway alongside A levels and T Levels, as outlined in its Post-16 Education and Skills White Paper. A consultation on post-16 Level 3 and below pathways is currently underway, with a response expected later in …
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Department for Education
26
Conclusion
6th Report - Further Education and Skil…
Rejected
The Department for Education should ensure that post-16 students are able to pursue a mixture of A Levels, Applied General Qualifications and T Levels in order to support more tailored and inclusive educational pathways. Providing students with the flexibility to combine different forms of post-16 qualifications would better reflect individual …
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The Department for Education should ensure that post-16 students are able to pursue a mixture of A Levels, Applied General Qualifications and T Levels in order to support more tailored and inclusive educational pathways. Providing students with the flexibility to combine different forms of post-16 qualifications would better reflect individual learner needs and open up a wider range of future pathways. (Recommendation, Paragraph 101)
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Government response AI summary
The government's Post-16 Education and Skills White Paper proposes a new V Level pathway alongside A Levels and T Levels. It also notes an ongoing consultation on post-16 Level 3 and below pathways, with a government response expected in 2026, indicating a different strategy for …
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Department for Education
27
Recommendation
6th Report - Further Education and Skil…
Not Addressed
The Department for Education must improve the way in which it communicates with the FE sector about any future reform of qualifications, for example by ensuring that the terms of reference are published and that there is open and transparent engagement. Timescales for any future reforms should be set specifically …
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The Department for Education must improve the way in which it communicates with the FE sector about any future reform of qualifications, for example by ensuring that the terms of reference are published and that there is open and transparent engagement. Timescales for any future reforms should be set specifically to avoid uncertainty and disruption for providers and students. The Government should evaluate the impact its review into level 3 qualifications reform had on students and colleges and be more transparent in the way it conducts such reviews in future. (Recommendation, Paragraph 102)
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Department for Education
28
Recommendation
6th Report - Further Education and Skil…
Acknowledged
The current requirement for all post-16 students who have not achieved a grade 4 or above in GCSE English and maths to continue to study those subjects alongside their other studies is not working for the majority of post- 16 students and the Government must change it. Despite a modest …
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The current requirement for all post-16 students who have not achieved a grade 4 or above in GCSE English and maths to continue to study those subjects alongside their other studies is not working for the majority of post- 16 students and the Government must change it. Despite a modest rise in overall attainment over the past ten years, the progression rate from age 16 to 19 remains low, with over 80% of those who did not achieve grade 4 at 16 still not achieving that grade by 19. This policy can be demoralising for students and puts a huge strain on colleges and their staff. Whilst ensuring that students continue to make progress in literacy and numeracy is important, an alternative approach is needed. (Conclusion, Paragraph 112)
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Government response AI summary
The government aims to improve English and maths achievement at Level 2 through various reforms, including introducing a new Level 1 stepping stone qualification, implementing accountability changes, and providing additional support for FE providers.
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Department for Education
29
Recommendation
6th Report - Further Education and Skil…
Acknowledged
We recommend the introduction of a three-route model for those who have not attained grade 4 GCSE in maths and/or English based on their level of attainment at age 16 and their chosen post-16 qualification or employment pathway: 95 • Route A: Students who, based on their GCSE results at …
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We recommend the introduction of a three-route model for those who have not attained grade 4 GCSE in maths and/or English based on their level of attainment at age 16 and their chosen post-16 qualification or employment pathway: 95 • Route A: Students who, based on their GCSE results at age 16 and prior attainment, have a realistic prospect of achieving grade 4 in maths and/or English, should be supported to work towards those qualifications. • Route B: Vocational courses of study, for which the maths and English content required can be easily identified, should have that content built into the curriculum. Students taking courses with embedded maths and English content, which have been rigorously quality assured, may then be considered for exemption from the requirement to resit maths and English GCSE. • Route C: Students who, based on prior attainment, are very unlikely to attain grade 4 in maths and/or English despite multiple resits and who would benefit from pursuing a functional skills qualification in maths and/or English—for example, focused on financial literacy, debt and interest, and household budgeting—should be supported to achieve a pass in that form of qualification. (Recommendation, Paragraph 113)
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Government response AI summary
The government aims to improve English and maths achievement at Level 2 through reforms, including a new Level 1 stepping stone qualification, accountability changes, and additional support for FE providers, but does not explicitly commit to the proposed three-route model.
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Department for Education
30
Recommendation
6th Report - Further Education and Skil…
Accepted
The Department for Education must take action to address the resit problem at source by ensuring that more children leave school with sufficient levels of numeracy and literacy. As part of its response to the Curriculum and Assessment Review, the Department must examine the reasons for the low pass rates …
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The Department for Education must take action to address the resit problem at source by ensuring that more children leave school with sufficient levels of numeracy and literacy. As part of its response to the Curriculum and Assessment Review, the Department must examine the reasons for the low pass rates in GCSE maths and English at age 16 and take steps to improve them. (Recommendation, Paragraph 114) Apprenticeships
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Government response AI summary
The government commits to improving English and maths achievement at Level 2 through reforms including a new Level 1 stepping stone qualification, accountability changes, and additional support for FE providers.
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Department for Education
31
Conclusion
6th Report - Further Education and Skil…
Accepted
We welcome the Government’s reforms of the apprenticeship system and the introduction of the Growth and Skills Levy. The former apprenticeship levy was seen by some organisations—particularly small and medium- sized businesses—as being part of an overly complex and inflexible apprenticeship system. However, for many prospective apprentices and employers, the …
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We welcome the Government’s reforms of the apprenticeship system and the introduction of the Growth and Skills Levy. The former apprenticeship levy was seen by some organisations—particularly small and medium- sized businesses—as being part of an overly complex and inflexible apprenticeship system. However, for many prospective apprentices and employers, the pathway to an apprenticeship remains unclear, bureaucratic and discouraging. The process must be simplified if the Government is to boost enrolment in apprenticeships and promote higher-paid jobs in key sectors. (Conclusion, Paragraph 124)
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Government response AI summary
The government acknowledges the need for better skills data and states it is already transforming the apprenticeships offer into a new growth and skills offer to provide greater flexibility. It does not detail specific new actions to simplify the application and reporting process as requested.
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Department for Education
32
Recommendation
6th Report - Further Education and Skil…
Accepted
We recommend that the Department for Education simplifies the apprenticeship system for employers and prospective apprentices in order to increase participation. By April 2026, it must create a streamlined application and reporting process tailored for businesses, and provide dedicated support and guidance to help Small and Medium-sized 96 Enterprises (SMEs) …
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We recommend that the Department for Education simplifies the apprenticeship system for employers and prospective apprentices in order to increase participation. By April 2026, it must create a streamlined application and reporting process tailored for businesses, and provide dedicated support and guidance to help Small and Medium-sized 96 Enterprises (SMEs) navigate the system. This support and guidance should include information on how to create a good experience for apprentices. (Recommendation, Paragraph 125)
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Government response AI summary
The government acknowledges the need for better skills data and states it is already transforming the apprenticeships offer into a new growth and skills offer to provide greater flexibility. It does not detail specific new actions to simplify the application and reporting process for employers …
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Department for Education
33
Conclusion
6th Report - Further Education and Skil…
Not Addressed
Foundation apprenticeships have been welcomed by the sector. However, whilst these shorter apprenticeships rightly aim to help young people enter critical sectors, there are concerns about the Government’s decision not to target “everyday sectors”, such as the hospitality, retail and care sectors, when they were rolled out in August 2025; …
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Foundation apprenticeships have been welcomed by the sector. However, whilst these shorter apprenticeships rightly aim to help young people enter critical sectors, there are concerns about the Government’s decision not to target “everyday sectors”, such as the hospitality, retail and care sectors, when they were rolled out in August 2025; these sectors are major employers of young people and often serve as entry points into the workforce. Instead, the focus of foundation apprenticeships is on the eight growth-driving sectors identified by the Government in its industrial strategy. (Conclusion, Paragraph 130)
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Department for Education
34
Recommendation
6th Report - Further Education and Skil…
Not Addressed
We recommend that the Department for Education expands the foundation apprenticeship scheme to include the hospitality, retail and care sectors— as well as other high-demand sectors for young people—by April 2026. The purpose of foundation and other shorter apprenticeships must be made clear to prospective apprentices and employers, including routes …
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We recommend that the Department for Education expands the foundation apprenticeship scheme to include the hospitality, retail and care sectors— as well as other high-demand sectors for young people—by April 2026. The purpose of foundation and other shorter apprenticeships must be made clear to prospective apprentices and employers, including routes to further progression. Clear communication and guidance must be provided and maintained by the Department for Education and Skills England. (Recommendation, Paragraph 131)
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Department for Education
35
Conclusion
6th Report - Further Education and Skil…
Not Addressed
The current apprenticeship system faces inconsistencies as a result of recent changes to maths and English requirements for those aged 19 and over. Whilst removing the requirement for adult apprentices to attain grade 4 maths and English before completing their apprenticeships may increase participation, it also risks widening existing literacy …
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The current apprenticeship system faces inconsistencies as a result of recent changes to maths and English requirements for those aged 19 and over. Whilst removing the requirement for adult apprentices to attain grade 4 maths and English before completing their apprenticeships may increase participation, it also risks widening existing literacy and numeracy gaps, and creating age-based inequalities. Changes to the maths and English requirements based on age increases the likelihood that employers take on adult apprentices, who now have fewer requirements, than apprentices aged 16 to 18. Adult apprentices without a good foundation in literacy and numeracy may also face barriers to their progression. (Conclusion, Paragraph 138)
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Department for Education
36
Recommendation
6th Report - Further Education and Skil…
Not Addressed
We recommend the introduction of a three-route model for all apprentices who have not attained grade 4 GCSE in maths and/or English based on their level of attainment at age 16 and their chosen apprenticeship: • Route A: Apprentices who, based on their GCSE results at age 16 and prior …
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We recommend the introduction of a three-route model for all apprentices who have not attained grade 4 GCSE in maths and/or English based on their level of attainment at age 16 and their chosen apprenticeship: • Route A: Apprentices who, based on their GCSE results at age 16 and prior attainment, have a realistic prospect of achieving grade 4 in maths and/or English should be supported to work towards those qualifications. 97 • Route B: Apprenticeships, for which the maths and English content required can be easily identified, should have that content built into the apprenticeship programme. Apprentices working towards a qualification with embedded maths and English content, which have been rigorously quality assured, may then be considered for exemption from the requirement to resit maths and English GCSE. • Route C: Apprentices who, based on prior attainment, are very unlikely to attain grade 4 in maths and/or English despite multiple resits and who would benefit from pursuing a functional skills qualification in maths and/or English should be supported to achieve a pass in that form of qualification. (Recommendation, Paragraph 139)
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Department for Education
37
Conclusion
6th Report - Further Education and Skil…
Not Addressed
The evidence received by the Committee is overwhelmingly opposed to the Government’s decision not to fund level 7 apprenticeships for those aged 22 and over through the Growth and Skills Levy. The defunding of these apprenticeships will reduce uptake—particularly in key sectors such as healthcare—widen existing skills shortages, and limit …
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The evidence received by the Committee is overwhelmingly opposed to the Government’s decision not to fund level 7 apprenticeships for those aged 22 and over through the Growth and Skills Levy. The defunding of these apprenticeships will reduce uptake—particularly in key sectors such as healthcare—widen existing skills shortages, and limit career progression for many. (Conclusion, Paragraph 148)
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Department for Education
38
Recommendation
6th Report - Further Education and Skil…
Not Addressed
We recommend that the Department for Education re-introduces levy funding for level 7 apprenticeships for all ages within the eight growth- driving sectors and for regulated professions, such as healthcare. (Recommendation, Paragraph 149)
Department for Education
39
Recommendation
6th Report - Further Education and Skil…
Not Addressed
The Department must monitor the impact of defunding all other level 7 apprenticeships for those aged 22 and over and be willing to reintroduce levy funding where necessary. (Recommendation, Paragraph 150) Supporting further education students
Government response AI summary
Despite stating "ACCEPT", the government's response does not commit to monitoring the impact of defunding Level 7 apprenticeships for those aged 22 and over or to being willing to reintroduce levy funding. It instead discusses broader apprenticeship reforms and support for SMEs and younger apprentices.
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Department for Education
40
Conclusion
6th Report - Further Education and Skil…
Acknowledged
Poor mental health is a growing crisis for young people, with rising rates of anxiety, depression and eating disorders—particularly for those aged 17 to 19. The Government has pledged specialist mental health support in all schools and colleges, but the rollout of Mental Health Support Teams (MHSTs) has been slow—only …
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Poor mental health is a growing crisis for young people, with rising rates of anxiety, depression and eating disorders—particularly for those aged 17 to 19. The Government has pledged specialist mental health support in all schools and colleges, but the rollout of Mental Health Support Teams (MHSTs) has been slow—only 41% of post-16 students are currently covered. There is an urgent need for increased investment, faster implementation of MHSTs, and earlier intervention and personalised support. (Conclusion, Paragraph 159)
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Government response AI summary
The government states its commitment to improving mental health support for FE students through guidance, a whole-college approach, and the appointment of an FE Student Support Champion.
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Department for Education
41
Recommendation
6th Report - Further Education and Skil…
Not Addressed
The Government’s pledge of 100% MHST coverage by 2029–30 must be met and must include all post-16 students and trainees. We recommend that Government accelerates the rollout of Mental Health Support Teams with a particular focus on expanding coverage for post-16 settings, which has not kept pace with coverage for …
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The Government’s pledge of 100% MHST coverage by 2029–30 must be met and must include all post-16 students and trainees. We recommend that Government accelerates the rollout of Mental Health Support Teams with a particular focus on expanding coverage for post-16 settings, which has not kept pace with coverage for primary and secondary schools. In addition to 98 publishing the number and proportion of schools and post-16 settings with access to MHSTs, the Government must monitor, evaluate and publish the impact of this roll out. (Recommendation, Paragraph 160)
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Government response AI summary
The government states its commitment to improving mental health support for FE students through guidance, a whole-college approach, and the appointment of an FE Student Support Champion, but does not address accelerating MHST rollout or monitoring its impact.
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Department for Education
42
Recommendation
6th Report - Further Education and Skil…
Not Addressed
The Government must improve access to Children and Adolescent Mental Health Services (CAMHS) and adult mental health services for those children and young people with more severe mental health conditions and whose education is often interrupted for months or years at a time by the long waits for services and …
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The Government must improve access to Children and Adolescent Mental Health Services (CAMHS) and adult mental health services for those children and young people with more severe mental health conditions and whose education is often interrupted for months or years at a time by the long waits for services and treatment. (Recommendation, Paragraph 161)
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Government response AI summary
The government outlines existing commitments to improve mental health support for FE students through a whole-college approach, guidance, and the appointment of an FE Student Support Champion. It does not specifically address improving access to CAMHS and adult mental health services or reducing wait times …
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Department for Education
43
Conclusion
6th Report - Further Education and Skil…
Accepted
On average, economically disadvantaged students aged 16–19 do not perform as well as their peers or achieve the same educational outcomes. Per-pupil funding drops sharply after the age of 16, creating a cliff edge that limits support for disadvantaged students. Existing bursaries for disadvantaged students aged 16–19 are insufficient and …
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On average, economically disadvantaged students aged 16–19 do not perform as well as their peers or achieve the same educational outcomes. Per-pupil funding drops sharply after the age of 16, creating a cliff edge that limits support for disadvantaged students. Existing bursaries for disadvantaged students aged 16–19 are insufficient and inconsistently distributed. There is compelling evidence for the introduction of a student premium to match secondary school funding levels. Without targeted investment, disadvantaged learners risk falling further behind academically and professionally. (Conclusion, Paragraph 169)
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Government response AI summary
The government states it already funds financial support programmes for 16-19 year olds, including the Bursary Fund, and provides participation funding for learners with EHC plans and other adult support.
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Department for Education
44
Recommendation
6th Report - Further Education and Skil…
Rejected
We recommend that the Department for Education introduces a 16–19 student premium for disadvantaged post-16 students. This funding should be pegged to the Pupil Premium and would be a targeted investment for post-16 students who have been eligible for the Pupil Premium in the last six years. The Department should …
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We recommend that the Department for Education introduces a 16–19 student premium for disadvantaged post-16 students. This funding should be pegged to the Pupil Premium and would be a targeted investment for post-16 students who have been eligible for the Pupil Premium in the last six years. The Department should monitor the effectiveness of this premium on education outcomes and publish its findings. (Recommendation, Paragraph 170)
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Government response AI summary
The government rejects the introduction of a new 16-19 student premium, stating it already funds existing financial support programmes for 16-19 year olds, including the Bursary Fund and other support mechanisms.
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Department for Education
45
Conclusion
6th Report - Further Education and Skil…
Accepted
We also recommend that the Department utilises local authority-level data to identify and address the unique barriers in areas in which attainment across qualification pathways (including A Levels, T Levels, AGQs) is below the national average. (Recommendation, Paragraph 171)
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We also recommend that the Department utilises local authority-level data to identify and address the unique barriers in areas in which attainment across qualification pathways (including A Levels, T Levels, AGQs) is below the national average. (Recommendation, Paragraph 171)
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Government response AI summary
The government accepts the recommendation, stating Skills England is already strengthening jobs and skills data by mapping pathways and developing a new skills taxonomy. It will also develop a Local Skills Dashboard for effective data release and publish research interests by early 2026 to further …
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Department for Education
46
Conclusion
6th Report - Further Education and Skil…
Not Addressed
SEND policy is currently overseen by the Minister for School Standards whilst further education policy lies with the Minister for Skills. This split in ministerial responsibility has led to the neglect of FE SEND policy, as well as inefficiencies, limited accountability and policy fragmentation. Specialist further education should have its …
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SEND policy is currently overseen by the Minister for School Standards whilst further education policy lies with the Minister for Skills. This split in ministerial responsibility has led to the neglect of FE SEND policy, as well as inefficiencies, limited accountability and policy fragmentation. Specialist further education should have its own ministerial brief and be included in the Minister for Skills’ portfolio. (Conclusion, Paragraph 175)
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Department for Education
47
Recommendation
6th Report - Further Education and Skil…
Not Addressed
We recommend that the Department for Education consolidates FE SEND policy under the Minister for Skills’ portfolio. (Recommendation, Paragraph 176)
Department for Education
48
Conclusion
6th Report - Further Education and Skil…
Not Addressed
Local authorities in England are not legally required to provide free transport for the majority post-16 students with SEND, leading to inconsistent and often inadequate support. Financial pressures have 99 caused many councils to restrict eligibility and reduce services, making access to education more difficult for affected students. Families face …
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Local authorities in England are not legally required to provide free transport for the majority post-16 students with SEND, leading to inconsistent and often inadequate support. Financial pressures have 99 caused many councils to restrict eligibility and reduce services, making access to education more difficult for affected students. Families face complex application processes and increasing financial burdens. We have also heard about the benefits of offering young people travel training, including building independent life skills and saving costs of home to school transport. (Conclusion, Paragraph 185)
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Department for Education
49
Recommendation
6th Report - Further Education and Skil…
Not Addressed
We recommend that the Department for Education considers extending the statutory duty on local authorities to provide home-to-college transport for further education students with SEND from the age of 16 to
Department for Education
50
Recommendation
6th Report - Further Education and Skil…
Accepted
The Department must mandate that all local authorities provide travel training programmes for young people in this age group, for whom such training is appropriate, to promote independence and safe travel. The Department for Education must work with the Ministry of Housing, Communities and Local Government and the Department for …
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The Department must mandate that all local authorities provide travel training programmes for young people in this age group, for whom such training is appropriate, to promote independence and safe travel. The Department for Education must work with the Ministry of Housing, Communities and Local Government and the Department for Transport as they prepare to introduce a bespoke formula to recognise home to school transport costs. We support the recommendation of the Transport Select Committee with regard to the provision of bus passes for under 22-year- olds. (Recommendation, Paragraph 187)
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Government response AI summary
The Department states they already fund travel assistance to eligible students and provide guidance to local authorities. They are working with other departments on a bespoke formula to recognise home to school transport costs, with a consultation expected in 2026.
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Department for Education
51
Conclusion
6th Report - Further Education and Skil…
Accepted
Care leavers face significant challenges transitioning into further education, employment or training. Care leavers aged 19–21 are three times more likely not to be in education, employment or training than their peers. There is insufficient support for those transitioning into further education or training. There is also a lack of …
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Care leavers face significant challenges transitioning into further education, employment or training. Care leavers aged 19–21 are three times more likely not to be in education, employment or training than their peers. There is insufficient support for those transitioning into further education or training. There is also a lack of official data on post-16 education pathways, attainment and outcomes for those with care experience. (Conclusion, Paragraph 195)
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Government response AI summary
The government states "PLANS ALREADY IN PLACE", detailing the Youth Guarantee for 18-21 year olds and Skills White Paper commitments to strengthen identification and support for NEET young people, including care leavers, through improved data sharing, revised guidance, auto-enrolment pilots, and strengthened attendance tracking.
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Department for Education
52
Conclusion
6th Report - Further Education and Skil…
Accepted
As set out in our Children’s Social Care report, the Department for Education must develop a National Care Offer to harmonise the postcode lottery in entitlements and ensure that care leavers receive a minimum level of support, wherever they live. The Department for Education must also develop a strategy to …
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As set out in our Children’s Social Care report, the Department for Education must develop a National Care Offer to harmonise the postcode lottery in entitlements and ensure that care leavers receive a minimum level of support, wherever they live. The Department for Education must also develop a strategy to support all those with care experience as they transition from secondary school level to further education or training. The Department should create a transition programme for students including mentoring and orientation for care leavers entering further education, building on existing best practice. (Recommendation, Paragraph 196)
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Government response AI summary
The government states it has existing plans in place, such as the Youth Guarantee for 18-21 year olds and other support mechanisms like the September Guarantee, Raising the Participation Age, and the Risk of NEET Indicator, to support young people. It does not commit to …
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Department for Education
53
Conclusion
6th Report - Further Education and Skil…
Not Addressed
The Department must record data on post-16 pathways and attainment for those with care experience—including detailed data on qualifications, course types and completion rates. The Department should also monitor long-term outcomes—employment quality, income levels, and 100 higher education progression for those with care experience—and take steps to address existing disparities …
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The Department must record data on post-16 pathways and attainment for those with care experience—including detailed data on qualifications, course types and completion rates. The Department should also monitor long-term outcomes—employment quality, income levels, and 100 higher education progression for those with care experience—and take steps to address existing disparities through the National Care Offer. (Recommendation, Paragraph 197) Funding
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Government response AI summary
The government details existing initiatives like the Youth Guarantee and other support mechanisms for young people, but its response does not address the specific recommendation to record and monitor data on post-16 pathways and long-term outcomes for those with care experience.
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Department for Education
54
Conclusion
6th Report - Further Education and Skil…
Accepted
The further education sector faces significant funding challenges due to prolonged real-terms cuts since 2010, with per-student funding still below 2009–10 levels. A rise in the number of 16–18-year-olds over the coming years will continue to increase pressure on colleges and other providers, yet per-student funding has not kept pace …
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The further education sector faces significant funding challenges due to prolonged real-terms cuts since 2010, with per-student funding still below 2009–10 levels. A rise in the number of 16–18-year-olds over the coming years will continue to increase pressure on colleges and other providers, yet per-student funding has not kept pace with the consequences of this population bulge. Although the Chancellor promised additional investment in the 2025 Spending Review, this is only a modest increase after adjustment for inflation, and details about how the extra money will be allocated are unclear. Without substantial investment, per-student funding will fall further, undermining the Government’s reliance on the further education sector to achieve its national missions. (Conclusion, Paragraph 204)
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Government response AI summary
The government states £8.5 billion has been allocated for 16-19 programme funding in 2025/26, with an additional £400 million investment this year and nearly £800 million extra planned for 2026/27.
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Department for Education
55
Recommendation
6th Report - Further Education and Skil…
Accepted in Part
It is crucial that the Government increases per-student funding across all post-16 funding streams, based on a detailed assessment of need. We welcome the Chancellor’s pledge of £1.2 billion a year for the further education sector, which will see the overall budget rise by £400 million (in today’s prices) between …
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It is crucial that the Government increases per-student funding across all post-16 funding streams, based on a detailed assessment of need. We welcome the Chancellor’s pledge of £1.2 billion a year for the further education sector, which will see the overall budget rise by £400 million (in today’s prices) between 2025–26 and 2028–29. However, the Government must ensure this extra funding is sufficient to meet the needs of this crucial sector which has suffered long-term underfunding. Increased funding should be adjusted annually for inflation and for the rise in FE student numbers. (Recommendation, Paragraph 205)
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Government response AI summary
The government commits £8.5 billion for 16-19 programme funding in 2025/26, including an additional £400 million this year and nearly £800 million extra planned for 2026/27. It does not explicitly state that funding will be adjusted annually for inflation or student numbers.
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Department for Education
56
Conclusion
6th Report - Further Education and Skil…
Accepted
Colleges face significant challenges due to limited and short-term capital funding. Whilst recent allocations have addressed urgent maintenance needs, the lack of sustained capital investment prevents long-term improvements. The £300 million allocated for 2025–26 is insufficient given the scale of need across thousands of college buildings. Furthermore, access to capital …
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Colleges face significant challenges due to limited and short-term capital funding. Whilst recent allocations have addressed urgent maintenance needs, the lack of sustained capital investment prevents long-term improvements. The £300 million allocated for 2025–26 is insufficient given the scale of need across thousands of college buildings. Furthermore, access to capital funding is inequitable, with specialist colleges and sixth form colleges often being excluded from capital funding streams. Without ongoing and increased investment across the sector, colleges and other providers risk falling behind in providing modern, industry-aligned facilities which are essential for skills development and for delivering the ambitions of the Government’s Industrial Strategy. (Conclusion, Paragraph 211)
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Government response AI summary
The government details "PLANS ALREADY IN PLACE", including £6.7 billion in capital funding for education in 2025-26 with annual allocations to provide greater certainty for FE colleges. It also outlines existing alternative capital funding routes available to sixth form and specialist colleges, addressing concerns about …
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Department for Education
57
Recommendation
6th Report - Further Education and Skil…
Accepted
We recommend that the Department for Education increases capital funding significantly to support further education providers with modernisation and expansion. The increase in post-16 student numbers will be temporary, however, and therefore in some cases funding should be allocated to allow for a temporary expansion to the college estate to …
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We recommend that the Department for Education increases capital funding significantly to support further education providers with modernisation and expansion. The increase in post-16 student numbers will be temporary, however, and therefore in some cases funding should be allocated to allow for a temporary expansion to the college estate to avoid 101 ‘white elephant’ buildings as the impact of the fall in the birth rate comes through to the FE sector. The Department must also expand eligibility for capital funding programmes—including FE Capital Transformation and the Post-16 Capacity Fund—to specialist colleges and sixth form colleges. (Recommendation, Paragraph 212)
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Government response AI summary
The government has committed £6.7 billion in capital funding for education, including specific allocations for FE colleges and an additional £375 million for capacity expansion, with consideration for temporary needs in line with the recommendation.
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Department for Education
58
Conclusion
6th Report - Further Education and Skil…
Rejected
We also recommend that the Department for Education provides a one-off capital grant for specialist SEND colleges to address serious and urgent concerns around the condition of buildings and facilities. Furthermore, the Department must create a ring-fenced High Needs Fund for specialist SEND colleges at the national level to reduce …
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We also recommend that the Department for Education provides a one-off capital grant for specialist SEND colleges to address serious and urgent concerns around the condition of buildings and facilities. Furthermore, the Department must create a ring-fenced High Needs Fund for specialist SEND colleges at the national level to reduce reliance on local authority discretion, which currently leads to additional administrative costs, duplication and waste. (Recommendation, Paragraph 213)
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Government response AI summary
The government states existing annual funding mechanisms apply to special post-16 institutions but explicitly rejects creating a ring-fenced national High Needs Fund for specialist SEND colleges, stating local authorities determine priorities for un-ringfenced capital funding.
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Department for Education
59
Recommendation
6th Report - Further Education and Skil…
Rejected
Whilst academies and schools with sixth forms do not have to pay VAT, FE colleges and standalone sixth form colleges are not eligible for refunds in the VAT they incur on their expenditure. As colleges were reclassified as public bodies in 2022, this arrangement is unjustifiable and FE colleges and …
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Whilst academies and schools with sixth forms do not have to pay VAT, FE colleges and standalone sixth form colleges are not eligible for refunds in the VAT they incur on their expenditure. As colleges were reclassified as public bodies in 2022, this arrangement is unjustifiable and FE colleges and sixth form colleges should now benefit from a VAT exemption, which would align them with other post-16 education providers. (Conclusion, Paragraph 219)
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Government response AI summary
The government rejects the recommendation for VAT exemption for FE colleges, explaining that while education services are exempt, many public bodies cannot recover VAT on their expenditure, and any changes would need to be considered within broader public finances.
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Department for Education
60
Conclusion
6th Report - Further Education and Skil…
Rejected
The Department for Education must make the case to the Treasury that all FE providers—including FE colleges and sixth form colleges—be exempt from paying VAT on expenditure. The Department must update this Committee in writing on the outcome of these discussions by April 2026. (Recommendation, Paragraph 220)
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The Department for Education must make the case to the Treasury that all FE providers—including FE colleges and sixth form colleges—be exempt from paying VAT on expenditure. The Department must update this Committee in writing on the outcome of these discussions by April 2026. (Recommendation, Paragraph 220)
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Government response AI summary
The government states the recommendation is 'NOT TAKEN FORWARD,' explaining that while education services are exempt, colleges cannot recover VAT on expenditure like many public bodies, and any tax system changes require broader public finance considerations.
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Department for Education
61
Conclusion
6th Report - Further Education and Skil…
Rejected
There is a growing pay disparity between school and college teachers in England, with college staff earning significantly less—on average college teachers earn 15% less. This issue has led to staff dissatisfaction and has contributed to the recruitment and retention crisis. Whilst school-teacher pay is centrally reviewed and funded, college …
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There is a growing pay disparity between school and college teachers in England, with college staff earning significantly less—on average college teachers earn 15% less. This issue has led to staff dissatisfaction and has contributed to the recruitment and retention crisis. Whilst school-teacher pay is centrally reviewed and funded, college teacher pay decisions can be fragmented and underfunded, leading to inconsistent and often inadequate pay increases. Although recent Government funding has been welcomed, it has been described as a temporary fix rather than a structural solution to the long-standing inequity in pay. (Conclusion, Paragraph 227)
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Government response AI summary
The government explicitly states it has "no plans to establish a dedicated pay review body" for further education, asserting colleges are responsible for setting pay. It highlights recent and planned investment to support colleges in addressing staffing challenges.
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Department for Education
62
Recommendation
6th Report - Further Education and Skil…
Rejected
We recommend that the Department for Education establishes a statutory pay review body for colleges comparable to the School Teachers’ Review Body. This body should provide independent, evidence-based pay recommendations for teachers and staff and help to ensure equity of pay across the post-16 education sector. The Department for Education …
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We recommend that the Department for Education establishes a statutory pay review body for colleges comparable to the School Teachers’ Review Body. This body should provide independent, evidence-based pay recommendations for teachers and staff and help to ensure equity of pay across the post-16 education sector. The Department for Education must commit to closing the gap in pay between college teachers and their school counterparts within the current Comprehensive Spending Review period. The Department must keep the Committee regularly updated on its progress in meeting this commitment. (Recommendation, Paragraph 228) 102
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Government response AI summary
The government explicitly rejects establishing a statutory pay review body and committing to close the pay gap, asserting that FE colleges are responsible for setting pay, though it outlines other support for recruitment and retention.
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Department for Education
63
Conclusion
6th Report - Further Education and Skil…
Accepted
College teacher retention rates are significantly lower than in schools, with less than a quarter of college teachers remaining in the profession after ten years. Pay disparities, excessive workloads, limited professional development and job insecurity are causing burnout and undermining teachers’ confidence and contentment in their jobs. Whilst the Government …
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College teacher retention rates are significantly lower than in schools, with less than a quarter of college teachers remaining in the profession after ten years. Pay disparities, excessive workloads, limited professional development and job insecurity are causing burnout and undermining teachers’ confidence and contentment in their jobs. Whilst the Government offers targeted retention payments for those in the first five years of their careers and teaching select subjects, more experienced college teachers and specialist colleges are excluded. (Conclusion, Paragraph 235)
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Government response AI summary
The government highlights various existing plans and investments, including £800 million in 16-19 education, targeted financial incentives for early career teachers in priority subjects, and schemes to improve mentoring and professional development. It describes ongoing efforts to support recruitment and retention in the post-16 sector, …
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Department for Education
64
Conclusion
6th Report - Further Education and Skil…
Accepted
The Department for Education must address the underlying and unresolved reasons for the recruitment and retention crisis amongst school and college teachers, which include pay disparities, excessive workloads, limited professional development and job insecurity. In so doing, it must develop incentives for all post-16 teaching staff to remain in the …
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The Department for Education must address the underlying and unresolved reasons for the recruitment and retention crisis amongst school and college teachers, which include pay disparities, excessive workloads, limited professional development and job insecurity. In so doing, it must develop incentives for all post-16 teaching staff to remain in the profession. It must include specialist colleges within the targeted retention incentive payments scheme and consider alternatives to that scheme for mid- and late-career teachers. (Recommendation, Paragraph 236)
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Government response AI summary
The government details existing actions, including £800 million in additional funding for 16-19 education, targeted financial incentives for early career STEM teachers in FE, and initiatives to improve job security, workload, and wellbeing in partnership with unions.
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Department for Education
65
Recommendation
6th Report - Further Education and Skil…
Accepted
We recommend that the Department for Education develops and publishes a strategy for working with employers to secure a pipeline from skilled trades into vocational teaching, including staff who are retiring and secondments from larger organisations. (Recommendation, Paragraph 237)
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We recommend that the Department for Education develops and publishes a strategy for working with employers to secure a pipeline from skilled trades into vocational teaching, including staff who are retiring and secondments from larger organisations. (Recommendation, Paragraph 237)
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Government response AI summary
The government states it has 'PLANS ALREADY IN PLACE' through the Post-16 Education and Skills White Paper, which includes a commitment to strengthen the pipeline from skilled trades into vocational teaching, and specific initiatives like a £20 million FE Teacher Industry Exchange scheme.
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Department for Education
66
Conclusion
6th Report - Further Education and Skil…
Acknowledged
Funding for adult education and skills has declined sharply since the early 2000s, particularly in classroom-based learning. The Government’s reduction in adult education funding for 2025–26 will further undermine efforts to upskill the existing workforce and to support those who are out of work or struggling to progress. Reduced investment …
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Funding for adult education and skills has declined sharply since the early 2000s, particularly in classroom-based learning. The Government’s reduction in adult education funding for 2025–26 will further undermine efforts to upskill the existing workforce and to support those who are out of work or struggling to progress. Reduced investment in adult education threatens the Government’s broader social and economic goals on employment, health and digital inclusion. (Conclusion, Paragraph 243)
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Government response AI summary
The government states Skills England will inform funding decisions with data and analysis. It also outlines the existing Adult Skills Fund (ASF) which supports employment, social inclusion, and lifelong learning, confirming commitment to accessible education for those who need it most, and highlights the increased …
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Department for Education
67
Recommendation
6th Report - Further Education and Skil…
Deferred
Funding for adult education and skills must increase to meet demand and to ensure that those over the age of 19 are able to participate in, and benefit from, the Government’s national missions. The Government must assess demand for adult education and increase funding over the period of the current …
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Funding for adult education and skills must increase to meet demand and to ensure that those over the age of 19 are able to participate in, and benefit from, the Government’s national missions. The Government must assess demand for adult education and increase funding over the period of the current Comprehensive Spending Review to align with the Government’s missions. We expect Skills England to set out a clear articulation of the resources that are needed and to advocate within Government for increased funding. (Recommendation, Paragraph 244)
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Government response AI summary
The government states the recommendation is 'UNDER REVIEW,' deferring to Skills England to provide data and analysis to inform future funding decisions, while clarifying that major funding decisions remain with government ministers.
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Department for Education
68
Recommendation
6th Report - Further Education and Skil…
Accepted
As adult education policy and funding transitions to the Department for Work and Pensions, the Government must ensure that learning and training opportunities remain accessible to anyone seeking to enhance their skills, broaden their knowledge, or take incremental steps toward personal development. Adult learning must not be narrowly framed as …
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As adult education policy and funding transitions to the Department for Work and Pensions, the Government must ensure that learning and training opportunities remain accessible to anyone seeking to enhance their skills, broaden their knowledge, or take incremental steps toward personal development. Adult learning must not be narrowly framed as a pathway to employment alone—it also serves as a vital tool for social inclusion, personal fulfilment, and lifelong learning. Adult education 103 and skills policy should reflect the diverse motivations of adult learners and safeguard opportunities for education at every stage of life. (Recommendation, Paragraph 245) 104
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Government response AI summary
The government states 'PLANS ALREADY IN PLACE' through the Adult Skills Fund, which includes £1.4 billion annual spending, covers 'wider outcomes of learning' beyond employment, and provides fully funded entitlements for essential skills and first Level 2 or 3 qualifications.
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Department for Education