Recommendations & Conclusions
21 items
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
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
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
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
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
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
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
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
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
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
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