6th Report - Further Education and Skills

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 … Read more 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) Show less

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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 … Read more 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) Show less

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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 … Read more 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) Show less

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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 … Read more 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) Show less

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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, … Read more 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) Show less

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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)

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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

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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 … Read more 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) Show less

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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 … Read more 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) Show less

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We recommend that the Department for Education consolidates FE SEND policy under the Minister for Skills’ portfolio. (Recommendation, Paragraph 176)

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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

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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 …

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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 …

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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 …

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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; …

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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 …

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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 …

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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 …

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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 …

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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 …

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