Open Awards News

Kids Planet and Open Awards launch Outdoor Learning Apprenticeship!

Fri, 29 Sep 2023 00:00:00 GMT

https://openawards.org.uk/whats-new/news/kids-planet-and-open-awards-launch-outdoor-learning-apprenticeship/https://openawards.org.uk/2357.aspxFri, 29 Sep 2023 00:00:00 GMT

The Kids Planet Training Academy is thrilled to have launched a new Level 5 Outdoor Learning Specialist Apprenticeship.

This apprenticeship supports both outdoor leads (such as sports coaches) and Udeskole leads (within our very own outdoor learning accreditation), in the design planning and delivery of programmes that provide a range of outdoor learning experiences for early years using sport, outdoor activities and experiences supporting wellbeing, connection to nature, and simply a love of being outdoors.

This week at the Academy, the team held an induction for the first cohort of Outdoor Leads undertaking the Outdoor Learning Specialist Level 5 Apprenticeship.

Gill Mason, Head of Training and Development at Kids Planet, said:

“Kids Planet is passionate about supporting outdoor learning recognising that outdoor learning is a vital part of children’s development and wellbeing. We understand the importance of ensuring our team has the skills and opportunities to ensure quality experiences and opportunities are wide and varied for our children, whilst truly embracing outdoor learning.”

Open Awards are thrilled to work with Gill and the team to offer the End Point Assessment for this Apprenticeship Standard and look forward to welcoming the first cohort!

Open Awards attend The Pharmacy Show 2023.

Mon, 16 Oct 2023 00:00:00 GMT

https://openawards.org.uk/whats-new/news/open-awards-attend-the-pharmacy-show-2023/https://openawards.org.uk/2370.aspxMon, 16 Oct 2023 00:00:00 GMT

Our very own Clare Filipowicz was lucky enough to attend The Pharmacy Show on Monday 16th October.

Here are her observations of the day including her 'Hot Topics' discussed on the day!

'Today it was so lovely to meet the number of inspirational people who are representing the role of the Pharmacy Technician.

For example, Katrina Worthington who began working in Pharmacy at 16, first training as a hospital Pharmacy Technician and then undertaking not only a graduate degree but also a master's degree in law whilst also working as community Pharmacy Technician. She is now a valued member of community pharmacy England advising on all aspects of legislation and regulations.

At the event I met with Donna Bartlett and Emma Guerin who are raising the profile of Pharmacy Technicians with the work they do as part of APTUK the representative body for Pharmacy Technicians. Donna has really helped raise the voice of the Pharmacy Technician and has sat on various consultations to help represent the Pharmacy Technician sector.
Emma is leading up the Welsh division of APTUK and gave a really insightful presentation on how the role of the Technician in Wales is evolving with many differing roles available such as dispensary leads, inhaler reviews, care home services and medicines, optimisation to mention but a few.

We also heard from Rebecca Chamberlain who I last worked with back in 2016 when she was working with Health Education Wales. Since then, Rebecca has completed a master's degree in education and has undertaken valuable research in relation to the Pharmacy Technician profession and is an experienced GPHC committee member and advisor with cross sector governance experience in health, professional regulation, and education sectors. Rebecca was a 'Women on Boards bursary winner 21/22' and now advises on standards for the British optical council. I really enjoyed the session and hearing her speak again.

Finally, I finished the day listening to Alison Hemsworth, the founder and chair of Pharmacy Technicians International. Alison is passionate about the research and development of the Pharmacy Technician role and has been pivotal in speaking up on behalf of the profession.

Hot Topics:

The hot topics discussed included the consultation and proposed amendments to be made to the medicines act to give Pharmacy Technicians more responsibility when it came to supervision, raising the profile of Pharmacy support staff and their valuable experience and the proposed introduction to allow Pharmacy Technicians to supply medicines as a patient group directive. Obviously with these additional responsibilities it highlights the importance of undertaking additional and appropriate training to allow the Pharmacy Technician to undertake their job in a professional, safe and competent manner and I was keen to see what this might look like.

The level 3 standard for the Pharmacy Technician role will be reviewed in the near future and it is expected that this will be updated to reflect these key roles and the knowledge, skills and behaviors that will need developing.

Confessions of an Adult Apprentice - How to beat those Functional Skills Anxieties.

Mon, 30 Oct 2023 00:00:00 GMT

https://openawards.org.uk/whats-new/news/confessions-of-an-adult-apprentice-how-to-beat-those-functional-skills-anxieties/https://openawards.org.uk/1886.aspxMon, 30 Oct 2023 00:00:00 GMT

Confessions of an Adult Apprentice…..

Completing a Level 2 Functional Skills in mathematics can be an anxiety-inducing journey for many individuals. I know this only too well.

I am currently studying my Level 7 Business Scale Up Leadership degree apprenticeship. Whilst the course is fantastic (big up to Liverpool John Moore University and my employers Open Awards) in order to complete, I need to achieve my Level 2 Maths Functional Skills. I was hopeless at Maths back in school and I am still hopeless now.

My anxieties stem from a variety of sources, including the fear of math, past negative experiences, self-doubt, and the pressure that I put on myself to meet educational and career goals.

I thought it would be fun to explore some of the common anxieties associated with completing Level 2 Functional Skills in maths in a bid to make myself feel better and hopefully alleviate anyone else’s anxiety too! I do refer to some most commonly used coping mechanisms at the end of the article so head straight there if you need to:

Maths Anxiety:

For those pursuing Level 2 Functional Skills in maths, the fear of math can be paralyzing. This anxiety can lead to feelings of inadequacy, self-doubt, and even physical symptoms like sweaty palms and a racing heart when faced with math-related tasks.

Fear of Failure:

There is often immense pressure to succeed in Level 2 Functional Skills in maths, as these qualifications can be crucial for career advancement or further education. The fear of failing, not meeting expectations, or not achieving the required level can cause a significant amount of stress.

Past Negative Experiences:

Previous experiences with math, especially negative ones, can be a significant source of anxiety. Individuals who struggled with math in school (like many of us!) may carry those negative emotions into their Level 2 Functional Skills journey, making it challenging to approach the subject with confidence.

Time Constraints:

Many people pursuing Level 2 Functional Skills in maths are balancing their studies with other responsibilities, such as work and family commitments. The pressure to find time to study and complete coursework can enhance anxiety.

Complex Concepts:

Level 2 mathematics can involve more complex and abstract concepts, which can be intimidating for those who are not mathematically inclined. Learning and applying these concepts can be challenging, leading to anxiety.

Coping Strategies:

It's important to acknowledge these anxieties and take proactive steps to address them. Here are some coping strategies:

Seek Support: Reach out to educators, tutors, or support networks to get the assistance you need. Don't hesitate to ask questions or seek clarification on challenging topics.
Manage Your Time: Plan your study schedule and allocate specific time slots for coursework. Breaking the learning process into manageable chunks can reduce anxiety related to time constraints.
Positive Mindset: Practice self-compassion and focus on your achievements and progress rather than dwelling on perceived failures. A positive mindset can boost your confidence.
Practical Application: Apply math to real-life situations to make it more relatable and less abstract. This can help demystify complex concepts. I like work our percentages based on real life scenarios i.e. there is 35% off this dress. How much would you pay?
Breathing and Relaxation Techniques: When anxiety strikes, employ deep breathing exercises and relaxation techniques to calm your nerves.

If you remember anything form this article, please remember this - Learning is a process. Don't rush and take one step at a time. Celebrate your small victories and congratulate yourself for undertaking such a big step to develop your knowledge and skills!

Open Awards partner with Pass Functional Skills to offer FREE Functional Skills diagnostic tool

Thu, 02 Nov 2023 00:00:00 GMT

https://openawards.org.uk/whats-new/news/open-awards-partner-with-pass-functional-skills-to-offer-free-functional-skills-diagnostic-tool/https://openawards.org.uk/2454.aspxThu, 02 Nov 2023 00:00:00 GMT

As the demand for Functional Skills increases, so does the stress and pressure put upon schools, training providers, universities and colleges.

This is why we are delighted to announce that we have partnered with one of our Functional Skills providers, Pass Functional Skills to offer our providers a free diagnostic tool.

Oliver Naylor from Pass Functional Skills explains more....

'Our learners require functional skills for a myriad of reasons that collectively can be summarised as career progression. For some this means gaining entry into University, for others it is to help them complete an apprenticeship.

We also have learners in alternative education that undertake these qualifications to help build confidence and skills they can use in other areas of their lives. 

We initially developed the diagnostic tool for our learners and educators to use internally to help them identify which course a learner should be enrolled on and what gaps in knowledge they had. We quickly realised how useful the tool was and took the decision to offer this service to all training providers and learners free of charge.'

To find out how you can use the tool, click here.

SEND Forums - Bringing together networking, best practice and learning

Thu, 02 Nov 2023 00:00:00 GMT

https://openawards.org.uk/whats-new/news/send-forums-bringing-together-networking-best-practice-and-learning/https://openawards.org.uk/2458.aspxThu, 02 Nov 2023 00:00:00 GMT

In order to provide addition information and support to our SEND Providers, we host periodic SEND Forums.

These Forums are designed to bring together like minded SEND professionals, regardless of their role in their organisation – to listen and discuss topical issues, highlight new initiatives and share best practice.

Forums are for one hour and purposefully arranged at 4.00pm to allow delegates to attend outside their committed teaching hours.

Delegates are able to hear first-hand from active practitioners, interact with fellow delegates, share resources and any presentation / guest speaker slides are distributed.

The next two Forums are scheduled for:

* 30^th November 2023 - Vocabulary and closing the word gap with Chatty Learning

* 7^th December 2023 - External Work Placements – part of the People First Learners Hospitality Programme.

Peter Steel, Open Awards Business Development Manager says, ‘These Forums are a great way to connect those working in a SEND setting – creating an opportunity in which to discuss themes that will enhance the planning and delivery of programmes and activities that will support Learners to progress into further study, employment or independence. By engaging active practitioners to front each Forum, we are able to present first-hand knowledge and experience that is current and relevant’.

The Forums are free, open to current or potential Providers and can be booked here.

We also offer free, dedicated curriculum planning sessions as a follow-up option. Book your session by visiting: https://calendly.com/peters-curriculum/60min or https://calendly.com/kayleigh-curriculum/curriculum-growth

Happy World Access to HE Day!

Fri, 17 Nov 2023 00:00:00 GMT

https://openawards.org.uk/whats-new/news/happy-world-access-to-he-day/https://openawards.org.uk/2455.aspxFri, 17 Nov 2023 00:00:00 GMT

On World Access to HE Day, we are celebrating by sharing all the wonderful success stories, tutor tales and progression stories that have moved us, inspired us and make us proud to be an Access Validating Agency regulated by QAA.

Julie Mizon who sits on our Business Development Committee has been involved in Access to HE for over 30 years, so we thought it was a good time to interview her and really understand what's the big deal with Access to HE.....

What does Access to HE mean to you?

'If I was to put it into one word what the Access to HE Diploma means to me, I would say transformational. It has the potential to transform the lives of students that study the qualification'

What is so special about the course?

'Special is a word I hear very often associated with the Access to HE Diploma. The Access to HE Diploma in one form or another started life over 40 years ago. This qualification was designed by members of higher education institutes looking to support adults previously ineligible to enter higher education because of a lack of traditional qualifications.

Fast-forward 40 years and the qualification continues to provide opportunities for adults to progress to HE and higher study, including, for example onto an apprenticeship. There are now over 1200 access courses available across England, Wales and NI. Access to HE Diplomas have been designed to be responsive to changes in circumstances. Something that was observed during the pandemic'.

Who would benefit from taking an Access to HE course?

'Not only do students on an Access to HE Course benefit in terms of progression into higher study, but you can also see the positive impact this can have on their wider family. The opportunity to see a student work their way through an Access to HE Diploma and progress into higher study can be inspirational! This qualification supports the mission of further education to be responsive to the needs of local communities, whilst contributing to skills formation in key occupational areas. This qualification can support the growth of both the local and national economy. It is such a special qualification!'

Access to HE learners are usually adults learners who are embarking on their own lifelong learning journey. What are your thoughts on this?

'Overall, I believe that Lifelong learning is a valuable and rewarding pursuit that will help individuals enrich their lives. Lifelong learning should be seen as access to education for all, whether you are 7 or 107. This should also translate to the funding of education being available to all, at any time. Lifelong learning is important for personal fulfilment and well-being, social inclusion and helping individuals upskill/reskill– just to name a few!'

To find out more on the amazing Access to HE Courses that we offer here at Open Awards, click here

Our level 2 Pharmacy Certificate is now available on the Health (Pharmacy Services) apprenticeship framework for Wales.

Thu, 07 Dec 2023 00:00:00 GMT

https://openawards.org.uk/whats-new/news/our-level-2-pharmacy-certificate-is-now-available-on-the-health-pharmacy-services-apprenticeship-framework-for-wales/https://openawards.org.uk/2527.aspxThu, 07 Dec 2023 00:00:00 GMT

At Open Awards, we are delighted that our Level 2 Certificate in the Principles and Practice for Pharmacy Support Staff has been designated by Qualifications in Wales and is now available on the Health (Pharmacy Services) apprenticeship framework in Wales.

Irene Oliver, our Product Development Officer shares her excitement...

"This qualification is approved by the General Pharmaceutical Council and is designed to confirm occupational competence working in a wide range of Pharmacy settings. The qualification covers the knowledge, skills and behavior within the GPhC Education and Training Standards.

It's such an exciting qualification and includes topics such as:

Person-Centered Care
Teamwork in a Pharmacy Setting
Dispensing and Supply of Medicines.

It allows learners to progress within their role and formalise both their training and learning.'

Open Awards are very proud to be able to provide this qualification in Wales, with qualification guides available in both English and Welsh, to continue our mission of changing lives through learning.

If you are interested in delivering this qualification, please get in touch and a member of our team will contact you to discuss.

Exploring Digital Youth Work

Wed, 13 Dec 2023 00:00:00 GMT

https://openawards.org.uk/whats-new/news/exploring-digital-youth-work/https://openawards.org.uk/2558.aspxWed, 13 Dec 2023 00:00:00 GMT

We all know what Youth Work is, but what is 'Digital Youth Work' and what does it mean for the sector?

We asked our very own Teri Greaves who had recently attended a 'Digital Youth Work' webinar hosted by our friends at the National Youth Agency to explain to us.......

'I recently attended a webinar hosted by the National Youth Agency and Space Youth Work on how Digital Youth Work can make an impact on young people’s lives.

It was a real eye opener as to what digital means for the sector and how it can impact the future of the sectors work.

Going into this webinar with little knowledge of what digital could or should mean, my initial thoughts were that we would discuss youth workers and young people meeting on zoom for a chat. Well, that’s only one of the ways we can encourage young people to engage!

Digital Youth Work doesn’t necessarily mean you can’t be face to face but it’s how we use technology around us to engage with the next generation. This could include using computers and other types of technology to support young individuals in activities like, game design, coding, graphic design, and media production.

Now comes the fun bit - Digital can also include virtual reality, meeting in online spaces, gaming with others at a youth centre or from the ease of their home. Going digital is a real opportunity for youth workers to work with young people in spaces where they may feel more comfortable and it can also make it more accessible for those who don’t live close by to a youth centre, struggle to engage in person or are struggling with their mental or physical health.

At Open Awards we currently offer a range of Youth Work qualifications from Level 2- Level 4. For me, it’s vital that we keep these qualifications current and consider how digital youth work can be embedded into these.

Digital Youth Work is beneficial to youth workers to help them feel more confident, better understand how the youth use technology and the positives and negatives that come with this. It’s impossible to escape technology - if we don't choose to embrace it, we will only be left behind.

I'm very excited to extend these conversations with the National Youth Agency and see how we can make a digital impact in the sector!

For more information on our fabulous Youth Work qualifications please click here.

If you would like to discuss working with us for your End Point Assessment on the Level 3 Youth Work standard, please click here.

Open Awards - Investing in Apprentices

Fri, 02 Feb 2024 00:00:00 GMT

https://openawards.org.uk/whats-new/news/open-awards-investing-in-apprentices/https://openawards.org.uk/2564.aspxFri, 02 Feb 2024 00:00:00 GMT

As we continue to celebrate National Apprenticeship Week 2024, we want to celebrate all the employers out there that invest in apprentices.

At Open Awards, we strongly believe that investing in apprentices not only supports the future generation at a regional level, it also supports the national campaign to support economic growth and development within the amazing talent pools that already exist nationwide.

Here, our Director of Service Delivery, Paul Henderson-Griffiths, explains why Open Awards sees value in the investment of apprenticeships.

'Here at Open Awards, we have hired numerous apprentices, including Greg who was a business administration apprentice with us. Employing apprentices has brought us numerous benefits as an awarding organisation. By bringing in an apprentice, we have been able to work with them to really foster and embed our company ethos and values and tailor the support they receive to support their development needs. I believe this has helped our apprentices to grow and progress quickly within our organisation. Greg for example, within a 12-month period has completed his apprenticeship and has progressed to a dual role as a Customer Service Advisor and building our qualifications. Apprentices are also great for bringing in a new perspective and fresh thinking to business and we have seen this recently at Open Awards with our Data Apprentice Matthew.

For us apprenticeships contribute to a culture of continuous learning within Open Awards. As apprentices acquire new skills and knowledge, they can apply these directly to their roles. This infusion of fresh perspectives and ideas from apprentices can be particularly valuable in helping us develop and grow overall as an organisation. Open Awards has benefitted from a diverse pool of talent of our apprentices.

Moreover, having apprentices at Open Awards in all positions but especially in administration positions fosters a sense of loyalty and commitment among employees. Apprentices are likely to feel a strong connection to the organisation that invests in their professional development. In the long run, having skilled and committed apprentices enhances the overall effectiveness of our business and for us there is a sense of pride and satisfaction in helping to support and develop the careers of our apprentices.'

As part of our commitment to apprentices nationwide, we are also proud to be a registered End Point Assessment Organisation for many standards. Make sure to check them out here and get in touch for a chat if you would like to discuss any upcoming EPA's for your apprentices.

Celebrating our Apprenticeship Success

Fri, 09 Feb 2024 00:00:00 GMT

https://openawards.org.uk/whats-new/news/celebrating-our-apprenticeship-success/https://openawards.org.uk/2604.aspxFri, 09 Feb 2024 00:00:00 GMT

On Celebration Friday, Business Development Manager, Teri Greaves, talks us through how we have gone from strength to strength with our End Point Assessment offer and shares how the business invests in apprenticeships.

'The last year has been exciting at Open Awards, as an End-point Assessment Organisation who are currently approved for many apprenticeship standards with more to come! As the Business Development Manager, I have had the opportunity to be involved in discussions with employers and training providers in a range of different sectors who are supporting individuals through their apprenticeship journey. This has really allowed me to reflect on how important apprenticeships are to our current climate.

I often hear conversations about skills shortages in various sectors among employers and apprenticeships are a great way to fill this gap. Being able to gain sector specialist knowledge and on the job experience whilst learning is super essential to ensuring businesses are getting the right individuals for the roles required. Apprenticeships allow individuals to gain work experience and learn more about the industry all whilst being paid. Apprenticeships can also be used for those already in their role but would like to further expand their knowledge and understanding to move up the ranks. This allows opportunity to reduce the skills gaps and help employers to get the right individuals for their roles. Apprenticeships also offer an alternative route into education and work for those who are not able to go to college or university due to various reasons and may not have the relevant experience or skills to apply for a job straight out of school.'

Open Awards not only support learners entering gateway, but we also invest in apprentices too. We currently have staff who are undertaking a Data Technician Apprenticeship and a Level 7 Scale-up Leadership apprenticeship. It is great to see Open Awards supporting and developing staff and getting to be a part of their learning journey too.

The Power of Social Prescribing in Healthcare

Thu, 14 Mar 2024 00:00:00 GMT

https://openawards.org.uk/whats-new/news/the-power-of-social-prescribing-in-healthcare/https://openawards.org.uk/2645.aspxThu, 14 Mar 2024 00:00:00 GMT

To celebrate Social Prescribing Day 2024 our Head of Product Development Julie Goodwin gives an overview of Social Prescribing and how it works.

'Social prescribing is a healthcare approach that connects people to community resources and activities that can improve their health and well-being. It's not about medication, but rather about addressing social factors that can affect health.

Here's a breakdown of how it works:

Focus on social determinants of health: Social prescribing acknowledges that social, economic, and environmental factors can significantly impact a person's health. Loneliness, for instance, can worsen chronic conditions.
Referral by healthcare professionals: Doctors, nurses, or other healthcare providers can refer patients to social prescribing programs.
Link workers as guides: Social prescribing link workers meet with patients to understand their needs and goals. They then connect them with relevant community programs and services.
Examples of community resources: These can include social groups, exercise programs, arts activities, or even services like debt counselling or housing assistance.

Overall, social prescribing aims to:

Improve mental and physical health
Reduce social isolation
Empower people to manage their own health

If you're interested in learning more, you can find information on the NHS England website.

Celebrating our Health Qualifications

Fri, 05 Apr 2024 00:00:00 GMT

https://openawards.org.uk/whats-new/news/celebrating-our-health-qualifications/https://openawards.org.uk/2668.aspxFri, 05 Apr 2024 00:00:00 GMT

As we celebrate World Health Day 2024, our Head of Quality and Standards, Andrew Bardsley, shares his love for our Health Qualifications and explains how they are developed to bridge the skills gap and meet the demand of local authorities across the UK.

'Open Awards Health Qualifications prepare learners for the health workforce through a comprehensive curriculum that combines theoretical knowledge with practical skills.

Our qualifications are designed in consultation with industry experts and stakeholders to ensure that the content is up-to-date and relevant to the needs of the health workforce. We often work with local authorities and support the skills gaps highlighted in Local Skills Improvement Plans. Due to this, learners are then equipped with a solid understanding of theoretical concepts current to their chosen field within the sector. This includes topics such as anatomy, physiology, medical terminology, pharmacology, psychology, and healthcare ethics.

Our Access to HE courses have specific routes for medicine, nursing, midwifery and health professionals allowing progression into roles such as doctors, healthcare assistants, nurses, medical technicians, operating department technician, public health workers, medical research, community health workers, dieticians, therapists and many more. Assessment methods used in these qualifications often include a mix of written exams, practical assessments, case studies, and portfolio assessments. This ensures that learners demonstrate both theoretical understanding and practical competency before they enter the workforce.

Open Awards Health Qualifications align with relevant professional standards and regulatory requirements, ensuring that learners are prepared to meet the expectations of employers and regulatory bodies within the healthcare sector. For example, we work with the General Pharmaceutical Council who regulate out pharmacy and aseptic qualifications to prepare learners and apprentices working in Pharmacy. Such courses incorporate clinical experience and/or work placements within healthcare settings. This provides learners with firsthand exposure to the realities of working in the field, allowing them to apply their theoretical knowledge in real-world scenarios under the guidance of experienced professionals. In other qualifications learners may engage in laboratory work, simulations, and practical exercises to develop essential skills required in the health workforce.

I am extremely proud to work for an awarding organisation that develops fantastic health qualifications that equip learners with the knowledge, skills, and practical experience necessary to succeed in various roles within the healthcare workforce.'

If you are interested in delivering any of our Health related qualification, get in touch for a chat.

Open Awards working towards Cyber Essentials Plus Certification

Tue, 16 Apr 2024 00:00:00 GMT

https://openawards.org.uk/whats-new/news/open-awards-working-towards-cyber-essentials-plus-certification/https://openawards.org.uk/2711.aspxTue, 16 Apr 2024 00:00:00 GMT

This week is UK Cyber Week and we are super excited to announce that we are working towards the Cyber Essentials Plus Certification!

Our IT, MIS and Data manager, Denise Keogh, explains what this means and why we are taking Cyber Security so seriously....

"Open Awards recognises that robust cybersecurity practices are imperative for organisations to protect against relentless cyber threats. That's why we are diligently working in partnership with MRD Technologies to complete the rigorous process of attaining Cyber Essentials Plus certification.

Cyber Essentials Plus is the highest level of certification available under the scheme. It ensures that organisations have effectively implemented essential security controls to safeguard against common cyber threats. Unlike the baseline Cyber Essentials certification, Cyber Essentials Plus involves a hands-on technical assessment by skilled security consultants. This assessment identifies vulnerabilities and provides a cost-effective way to enhance security measures.

Open Awards’ pursuit of Cyber Essentials Plus demonstrates our unwavering commitment to maintaining the highest standards of cybersecurity. By actively participating in this scheme, we contribute to raising awareness and promoting best practices across the industry."

We will keep you posted on our progress, so stay tuned.

Clare Filipowicz presents at Association of Pharmacy Technicians UK East Midlands Branch Relaunch

Wed, 18 Sep 2024 00:00:00 GMT

https://openawards.org.uk/whats-new/news/clare-filipowicz-presents-at-association-of-pharmacy-technicians-uk-east-midlands-branch-relaunch/https://openawards.org.uk/9808.aspxWed, 18 Sep 2024 00:00:00 GMT

Clare Filipowicz, External Quality Assurer - Pharmacy

In addition to my role at Open Awards, I also volunteer for the Association of Pharmacy Technicians UK (APTUK), where I help lead the East Midlands Branch alongside a small team. Friday 6th September, at the APTUK conference in Nottingham, we proudly relaunched the branch, and I had the privilege of delivering a speech about my work at Open Awards and my deep passion for education and training.

During my talk, I highlighted how we can collaboratively elevate the standards of education and training, the critical importance of lifelong learning, and how best to support pre-registration pharmacy technicians during their training. We also explored how the role of the pharmacy technician has evolved, with new opportunities emerging in specialist fields, and the need for tailored training pathways to foster this development.

I am also eager to engage with various sectors of pharmacy to raise awareness of APTUK, especially within community pharmacy, where we currently have limited representation and aim to recruit more members.

View a copy of the presentation from the day here or get in touch to talk to Clare about how we can continue to raise the profile of Pharmacy Technician education and training across the UK.

NEW Adult Skills Fund 2024/25

Thu, 19 Sep 2024 00:00:00 GMT

https://openawards.org.uk/whats-new/news/new-adult-skills-fund-202425/https://openawards.org.uk/9822.aspxThu, 19 Sep 2024 00:00:00 GMT

The Adult Education Budget (AEB) was replaced by the Adult Skills Fund (ASF) no 1^st August 2024.

Funding rates for individual qualifications are now determined by multiplying the relevant hourly rate for the sector subject areas (SSA) of the qualification by the number of guided learning hours (GLH) as assigned by the Awarding Organisation and recorded on Ofqual’s register of regulated qualifications. These hourly rates recognise the relative costs of delivering training in different sectors and subjects and provide a boost for training in those sectors identified as having greatest skills needs.

This guide has been produced to enable you to quickly see which Open Awards qualifications are eligible for funding for 2024/25 academic year under the following streams:

14-16
16-19
Advanced Learner Loans
Local Flexibilities (ASF)
Legal Entitlement (ASF)
Level 3 Free Course Jobs (ASF)

In addition, Open Awards is able to support you with the delivery of non-regulated provision.

You can view the status of all qualifications available through the ‘Find a Learning Aim’ tool.

If you would like support with developing your curriculum and maximising your funding allocations, please contact us on enquiries@openawards.org.uk to arrange a free curriculum planning session.

Celebrating World Mental Health Day 2024

Tue, 08 Oct 2024 00:00:00 GMT

https://openawards.org.uk/whats-new/news/celebrating-world-mental-health-day-2024/https://openawards.org.uk/9827.aspxTue, 08 Oct 2024 00:00:00 GMT

The theme for this year’s ‘World Mental Health Day’ is ‘It Is Time to Prioritise Mental Health in the Workplace’, underscoring the critical importance of mental health in professional settings.

The campaign is dedicated to advocating for mental health within the workplace, with the aim to highlight the essential role of mental health in professional environments, advocating for workplaces where mental health is prioritised, protected, and promoted.

Here at Open Awards, we work hard to ensure that the mental health and wellbeing of our staff is at the forefront of conversation across the organisation, and one way we promote this is through our Health and Wellbeing Group.

Led by Open Awards employees, the Health and Wellbeing Group actively ensure mental health discussions take place, whether this is through our annual staff wellbeing survey, or through our monthly Health and Wellbeing newsletter. Below, a few of our Health and Wellbeing Group members share their thoughts on the importance of an open dialogue about mental health in the workplace

Anita Till – Director of Finance

The Health & Wellbeing Group brings members of different teams across the organisation together. We brainstorm ideas and initiatives to try and support employees with their health and wellbeing and raise awareness. It’s great to have a mix of staff contributing as remote workers may have different experiences to office-based staff, for example. I’d like to think we prioritise mental health not just on World Mental Health Day but every day.

Anthony Hasell-Sims – Assessment Standards and Validation Manager

Being a member of the Health and Wellbeing group enables me to communicate ideas from my colleagues, as to how we can improve the health and mental health issues people face on a day-to-day basis. A newsletter is produced monthly by which we can communicate our ideas to all staff across the organisation. This includes interesting facts, real life experiences of what people achieve inside and outside of work, and various recipes aimed to improve overall health.

Mental health is a priority and we ensure when we meet, that we discuss issues raised by ourselves and colleagues and put actions in place to help people cope with everyday life.

Sam Belk – Quality and Standards Advisor

Open Awards cares about staffs’ mental wellbeing and it is a privilege to be part of the Health and Wellbeing group. It gives the group the opportunity to discuss ways of supporting mental health and ensures that the subject of mental health in the workplace is never off the agenda. The newsletter is a great way to share ideas, tips and recipes and the opportunity for staff to share their hobbies and interests. Completing my own qualification for mental health in the workplace has given me a greater understanding of how important mental health is to support a happy and productive team at work.

Whilst we recognise there is always more we can do to support the ongoing mental health and wellbeing of our staff, it is clear that Open Awards has made great strides in ensuring mental health is never off the agenda. Let’s keep the conversation going!

AI in Education Summit

Wed, 09 Oct 2024 00:00:00 GMT

https://openawards.org.uk/whats-new/news/ai-in-education-summit/https://openawards.org.uk/9829.aspxWed, 09 Oct 2024 00:00:00 GMT

Open Awards is delighted to announce our co-hosting of an AI in Education Summit, in conjunction with Disrupt HR.

The Liverpool AI in Education Summit invites education leaders, tech enthusiasts and innovators to explore the transformative power of AI. With a focus on how generative AI technologies impact education and professional development, attendees will gain valuable insights from keynote speakers like Dr. Natalie Kenny (CEO, BioGrad Group), James Pallister (Metaverse Learning), and Professor David Reid (Liverpool Hope University). Join the discussion on AI ethics, network with industry experts, and learn how to harness AI in your education setting.

Event Details:

Date: Tuesday 5^th November 2024
Time: 1:00 PM – 6:30 PM
Venue: Open Awards, Estuary Commerce Park, 17 De Havilland Drive, Liverpool, L24 8RN

Register now for your free, early bird tickets and stay ahead in the AI revolution.

For more information and registration, visit Liverpool AI Summit Tickets, Tue, 5 Nov 2024 at 1:00 PM | Eventbrite

BRILLIANT Expo 2024 - Highlights and takeaways

Wed, 16 Oct 2024 00:00:00 GMT

https://openawards.org.uk/whats-new/news/brilliant-expo-2024-highlights-and-takeaways/https://openawards.org.uk/9854.aspxWed, 16 Oct 2024 00:00:00 GMT

by Abigail Black - Business Development Officer at Open Awards

I had an amazing time at the BRILLIANT festival yesterday! (15/10/24) A day filled with positivity and excitement for the future of education.

There were so many great speakers, with everyone focused on how we can better equip the next generation for the future.

Amongst many highlights, one that stood out was Matthew Wemyss' talk on AI in Education: A Roadmap for Everyday Educators. Matthew shared his own experiences with AI in the classroom and the importance of tailoring educational experiences to individual student needs. If you’re looking at how to start your AI journey, Matthew has a FREE eBook available, titled AI in Education: An Educator's Handbook. Get your copy here.

I went to some brilliant sessions, including Breaking Down Barriers: Engaging Businesses and Communities in Education with Minna Lamb, Chelsea Slater, Jade Parkinson-Hill and Kim Stephenson It was inspiring to hear how organisations are getting involved to support schools. The panel discussed the importance for industries to collaborate with educators, helping bridge the gap between academic learning and real-world skills.

It was great fun to see Simon and Cameron from Rock Kidz getting people excited and rocking out!

Another highlight for me was hearing Nachelle Crowther (FRSA) Dr Carol Massay Andy Mather and Eva Lindy Woods talk on Engaging Disengaged Learners to Improve Brighter Futures. IEva Lindy Woods story and the reasons why she chose an apprenticeship over university.

Overall, the event left me feeling inspired and hopeful about the future of education. Lots for us to think about at Open Awards.

Looking forward to Brilliant 2025 already!

If you went to the BRILLIANT Expo, comment below to tell us your standout moments from the show. We'd love to hear your thoughts.

Liverpool AI in Education Summit 2024

Wed, 06 Nov 2024 00:00:00 GMT

https://openawards.org.uk/whats-new/news/liverpool-ai-in-education-summit-2024/https://openawards.org.uk/9880.aspxWed, 06 Nov 2024 00:00:00 GMT

Let’s make education more accessible – key takeaways from the Liverpool AI in Education Summit

AI in education is often a testy subject. The conversation for the past few years has largely surrounded the negative impact AI could have on education – we've all heard the incessant fearmongering: “students will use it to cheat”; “original work is dead”; “AI ruins learning.” But we don’t think the future is quite so bleak... and neither do the experts.

Yesterday, we brought together leading researchers and businesses to share their insights on how AI can transform the future of learning. Co-hosted with Disrupt HR, our AI in Education Summit showed us the possibilities for accessible education, actionable training, and personalised learning.

To start off the day, Giancarlo Erra broke down the complexity of AI: "It [AI] sees a recurring pattern and it puts in all these words without understanding what they mean." Essentially, AI doesn’t understand what it tells us, it just works it out via context. This is quite a comforting thought. AI might in theory know more than us, but at least we know we know. We can rest assured that it’s only us humans who can actually take information in, apply it, and ultimately understand its significance.

So, what’s the significance for the world of education?

Our wide range of speakers gave us more than just food for thought (we'd maybe call it food for action?). Kieron White (Engine), Professor David Reid (Liverpool Hope University), James Pallister (Metaverse Learning), Steven Tallant (Videosign), and Mike O’Flynn (Samphire) all gave us a range of applicable advice. We learned how “delve” has delved into our vocabulary, what jobs are becoming higher paid (and ultimately, more valued) and how AI can create safe spaces for trial and error.

In our final panel we delved deeper. Moderated by our CEO Heather Akehurst, Isa Mutlib,(AI Skills Academy), James Pallister (Metaverse Learning), Conrad Hemingway (University of Salford), Steve Foulger (NFP), and Jackye Clayton (Texito) shared their insights on the possibilities of AI. Their discussion of bias reduction, AI personal tutors and alternative assessments kept us engaged way past the scheduled end time.

The potential for AI to increase accessibility was our main takeaway from the event. It is perhaps overlooked how AI can enhance learning experiences, offer tailored training plans and make assessments apply to real life situations.

As AI can completely change how we understand the concept of learning, it feels like we’re on the precipice of change. With AI, we can remove hidden barriers to learning and make education accessible to all regardless of how you learn. We are certainly excited about the direction AI can take learning.

Christmas and New Year Closure Dates 24/25

Tue, 03 Dec 2024 00:00:00 GMT

https://openawards.org.uk/whats-new/news/christmas-and-new-year-closure-dates-2425/https://openawards.org.uk/9906.aspxTue, 03 Dec 2024 00:00:00 GMT

As we approach the festive period, please see below some useful information on our arrangements for the Christmas/New Year period.

Open Awards offices will close for the festive period at 17:00 on Monday 23rd December 2024 and will reopen at 08:00 on Thursday 2nd January 2025.

Remote Invigilation- Functional Skills and End-point Assessment (EPA) Knowledge Tests

For our remote invigilation service of Functional Skills qualifications and End-point Assessment knowledge tests, the last accepted booking will be 14:00 on Friday 20th December 2024. We will reopen for bookings from 09:00 on Thursday 2nd January 2025.

Please note, the XAMS assessment platform will remain fully operational throughout the festive period for any assessments you invigilate yourselves. However, technical and customer service support will not be available.

End-Point Assessment (EPA) Bookings

The last accepted bookings for EPA will be 14:00 on Friday 20th December 2024, reopening for assessments at 09:00 on Thursday 2nd January 2025.

Results Release

Please note, the period between 20th December 2024 and 2nd January 2025 will not be counted as “working days” with regards to result release timeframes. Therefore, careful consideration should be given to the booking of assessments around this time. Our last results release prior to Christmas will be on Friday 20th December 2024, with the next results release taking place on Friday 3rd January 2025.

The Open Awards team would like to wish you all a very happy and restful festive period.

Survey of Adult Skills

Wed, 11 Dec 2024 00:00:00 GMT

https://openawards.org.uk/whats-new/news/survey-of-adult-skills/https://openawards.org.uk/9913.aspxWed, 11 Dec 2024 00:00:00 GMT

8.6 million working age adults have low basic skills – we break down the Survey of Adult Skills

Yesterday, the release of the Survey of Adult Skills highlighted the clear need for adult functional skills in the UK.

According to the report, approximately 8.6 million working-age adults are currently performing below level 1 in literacy and numeracy.

To break it down even further:

18% of UK adults have low literacy skills.
21% of UK adults have low numeracy skills.
21% of UK adults have low problem-solving skills.

This highlights a clear disparity in skills across the UK. And, with ethnicity, socioeconomics and computer experience linked to low proficiency, this is an accessibility issue.

How can we make learning accessible to all groups?

It is worth noting that literacy and numeracy skills do not just affect career prospects or economic opportunities, but they are associated with a person’s quality of life. The report details how higher education correlates to greater life satisfaction and health status. Therefore, those with from minority ethic and socioeconomic groups are not just disadvantaged at work, but in all aspects of their lives.

We want to change that. Together we can provide adults with the skills they need to thrive at work and at home.

Our functional skills qualifications are tailored to your learners needs. With a range of flexible options, our courses are designed for learner functionality.

Find out how you can offer our functional skills courses here.

Open Awards Bursary

Mon, 23 Dec 2024 00:00:00 GMT

https://openawards.org.uk/whats-new/news/open-awards-bursary/https://openawards.org.uk/9935.aspxMon, 23 Dec 2024 00:00:00 GMT

Open Awards is a registered charity, and we seek to use our skills, experience and qualifications to promote learning to individuals. In 2019, we decided to change the way we offer Bursaries as we would like them to form a legacy within our providers and create real impact. In offering bursaries, we are seeking to address barriers that may prevent people from accessing or remaining within training/further education and achieving their full potential.

Our Vision is that Open Awards bursaries allow our providers to better support their learners and enable them to achieve their potential. Each year we will choose a theme and seek applications that look for ways to tackle that issue.

The theme for this year is ‘Doing Things Differently’. We are seeking to fund something that you want or are doing differently to enhance learners’ experience and achievements.

For 2025 the total amount for the bursary is up to £5000 and a maximum of 3 awards will be made. However, awards will be prioritised and it is possible that only 1 award or 2 awards will be made.

Interested and want to find out more and how to apply?

To download the information pack and application form, click here

Applications are currently assessed once a year.

Deadline for Applications – 28^th February 2025

Applicants will be informed of decisions as soon as possible after the deadline.

Reflections on end-point assessment fees

Wed, 29 Jan 2025 00:00:00 GMT

https://openawards.org.uk/whats-new/news/reflections-on-end-point-assessment-fees/https://openawards.org.uk/10007.aspxWed, 29 Jan 2025 00:00:00 GMT

This article is written by Robin Jackson, our Director of Assessment.

Given the complexities of apprenticeships, trying to determine what Open Awards should charge for end-point assessments (EPAs) can feel like a dark art. So, how have we approached this, at times divisive, subject?

Why we don’t just charge ‘the 20%’

The completion funding was never intended to be ‘ring fenced’ for EPA costs. That’s not to say, it can’t be used for or contribute to these costs. However, EPA costs are generally ‘fixed’ by the EPAO. Whereas, the 20% final completion payment is a variable amount that is based on either the total negotiated price agreed between the provider and the employer or the funding band maximum, whichever is lower.

Let’s consider an overly simplified example. A provider has an apprentice on a standard where the maximum funding is £10,000 and the on-programme duration is typically 24 months. The expectation is that the EPA costs should not normally exceed 20% of the £10,000; i.e., £2,000. Therefore, the provider might deduct the £2,000 from the maximum funding, leaving a notional £8,000 to cover the on-programme training and all other associated costs. During the initial recruitment, the provider and employer agree the apprentice has existing knowledge and experience, so they only need to be on-programme for 18 months. The employer and provider might agree that because of this the cost for the apprenticeship will be reduced to ¾ of what the employer might ordinarily expect to pay the provider.

One approach is to agree ¾ of the £10,000; or £7,500 to cover everything. Based on this sum, the 20% completion contribution would be £1,500. However, in this example the EPAO is charging £1,600 for the specific apprenticeship standard. This EPA cost is fixed. Therefore, the provider should expect to pay the EPAO more than the actual completion payment they receive for that apprentice. There is a widely and wrongly held belief that the EPA can't be more than 20% of the overall cost negotiated by the employer and training provider.

An alternative way to model anticipated costs would be to deduct 20% from the maximum possible funding (i.e., 80% of £10,000 = £8,000) in case the EPA costs as much as this and then calculate ¾ of the on-programme element to reflect the apprentice does not need the full anticipated 24 months on-programme learning (i.e., ¾ of £8,000 = £6,000). The provider and employer then agree the cost as being £8,000 (i.e., £2,000 + £6,000). Ideally, the EPA costs deducted should broadly reflect the cost agreed with the selected EPAO’.

Whatever approach is used, it’s critical to be in line with the relevant DfE apprenticeship funding rules.

Why we have different fees for different standards

Because EPA is associated with accessing public funding, EPAOs are only allowed to charge for what are deemed eligible costs by the Department for Education. Compliance with the requirement to only charge eligible costs was one of the conditions of acceptance (Condition 15) for being on the apprenticeship provider and assessment register (APAR). Whilst EPAOs were removed from the APAR at the end of 2024 to “remove dual regulation”, the identified eligible costs are still the best place to start when determining EPA prices.

As apprenticeship standards have different combinations of level, assessment methods, assessor qualification requirements, our fees reflect the specific complexities of individual standards. We put considerable effort into calculating our anticipated costs to come up with a fee that is reasonable and fair.

Why we charge a small registration fee and invoice the rest following gateway checks

For consistency and transparency, we have adopted this single approach for all the EPAs we offer. Otherwise, we are likely to have a fee schedule which is overly complex for providers to plan for. We incur administrative costs in setting up apprentices on our systems and for some standards we need to allocate an assessor early in the process as they may be required to input into gateway checks or employer planning meetings/ site visits.

Why we publish our EPA prices on our website

We take pride in being open and honest in our approach to everything we do. It’s about trying to do the right thing. We believe our prices should be visible to anyone: current customers, interested future customers and even competitors.

Even if we didn’t have this within our DNA, it is a requirement for Ofqual as the qualification regulator/ an EPA external quality assurer. Condition F1.2 requires us to make our fee information easily accessible to any potential purchaser without that person having to request it from, or provide any information to, us. In simple terms all EPAOs must make their prices publicly accessible. Therefore, not only are we living our values, but we are also confident in being compliant with our regulatory requirements.

Why resit costs appear lower than the overall EPA price

We calculate our resit prices based purely on what we need to pay assessors (including for their planning and travel), and administration fees in managing the assessment. This can appear to be lower than the overall EPA price.

The reason for this is our overall EPA price includes all eligible costs associated with delivering EPA for that apprentice. This includes, for example: a proportion of costs associated with developing the EPA and associated assessment instruments; guidance and support and the materials (non-capital items) used in the delivery of EPA (equipment or supplies necessary to enable the assessment to take place); ensuring trained staff and appropriate premises are available to deliver EPA; and quality assurance activities.

We calculate our overall EPA prices on the assumption that apprentices should not require resits. This ensures we are able to offer the highest quality assessment within our core costs and keeps our resit/ retake prices simple (they cover our and our assessor’s time in delivering Providers should ensure their agreement with the employer is clear on who is responsible for any resit cost.

Why we don’t caveat our prices with offers

It could be argued that EPA and the expectation that employers should agree costs with EPAOs has led to even greater commercialisation of the qualification market and associated application of sales ‘spin’. We believe we have calculated our fees fairly and robustly, based on what are eligible costs. However,

By robustly setting clear fees we believe they are already fair and offer value for money.

Early Years- Experience Based Route

Thu, 30 Jan 2025 00:00:00 GMT

https://openawards.org.uk/whats-new/news/early-years-experience-based-route/https://openawards.org.uk/2737.aspxThu, 30 Jan 2025 00:00:00 GMT

The Department of Education has released some new flexibilities within the Early Years sector to support the ongoing recruitment crisis for staff trained to Level 3. They have introduced a new ‘Experience-based’ route- Experience-based route for early years practitioners: response

This route will allow managers at providers with a ‘good’ or ‘outstanding’ OFSTED rating to offer this route to their staff where they have not yet received their level 2 or level 3 full and relevant qualifications to support with staff:child ratios.

The manager who will be making this decision is required to have the full and relevant Level 3 Early Years qualification and must have 2 year experience working in Early Years. It must be noted that as long as these requirements are met the manager does not have to be the assessor and can nominate another team member to complete this as long as they meet the requirements

If a provider would like to go down the ‘experience-based’ route then they are required to complete an initial assessment where they assess the learner's skills, knowledge and experience against the Level 3 Early Years Educator criteria. It then needs to be reassessed at the end of their supervised practice.

This change will allow some opportunities to fill gaps within the sector, but it could also be an opportunity to reconsider the training available. As the Level 3 Early Years qualifications no longer become mandatory, it should still be considered as a development opportunity within the sector for staff and learners. Especially when there are still requirements for the Level 3 qualification at the management level if you have learners wanting to use the ‘experience-based’ route.

With the Level 3 Early Year Educator Apprenticeship and Level 2 and Level 3 Technical qualifications currently receiving funding, it’s vital we make use of these qualifications for staff and learners already within the sector. If we want to recruit individuals with the right skills and knowledge into the Early Years Sector, then these routes and qualifications are going to be the best way to do this. The work evidenced using the ‘experience-based’ learner route can be used as recognition of prior learning to units within the qualification due to learners having already been assessed through the Level 3 Early Educator criteria. It reduces the time required on programme allowing them to achieve the qualification in a shorter period. How I see it is, if you’ve already done the work why shouldn’t you get the qualification to recognise this?

We have developed our Level 3 Diploma in Early Years Educator and coming soon we will have the Level 3 Apprenticeship available too!

Thanks for reading!

Teri Greaves

Business Development Manager at Open Awards

Year in Review 2024

Mon, 03 Feb 2025 00:00:00 GMT

https://openawards.org.uk/whats-new/news/year-in-review-2024/https://openawards.org.uk/10013.aspxMon, 03 Feb 2025 00:00:00 GMT

The Open Awards Year in Review 2024 is here! ✨

2024 has been an incredible journey for Open Awards, filled with achievements, collaborations, and innovations that truly make a difference in education and skills development. From celebrating learner success and launching new qualifications, to driving accessibility and inclusion, we’re proud to share the highlights of 2024 with you.

📚 Some of the key milestones featured in this year’s review:
✅ Our CEO, Heather Akehurst, receiving an OBE for services to Further Education in Merseyside
✅ Over 34,000 results issued, helping learners progress to higher education and employment
✅ The introduction of innovative qualifications in areas like Braille, Nursing, and Pharmacy
✅ Being awarded the Cyber Essentials Plus certification, showcasing our commitment to security

Whether you're an education provider, learner, employer, or supporter, this is your chance to see how Open Awards continues to deliver on its mission to transform lives through learning.

👉 Read the full review here: https://lnkd.in/e98Eh3te

We’d love to hear your thoughts or learn about how you’ve been involved with Open Awards in 2024. Share your story in the comments below!

Impact Report 2023-24

Mon, 03 Feb 2025 00:00:00 GMT

https://openawards.org.uk/whats-new/news/impact-report-2023-24/https://openawards.org.uk/10014.aspxMon, 03 Feb 2025 00:00:00 GMT

We’re thrilled to share the incredible impact we’ve made over the past year at Open Awards! It’s been a momentous year and we’re beyond proud of the ways we’ve supported our learners, providers, and employers.

This year, we’ve continued our mission to make learning accessible, attainable, and actionable. The report reinforces our commitment to supporting meaningful education for all, with key highlights including:

📈 An increase in the number of certificates awarded compared to 22/23.
✅ Nearly one-third of our learners studying Functional Skills qualifications.
🎓 A rise in Access to HE registrations, expanding pathways to higher education.
📍 The majority of our learners coming from the lowest decile of Education Deprivation.

Read the full Open Awards Impact Report

What OFSTED’s update could mean for providers

Tue, 04 Feb 2025 00:00:00 GMT

https://openawards.org.uk/whats-new/news/what-ofsted-s-update-could-mean-for-providers/https://openawards.org.uk/10021.aspxTue, 04 Feb 2025 00:00:00 GMT

Written by Andrew Bardsley, Head of Quality at Open Awards

Having been through several OFSTED inspections during my time in FE, I appreciate the pressures that all staff face when being inspected. With the recent release of the consultation period concerning the Ofsted reforms, I was hopeful that the changes would reduce the burden on staff and lighten the stress placed on teaching professionals at all levels.

While the shift away from single-word judgements and the introduction of more detailed report cards are intended to improve fairness and transparency, concerns persist about the overall effectiveness of these changes.

The Report Card System

The introduction of colour-coded report cards and multi-category grading aims to provide a more nuanced assessment of providers in response to feedback from stakeholders who indicated the single grade was not the best way to express the overall quality of a provider. The language used in the new 5-point scale could be seen to be less punitive, however it could be argued, that the judgments are simply replacing one set of terms for an equally pejorative set of options.

Increased Pressure on Schools and Teachers

Despite attempts to reduce the punitive nature of inspections, there is concern that the changes do little to alleviate the intense pressure placed on Providers. While the grading language may change, the fundamental issue of inspections contributing to staff burnout remains unaddressed.

Focus on Attendance and Behaviour

The heightened focus on attendance and behaviour is well-intended, especially in light of post-pandemic challenges. However, this does not necessarily take into account the deeper socio-economic factors influencing absenteeism and student conduct. Schools serving disadvantaged communities may find themselves penalized for factors beyond their control, further entrenching systemic inequalities.

Consistency and Inspector Training Issues

One long-standing criticism of Ofsted is the inconsistency of inspections, where different inspectors may apply subjective judgments despite official guidelines. While the new reforms promise better training and review processes to standardise inspections, scepticism remains about whether this will translate into meaningful change on the ground.

Questionable Effectiveness of Interventions for Struggling Schools

The government’s plan to deploy expert teams to struggling schools has been framed as a solution to systemic underperformance. However, this strategy does little to address the root causes of educational decline, such as funding shortages, staff retention issues, and inadequate community support.

While Ofsted’s reforms mark an attempt to modernise school inspections, they do not necessarily address the fundamental concerns about stress, fairness, and systemic inequalities in education. Without additional efforts to provide real support to struggling schools and address inspector subjectivity, these changes may amount to little more than a superficial rebranding of an already controversial system.

Making the case for functional skills in apprenticeships

Tue, 11 Feb 2025 00:00:00 GMT

https://openawards.org.uk/whats-new/news/making-the-case-for-functional-skills-in-apprenticeships/https://openawards.org.uk/10030.aspxTue, 11 Feb 2025 00:00:00 GMT

Written by Heather Akehurst, CEO at Open Awards

Functional skills within apprenticeships are one of the most talked about issues for DfE to consider and after much debate, the government has finally announced that functional skills will no longer be a requirement for apprentices over 19. While we await further details, it’s important that we bear in mind just how important functional skills are, not just for apprenticeships but for community and ‘growth’.

Employers need workers with strong literacy and numeracy skills for tasks like administration, communication, problem-solving and financial management. In an increasingly data driven world we need to understand what data is telling us but also be able to present it effectively and imaginatively. A skilled multi-faceted workforce boosts productivity and innovation, driving economic growth whilst low literacy and numeracy levels contribute to unemployment and lower wages for individuals with fewer chances for advancement. 

 Good literacy skills help individuals access and understand information, improving learning and societal outcomes, whilst numeracy is essential for managing finances, budgeting, and making informed decisions on credit, mortgages and student loans.  

We know there are gaps in literacy and numeracy attainment that contribute to inequality across different groups. Education is the leveller in this, creating opportunities for personal and community advancement and affecting other areas of life such as positive health and actions. 

 Within our daily lives literacy is needed for reading medical instructions, legal documents, and public information. Numeracy helps us with understanding bills, calculating discounts, and managing time effectively. We know that poor literacy and numeracy can lead to financial struggles, health risks, and difficulty accessing services. 

 Studies show a strong link between low literacy levels and crime whilst improving literacy and numeracy can help prevent reoffending by offering the chance for education with a hope of leading to employment. The new prisons minister, James Timpson understands this, and Open Awards was pleased to advocate for apprenticeships beginning in prisons alongside education programmes focusing on functional skills to seek to rehabilitate offenders. 

  Within England 18 per cent of adults have “very poor literacy skills” and government data indicates 49 per cent have numeracy skills at or below primary school children. Whilst we’ve seen an increase in attainment of children, we still have a task ahead with adults, an issue that stubbornly continues and under the proposed reforms is unlikely to improve. Functional Skills with their practical approach play an important role in addressing this. More investment is needed to encourage their uptake within employers, communities and individuals. 

 Indeed, the 2004 Leitch review of skills recommended that 95 per cent of adults achieve functional literacy and numeracy, highlighting the shared responsibility among individuals, employers, and the government in achieving this. 

Functional skills are crucial in improving literacy and numeracy because they provide practical, real-world applications of English and Maths, helping develop essential life and workplace skills. They help people read and understand bills, contracts, and medical information, manage finances, calculate budgets, and understand interest rates. Importantly they enable communications in work and social settings.  

Functional skills qualifications focus on problem-solving and critical thinking rather than just academic knowledge and serve as an alternative to GCSEs, helping people who struggled with traditional exams gain qualifications. Key industries like healthcare, construction, and retail require strong literacy and numeracy for tasks like report writing, safety procedures, and financial transactions. They provide a second chance for those who didn’t achieve a pass in GCSEs. Importantly, universities and colleges accept them as equivalent to GCSEs for certain courses. 

 Functional skills qualifications allow individuals from disadvantaged backgrounds or with English as a second language to improve their prospects, promoting inclusivity, especially for those with learning difficulties or alternative learning styles. Improving confidence in people’s literacy and numeracy empowers them to engage more in society, whether in civic duties, parenting, or managing personal affairs. 

 Let’s celebrate functional skills for their breadth and practical applications – and focus on how they best support apprenticeships, education and employment.

What the Department for Education’s announcement means for our Functional Skills Providers

Thu, 13 Feb 2025 00:00:00 GMT

https://openawards.org.uk/whats-new/news/what-the-department-for-education-s-announcement-means-for-our-functional-skills-providers/https://openawards.org.uk/10035.aspxThu, 13 Feb 2025 00:00:00 GMT

Following the Department for Education’s announcement on Tuesday (11th February 2025) to remove the mandatory requirement for apprentices over the age of 19 at the start of their Apprenticeship training to complete Level 2 English and Maths as part of their apprenticeship, as an Awarding Organisation offering Functional Skills, there are some key points for you to consider as one of our approved Functional Skills Providers.

While we appreciate the finer details are yet to be confirmed and the changes will mean different things for individual organisations, please ensure that any apprentices you currently have registered who will no longer be completing Functional Skills, are withdrawn from their registrations. We remain committed to delivering high-quality assessments that help apprentices meet these essential standards and fully equip them for future life and work.

Once we have been provided with further details, we will of course keep you updated with any changes that may be needed to our operational processes and ways of working.

Open Awards will be providing assessment services to training providers and employers, which can be tailored to meet sector and employer specifications. Please contact us for more information.

Should you have any queries or questions, please contact our customer service team on 0151-494-2072.

Functional Skills is about people, not profit

Mon, 17 Feb 2025 00:00:00 GMT

https://openawards.org.uk/whats-new/news/functional-skills-is-about-people-not-profit/https://openawards.org.uk/10037.aspxMon, 17 Feb 2025 00:00:00 GMT

Written by Nina Hinton, Director of Business and Development at Open Awards

Open Awards is, first and foremost, a charity with a mission to support educational achievement for all. Our mission is not about profit – it’s about people.

Functional Skills qualifications in English and maths are one of our flagship products, designed to support learners and apprentices to progress through the education system and begin their chosen careers. Everyone deserves access to the essential English and maths skills needed for life, work, and further education.

Nearly 34% of our learners every year are with Open Awards for Functional Skills qualifications, yet these same registrations accounts for less than 10% of our overall income.

The cost of developing, delivering and maintaining Functional Skills is significant.

From developing high-quality assessments to training markers/examiners and external quality assurance, ensuring rigorous marking, quality assuring centre assessment and marking (particularly for Entry Level qualifications) and offering support materials for learners and educators, every step requires investment. Additionally, maintaining secure and accessible exam delivery, alongside ongoing research to improve our qualifications, means we are continuously reinvesting in the education sector.

These costs become more stark when looking at Entry Level Functional Skills qualifications where the learner registration numbers are significantly lower but the development costs are very similar to Levels 1 and 2. However, Entry Level qualifications provide the stepping stones to higher level qualifications and can open doors to supported internships and apprenticeships.

Unlike commercial organisations, our focus is on educational impact rather than financial gain. Any surplus is reinvested to enhance the quality, accessibility, and reach of our qualifications, ensuring that learners from all backgrounds have the opportunity to succeed. This includes our recent investment in making Entry Level 3 English and maths assessments available on-screen and online representing real progress from the out-of-date view that learners at this level have poor digital literacy skills and prefer pen/paper.

Functional Skills qualifications are a vital stepping stone for many learners, and we are proud to remain committed to making them available and cost-effective for our providers and learners. Our goal is simple: to support achievement and open doors to future careers and meaningful lives, not to generate profit

The Importance of Careers Education

Tue, 04 Mar 2025 00:00:00 GMT

https://openawards.org.uk/whats-new/news/the-importance-of-careers-education/https://openawards.org.uk/10052.aspxTue, 04 Mar 2025 00:00:00 GMT

Written by Ruth Crane, Access to HE Development Officer at Open Awards

As we celebrate National Careers Week, I reflect on my time as a Careers and Progression Coordinator in FE and the importance of Careers Education.

It goes without saying that providing relevant and impartial Information, Advice and Guidance is crucial for student progression and since the introduction of the Gatsby Benchmarks in 2013, there has been a shift in acknowledging the importance of Careers Education.

Why is Careers Education so important?

Careers Education plays a crucial role in preparing students for transition to HE or Employment.

Raising aspirations and widening participation

Students from low socio-economic backgrounds may not get the opportunities to explore various career pathways unless exposed to them through education. By providing students with various interactions with HEIs and Employers, students are exposed to a variety of pathways that they may not have considered before.

Work experience

Work experience gives students the opportunity to apply their learning to professional settings and prepares students for the transition to the workplace. Here, they can lay the foundations for networking, building relationships and connections that may be useful for future opportunities.

Transition to higher education

Higher Education is structured differently to FE and high school. I found that working closely with Personal Development staff helps to ensure students are not just supported with the application cycle but are also equipped with life skills and supported emotionally as well as logistically with the transition to HE.

What can we do effectively?

Cross collaboration

Although important to have designated Careers staff, Careers Education is the responsibility of everyone in the educational setting. That’s not to say all staff are qualified to give CEIAG, but staff need to work collaboratively to ensure effective delivery of a careers programme and communicate any industry trips or speakers so that all careers' related activity is recorded.

Careers embedded into the curriculum

Careers Education should be integrated into the course rather than a separate timetable and reiterates the need for cross collaboration within the setting. An example of this from my previous role working with students in performing arts is that academic

staff were professionals in their industry and offered audition preparation, professional CV writing for the arts, performing in professional venues and creating portfolios etc as part of the course itself. This was crucial Careers Education that prepared them for entering the creative industries and it wasn’t a 1-hour careers session a week, it was part of their everyday learning.

Level 6 qualifications

Many employees in careers roles do not currently hold a full level 6 Careers Guidance qualification. From my own experience, it is sometimes difficult to get funding when already in careers roles to complete the relevant qualifications needed. Often careers staff are also teaching staff who are tasked with Careers responsibilities in additional to other responsibilities. As the value of Carees Education increases, I hope there is an increase in the value of this qualification and appointing a Careers Lead in educational settings. If you find yourself tasked with Careers responsibilities however, there are some useful resources and CPD that can support. For example, Career Connect offer a great ‘Careers Leader’ course for free and ‘The Careers Leader Handbook’ by Andrews and Hooley is a great resource.

In summary, we should be holding great value to Careers Education, recognising its importance for students' progression.

Advocating for In-Person Observations for Pharmacy Technician and Pharmacy Support Staff Training

Thu, 06 Mar 2025 00:00:00 GMT

https://openawards.org.uk/whats-new/news/advocating-for-in-person-observations-for-pharmacy-technician-and-pharmacy-support-staff-training/https://openawards.org.uk/10055.aspxThu, 06 Mar 2025 00:00:00 GMT

Written by Nina Hinton, Director of Business and Development at Open Awards, and Amy Laflin, Programme Lead for Pharmacy, Science and Dental at West Suffolk College/ Eastern Education Group

The Importance of In-Person Observations for Pharmacy Technician and Pharmacy Support Staff Training

At Open Awards, we love technology. Recently I was lucky enough to visit West Suffolk College part of Eastern Education Group. Their facilities were impressive. From virtual reality headsets and immersive scenarios to outstanding learning environments and laboratories, I couldn’t help but be impressed as I walked round the campus. As a college, they are clearly embracing the fast pace of technology development and using it to improve both access to education and their learners’ experiences.

Yet, both Open Awards and West Suffolk College strongly advocate for face-to-face observations in a pharmacy context. Whilst some providers offer remote observation as standard, and the Level 2 apprenticeship Standard for Pharmacy Services Assistant has recently been updated to specifically state that remote assessment of the simulated observation is permissible, we are continuing to prioritise live workplace observation throughout our qualifications and apprenticeships.

If the technology is there to facilitate remote observations, why wouldn’t we embrace this fully in this context?

For pharmacy practitioners working in both community and hospital settings, competence isn’t just about knowledge — it’s about applying that knowledge in a fast-paced, patient-facing environment. Observations of practice play a crucial role in ensuring that trainees are developing the necessary skills to work safely and effectively.

While remote assessment methods have become more common, they cannot fully replicate the value of in-person observations in this context. When assessors observe pharmacy technicians and pharmacy support staff in the workplace, they gain a clearer and more authentic picture of the ability to follow procedures, interact with patients and colleagues, and respond to real-world challenges. Subtleties such as body language, communication skills, and confidence levels are best assessed face-to-face, where immediate feedback and guidance can be provided.

For learners, in-person observations enhance the training experience. Having an assessor physically present allows for real-time clarification, support, and encouragement. This not only builds confidence but also ensures that assessments are fair, consistent, and truly reflective of workplace competence.

There are also the practical arrangements:

What if the technology fails just as the learner is demonstrating a specific skill and another situation doesn’t arise for them to repeat this during the assessment?

What if the signal is weak and the assessor is not able to see/ hear specific details required to confirm competency?

What if a patient or customer discloses something confidential and this is recorded outside of the pharmacy setting?

What if there is a risk to patient or customer safety and the assessor isn’t present to step in, and in an extreme situation end the assessment?

Whilst all risks can be reduced, it adds an additional layer of burden to both the learner and the assessor that can detract from the purpose of the assessment: to enable the learner to demonstrate their skills and implementation of knowledge in their workplace.

Ultimately, the goal of assessment is to uphold high standards of patient care and safety. By prioritising in-person observations, we can ensure that pharmacy practitioners are not just meeting competency requirements on paper but are fully prepared to deliver high-quality service in real-world settings.

As the Pharmacy Technician scope of practice landscape continues to change, the need for quality education will remain and heighten, therefore, whilst we need to adapt to settings and sectors of Pharmacy for observations, doing these in person provides depth, clarity and value for the learners journey. Receiving verbal feedback, having an opportunity to demonstrate skills outside of the virtual world with real patients, real experiences and real challenges, ensuring that the learners are day 1 ready and have the skills, knowledge and behaviours to work autonomously whilst understanding when to refer for support with their professional judgement.

This costs us more to deliver, particularly in assessor travel time and expenditure, and can make it more challenging to manage assessor availability but ultimately, we are training and assessing our future Pharmacy Services Assistants and Pharmacy Technicians. They play critical roles in our health and care system and supporting their local communities; are they not worth the additional investment?

The Importance of Career Planning in Information, Advice and Guidance

Fri, 07 Mar 2025 00:00:00 GMT

https://openawards.org.uk/whats-new/news/the-importance-of-career-planning-in-information-advice-and-guidance/https://openawards.org.uk/10051.aspxFri, 07 Mar 2025 00:00:00 GMT

Written by Teresa Wilson, Quality and Standards Advisor (QASA) at Open Awards

Effective career planning is a crucial part of high-quality information, advice, and guidance (IAG), helping young people make informed decisions about their future. By embedding careers advice early, professionals can support individuals in understanding their strengths, interests, and the wide range of academic and vocational pathways available to them. This not only enhances self-awareness and goal-setting skills but also increases the likelihood of long-term job satisfaction. Below, Teresa Wilson, QASA at Open Awards provides us with her thoughts on the importance of embedding career planning as part of IAG.

The Importance of Career Planning in Information, Advice and Guidance

“High quality careers guidance is essential to enable all children and young people to understand the range of options available to realise their potential” (Ofsted, 2022).

There are many pathways for young people to reach their career goals, they could opt for the academic route or a vocational route such as an apprenticeship, and that journey starts early on in their education.

Good careers information, advice and guidance (IAG) will take a young person’s interests, hobbies and learning preferences into account to provide an awareness of the various career opportunities and job profiles to be explored.

Career planning is very important as this guides young people in the knowledge and skills they will need to attain to fulfil their career goals. Career planning builds self-awareness and develops skills in goal setting. Good career planning can result in increased job satisfaction. It is often said by people who are following a career in something they are passionate about that “it doesn’t feel like work”."

Neurodiversity in education: my experience as a parent and what providers can do to support learners

Thu, 13 Mar 2025 00:00:00 GMT

https://openawards.org.uk/whats-new/news/neurodiversity-in-education-my-experience-as-a-parent-and-what-providers-can-do-to-support-learners/https://openawards.org.uk/10056.aspxThu, 13 Mar 2025 00:00:00 GMT

Written by Annette Edmondson, Business Development Officer at Open Awards

With approximately 15-20% of the population having a neurological difference, it's not just specialist educators who need the knowledge and skills to support neurodivergent learners.

As a parent of a neurodivergent young man and a late-diagnosed neurodivergent person myself, I am sharing my advice on how training providers, colleges and other educational organisations can better support their learners and their parents.

What is Neurodiversity?

The term neurodiversity was coined in 1998 by Judy Singer, an Australian sociologist. It refers to ‘the diversity of human brains and minds’ – the infinite variations in neurocognitive functioning within our species. Simply put, we all think, feel and process the world differently.

Some common types of neurodiversity you may have heard of:

Autism, or Autism Spectrum Conditions

Attention Deficit Hyperactivity Disorder (ADHD) or Attention Deficit Disorder (ADD)

Dyscalculia

Dyslexia

Dyspraxia, or Developmental Coordination Disorder (DCD)

Tourettes Syndrome

So, why do we need ‘Neurodiversity week’?

It is thought that approximately 15-20% of the population has a neurological difference. Instead of viewing people as having deficits or disorders, when we use the term neurodiversity, we take a balanced view of an individual’s unique strengths and challenges.

By celebrating neurodiversity week, we aim to change how neurodivergent people are perceived and supported by giving schools, colleges, universities and organisations the opportunity to recognise the many talents and benefits of being neurodivergent, while also creating more inclusive and supportive cultures that celebrate differences and empower all individuals to thrive.

Another reason to celebrate neurodiversity is to challenge the stigma and stereotypes that often surround neurodivergent conditions.

Too often, people with neurodivergent traits are portrayed in the media and popular culture as being “broken” or “deficient” in some way.

This can lead to harmful and inaccurate stereotypes that can be extremely damaging to the self-esteem and mental health of neurodivergent individuals.

By celebrating neurodiversity, we can challenge these stereotypes and promote a more accurate and positive understanding of neurodivergent conditions.

My experience

As a parent of a neurodivergent young man who spent many years struggling in educational settings, I have first-hand experience of what an enormous difference it can make to be simply listened to and believed.

The first time I was able to relax and trust a setting was when my son started his further education at Marine Football Academy.

Why was this? The staff there were not necessarily better trained in SEN or neurodiversity than staff at any other setting. It wasn’t a specialist provision. How were they able to make such a difference in my son’s life, and therefore mine too?

They listened. They trusted that I knew my son best. They took on board ideas for reasonable adjustments and they worked with me to bring out the best in my son. They did not ever make me feel that I was being unreasonable asking for his needs to be met.

At the end of the two years, he came out with Distinctions across the board and a ‘Student of the Year’ award. That support has made a huge difference to myself as a parent as well as my son. He is now in his first year at university and I have a new job here at Open Awards!

How training providers can support learners and their parents

If you are reading this and wondering ‘how does it relate to our organisation as a training provider?’ or ‘what can we do to support our neurodivergent learners and their parents?’, here’s my advice:

Accept that parents know their child/young person best and have probably already tried all the ‘helpful advice’ and ‘parenting tips’ that are often seen as gold standard.

Recognise that parents may also be neurodivergent – clear unambiguous communication is always appreciated.

Avoid making assumptions about parents or indeed learners.

Sign up for good quality training in neurodiversity – for example, we offer a range of e-courses you can complete such as Equality and Diversity Level 2.

Understand that what works for one neurodivergent learner, will not necessarily work for others, even if they have the same diagnosis or profile.

Be willing to listen and work with parents to find innovative ways of supporting the learner.

Ensure all staff are aware and fully informed about learners’ needs and support plans. I cannot stress the number of times we ended up at crisis point because information was not always shared effectively within a setting.

Reasonable adjustments, clear communication and patience generally cost nothing but can make an enormous difference to how a neurodiverse individual may cope or indeed thrive on a daily basis, whether that’s at work, school, college or any other setting.

Our Response to the Education Committee’s Call for Evidence on Post-16 Education

Thu, 20 Mar 2025 00:00:00 GMT

https://openawards.org.uk/whats-new/news/our-response-to-the-education-committee-s-call-for-evidence-on-post-16-education/https://openawards.org.uk/10063.aspxThu, 20 Mar 2025 00:00:00 GMT

Written by Heather Akehurst OBE, in response to the Education Committee's call for evidence on post-16 education.

As an awarding body and non-profit organisation, Open Awards is committed to advocating for the needs of the learners. Our response provides practical advice on how The Education Committee can help all learners achieve their goals.

We respond to the government on the following points:

The post-16 curriculum

We are not sure that there is a post-16 ‘curriculum’ as such as it would encompass everyone from age 16 onwards including adult education. It still feels like a choice between vocational, technical and academic routes. We need increased flexibility for learners to package a mix of qualifications at post-16 to support a holistic curriculum.

As the new technical qualifications align to apprenticeship Standards, they are big qualifications that would be delivered as the core learning aim for a learner. This makes it a choice between GCSE/A Level route or Level 2/3 Technical qualifications. There isn't room in the curriculum to do a mix of both currently.

The 16-19 Curriculum is still largely qualification-focused, and we would like to see room for shorter programmes of learning to support specific skills development, perhaps alongside A Levels or T Levels. Micro-credentials would be useful as part of the curriculum to respond to employers and individual learner aspirations/learning goals.

We believe that financial literacy and the promised Oracy should feature within the curriculum. With regards to financial literacy, a welcome review of Maths L2 could embed it within there. Too many young people (and adults) have poor verbal communication skills and poor financial understanding. We would see this including interest rates, student loans, mortgages, income balancing, etc.

GCSE resits

Functional Skills remain a vastly under used qualification. We would suggest that it should be greater utilised within school settings as it offers learners a chance to build skills more gradually and gain confidence.

Moreover, Functional Skills use practical skills such as problem solving and so are better suited for some learners who will progress along a vocational route. Use of Entry to Level 2 also allows learners to achieve a Maths or English qualification – it is then for HEIs and employers to decide if it meets their needs.

The need for constant GCSE resits is de-motivating and crushes self-esteem and it can ensure young learners never want to undertake learning in any field again. Whilst we understand GCSEs are the hallmark for some learners' achievement, Functional Skills does provide a maths or English qualification. We would strongly recommend students are assessed if they do not attain a Grade 4 or above and that Functional Skills should be offered.

Functional Skills are also more suited to learners with special educational needs and those with low level Maths and/or English skills as each level acts as a stepping stone, enabling them to gain knowledge and confidence as they progress.

Employers need workers with strong literacy and numeracy skills for tasks like administration, communication, problem-solving, and financial management. In an increasingly data driven world, we need to understand what the data is telling us but also be able to present it effectively and imaginatively. A skilled multi-faceted workforce boosts productivity and innovation, driving economic growth, whilst low literacy and numeracy levels contribute to unemployment and lower wages for individuals with fewer chances for advancement.

Good literacy skills help individuals access and understand information, improving learning and societal outcomes, whereas low numeracy skills can lead to financial struggles, health risks, and difficulty accessing services.

We know there are gaps in literacy and numeracy attainment that contribute to inequality across different social groups. Education is the leveller in this, creating opportunities for personal and community advancement and affecting other areas of life such as positive health understanding and actions.

Moreover, studies show a strong link between low literacy levels and crime whilst improving literacy and numeracy can help prevent reoffending by offering the chance for education with a real hope of leading to employment. The new Minister for prisons, James Timpson understands this, and Open Awards was pleased to see him advocate for apprenticeships in prisons and education programmes that focus on Functional Skills to seek to rehabilitate offenders.

Within the UK, approximately 18% of adults aged 16 to 65 in England (equating to 6.6 million people) have "very poor literacy skills” (literacytrust.org.uk) and government data indicates that 17 million adults—49% of the working-age population in England—have numeracy skills at or below the level expected of primary school children. Whilst we’ve seen an increase in attainment of children, we still have a task ahead with the working age population, an issue that stubbornly continues. Functional Skills with their practical approach play an important role in addressing this. More investment is needed to encourage their uptake within employers, communities and individuals.

Indeed, the Leitch Review of Skills, commissioned in 2004, recommended that 95% of adults achieve functional literacy and numeracy, highlighting the shared responsibility among individuals, employers, and the government in achieving these goals.

Functional Skills are crucial in improving literacy and numeracy in the UK because they provide practical, real-world applications of English and Maths, helping individuals develop essential life and workplace skills. They help people to read and understand bills, contracts, and medical information, manage finances, calculate budgets, and understand interest rates. Importantly they enable people to communicate effectively in work and social settings.

T Levels

The work experience element of some T Levels is not practical, creates geographical disparity and does not give the right experience to lead to sustained employment. In T Levels such as Marketing it works very well – for other T Levels such as Construction it is a misnomer – it is industry experience. The length of the placement does not allow a learner to achieve all the elements needed to progress. We would suggest that it is re-named, and due consideration is given to industry experience that can be replicated within colleges to give equality of opportunity.

The use of T Levels also closes down vocational and academic routes for the learner at a much earlier age, potentially reducing their career choices. We believe they are a flawed qualification with little opportunity for later innovation in a fast-moving landscape.

Reform of Level 3 qualifications

The current pause and review under the section on Level 3 reforms is now creating a two, or even three, tier system with some new technical qualifications approved for delivery, another submission window imminently and then no clear plans after that. Qualifications previously confirmed as defunded are now extended, including some with overlap to T Levels etc. The reforms were meant to simplify the choices and make occupational routes clearer, but it feels like we're back in a messy situation with no clear route for learners/ providers through available qualifications and no clear process or timeline for the development of new qualifications moving forward. Level 2 reforms are still paused e.g., progression and foundation qualifications. This makes choice for learners difficult to articulate, and investment by education providers hard to determine.

Depending on the outcome of the review, there either needs to be a simplification of the funding approval process to enable awarding bodies to work with local employers, education providers and to respond to their needs effectively, or a clear commitment to the new technical qualifications that must align to the apprenticeship Standards. Whilst the apprenticeship Standards provide a strong foundation for qualification development, it is very restrictive when designing qualifications e.g., it is more difficult to respond to employer feedback (despite employer engagement being a requirement of approval) as we must ensure that all content aligns to the Standard. It has also led to qualifications that are almost identical to the apprenticeship delivery (and in some cases, assessment) making it more difficult to articulate the difference between an apprenticeship route and a technical qualification route. Why would a learner do a technical qualification that has the same requirements as an apprenticeship but without the salary?

The reformed system is going to make it harder long-term to respond quickly to employer demand or changing skills requirements e.g., waiting for IfATE/ Skills England to update an apprenticeship Standard, for the AO to then update the technical qualification. It is potentially unmanageable long-term e.g., reviews of qualifications will need to respond to changes to apprenticeship Standards. We get little notice of these changes, and they are on a rolling basis throughout the year meaning we could end up having to review qualifications in-year or ready for the new academic year with limited notice to providers.

The use of ‘windows’ for the development of new qualifications that need funding on a sectoral basis also appears to be short sighted. This is a fast-changing world, and it can result in learners having to be taught a curriculum that is already out of date, thereby disadvantaging the learner and damaging the credibility of the qualification/apprenticeship.

Apprenticeship challenges

A particular problem encountered within apprenticeship delivery is the demand placed on the apprentices and the tendency to treat them as fully trained and employed staff as opposed to trainees. This can include a reluctance to be flexible in releasing them for training and support even when they need it. Also, there can be inconsistency of the support they are receiving from their employer mentors.

Additionally, the most widespread challenge is for learners to keep on top of the ‘off the job’ records and meet the level of depth and detail required to meet the funding and compliance requirements; this is not always helped by employers commonly failing to protect their weekly study time. Many learners are trying to keep on top of everything within their own time. This leads to added pressures at home and ultimately impacts on mental health.

We would look to the Kickstart scheme and would like to see incentives for employers to take young apprentices at levels 2 and 3 whilst understanding that they may not be ‘job ready’ at the start of their apprenticeship.

We also understand that HMRC were supposed to record retention of apprentices once they had completed their apprenticeship to prevent employers abusing the scheme. We are not sure if this happened as we have not seen any reports. It would also be useful to have a much clearer breakdown of when and why apprentices leave before completion to understand if there is value in an apprenticeship without a formal qualification.

Mental health

There can be significant metal health issues for apprentices of all ages. Whilst there can be internal health and wellbeing officers, the volume of referrals far outweighs their support capacity and other tangible mechanisms are not always in place due to the lack of funding. Significant time is needed to support mental health challenges, however due to funding constraints, this is not factored into the staff workload. More funding for pastoral support is certainly required so that learners are provided the support they need.

There are increasing difficulties facing further education students, including mental health issues and access to mental health support, and cost of living pressures. There are some examples of really good work in pockets e.g., mental health practitioners based in schools (42nd Street in Manchester), but this continues to be a postcode lottery. We need to see an increase in central funding for third sector and early intervention teams to have this support consistently available rather than relying on individual school budgets.

EHCP also have a time limited life and even when they are in place are not always carried between school to the next provider and onwards. This is where it has been possible to obtain an EHCP, the NAO report of 28th February 2025 found significant delays in local government meeting their 20-week target, leading to increased mental health challenges for individuals and their educational establishments.

It appears to us that there is a fundamental issue with how we view mental health. Instead of focusing on prevention, early intervention and maintaining good health, we only focus on mental health when it is negative. It’s vital for early intervention to become a part of education and training. This is where we can establish the skillsets and toolkits needed to maintain good mental health and overcome challenges.

Learners with SEND

Our experience is that far too many children with SEND are not supported at mainstream schools (usually due to funding issues, LAs refusing to issue EHCPs despite clear documented needs, lack of specialist places available (all SEN places in Sefton were full and oversubscribed as of 2022); and the perception by some staff that it was ‘unfair’ to other children that SEND children be treated differently). Therefore, in our experience, one of the barriers in SEND young people accessing FE begins much earlier than age 16.

To access FE, they need to be supported to achieve and thrive in school to have the confidence in themselves to continue in education. So many end up out of school, losing confidence, isolated, and not fulfilling their potential.

As referenced above the NAO found there are continued delays to young people being assessed for an EHCP with many parents paying privately for autism assessments.

Young people with SEND are presenting with more complex issues e.g., increase in emotional and behavioural difficulties, mental health disorders, poverty. Education providers need more funding for specialist training/ staff to support learners effectively.

There has been an increased use of RARPA to focus on individual outcomes, which is positive in terms of flexibility of provision and creating individual pathways, but the downside is learners can leave without qualifications. Employers still recognise qualifications and ask for these on job descriptions. We are potentially disadvantaging learners longer term by not ensuring they have comparable qualifications to their peers.

Where RARPA is effective is in employability and independent living skills, but we see a real mix of quality in how this framework is applied. An increase in training and support for ISPs and mainstream provision on the use of RARPA would be welcomed. NATSPEC is doing some really good work in this space. It would also be advantageous to review the framework at the same time as reviewing the wider curriculum.

There is also a lack of uptake of apprenticeships for young people with learning disabilities, despite the maths/English flexibilities that have been available for some time for learners with an EHCP. This suggests that it isn't only maths/ English that was causing a barrier. Funding isn't clear for specialist colleges looking to offer apprenticeships and it is difficult for independent specialist colleges to be approved as an apprenticeship training provider. They don't in many cases have the track record of delivering apprenticeships, but they do have the track record of supporting learners with disabilities and learning difficulties into employment. Additional support for ISPs in this context would see an increase in supported apprenticeships.

Access to HE

It is well documented through several reviews that the Access to Higher Education diploma outperforms Foundation Degrees in terms of achievement and retention and we would therefore question the continuation of funding for them. The latest date from the 2021-2 cohort tells us that:

29% of Access to HE students entering higher education were from ethnic minority backgrounds, compared to 24% of students with other Level 3 qualifications.
6% of Access to HE students entering higher education had a disability, whereas this figure was 15% among those with other Level 3 qualifications.
24% of Access to HE students entering higher education were from disadvantaged areas, in contrast to 11% of students with other Level 3 qualifications.

Among Access to HE Diploma students who graduated, 25% achieved a first-class degree, closely aligning with the 26% rate among students with other Level 3 qualifications. Careers guidance, particularly within schools is patchy and often lacks independent knowledge and understanding.

Read the full piece here on the government website.

Award nomination: Quality Improvement Collaboration of the Year

Mon, 24 Mar 2025 00:00:00 GMT

https://openawards.org.uk/whats-new/news/award-nomination-quality-improvement-collaboration-of-the-year/https://openawards.org.uk/10062.aspxMon, 24 Mar 2025 00:00:00 GMT

We are so proud to announce that our joint project, "The Knowledge Hub", has been nominated for ‘Quality Improvement Collaboration of the Year’ at the Quality Professionals Awards!

What is The Knowledge Hub?

A joint project between Open Awards, OCN London, Agored and ECITB, The Knowledge Hub was designed to facilitate meaningful and proactive communication within the industry.

Meeting quarterly, The Knowledge Hub provides industry professionals with the opportunity to:

Share knowledge, best practise and predictions.
Forecast the future needs of assessment.
Maintain standardisation across the industry.

“Assessment is changing and Awarding Organisations need to change to meet the differing demands and opportunities available that benefit learners and apprentices. The Knowledge Hub enables us to do this in a supportive environment with robust challenges but a clear focus on improving assessment mechanisms and standards.” – Heather Akehurst OBE, CEO, Open Awards

The origin of The Knowledge Hub

With assessment requirements regularly changing, Akehurst identified the growing need for cross-communication within the industry.

At Ofqual’s 2024 symposium, questions were raised over the sector's capacity to meet assessment needs. Do we have the resources and qualified professionals required?

Another key area of debate within assessment is the possibilities of AI and digitalisation. While the conversation has been dominated by the perceived negatives, our recent AI summit addressed the opportunities provided by AI. Could AI improve the accessibility of assessment types?

Akehurst designed The Knowledge Hub to facilitate these conversations. It’s a way of bringing together the industry to ensure that today’s educators are prepared for the future of assessments.

Andrew Hockey, CEO of the ECITB, said: “The ECITB Awarding Organisation is always looking at ways in which we can improve, ensuring everything we do has the learner at its core.

“The Knowledge Hub has been a great way for us to work together and collaborate with other Awarding Organisations, sharing best practice and new ideas on how to improve both the quality of qualifications and the overall learner experience.”

The opportunities provided by The Knowledge Hub

“The Knowledge Hub is a sector leading, dynamic forum with a real impact. By connecting experts across likeminded awarding organisations, it encourages innovative thinking, problem-solving and best practice exchange.

“Agored Cymru are proud members of the hub, and we embrace collaboration which enables professionals to leverage different perspectives, build meaningful relationships, and co-create solutions that drive industry-wide progress for the benefit of learners and apprentices. The initiative provides a platform which enables us to innovate, challenge outdated models and embrace new technologies. Through shared expertise and a commitment to progress, we can shape the future of assessment.” - Deputy CEO of Agored, Jo Creeden.

Just one year in, The Knowledge Hub is future-proofing our assessment practices. We’re sharing ideas and best practice, leading to changes in approach across the four Awarding Organisations and standardisation of practice.

Discussing the impact of The Knowledge Hub, Carlos Cubillo-Barsi, CEO of OCN London, said: "The Knowledge Hub has been a game-changer as an opportunity to collaborate. By working with similarly forward-thinking organisations, we’ve created a space where we can tackle challenges head-on, share best practices, and drive real change.

“The impact of this initiative is already helping us to standardise processes, anticipate future needs, and ultimately improve the quality of assessment for learners and apprentices. This nomination is a testament to the power of working together to shape the future of education."

Spotlight on PASS: how we’re enhancing the learners’ journey together

Tue, 25 Mar 2025 00:00:00 GMT

https://openawards.org.uk/whats-new/news/spotlight-on-pass-how-we-re-enhancing-the-learners-journey-together/https://openawards.org.uk/10064.aspxTue, 25 Mar 2025 00:00:00 GMT

At Open Awards, we take a 360-approach to supporting our learners on their education journey. A key part of this is obviously our qualifications, apprenticeship standards and courses. But, without additional resources, support and tools, a qualification can easily become just another piece of paper. To enable our learners to achieve more than just a qualification, we offer a range of support designed to create a comprehensive and meaningful learner experience.

Today, we’re focusing on our provider Pass to spotlight how their services enhance the learners’ journey.

Who are Pass?

Pass are a leading provider of educational software services. They provide high-quality courses in maths and English, ensuring that millions of learners have access to engaging and effective educational content. By combining our expertise with Pass’s cutting-edge digital learning resources, we are creating a holistic educational experience that addresses the evolving needs of learners today.

We work with them both as their awarding body and as a partner. Not only do they provide an online platform that empowers learners to complete their Functional Skills assessments, but they also offer their diagnostic tools to all our providers completely free of charge.

Free diagnostic tools

As part of our partnership with Pass, our providers have access to two of their diagnostic tools: Initial Assessments and Subject Knowledge Assessments. Both tools are designed to identify the learner’s needs and help our providers tailor their teaching methods to their learners.

Initial Assessments – A bespoke assessment that determines what level a learner is currently working at and suggests which course they should be enrolled on after completion.
Subject Knowledge Assessments – A course-specific assessment that assesses a learner’s capability across the curriculum and helps tailor their revision through recommended topics.

Learner success

Pass empowers their learners to achieve through interactive and accessible resources that make learning more engaging and adaptable to different learning styles.

"I stopped going to maths lessons because it was just too much for me to bear. I didn’t understand it… I’ve had maths tutors for two years prior to joining Pass. Previously, I just felt they were talking at me, and I just couldn’t grasp it until I came to Pass." – Jordan, Maths Level 2 Functional Skills

Looking ahead

We are excited to continue working closely with Pass to further support our learners. This year promises to bring new opportunities for innovation, enhanced learning experiences, and a continued focus on quality education.

Navigating the complexity of end-point assessment fees

Mon, 07 Apr 2025 00:00:00 GMT

https://openawards.org.uk/whats-new/news/navigating-the-complexity-of-end-point-assessment-fees/https://openawards.org.uk/10076.aspxMon, 07 Apr 2025 00:00:00 GMT

Written by Robin Jackson, Director of Assessment at Open Awards

Given the complexities of apprenticeships, trying to determine what Open Awards should charge for end-point assessment can, feel like a dark art. So how have we approached this, at times divisive, subject?

Why we don’t just charge ‘the 20%’

It’s tempting to take the simple approach of charging the 20% of the maximum funding as our fee. There is a view this would remove ambiguity for employers and be consistent. After all, in relation to funding, isn’t that what the 20% of the funding paid on apprenticeship completion is intended to cover? This is a widely held misconception. The completion funding was never intended to be ‘ring fenced’ for end-point assessment costs. That’s not to say, it can’t be used for, or contribute to these costs. However, end-point assessment costs are generally ‘fixed’ by the EPAO, whilst the 20% final completion payment is a variable amount, based on the whole cost agreed between the provider and the employer.

A better way to model anticipated costs would be to deduct 20% from the maximum possible funding (i.e., 80% of £10,000 = £8,000) in case the EPA costs as much as this, and then calculate ¾ of the on-programme element to reflect the apprentice does not need the full anticipated 24 months on-programme learning (i.e., ¾ of £8,000 = £6,000). The provider and employer then agree the cost as being £8,000 (i.e., £2,000 + £6,000).

Why we have different fees for different standards

Because end-point assessment is associated with accessing public funding, EPAOs are only allowed to charge for what are deemed eligible costs by the Department for Education. Compliance with the requirement to only charge eligible costs was one of the conditions of acceptance (Condition 15) for being on the apprenticeship provider and assessment register (APAR). Whilst end-point assessment organisations have been removed from the APAR to “remove dual regulation”, the identified eligible costs are still the best place to start when determining EPA prices.

As each apprenticeship standard have different combinations of level, assessment methods, assessor qualification requirements etc., our fees reflect the specific complexities of individual standards. We put considerable effort into calculating our anticipated costs to come up with a fee that is reasonable and fair.

Why we charge a small registration fee and the rest is invoiced following gateway checks

For consistency and transparency, we have adopted this single approach for all the end-point assessments we offer. Otherwise, we are likely to have a fee schedule which is overly complex for providers to plan for. We incur administrative costs in setting up apprentices on our systems and for some standards, may need to allocate an assessor early in the process as they may be required to input into gateway checks or employer planning meetings/ site visits.

Why we publish our prices on our website

We take pride in being open and honest in our approach to everything we do. It’s about trying to do the right thing. We believe our prices should be visible to anyone. Current customers, interested future customers, even competitors.

Even if we didn’t have this within our DNA, it is a requirement for Ofqual as the qualification regulator/ EPA external quality assurer. Condition F1.2 requires us to make our fee information easily accessible to any potential purchaser without that person having to request it from, or provide any information to, us. In simple terms all end-point assessment organisations must make their prices publicly accessible. Therefore, not only are we living our values, but we are also confident in being compliant with our regulatory requirements.

Why resit costs appear lower than the overall EPA price.

We calculate our resit prices based purely on what we need to pay assessors (including for their planning and travel), and administration fees in setting up the assessment. This can appear to be lower than the overall EPA price.

The reason for this is our overall EPA price includes all eligible costs associated with delivering end-point assessment for that apprentice. This includes, for example: a proportion of costs associated with developing the end-point assessment and associated assessment instruments; guidance and support and the materials (non-capital items) used in the delivery of EPA (equipment or supplies necessary to enable the assessment to take place); and ensuring trained staff and appropriate premises are available to deliver EPA.

We calculate our overall EPA prices on the assumption that apprentices will not require resits. This ensure we are able to offer the highest quality assessment within our core costs, and keeps our resit/ retake prices simple (they cover ours and our assessors time in delivering the assessment).

Why we don’t caveat our prices with offers

It could be argued that end-point assessment and the expectation that employers should agree costs with EPAOs has led to even greater commercialisation of the qualification market and associated application of sales ‘spin’. We believe we have calculated our fees fairly and robustly, based on what are eligible costs. Therefore, there is minimal scope for us to offer deals. We are also minded of our responsibility to remain independent and not package or bundle our service with unnecessary enticements.

Given the cost of end-point assessment is paid from either the employer’s apprenticeship service levy account or is funded by DfE, we are unable to provide offers to providers without evidence this is being negotiated on behalf of and subsequently passed onto the employer. Therefore, by robustly setting clear fees we believe they are already fair and offer value for money.

Open Awards Bursary Winner 2025: Southport College

Fri, 11 Apr 2025 00:00:00 GMT

https://openawards.org.uk/whats-new/news/open-awards-bursary-winner-2025-southport-college/https://openawards.org.uk/10074.aspxFri, 11 Apr 2025 00:00:00 GMT

Announcing our Open Awards Bursary winner: Southport College

Open Awards are delighted to announce that our Trustees have awarded Southport College the Open Awards Bursary for their Access to Higher Education laboratory project.

In response to this year’s theme of ‘Doing Things Differently’, Southport College proposed changing the delivery and assessment of their Access to HE healthcare diplomas by redeveloping their old laboratory into an Access to HE laboratory.

Southport College used learner feedback and retention data to demonstrate how this new laboratory will improve achievement rates, remove barriers to progression and support kinaesthetic learners.

Discussing the impact this bursary will have on their Access to HE provisions, Wesley Magee (Curriculum Leader for Health, Social Care and Access to HE), said: “The Access team at Southport College are very grateful to receive this funding from Open Awards.

“The money will result in our Access students experiencing a more inclusive, practical and fun experience whilst studying their Access course. It will also allow units to be assessed in a more practical and interactive way.”

Congratulations to Southport College and we can't wait to see the new laboratory in all its glory!

Our commitment to fighting fraud: Ofqual's action plan for the prevention of qualification fraud

Wed, 07 May 2025 00:00:00 GMT

https://openawards.org.uk/whats-new/news/our-commitment-to-fighting-fraud-ofquals-action-plan-for-the-prevention-of-qualification-fraud/https://openawards.org.uk/10087.aspxWed, 07 May 2025 00:00:00 GMT

In today's world, qualifications are like golden tickets to jobs, education, and career growth. But what happens when those tickets are fake? Ofqual, with the support of Open Awards, are taking the steps to remove qualification fraud and ensure that all certificates truly represent a person's skills and knowledge.

To further fight fraud, Ofqual have updated the action plan for the prevention of qualification fraud. As a proud supporter and signatory of the plan, Open Awards are breaking it down. We’ve asked our Director of Assessment, Robin Jackson to explain Ofqual’s key strategies for our providers.

Ofqual’s action plan

Industry collaboration

Ofqual is teaming up with industry bodies, regulators, and government agencies to fight qualification fraud. They're also working with enforcement agencies to deal with any criminal activities linked to fraud.

Support for Awarding Organisations

Awarding Organisations (AOs) like Open Awards will get a Fraud Prevention Advice Note, helping them spot and reduce fraud risks.

Communication

Ofqual is looking into ways for awarding organisations to share intelligence and data to better detect and prevent fraud.

Spreading the word

They're launching initiatives to help people recognize qualification fraud and understand the serious consequences of getting involved.

Easy reporting

Making it simpler for people to report suspicious activities and concerns about qualification fraud.

Ofqual's efforts, supported by Open Awards, are all about keeping qualifications trustworthy and valuable. By working together, raising awareness, and making it easier to report fraud, we’re taking big steps to protect the integrity of the qualification system.

The Juggle Is Real: Prioritising Mental Health

Wed, 07 May 2025 00:00:00 GMT

https://openawards.org.uk/whats-new/news/the-juggle-is-real-prioritising-mental-health/https://openawards.org.uk/10090.aspxWed, 07 May 2025 00:00:00 GMT

Written by Abigail Black, Business Development Officer

As a mum of three, balancing work, motherhood, and everyday responsibilities often feels like a constant juggling act! With so much energy poured into taking care of everyone else, it’s easy to put our own needs last. But self-care isn’t selfish—it’s essential for maintaining mental health and wellbeing.

Being a mum is one of life’s greatest gifts —but it’s also one of the most demanding, especially when paired with the responsibilities of a full-time job. For many of us, the day starts before sunrise and doesn’t truly end until long after the kids are tucked up in bed. Between school runs, working from home, dinner prep, and bedtime routines, finding time for yourself can feel impossible.

Self-care doesn’t need to be a solo retreat or a full spa day (though those are great when possible!). It can be about small, meaningful habits that restore energy and promote mental wellbeing.

Inspired by Open Awards March walking challenge, I have recently started walking with friends on a Sunday morning. Each week we aim to walk 10k steps but have no pressure on ourselves. Some weeks we can only spare an hour, other weeks it can be two! Social strolls can be more than just exercise—they’re a chance to connect, decompress, and boost your mood through movement and meaningful conversation.

Baking together has become a weekend ritual I prioritise—it’s my way of easing the guilt of a hectic week and making sure we reconnect as a family. I choose a cake recipe each week, and the kids love getting involved, measuring, mixing, and sneaking tastes. I find it turns a daily task into a bonding experience, encouraging creativity, and laughter. It’s also an opportunity to slow down and spend some quality time together (if your kids enjoy video games, you’ll know the struggle).

Our Mental Health and Wellbeing Group at Open Awards introduced the Action for Happiness calendar this April. The calendar was shared across the team and followed throughout the month, with each day offering a small, positive action—such as “Take a mindful moment,” “Send a message of appreciation,” or “Get outside and notice nature.” These small prompts encouraged us all to pause, reflect, and prioritise our wellbeing, even on the busiest days.

We’ve all heard the classic tips for looking after our mental health—but the reality is, life doesn’t always leave space for perfect routines. What matters most is recognising and celebrating the small wins, and finding what works for you, no matter how small or simple it may seem.

I would love to hear how you manage your mental health and wellbeing!

Meaningful work and industry experience

Thu, 15 May 2025 00:00:00 GMT

https://openawards.org.uk/whats-new/news/meaningful-work-and-industry-experience/https://openawards.org.uk/10101.aspxThu, 15 May 2025 00:00:00 GMT

Learning at Work Week is an opportunity to reflect on the importance of supporting all learners, and particularly those furthest away from the labour market, to access meaningful experiences in the world of work. For me, it is the word ‘meaningful’ that is critical. Experience should be linked to the individual learner’s aspirations, goals, education pathway and career ambitions. I accept that there is absolutely value to be gained in any and all experiences; learners can take something away from any work placement, particularly around softer skills and independent working. However, if work experiences are to meaningfully support a learner on their pathway to employment, then the experience itself must be equally meaningful.

For many schools and colleges, work experience has long been a central feature of the curriculum. However, sourcing enough placements, especially tailored, high-quality ones, is increasingly difficult. Employers often face resource constraints, limited staff capacity to supervise learners, and sometimes overwhelmed with the different types of programmes and experiences they are being asked to support. This is a particular challenge for small and medium sized employers (SMEs) who make up the dominant employer type within specific industries. Education providers can face similar changes with resourcing (seemingly endless need to evidence employer engagement and providing occupational specific advice/guidance), timetabling and supporting individual learners to get the most from their placements.

As the demand for work experience grows, so too does the gap between expectation and reality. This is particularly stark for learners who require more structured, supported environments to engage and thrive.

Is it time to reflect on broadening our approach?

Work Experience typically refers to short-term, hands-on placements where learners perform tasks or shadow staff in a real-world setting. These placements help learners understand workplace expectations, develop or raise awareness of generic employability skills, and build confidence. They can be longer placements (e.g., T-Levels and supported internships) where learners will be taught and supported to undertake a specific role within the workplace.

Industry Experience, by contrast, is a broader and more flexible concept. It can include employer-led projects, virtual tours, expert talks, job-shadowing, simulation-based tasks, and enterprise challenges. These experiences offer insights into specific sectors or roles without requiring the same logistical commitments as traditional work placements.

This isn’t an either/or proposal. Both work experience and industry experience can play a meaningful part in careers education. As an example, work experience may be most beneficial for learners who are close to entering the workforce and can benefit from immersion in a working environment, whereas industry experience is ideal for younger learners, those exploring different sectors, or individuals who may need a more structured approach to developing career awareness. The latter also arguably provides learners with a greater appreciation of the scope of an occupation or work role by nature of the potential diversity of opportunities and perspectives.

For learners with disabilities, a blended transitional approach that scaffolds learning could be key - starting with industry exposure and moving towards structured work placements. This sustained engagement with the world of work and building of skills across different experiences can support increased outcomes.

This shift aligns closely with the updated Gatsby Benchmarks, which now place greater emphasis on inclusive, progressive, and flexible engagement with employers across a range of formats. The updated guidance recognises industry experience, including virtual, project-based, and supported formats, as meaningful preparation for work, particularly for learners with SEND and those furthest from the labour market.

Having previously worked on supported internships in Greater Manchester, I am always conscious of the learning we can take from the supported employment model and the applications we could make across the curriculum to support careers education.

The supported employment model is centred on personalisation (matching opportunities to a learner’s interests and skills), job carving (designing roles that align with individual strengths), on-the-job support (using job coaches or mentors to aid transition), and empowering employers (providing training and confidence to host diverse learners).

These practices don’t just benefit learners, irrespective of their individual needs, they enhance employer understanding, build inclusive workplace cultures, and lead to better outcomes across the board.

This Learning at Work Week, let's challenge ourselves to broaden what we mean by ‘work experience’. Let’s build diverse, inclusive, and flexible industry experiences that benefit all learners, and empower employers to play a meaningful role by widening their opportunities to engage with our learners.

By recognising the continuum from industry exposure to supported work placements, we can create richer, more accessible career pathways that ultimately support our leaners on their pathway to meaningful careers.

Introducing Education Insights 2025

Mon, 19 May 2025 00:00:00 GMT

https://openawards.org.uk/whats-new/news/introducing-education-insights-2025/https://openawards.org.uk/10103.aspxMon, 19 May 2025 00:00:00 GMT

We are delighted to announce our next education summit. Join us on the 2^ndof October for a full day of education insights.

After the success of last year’s AI summit, we knew we wanted to continue hosting community events. Yet, we knew that we needed to expand our format to respond to the complex needs of the current education and training landscape.

With education facing a series of rapid changes, we have developed an event to provide insights into the full spectrum of challenges educators are facing today: Education Insights.

What is Education Insights?

Education Insights is a yearly education summit designed to keep you up to date with all things education and training.

Through a range of short talks, panels and networking opportunities, Education Insights is an opportunity for educators to explore trending topics, discover best practices and learn about the new developments within the sector.

Structured into four sections, each part of the day will provide a deep dive into one of the following topics:

Mental health and wellbeing
SEND
Understanding Ofsted
Digital transformation and AI

About the event:

Date: 02/10/25

Time: 10am-4pm (lunch provided)

Location: Open Awards, Estuary Commerce Park, 17 De Havilland Drive, Speke, Liverpool, L24 8RN

Book your tickets here.

AGM 2025: navigating the evolving education landscape.

Fri, 04 Jul 2025 00:00:00 GMT

https://openawards.org.uk/whats-new/news/agm-2025-navigating-the-evolving-education-landscape/https://openawards.org.uk/10152.aspxFri, 04 Jul 2025 00:00:00 GMT

Written by Nina Hinton, Director of Business and Development

Thursday 19th June was a day of celebration at Open Awards as we held our Annual General Meeting. This year’s event was especially significant as we mark 20 years of trading as Open Awards (formerly Open College Network, North-West Region). It was a moment to reflect on both the past 12 months and two decades of achievements.

Nicky Mailey, Chair of the Board of Trustees, opened the AGM by noting the many changes in the education sector, including those prompted by the 2024 General Election. She thanked the Board and Senior Management Team for their leadership and praised the Open Awards team for their dedication in navigating change and keeping learners and providers at the heart of their work.

Chief Executive, Heather Akehurst echoed Nicky’s words and looked ahead to the evolving education landscape. She highlighted the impact of the upcoming introduction of Skills England, the Curriculum Assessment Review due in Autumn, and the development of reformed qualifications for 14-16 learners in Wales. She also noted the upcoming re-licensing process with QAA for Access to HE Diplomas—significant change requiring careful preparation.

The AGM also marked changes to our Board.

Firstly, to Andy Stott from Stockport and Trafford College Group who Heather described as a ‘…leading light on the Access to HE committee, championing this Diploma and widening participation…’ Andy joined the Access to HE Committee in 2013 and became a Trustee in 2019. His dedication and behind-the-scenes work, particularly with the Access team, will be greatly missed.

Secondly, Nicky who joined the Board in 2016 and became Chair in 2022. A champion of education’s power to change lives, Nicky has brought experience, challenge, and strong leadership. Heather thanked her warmly: “She has been exceedingly generous with her time and knowledge, and a real support to the Senior Team and especially me.”

We were also pleased to welcome two new Trustees, Anthony Rayworth and Clare Webster.

Harm van Zalinge was voted in as the new Chair and thanked his fellow Trustees for their support. With our new Strategic Plan for 2025–28 launching, Harm’s leadership and expertise will be key over the next three years.

Heather closed the meeting, as always, with a quote—this time from Wicked, in honour of the Trustees and Committee members, especially Andy and Nicky:

“Because we knew you, we have been changed – for good.”

Apprenticeship Assessment Is Changing — Here’s What We Know (and What We’re Watching Closely)

Thu, 10 Jul 2025 00:00:00 GMT

https://openawards.org.uk/whats-new/news/apprenticeship-assessment-is-changing-here-s-what-we-know-and-what-we-re-watching-closely/https://openawards.org.uk/10174.aspxThu, 10 Jul 2025 00:00:00 GMT

The past six months in the apprenticeship landscape have felt like gazing into a crystal ball.

We think we can see the future. But the image in the crystal ball is layered with mist, shifting shapes, and hidden details.

Since the Department for Education’s announcement during National Apprenticeship Week in February, we’ve seen a steady rollout of changes; most notably, the introduction of new Apprenticeship Assessment Principles.

Subsequently, IfATE and, more recently, Skills England have been working to implement these changes. Ofqual is now consulting on its regulatory approach for the apprenticeships it oversees. While some details remain unclear, the broader direction is becoming more defined. As training providers, it’s important to stay informed and reassured that, while the landscape is shifting, Open Awards are navigating it with experience and clarity.

Here’s what we know so far:

New terminology to learn

Expect a shift in language:

‘End-point assessment’ becomes ‘apprenticeship assessment’
‘End-point assessment organisations’ become ‘assessment organisations’
‘On-programme’ becomes the ‘practical period’
These changes reflect a broader effort to reflect the wider changes.

All assessment plans will be redeveloped

The goal is for Skills England to complete this by August 2026. This means we’re entering a transitional phase throughout 2025 and 2026, during which assessment plans will be updated and simplified.

Employers will assess behaviours

Employers will now be responsible for confirming whether their apprentice consistently demonstrates the behaviours outlined in the standard. This marks a significant shift in responsibility and will require clear guidance and support which Open Awards is working to support.

Changing relationships between providers and AOs

Assessment organisations (AOs) will be expected to manage training providers similarly to how they manage centres offering regulated qualifications. Ofqual views apprenticeship assessments as regulated qualifications, which means:

Enhanced up-front due diligence
Formalised ongoing quality monitoring
Potential sanctions for non-compliance

More flexibility for AOs in assessment design

AOs will have greater freedom to determine how best to assess competence, provided outcomes remain comparable across a standard. At Open Awards, we’re well-positioned to use this flexibility wisely. Balancing innovation with robust, valid assessment practices.

Independent external assessment will remain

External, synoptic assessment by the AO will still be required, making up at least 40% of the overall assessment. The format may vary by standard, but this is a model we are well used to at Open Awards, with our offer in vocational and technical qualification.

Providers may deliver part of the assessment

In future, apprenticeship assessments may be limited to two methods per standard; one potentially delivered by the provider during the practical period, under AO oversight. Providers will require:

Adequate infrastructure and resources
Occupationally credible assessors (possibly with formal assessor qualifications)
Strong conflict of interest management

The introduction of external quality assurance of Provider Assessment

AOs are likely to adopt risk-based sampling approaches. However, providers should be aware that quality concerns could trigger additional external quality assurance (EQA) activity and even retrospective investigations.

Costs will shift, not spike

While overall costs are unlikely to change, how they’re allocated will change. For example:

External assessment fees may decrease
Providers may face approval or annual fees
EQA sampling may introduce new indirect costs
Planning for these changes now will help avoid surprises later.

Apprentices can transfer to newer versions of Standards

Transfers will be possible, but providers must ensure both the apprentice and employer understand the implications and that the apprentice is properly prepared.

Our Commitment to You

At Open Awards, we understand vocational assessment and we’re committed to delivering credible, high-quality apprenticeship assessments aligned with the new principles. We have a history of working closely with training providers and employers to design and deliver both internal and external assessment and know how well this can work. We will continue to not compromise on quality or integrity. You can trust that apprentices assessed through Open Awards will continue to meet the high standards expected by employers.

Key takeaways from the AELP National Conference

Fri, 11 Jul 2025 00:00:00 GMT

https://openawards.org.uk/whats-new/news/key-takeaways-from-the-aelp-national-conference/https://openawards.org.uk/10179.aspxFri, 11 Jul 2025 00:00:00 GMT

Written by Teri Greaves, Business Development Manager at Open Awards

I recently attended the AELP National Conference, where I had the opportunity to engage with a range of providers on apprenticeships, qualifications, and sector updates.

AELP shared important changes they’ve been lobbying for—most notably, the removal of the mandatory Maths and English requirement for apprentices aged 19+. At Open Awards, we continue to champion Functional Skills in Maths and English as vital tools for lifelong learning. We offer qualifications from Entry Level 1 to Level 2, including on-screen Entry Level 3 to improve accessibility, and we remain committed to developing inclusive, high-quality provision.

On the day, I attended a workshop on changes to apprenticeship assessment. While it sparked valuable discussion, there’s still uncertainty around the changes. For instance, how employer signoffs for the behaviours will be standardised and the impact this will potentially create with quality. As an Apprenticeship Assessment Organisation, we’re here to support providers through this transition, especially those new to internal quality assurance.

Another insightful session focused on people not in education, employment or training (NEET). SLC showcased a flexible funding project in Leeds that’s helping re-engage young people in education. Their success highlights the importance of adaptable delivery and pre-qualification support. At Open Awards, we offer flexible qualifications from Entry Level 1 to Level 3, but funding barriers remain a challenge. Our Business Development team regularly meet with providers to discuss how to make the most of our qualifications and where funding is available.

Did you know all Open Awards Level 3 Qualifications carry UCAS Points?

Mon, 21 Jul 2025 00:00:00 GMT

https://openawards.org.uk/whats-new/news/did-you-know-all-open-awards-level-3-qualifications-carry-ucas-points/https://openawards.org.uk/10224.aspxMon, 21 Jul 2025 00:00:00 GMT

Co-written by Julie Goodwin, Head of Development and Vicky McClymont, Marketing and Access to HE Development Manager

When we regulate Level 3 qualifications at Open Awards, UCAS automatically generates points for these qualifications and adds the qualification to the official Tariff tables. The purpose of the Tariff is to enable higher education providers to draw high-level comparisons between the wide range of available qualifications.

So, whether you choose one of our extensive Access to HE Diplomas or one of our Level 3 qualifications, you will get points upon completion of the qualification.

Level 3 Qualifications

Our Level 3 qualifications cover a range of subjects, including:

Braille

International Supply Chain Logistics suite

Maritime suite

Master Quilter

Maternity Support Worker

Mentoring suite

Network Cabling suite

Occupational Health Technicians

Pharmacy suite

Procurement

Responding to Substance Misuse

Teacher Training suite

Youth work suite

For full details please check the UCAS Tariff points webpage by clicking here.

Access to HE Diplomas

As Tariff points are awarded for Level 3 qualifications, Tariff points against an Access to HE qualification are only attributed against the 45 Level 3 credits, graded at Pass, Merit or Distinction.

The highest Tariff value achievable for an Access to HE qualification is 144 (a learner holding all 45 credits at Distinction) and the fewest Tariff points is 48 (based on 45 credits achieved at Pass). All variables of learner achievement across the 45 Level 3 credits are included in the Tariff (i.e. D30M12P3, D27M9P9, D3M9P3).

When researching HE courses, you will typically see the minimum number of tariff points required to gain entry within the ‘Entry Requirements’ section for each course. From this you will be able to work out how many credits at Distinction, Merit or Pass you will need to gain in order to meet the tariff requirements. Do this by using the Tariff tables and clicking the ‘Access to HE’ tab at the bottom of the sheet:

Access to HE Tariff table

Whilst there is no hard and fast rule about the value of Tariff points against a grade of Distinction, Merit or Pass, a basic calculation could look like this:

If a learner achieves 45 credits at Pass standard, they get 48 tariff points - which would mean 48 / 45 = 1.067 points per Pass credit.

An all-Merit profile would award a learner 96 tariff points, therefore we could assume 1 credit at Merit level equals 2.13 UCAS points (96 / 45).

A full Distinction profile would give a learner 144 tariff points, meaning that 1 credit at Distinction level equals 3.2 tariff points (144 / 45).

To calculate the tariff points you would receive for the 45 graded credits on your Access to HE Diploma, use the UCAS Tariff Points Calculator, by adding in your qualification and credits achieved at Distinction, Merit, and Pass level: UCAS Tariff Points Calculator

Apprenticeships

For the 2026 cycle, UCAS are introducing a new Tariff points structure that now includes Level 3 apprenticeships alongside A-levels, T Levels, and other post-16 qualifications. These changes aim to support apprentices' progression to higher education by creating a unified system that helps universities and colleges evaluate apprenticeship qualifications against traditional academic routes.

For apprenticeships achieved in England, Northern Ireland, and Wales, the size band is based on the published expected duration of the apprenticeship (not the amount of time the apprentice took to complete it).

To determine the number of Tariff points you will be awarded (from 2026) for the completion of an apprenticeship standard, use the Tariff Tables and click ‘Apprenticeships’ at the bottom of the sheet:

Tariff points for apprenticeships

Mae Addysg yng Nghymru ar Fin Newid / Welsh Education Is Changing

Mon, 01 Sep 2025 00:00:00 GMT

https://openawards.org.uk/whats-new/news/mae-addysg-yng-nghymru-ar-fin-newid-welsh-education-is-changing/https://openawards.org.uk/10280.aspxMon, 01 Sep 2025 00:00:00 GMT

Mae addysg yng Nghymru ar fin newid. Dros y tair blynedd nesaf, bydd Llywodraeth Cymru yn cyflwyno cyfres o ddiwygiadau i gymwysterau Cymru. Dyma bopeth sydd angen i chi ei wybod.

Welsh education is changing. Over the next three years, the Welsh Government is introducing a series of reforms to Welsh qualifications. Here’s what you need to know.

Beth yw’r Diwygiadau? / What Are the Reforms?

Mae’r diwygiadau cenedlaethol 14–16 wedi’u cynllunio i wella safonau ac i sicrhau bod dysgwyr Cymru yn dod yn gymwys ar gyfer y dyfodol. Maent yn anelu at ddiwallu anghenion dysgwyr heddiw a gwella cyrhaeddiad ledled Cymru.

I sicrhau addysg gynhwysfawr, berthnasol a theg, bydd y Cymwysterau Cenedlaethol yn:

Defnyddio technoleg ddigidol yn effeithiol
Darparu’r sgiliau y mae cyflogwyr yng Nghymru eu hangen arnynt
Cynyddu cyfleoedd ar gyfer dysgu ymarferol ac ymgysylltiol
Bod yn gymwysfawr ac yn werthfawr yng Nghymru a thu hwnt iddi

Yn greiddiol i’r diwygiadau mae’r tri egwyddor canlynol:

Bydd cymwysterau’n cyd-fynd â’r Cwricwlwm i Gymru
Byddant yn gydlynol ac yn gynhwysol
Byddant ar gael yn Gymraeg a Saesneg

The National 14–16 reforms are designed to improve standards and ensure that learners in Wales become qualified for the future. They aim to meet the needs of today’s learners and raise attainment across Wales.

To provide a comprehensive, relevant and fair education, the National Qualifications will:

Make effective use of digital technology
Provide the skills that Welsh employers need
Increase opportunities for practical and engaging learning
Be valuable within and beyond Wales

At the heart of the reforms are three core principles:

Qualifications will align with the Curriculum for Wales
They will be coherent and inclusive
They will be available in Welsh and English

Pam mae Angen y Diwygiadau hyn? / Why Are the Reforms Needed?

Mae addysg yng Nghymru yn esblygu i baratoi pobl ifanc yn well ar gyfer byd sy’n newid yn barhaus. Mae’r diwygiadau’n sicrhau bod cymwysterau’n adlewyrchu’r Cwricwlwm i Gymru, sy’n rhoi pwyslais ar sgiliau, creadigrwydd a lles ochr yn ochr â chyrhaeddiad academaidd. Maent hefyd yn ymateb i adborth gan gyflogwyr ac addysgwyr sy’n dymuno gweld dysgwyr yn datblygu sgiliau ymarferol a throsglwyddadwy – nid canlyniadau arholiadau yn unig. Drwy foderneiddio cymwysterau, mae Cymru’n anelu at greu system addysg sy’n fwy cynhwysol, ddwyieithog ac yn berthnasol i economi’r dyfodol.

Education in Wales is evolving to better prepare young people for a rapidly changing world. The reforms ensure that qualifications reflect the Curriculum for Wales, which focuses on skills, creativity and wellbeing alongside academic achievement. They also respond to feedback from employers and educators who want learners to develop practical, transferable skills – not just exam results. By modernising qualifications, Wales aims to create an education system that is more inclusive, bilingual and relevant to the future economy.

Yr Amserlen ar Gyfer y Diwygiadau / Timeline for the Reforms

Bydd y diwygiadau’n cael eu cyflwyno mewn tri thon rhwng mis Medi 2025 a mis Medi 2027:

Ton 1

TGAU dethol

addysgu o fis Medi 2025

Ton 2

TGAU ychwanegol

addysgu o fis Medi 2026

Ton 3

TAAU a Chymwysterau Sylfaen

addysgu o fis Medi 2027

Am ragor o fanylion ac i weld pryd y caiff cymwysterau penodol eu cyflwyno, cliciwch yma.

The reforms will be introduced in three waves between September 2025 and September 2027:

Wave 1	Select GCSEs	Taught from September 2025
Wave 2	Select GCSEs	Taught from September 2026
Wave 3	VCSEs Foundation Qualifications	Taught from September 2027

For a full breakdown and to see when specific qualifications will be introduced click here.

Beth yw’r Cwricwlwm i Gymru? / What Is the Curriculum for Wales?

Y Cwricwlwm i Gymru yw’r fframwaith sy’n arwain addysg yng Nghymru. Mae’n grymuso dysgwyr i ddod yn:

Ddysgwyr uchelgeisiol a galluog
Gyfranwyr mentrus a chreadigol
Ddinasyddion moesegol a gwybodus, o Gymru a’r byd
Unigolion iach a hyderus

The Curriculum for Wales is the guiding framework for education in Wales. It empowers learners to become:

Ambitious, capable learners

Enterprising, creative contributors

Ethical, informed citizens of Wales and the world

Healthy, confident individuals

Pam wnaeth Open Awards benderfynu datblygu cymwysterau? / Why Did Open Awards Decide to Develop Qualifications?

Gyda dysgu cynhwysol a chynnydd dysgwyr wrth galon y Cwricwlwm i Gymru, mae datblygu cymwysterau ar gyfer y diwygiadau cenedlaethol 14–16 yn adlewyrchu ein hymrwymiad i wneud addysg yn hygyrch i bawb. Mae gennym hanes hir o gael gwared ar rwystrau i ddysgu, grymuso dysgwyr a chefnogi llwyddiant. Rydym yn dod â’n harbenigedd mewn cymwysterau sylfaen, darpariaeth ADY (Anghenion Dysgu Ychwanegol) a sgiliau ar gyfer gwaith a bywyd i drawsnewid bywydau dysgwyr Cymru.

With inclusive learning and learner progression at the heart of the Curriculum for Wales, developing qualifications for the national 14–16 reforms reflects our commitment to making education accessible for all. We have a long history of removing barriers to learning, empowering learners and supporting achievement. We bring our expertise in foundation qualifications, ALN (Additional Learning Needs) provision and skills for work and life to help transform learners’ lives in Wales.

Pa Gymwysterau sy’n Cael eu Datblygu? / What Qualifications Are Being Developed?

Mynediad 1 – Lefel 2: Sgiliau Bywyd a Gwaith / Entry 1 – Level 2: Skills for Life and Work suite

Mynediad 1 – Lefel 2: Cymwysterau Prosiect / Entry 1 – Level 2: Project Qualifications

Mynediad 1 – Lefel 1: Sylfaen Gyffredinol mewn Saesneg / Entry 1 – Level 1: General Foundation in English

Mynediad 1 – Lefel 1: Sylfaen Gyffredinol mewn Rhifedd / Entry 1 – Level 1: General Foundation in Numeracy

Eich Cwestiynau Chi – Ein Hatebion Ni / You Ask, We Answer

Os oes gennych unrhyw gwestiynau pellach am y Diwygiadau Cenedlaethol 14–16, cyflwynwch eich cwestiynau yma.

If there’s anything else you’d like to know about the National 14–16 Reforms, submit your questions here.

Education Insights 2025: Meet our Speakers

Fri, 19 Sep 2025 00:00:00 GMT

https://openawards.org.uk/whats-new/news/education-insights-2025-meet-our-speakers/https://openawards.org.uk/10314.aspxFri, 19 Sep 2025 00:00:00 GMT

Education Insights is nearly here and we're delighted to share some of our expert speakers ahead of time.

Discover our speakers, their insights and how to get in touch with them below.

Tom Reynolds

About Tom:

As a post-degree-diagnosed dyslexic, Tom Reynolds is a passionate advocate for equitable and inclusive education. With over 20 years’ experience teaching, leading and advising in state secondary schools, Tom has consistently championed the use of innovative approaches to address systemic disparities. His expertise lies in identifying barriers to educational opportunity and in exploring practical, technology-driven solutions to create a more level playing field for learners. A former five-times ‘Head of English’, Tom is the Founder of EdenFiftyOne - an award-winning edtech platform that promotes 51 universal literacy skills – and in 2023, Tom was shortlisted as the ‘Great British Entrepreneur of The Year’. Tom is the Education Advisor to the world’s first United Nations Regional Office, in Liverpool, and a guest lecturer for English teacher training at Liverpool John Moores University [LJMU].

His Insight:

The current education system is failing SEND and disadvantaged learners. It's time for technology to give all young people a chance to thrive, regardless of their background or needs.

LinkedIn:

Reach out to Tom on LinkedIn here.

Jeanne Fairbrother

About Jeanne:

Jeanne Fairbrother is a Chartered member of IOSH and an experienced health and safety (HS) practitioner. She has nineteen years of experience in the education sector and was a Lead Officer for schools at Wirral Council for 10 years.

Jeanne has a proven track record of delivering advice, guidance, and excellent customer service to education settings. She is also an experienced and accredited IOSH trainer.

She is the customer-focused Director of SafeSchool, a health and safety consultancy that specifically services schools. SafeSchool provides services to schools across Wirral, Liverpool, Cheshire East & West, Manchester, and Halton.

Her Insight:

A brief introduction to Martyn’s Law and how schools should/need to prepare in the next 18 months to ensure they are compliant, to ensure the safety of their staff, students, visitors.

Her LinkedIn:

Reach out to Jeanne on LinkedIn here.

Elly Jackson

About Elly:

Elly is the Project Coordinator for Liverpool City Council’s Intern to Work Programme, a programme that supports young adults with additional needs or disabilities. The main aim of our programme is to support individuals to gain practical experience and build skills to move into sustainable, paid employment. With a background as a qualified primary school teacher and SEND Job Coach, she is passionate about creating inclusive opportunities that support young adults to transition into meaningful employment.

Her Insight:

Empowering young adults with SEND to reach their full potential and helping employers benefit from the diverse strengths they bring to the workplace.

LinkedIn:

Reach out to Elly on LinkedIn here.

Tony Bradley

About Tony:

Tony Bradley (Revd Dr, SFHEA), is Director of the SEARCH (Sustainable Economy Action Research Centre at Hope) research centre at Liverpool Hope University, and Senior Lecturer in Business Sustainability. He is a former environmental scientist and has a long-standing interest in the role of environmental action groups in promoting community resilience and social cohesion, especially in times of crisis. He is currently part of a Europe-wide Horizon project developing research on 'empowering young people to enhance mental health', in which he is leading on the field of 'eco-anxiety to eco-action'. He is the author/editor of 11 books and many research articles. He lives in the Lake District with his wife, and close to two daughters, their families, and four dogs.

His Insight:

Research evidence indicates that 'eco-anxiety' is experienced by 50% of young people across Europe. It is one of the most significant sources of mental health issues amongst Gen Z cohorts. Engagement in 'eco-activism' can be a main way of ameliorating these issues, and empowering young people to envision a positive future for themselves, their communities, and the planet.

LinkedIn:

Reach out to Tony on LinkedIn here.

Natalie Hicks

About Natalie:

Natalie Hicks is an Occupational Therapist, and until recently she has been leading on the Level 3 Community Health and Wellbeing Apprenticeship at Training 2000. Natalie has three autistic children, and is experienced with the mental health of young people.

Her Insights:

How can you improve the Mental Health and Wellbeing of your students? Techniques you can implement and recommend.

LinkedIn:

Reach out to Natalie on LinkedIn here.

Bhumika Palni

About Bhumika:

In her role, Bhumi supports young people aged 16–24 to develop their employability skills and gain paid employment. Over the past year, she has supported 16 young people to gain 19 paid jobs offers.

Her passion stems from both professional and personal experience — she holds a Master’s degree in Entrepreneurship and Innovation from the University of Edinburgh, where her dissertation focused on the barriers and enablers to disability inclusion in organisations and how organisations can become inclusive of people with disabilities in their recruitment, integration and retention processes.

On a personal note, her younger brother, Saransh, was born with Down’s Syndrome, he inspires her to help create a world where everyone has the right environment and an opportunity to excel and prosper.

Her Insight:

Employment for all - Ensuring all young adults can work regardless of their needs. Offering the right support and advocating for an inclusive society.

LinkedIn:

Reach out to Bumika on LinkedIn here.

Michelle Blake

About Michelle:

Michelle is a SEND professional with experience as a teacher in both primary and secondary education, as well as experience as a university lecturer specialising in inclusion. She is also a parent of children with SEND. With a background in psychology, Michelle’s professional interests are based around psychological wellbeing and neurodiversity. At present, Michelle is the director of a Community Interest Company, Wonder Neurodiversity, which provides training, coaching and development for neurodivergent people, families, schools, community groups, and employers.

Her Insight:

Harnessing and enhancing neurodivergent pupils’ motivation for learning, enabling them to achieve: How are neuro-affirming practices, self-concept and wellbeing tied together with engagement?

LinkedIn:

Reach out to Michelle on LinkedIn here.

Sam Flynn

About Sam:

Sam Flynn is a digital wellbeing and digital culture trainer and speaker. With a background in Organisational Psychology, Sam has been running a social media training business for the last 15 years. After noticing her own smartphone use increase dramatically during the pandemic, and the impact this had on her own wellbeing and mental health, Sam researched the impact that the digital world is having on our wellbeing. She has combined her psychology and digital backgrounds to provide digital wellbeing session in businesses, to parents and in schools. Sam delivers sessions on reducing smartphone use, managing our children’s smartphone use and digital culture within organisations. The digital world is not going away, so Sam helps people embrace it in a positive way!

Her Insight:

Our children are being raised in a digital world so it’s essential we ensure there is no negative impact on their wellbeing. In this session, you’ll discover the negative impact the digital world can have on children and steps we can take to protect their wellbeing

LinkedIn:

Reach out to Sam on LinkedIn here.

Paul Henderson-Griffiths:

About Paul:

Paul is proud to lead our Service Delivery team here at Open Awards, comprising our Customer Service and Administration functions. His team are the first point of contact for our customers and provide training and support to our providers. Paul's team also ensure all registrations and certifications are correct.

Paul began his career at Open Awards in 2019 firstly managing the EQA contract for end-point assessment of apprenticeships, before moving into the Operations Manager role, Head of Service Delivery and since June 2023 joining the Senior Management Team as Director for the Service Delivery function.

Prior to working for Open Awards, Paul spent 9 years working in Social Care, firstly managing programmes for young people with SEND to access public transport and latterly managing a support service for adults with varying support needs to engage in meaningful activities and employment.

Outside of his role at Open Awards Paul is proud to be a School Governor of two Primary Schools in Salford.

His Insight:

Paul's role as a Chair of Governors has given him an insight into the OFSTED inspection process under the "old" and revised framework. Preparation for OFSTED is key as is a understanding of how inspections will focus on Governance.

LinkedIn:

Reach out to Paul on LinkedIn here.

Gavin Sherrat:

About Gavin:

Gavin Sherratt is the founder of GoodShip*, a purpose-driven digital and innovation agency. With over two decades in digital, he helps organisations harness creativity, technology, and AI to create meaningful and transformative solutions for them and the communities they serve.

His work includes strategic consultancy, developing digital platforms, and the AI Activator programme, which helps organisations responsibly adopt generative AI. Gavin is passionate about collaboration, innovation, and using technology to drive positive change.

His Insight:

AI is now a key tool for life and business. The key with any tool is how we use it and how we explore the options and possibilities new technologies bring to us in life, education, and the future of work.

LinkedIn:

Reach out to Gavin on LinkedIn here.

Nick Hurst:

About Nick:

After leaving university in 2005 and qualifying as a secondary History teacher, Nick began working for a year in a school for those with severe and complex needs. This drew him to working with individuals on the fringes of the education system. Since then, he has spent time in a number of teaching roles all with individuals and settings that had high support needs.

Since taking over as Head and, subsequently, Director of Education at Running Deer in Devon, he has had the chance to shape strategy. He's very passionate about the teachers' role in creating learning opportunities and mapping them back to assessment criteria rather than looking at assessment criteria, curating learning opportunities, and trying to engage students. During this time, he has achieved a master’s degree in Advanced Child Protection, NASENCo status, trauma-informed schools practitioner status and become an intermediate Team Teach instructor.

His Insight:

Mapping learning experiences from the point of engagement to a teacher's need to provide a broad and balanced curriculum, rather than a curriculum led delivery model.

LinkedIn:

Reach out to Nick on LinkedIn here.

Mark Ralph:

About Mark:

Mark has spent his entire career in IT and technology services, starting from the early days of personal computing, the rise of Windows, and the dawn of the internet.

His journey began as a field service engineer working on IBM mainframes. In 1989, he founded his own field service business, which he successfully ran for 25 years, navigating and adapting to the rapid changes in the tech landscape before eventually selling the company.

Following that, he worked as an IT consultant and director for several organisations, including the Diocese of Salford and Johnsons Moving Services. His focus was on IT security, infrastructure, and helping businesses use technology more efficiently.

In 2019, he co-founded MRD Technologies with a couple of trusted colleagues. MRD specialises in delivering IT and technology services to SMEs, helping them stay secure, connected, and competitive in an ever-evolving digital world.

His Insight:

The motivation and reasons for cyber-attacks and the fact that cyber security is dependent upon users and individuals rather than hardware.

LinkedIn:

Reach out to Mark on LinkedIn here.

Donna Sergeant:

About Donna:

Donna Sergeant leads Education42, one of the services delivered by 42nd Street, a Manchester-based mental health charity. Education42 offers a portfolio of support tailored to education settings from Year 7 upwards, with a mission to strengthen students’ mental health and wellbeing as a foundation for learning. With roots in working alongside vulnerable young people and care leavers, and a deep commitment to equity, Donna brings insight from schools, services and systems leadership to reimagine how support is designed and delivered.

Her Insight:

Too often, children in distress are labelled as disruptive, difficult or ‘naughty’ when what they actually need is support, not sanction. By reframing behaviour through a mental health and identity-informed lens, we can shift systems from judgement to justice.

LinkedIn:

Reach out to Donna on LinkedIn here.

Annette Edmondson:

About Annette:

Annette is a Business Development Officer here at Open Awards and has many years’ experience of parenting neurodivergent children. This led her to volunteer as a founder member and then co-chair of a Parent Carer Forum Steering Group, working on co-production and engagement with the Local Authority, Health and Social Care Services to drive improvements in services for SEN children and young people in the area by ensuring the parent voice was heard.

Her Insight:

Accepting parents’ voices as integral in collaborative support for young people with SEND - and the benefits and growth of alternative provision.

LinkedIn:

Reach out to Annette on LinkedIn here.

Damien Maguire:

About Damien:

Associate Dean of External Engagement Faculty of Education and Social Sciences, Liverpool Hope University.

Damien Maguire is a strategic leader in university-industry collaboration, an experienced educator with a strong track record of helping organisations from across sectors access academic expertise and innovation.

As Associate Dean of External Engagement, he has led numerous projects that apply AI and digital technologies.

A trained primary school teacher with 10 years classroom and leadership experience, Damien lectures on Computing in Education and has recently completed a MA in Education Leadership and Management: AI in Education

His Insight:

How schools have successfully integrated Al into their operations and the support available to help educators and schools on their AI journey.

LinkedIn:

Reach out to Damien on LinkedIn here.

The Children’s Plan and EHCP Reform: Opportunities and Risks Ahead

Fri, 26 Sep 2025 00:00:00 GMT

https://openawards.org.uk/whats-new/news/the-children-s-plan-and-ehcp-reform-opportunities-and-risks-ahead/https://openawards.org.uk/10313.aspxFri, 26 Sep 2025 00:00:00 GMT

Written by Nina Hinton, Director of Business and Development

The Children’s Commissioner’s Children’s Plan (September 2025) calls for an education system that is inclusive by design. At its core are proposed reforms to Education, Health and Care Plans (EHCPs) that could reshape how schools, colleges, and other providers support children with additional needs.

The report highlights several key themes:

Providers are now expected to do more than deliver academic learning, also providing pastoral care and supporting emotional, social and cultural development.

Many children face “additional needs” beyond traditional categories such as SEND or Pupil Premium, including those with unstable home lives, health challenges and caring responsibilities.

Capacity remains patchy, with some providers well-equipped and others struggling to access specialist services.

The vision is for an inclusive system “by design”: better access to specialist staff, stronger multi-agency working, and improved tools (such as unique identifiers) to help children navigate systems.

EHCP reform is intended to widen access, simplify processes, and reduce delays, ensuring more learners can benefit from structured support earlier.

For awarding organisations, these developments signal both opportunity and risk. They create scope for closer collaboration with those in their provider network to ensure assessments remain fair and accessible, but also raise concerns about capacity and consistency if reforms are not implemented carefully.

Opportunities

Earlier, Wider Support

Widening eligibility and streamlining EHCP processes will allow more children to receive timely interventions. For providers, this means a stronger chance to prevent needs escalating into absences or exclusions.

Awarding organisations can help by ensuring reasonable adjustments reflect this broader spectrum of need. At Open Awards, we continue to review how flexible qualifications and assessment arrangements can support learners more effectively, working alongside our providers to define and shape what “good support” looks like in practice.

Joined-Up Services

One of the most positive shifts is the expectation of closer integration between education, health and social care. If realised, this will relieve providers from carrying responsibility for unmet needs alone and foster stronger local partnerships.

For awarding organisations, multi-agency working provides richer insight into learners’ needs. At Open Awards we are committed to working with educational providers, health providers, youth services and the voluntary sector to ensure assessment approaches align with the realities learners face outside the classroom.

Greater Consistency and Fairness

The implementation of existing procedures relating to EHCPs can vary heavily depending on where a child lives. Local Authorities vary significantly in terms of the percentage of EHCP requests for assessment that are accepted. The reforms aim to tackle this postcode lottery, creating a fairer, more consistent system.

This consistency will benefit both learners and providers, and support awarding organisations in ensuring fairness across cohorts. By working together, providers and awarding organisations can also advocate for the right resources, from specialist staff to sustainable funding models that reflect the real costs of inclusive practice.

Innovation in Assessment

As reforms embed, providers and awarding organisations will have the chance to experiment with more flexible, innovative and inclusive assessment models. This could include digital exams, extended assessment windows, catch-up opportunities, or hybrid approaches to maintain engagement during absence.

By piloting and refining these innovations in partnership with providers, Open Awards know we can help shape a system that promotes inclusion without compromising rigour.

Risks

Capacity Strain

Expanding eligibility may increase demand in the short term. Providers, local authorities, and external agencies already working at full stretch could struggle to meet this rise.

We know we will need to monitor how demand for access arrangements grows and ensure providers are not burdened with additional administrative requirements.

Uneven Implementation

While national reform aims to standardise provision, local variation in staffing, budgets and expertise could mean uneven rollout. Some areas may move faster than others, leaving children in certain regions waiting longer for support.

Providers will need support to prepare for a transitional period in which old and new systems overlap, creating potential uncertainty for staff and families.

Administrative Overlap

Simplification is a key aim, but providers will need clear guidance to avoid duplication between revised EHCP processes and existing “graduated response” models. Without alignment, there is a risk that staff spend more time managing paperwork than supporting learners directly.

Moving Forward Together

The Children’s Plan paints a compelling vision of a system where no child is left behind because their needs went unnoticed. Achieving this will require investment in early identification, stronger local partnerships, and staff training to meet wider and more complex needs.

Awarding organisations have an essential role to play: ensuring assessments remain accessible, providing clear guidance to those delivering qualifications and assessments, and partnering on pilots that embed inclusive practice.

The opportunity is clear: a system that works better for children and families and helps every learner to thrive. The risk is equally clear: without adequate resources, alignment and collaboration, reforms could falter under the weight of good intentions.

The challenge now is to collectively seize the opportunity and work together, across education and beyond, to turn aspiration into action.