Why you should log your 20% off-the-job hours

Have you ever considered why it is essential for you to log your 20% off-the-job training as an apprentice? 

Maybe you think it isn’t important and it is just another task that you have to find time to complete? This is a rhetorical question since you will have to find time to do it anyway.

How great is it to be able to reflect on the new skills you are learning whilst you log your off-the-job hours? This time has been given to you by your employer to learn new skills and behaviours associated with your job role. Why run the risk of failing your course because you haven’t taken the time to log all of the hours of hard work you have put into your training and list the new incredible skills you have developed?

This time taken away from your day job is designed to set you up for success in achieving gateway and your final end-point assessment. You don’t have to be physically away from work; the hours only need to be separate from your everyday role. Being meticulous about logging these hours is essential for you to achieve your apprenticeship and, therefore, your goal of becoming qualified.

It is good practice to complete a training log to remember all of the valuable things you learn on your apprenticeship journey. 

This can then be reviewed by your tutor to establish whether you have any gaps in your knowledge and skills so that they can work with you to address any shortfalls. Your tutor should have shared with you the types of activities that count towards your 20% off-the-job hours. A few of these can include:

  • Researching and writing assignments
  • Revising for your end of point assessment (EPA)
  • Attending online training sessions

You could also develop a reflective log that gives you some private time to write down your thoughts about your new knowledge and skills and work out how you will put these into practice. You may want to share some of the skills you are developing with other people in your team.

As part of your training log, try breaking the overall number of hours needed into a monthly target so that you can add these up as you go along. This way, you will be able to see if you are achieving your target. Remember, 20% off-the-job is the minimum you will need to achieve overall success at the EPA and using a log to track your progress is an excellent discipline to adopt.

You have an excellent opportunity to study for your apprenticeship. 

Your employer has invested time and money to enable you to progress your career. They have even given you time off to study! By logging the hours you are taking to learn, you can track your progress and work towards your EPA, knowing that you have everything covered to show that you are occupationally competent in your chosen career. 

Take the time to make your apprenticeship work for you, record the steps you have taken along the way to success and take pride in the new knowledge and skills you are gaining.


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Rethinking Teacher Training in Further Education

As colleges and training providers face the challenges of responding to a post-Covid-19 world and the development and delivery of the skills that are going to achieve the ambitions of the Build Back Better agenda, it has never been more critical to invest in the skills and training of teachers and trainers in further education (FE). Teaching staff need the skills, confidence, and commitment to advance learners’ skills, aspirations, careers, and high quality, expertly informed teacher training is crucial to this.

The recently published Skills White Paper makes a compelling case for supporting outstanding teaching and ensures that initial teacher education in FE is driven by quality, attractive and accessible training routes. Therefore, colleagues new to teaching in FE and serving teachers needing to upskill need to have access to contemporary programmes of teacher training that build the knowledge, skills and behaviours that ensure outstanding classroom practice.

Therefore, here at FE Associates (FEA), we launched the first national Level 5 Learning and Skills Teacher Apprenticeship Standard, bringing teachers from across the sector to learn and develop collaboratively and confidently. Through our new  Teaching Matters division, this new innovative approach to teacher development in further education focuses on building the skills of dual professionals through the expertise of leading teaching and learning experts such as Deborah McVey and Annie Pendry, who work with trainees to hone their teaching skills through the development of a national community of teaching practice.

In addition, individualised coaching support provided by leading practitioners, many of whom with current inspection experience, ensures trainees are supported by those at the forefront of quality assurance and improvement.

Many levy paying sector employers are not fully utilising their apprenticeship levy, so this is a golden opportunity for colleges and training providers to build their talent pipeline, drive excellence, and utilise their levy.

The development of FEA’s Teaching Matters division and the introduction of the nationally offered Level 5 Apprenticeship Standard for trainee teachers in FE is the brainchild of FEA Commercial Director Dave Sykes, who commented: “All of us at FEA are passionate about driving the quality of teaching and learning across the sector. We have a well-established track record in training and development and Teaching Matters, and apprenticeship delivery was very much a natural progression for us at FEA.”

Donna Clifford, Programme Director, considers the Teaching Matters Level 5 Apprenticeship Standard unique. It identifies the opportunities trainees have to learn from true experts alongside teachers from across the sector and the chance to gain a view informed by a wide range of practice.

Since launching Teaching Matters and securing a place on the Register of Apprenticeship Training Providers, the Teaching Matters offer has been extended to include a sector-specific Level 4 Apprenticeship Standard for Quality Practitioners and a broader range of teacher development programmes.


If you have any questions about Teaching Matters programmes, contact us via the enquiry form linked below or call 01454 617 707.


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FE Associates Vlog 1 – Ofsted Framework

In this first VLOG I make refence to the new Ofsted Framework (EIF) and some key changes. Pilot organisations have spoken very highly of both its look and feel, so this seems like a very positive step forward for the sector.

In my 16 years in FE I have remained a passionate believer that all students have the ingredients for success, and perhaps any barriers they may have are attributed to a lack of effective strategies and study habits. In this VLOG I refer to effective learning strategies as a way to build positive attitudes and behaviours in students (a key judgement in the EIF). I believe all students can develop strategies and habits in order to be successful, and these are a product of trial and error and a lot of practice as opposed to simple luck from the gene pool. I also believe if a strategy works for one student, then it can be modelled and shared with others who may benefit from these too. In fact, it could be the moment that unlocks their potential.

At the end of this vlog I refer to a series of questions called ‘Strategy Elicitation Questions’ which can be found on the Teaching Tips & Resources page. These questions are designed to capture strategies from highly successful students, as it can be difficult for people to articulate what they do so well. After all, when one is ‘excellent’ it requires little thought as it is so well-rehearsed.

I hope this vlog inspires you to investigate how and why some students are successful, and what strategies you can capture, model, and share in order to develop positive attitudes and behaviours in all our students.

Considering Leadership in FE

As a teacher, you may be considering the next step in your career to your first leadership position. And for current leaders, you are probably reflecting upon how successful you were in your approach and what key learning points you will be taking forward. As a current senior leader, I devote a significant amount of time reflecting on my values and behaviours and whether I am having the positive impact I would like.

The recent Department of Education research report in 2018 by Prof David Greatbatch and Sue Tate ‘Teaching, leadership and governance in further education’ identifies the need to actively develop FE leaders as the current age profile of senior leaders suggests many are nearing retirement. The literature postulates that the sector must identify future leaders and support these individuals on their career path.

Greany et al. (2014) identify a series of skills necessary to be an effective leader. “Personal effectiveness and self-awareness – including the ability to recognise the impact of behaviour on others, modifying it where needed and working under pressure”. This skill resonates with me and highlights the importance of emotional intelligence in leadership. The following points highlight what I continue to learn to ensure this skill is developed.

Being comfortable with being you
Gaining a leadership role does not mean you have to adopt a new persona, nor do you need to digest and regurgitate a book on management theory every day. You have earned the position for being you, for demonstrating skills and qualities that the organisation want to invest in with the hope that you will go on to inspire other staff to adopt the same values and behaviours. Yes, some relationships will change as a result of moving to an elevated position, however, integrity is key, and staff will respect this.

Imposter Syndrome
I think this is inevitable and it’s that moment in time when we doubt ourselves and question whether we possess the necessary skills and qualities to lead others. In a study in 2013, researcher Hoang (2013), proposed that intrinsic motivation can decrease the feelings of being a fraud that are common in impostor phenomenon. On occasions I have experienced this and when I do I have a useful strategy that helps me. I keep a folder on my desktop of all the positive emails, messages, tweets, LinkedIn comments I have received. By reading these I am reminded that I do make a difference and that I really enjoy what I do. It is easy to forget past successes – keep a record!

I have found leaders that are comfortable with sharing a vulnerability gain more respect from colleagues as it brings a real authenticity to their leadership. It is ok to be honest with what is a concern and a nervousness around achieving goals. When colleagues see this I find they are more inclined to be on board and share the mission. In addition, staff will be more inclined to share their concerns and this supports an open and transparent culture, essential for effective quality improvement.

It’s essential to know what makes you tick, what motivates you and what gives you a fire in your belly. If your drivers are not being met, this will, in time, hinder your ability to love your work. Take a moment to reflect upon the week that has just passed, did you get enough of what motivates you? If not, what can you change to ensure more of your week encapsulates this.

Never allow yourself to be governed by the limiting attitudes of others. As leaders we can’t put on a cape and fly round the establishment solving every problem, many staff possess all the necessary skills and knowledge to solve problems themselves. Empowering others to find solutions supports a culture of devolved leadership.

With the upcoming shifts in the sector in terms of leadership positions, there’s never been a better time to apply all those excellent skills and qualities you have learned from teaching to leading staff.


Greany, T., Doughty, J., Earley, P., Farrar, M., Grainger, P., Hodgson, A. and Nelson, R. (2014). Leading in Volatile Times: Learning from Leadership Beyond the Education and Training Sector. London: Education and Training Foundation.
Greatbatch, D., Tate, S. (2018) Teaching, leadership and governance in Further Education: Department for Education.
Hoang, Q. (2013) “The Impostor Phenomenon: Overcoming Internalized Barriers and Recognizing Achievements,” The Vermont Connection: Vol. 34 , Article 6

The Power of Language: Progress and Effort vs Gifted and Talented

The terms ‘gifted’ and ‘talented’ are widely used in all walks of life, and can be defined as “having exceptional talent or natural ability”.

In education this implies every learner has a ceiling and their success, or lack thereof, is predetermined. Effort will not have an impact, and our success in life is attributed to luck from the gene pool. Surely education is about breaking down barriers and instilling a belief that more is always a possibility. If we take all successful people in life, whether it be sport, art, academics – yes people will quickly identify them as ‘talented’ that they ‘have a gift’, but these statements miss the collective constant – effort. A relentless drive to be successful has been the determining factor and a positive trait they all share. I also find this language interesting since organisations actively measure value added i.e. progress from starting point.

Is it right to praise a learner with straight As at school, (or 8s as it is now known) by attributing it to them being clever, or the fact it comes naturally? “Hold on a minute! I worked for hours upon hours for that success!” said one learner. Which learner has acquired the better skillset for future success, the learner who breezed through their GCSEs and achieved straight As without effort, or the learner who worked incredibly hard to achieve the same grades? Employers will certainly be looking at effort and application and one of these two learners has developed a very useful transferable skill to the workplace.

As a consequence, it is essential we praise the process one went through to achieve i.e. the effort. To praise the outcome and then attribute this to ‘being clever’ or ‘a natural’ is not going to promote a growth mindset, but rather a fixed one. And of course, what happens when a learner is not successful? They believe they are not clever, they don’t have a predetermined ‘gift’ and that extra effort will be irrelevant in making further progress. Some of you will be very familiar with Carol Dweck’s 2006 book Mindset: The New Psychology of Success where she explores this topic. How many students believe ‘they can’t’ or they are ‘not clever’. I will never forget a student parent meeting where the parents reinforced several times that their child had never been any good at maths! I asked the learner how many times they had heard this from people and how often he said it to himself. “Every day” he said. The root cause of this is interesting – it is a classic example of attributing failure to ‘ability’. We can link the work by Carol Dweck to Attribution theory by Weiner (1974)


If we attribute failure to ability this is both internal (a reflection of self) and stable (it won’t change). As depicted above. It was very clear this learner had consistently attributed failure to ‘ability’ and had now developed ‘learner helplessness’ – the belief that one’s effort will not change the outcome. It is a sad reality that too many learners develop learned helplessness which leads to a fixed mindset and a lack of belief in oneself. Students are certainly moulded by the influence of parents and teachers so we must be very aware of our use of language. Are we challenging this attitude, or are we facilitating it?

Some examples of self-deprecating language to look out for:

  • If I study hard and fail, I will look and feel incompetent. That is, if I give my best effort and fail, everyone, including me, will know that I don’t have the ability to do well on this test.
  • If I study hard and pass, the hard work will reduce the glory of my success. People, including me, will think I had to work hard in order to succeed. If I were really smart, I wouldn’t have to work so hard.
  • If I don’t study and fail, I can explain this failure by noting that I haven’t even tried. If I haven’t tried, then people, including me, will think that I could have succeeded if I had really tried. I may fail the test, but at least no one will have evidence that I’m stupid.
  • If I don’t study and pass, then people, including me, will know that I’m a genius. The only explanation for my success would have to be that I have really high ability.

Teachers have a wonderful opportunity in their work to re-set any negative beliefs learners may have and stop this becoming their focus. A key question for me is – do we enable our learners to experience early success in their studies? do we strive to instil a belief that they can achieve? and do we praise the process and attribute this success to ‘effort’ as opposed to ‘ability’?

The same principles apply to teachers. All teachers can develop their teaching practice, break down barriers, take risks and be innovative. This will only happen if the organisation invests in CPD and adopts a lesson observation policy which enables staff to own their development and indeed be supported to embed new techniques. A coaching culture and sharing of best practice are key to increasing teacher confidence together with a belief that they can continuously grow and develop as skilled practitioners.

Learner feedback is key to developing a growth mindset in our learners. Below are a series of questions Ofsted will consider when reviewing learner work:

  1. Is the work well presented? Does the learner take pride in their work?
  2. Is the standard of work appropriate to the level and time in the academic year?
  3. Does the feedback make clear how the learner could improve their work?
  4. Is it clear what the learner has done well?
  5. Is it clear what skills the learner could develop to help with future work?
  6. Are errors in relation to spelling, punctuation & grammar identified?

It is pleasing to see Ofsted’s focus on reviewing the quality of feedback and how it aligns to developing a growth mindset, and not feedback which solely focuses on outcome. We recently held a joint work scrutiny activity at college to review the quality of marked work using the questions stated above. It was a fascinating activity and it is certainly very easy to fall into the trap of simply marking to state a grade, of course, time is always a barrier and the sector is actively investing in numerous software packages to make marking less time consuming.

So, Is the use of ‘gifted’ and ‘talented’ positive language in education?

I certainly believe many more students would positively approach challenges if they believed everyone has the tools to be successful and that failure is a part of learning and attributed to ‘effort’ as opposed to ‘ability’. Progress from starting point is an essential measure to review the impact the organisation has had on each learner irrespective of starting point, every learner is on their own journey with their own aspirations, so to pigeon hole learners in a certain category can develop limiting behaviours which is a sad irony considering our role is to break down barriers.

I certainly support the new proposed Ofsted framework which adds focus on the learner experience and less focus on simply academic outcomes. I hope this proves to be the case in reality – it will go some way to developing the student we teach.

Can you imagine a society that didn’t posses limiting attitudes and behaviours, but was collectively aspirational, a society which isn’t governed by what could go wrong, but what could be amazing.

As Henry Ford once said:

“Whether you think you can, or you think you can’t – you’re right,”

Language is power.

Kind regards,


Sticky notes on a white board