From AAT student to full time boss: how to use your qualifications to your advantage Posted 03/02/2026 by Harry Rogers & filed under Inspiring stories, Students. We spoke to Rachael Chadwick-Harrison FMAAT about her journey into accountancy – from studying hard to qualify, to balancing family life with a growing career, and ultimately choosing to launch her own business. What first inspired you to study accountancy, and why did you choose AAT as your starting point? I always knew my strengths were maths and science. In my teens I went into banking, but I eventually left to gain management experience because there was no in-house development programme available. While I was gaining that experience, the banking crash happened and banking no longer felt like a secure long-term option. In hindsight it probably would have been fine to go back, but that moment pushed me to explore other routes. I was speaking to a training provider who recommended accountancy and the AAT qualification as a practical starting point. It felt structured and accessible, and that is how I got started. Tell us about the biggest challenge you faced while studying, and how did you overcome it? Getting pregnant was definitely the biggest challenge. I enrolled on my AAT qualification in January 2009 and found out I was pregnant in May. At the time I was working a 60-hour week, studying, and juggling midwife appointments and everything that comes with pregnancy. However, I turned it into an advantage. When I went on maternity leave I did not stop studying, I doubled down. When my daughter was three months old, I paid for her to go to a childminder one day a week purely so I could focus on studying. I used that time to accelerate my qualifications and it made a huge difference. Did AAT help you build confidence in specific areas? Yes, massively, particularly technically. I still remember reading an AAT article about deferred tax and then applying that knowledge in practice. That understanding has stayed with me throughout my career. AAT built a strong technical foundation and gave me confidence in areas that can feel intimidating at first. In what ways did the AAT qualification give you an advantage as you moved into more advanced professional training? I went on to study CIMA and AAT gave me exemptions from the first four exams, which was a significant advantage. I also found that AAT complemented CIMA well because CIMA does not focus heavily on tax. I chose business and personal tax as optional units during AAT, and that early technical tax knowledge has proved extremely useful in practice. After gaining experience in industry, what motivated you to start Chadwick Accountants and Bookkeepers Ltd? There were two main drivers. First, I saw a huge gap in the market for proactive accountants. In my roles as a CFO and Finance Director, I worked with many accountants and auditors and often felt I could do better. I wanted to create a firm that genuinely added value. Second, culture. In many of the organisations I worked in, the culture was unsupportive or toxic. After trying different industries, I realised that if I wanted a positive and empowering working environment, I would have to build it myself. What is one of the hardest things you’ve found by running your own business? Recruitment has been a major challenge. We are based in a rural area and highly capable people often gravitate towards big city roles with larger salaries, so the talent pool can be smaller. We address this by recruiting for the right person rather than a rigid full-time role. We are open to part-time or flexible arrangements because quality and reliability matter more than contracted hours. I would rather build a team of excellent part-time professionals than struggle to fill a traditional structure. Another challenge for me personally was coming from industry and not knowing how an accountancy practice operates. I had to learn everything from scratch, from CRM systems to workflows and pricing structures. It was a steep learning curve but it has made me a stronger business owner. What advice would you give AAT students who want to follow a similar path? Be honest with yourself about the level of commitment required. No one reaches senior qualifications, even via apprenticeship, without investing evenings and weekends. Also, say yes to opportunities. If your employer offers additional responsibility, take it. Do not shy away because you do not yet know how to do it. That is how you grow. Building a diverse skill set will serve you extremely well throughout your career. Further reading From apprentice to boss: A natural pathway to partner From study to strategy: how to think like an accountant before you qualify Networking support: top tips for building connections as a student
How apprenticeships grew a smaller Scottish practice Posted 03/02/2026 by Christian Doherty & filed under Apprentices, Apprenticeships, Career profiles. “Invaluable” funding and training provider support enabled one small practice to develop apprentices that “go above and beyond for clients”. After a long road towards becoming chartered, and a few nightmare bosses, Kevin McKnight’s decision to set up his own practice was a no brainer. But when it came to bringing in some help, as a smaller practice, finding – and funding – the right kind of staff was tricky. “I needed the help, but I couldn’t really afford to pay someone without support,” Kevin says. “That was one driver, and probably the other main one was, because I work differently to a lot of accountants, it was important for me to train and develop people the way I want them to work in our practice.” Securing Future Relevance: Skills, Careers and the Accounting Profession in Scotland Employers, find out how the AAT Level 4 Diploma for Professional Accounting Technicians supports your needs. Sign up for our webinar at 1:00pm on 5 March Funding opportunities Having done his research and looked at the Skills Development Scotland (SDS) website, Kevin found that a Modern Apprenticeship in accountancy in Scotland would be fully funded by Skills Development Scotland, with all fees for the AAT registration, exams and books all financed by SDS and delivered by training provider Babington. Kevin was directed to Babingtons, who then took care of the registration process for the first apprentice (since then, the registration process has been handled by Babingtons direct.) Given that all this was happening amid the Covid emergency, he was also able to get financial support for the apprenticeship via his local council. “That was invaluable, and I don’t think I could have done it without both the support from them both,” he says now. “It was the support available through SDS and also the opportunity to mould somebody into the perfect accountant that did the deal for me really.” A different kind of career route That was five years ago, and Kevin is now onto his third apprentice, with plans for another to join later this year. One of them, Aimee McClurkin, is about to complete her Level Three AAT, equivalent to SCQF 7. For Aimee, having sampled University briefly and realising it wasn’t the right path, the chance to earn and learn was too good to pass up. “I wanted a different kind of career route,” she says. “I was looking and I thought ‘I like working rather than just all study’; so I like the work life balance.” Getting started was straightforward: “It was very easy: I started the middle of February 2023, and I think it was a couple of weeks after that I got set up with my Babington tutor, got my Osborne book sent out very quickly; and I sat my first exam two months after starting.” Three years on, and Aimee is now aiming at Level Four AAT (equivalent to SCQF 8) and working 35 hours a week in the practice. “In effect that’s four full days and a half day on a Friday. And I get two hours on a Wednesday afternoon for studying”. During the first two levels that used to be a full study day, but now, having gained experience, Aimee is spending more of her time working with clients. Priceless training provider help With both his apprentices taking on more responsibility, and the practice growing, Kevin says having a training provider able to handle much of the admin around training and progression is priceless. “Personally, I don’t really need to deal with anything unless it’s paying an invoice from them for stages that are unfunded,” he says. “And they have regular calls with me and the agencies just to get us together and discuss progress from my point of view in the workplace. Because obviously, Babingtons, they only see the progress from a study point of view, and not how that’s then transferred into the workplace.” Apprentices “are really valuable” For his part, Kevin has no regrets about taking on apprentices. “The staff have developed the way I expected, and I got a good sense early on of what they were like as people and as learners, and I got a sense from the beginning that they were really going to throw their soul into it, commit themselves to their studies and really develop. “They’re really valuable and it’s only now I’m at the stage where I can go away on holiday and know that things are taken care of.” Looking ahead, Kevin says his apprentices have been set targets, both within the workplace and with their studies. “They always give 100% trying to achieve these aims, and go above and beyond for clients, providing assistance in whatever is required. They’re currently busy getting to grips with the new MTD for income tax rules which come into play this year. That’s a big change within the self-assessment environment so it’s important they’re experts in this area.” “Never rule out” apprenticeships As for Aimee, the next milestone will be completing her Level Four. “I’ve just sat my applied management account, so hopefully I’ve passed that one; and then I’ve only got personal and business tax left of this level, so I’m hoping my next milestone will come August and I’ll be moving up.” Ultimately, she says, the goal is to become chartered. Looking back, she has some simple advice for anyone considering the apprenticeship route: “I would say never rule it out. When I was in school, I never thought of apprenticeships, it was always drilled into you to think: school, then straight to Uni. But I feel like it’s not always the path for everyone. “The overall experience, although you’re still learning how to do the job, in fact you’re learning quicker by getting the practical experience rather than just reading how to do it.” Securing Future Relevance: Skills, Careers and the Accounting Profession in Scotland Employers, find out how the AAT Level 4 Diploma for Professional Accounting Technicians supports your needs. Sign up for our webinar at 1:00pm on 5 March
Safeguarding the integrity of qualifications Posted 03/02/2026 by AAT Comment & filed under Ethics, Students, Training providers. How to spot, prevent and report qualification fraud. Qualifications are more than just certificates – they are trusted indicators of achievement, competence and readiness for employment. As an awarding organisation, we are committed to upholding the integrity of our qualifications and ensuring that every certificate we issue reflects the outcomes of genuine learning and assessment. However, qualification fraud poses a serious threat to this trust by undermining the credibility of qualifications, compromising public safety, and facilitating broader criminal activity. This article outlines how qualification fraud occurs, how it can be identified, and what steps we take – and encourage others to take – to prevent and report it. What is qualification fraud? Qualification fraud refers to any deceptive practice aimed at falsely obtaining or altering qualifications for unfair or unlawful gain. It can take many forms, including: Certificate fraud – creating, buying, selling or using counterfeit or modified certificates. Identity fraud – sitting exams for someone else or using false identification. Cheating and collusion – sharing assessment materials or collaborating during exams. Brand infringement – offering qualifications or claiming association with an Awarding Body without approval. Organised fraud – colluding with assessment centres, invigilators or other officials to enable cheating in return for payment. Why it matters Qualification fraud is not only a criminal offence – it can allow unqualified individuals to enter regulated professions, posing risks to public safety and eroding trust. It also damages the reputation of legitimate learners and the organisations that support them. Our approach to prevention We follow a multi-layered strategy to prevent, detect and respond to qualification fraud, aligned with regulatory expectations from Ofqual. 1. Designing out fraud risks Preventing opportunities for fraud through qualification development and design. Implementing secure assessment methods, including locked down assessment environments, robust ID checks and remote invigilation protocols. 2. Rigorous centre approval and monitoring Vetting centre ownership, financial viability and staff credentials. Conducting site visits and risk assessments. Monitoring for red flags such as inflated pass rates, or reluctance to permit inspections. 3. Enforceable centre agreements Requiring centres to report suspected fraud. Conducting unannounced visits and access to learner records. 4. Ongoing surveillance and red flag detection Analysing assessment data for anomalies. Risk-rating and monitoring centres and withdrawing approval where necessary. Training staff and centres to identify and respond to signs of malpractice. 5. Qualification verification Verifying AAT qualification results to assist employers with recruitment checks and ensure applicants can confidently demonstrate their credentials. How to spot qualification fraud Preventing qualification fraud requires both collective action and individual vigilance. We work closely with other awarding organisations, regulators and sector bodies to share intelligence, uphold standards and support centres through training and guidance. But everyone has a role to play. Some common indicators of qualification fraud may include: Qualification certificates being made available for purchase. Courses being advertised with misleading or vague titles, or offered by unapproved providers. Inconsistent or unprofessional assessment invigilation and monitoring (e.g. lack of ID verification). Suspicious behaviour by candidates during assessments (e.g. use of prohibited devices, conferring with other individuals). By staying alert to warning signs, reporting concerns and promoting ethical practice, each of us helps protect the integrity of qualifications. Together, we can ensure they continue to reflect genuine achievement and inspire trust across education, employment and society. How to report concerns If you suspect any instance of qualification fraud, we encourage you to report it promptly. Depending on the nature of the concern, you can: Provide as much information as you can and email it to [email protected]; all reports are treated seriously and investigated thoroughly. Report qualification fraud to Ofqual, which will pass on your report to the relevant organisation. Report the incident to your relevant national law enforcement agency. In the UK this is Action Fraud (England, Wales and Northern Ireland) or Police Scotland (Scotland). By staying vigilant and reporting concerns, we can work together to protect the integrity of qualifications and maintain trust in the system.
How accounting apprenticeships work in Scotland Posted 03/02/2026 by Christian Doherty & filed under Apprenticeships, Members, Scottish Apprenticeships. If you’re an employer considering hiring apprentices in Scotland, here’s everything you need to know about the kinds of apprenticeship available, and how to get funding. Skills Scotland is ramping up its efforts to clarify the pathways available to those who want to pursue an apprenticeship, whether that’s as an employer or an apprentice. Laura Wilson is Sector Manager for Financial Services & Fintech at Skills Development Scotland. She’s behind a new group designed to bring together government agencies, employers, educators and others to understand what is really required to spread and strengthen the uptake of apprenticeships. Wilson says, “If we can do that, then we can address the issues collectively and that’ll have more impact than if we just try and do our own thing in different places across Scotland.” Securing Future Relevance: Skills, Careers and the Accounting Profession in Scotland Employers, find out how the AAT Level 4 Diploma for Professional Accounting Technicians supports your needs. Sign up for our webinar at 1:00pm on 5 March Career pathways In simple terms, the accounting sector in Scotland is supported at all three levels: Foundation Modern Graduate Apprenticeships This helps employers create a pipeline of talent, and encourages school-age individuals to consider a career in the industry. “Many employers will be aware of certain pathways, but perhaps not of others. It’s true that there are quite a few employers who got the five A’s in their Highers, and then went to an established university and got their accountancy degree and then just worked in the same firm their whole career, so that’s their knowledge of the skills system. “But there’s been so many innovative pathways developed that unless you’re engaging in different bits of the skills system you might not know about them,” explains Wilson. However, she is also keen to point out that many employers are aware, and fully on board with, apprenticeship pathways. The three kinds of apprenticeship available in Scotland Foundation Apprenticeships: a subject choice in the senior phase of school, providing pupils with industry experience. These count towards a qualification at SCQF Level 6 – the same as a Scottish Higher. The Accountancy framework is taken over one or two years and recognised as an entry qualification into courses by all of Scotland’s universities. Modern Apprenticeships: the design and development of Accounting Modern Apprenticeships have recently been reviewed and refreshed through a new industry-led approach. This is to ensure skills and qualifications are not only fit for purpose, but fit for the future. As a result, a new pathway in Modern Apprenticeship for Accountancy at SCQF Levels 6 and 8, developed with employers to reflect their needs, will be launched soon. Graduate Apprenticeships: enable an individual to earn while they learn up to Master’s degree level. Developed for sectors where there is a need for highly skilled employees, apprentices spend 80% of their time working with their employer and the rest studying with a university. How employers can get funding Different types of apprenticeships have different funding structures. The Scottish Funding Council receives funding to deliver Foundation Apprenticeships that are managed by colleges, and all of the Graduate Apprenticeship contracts with universities. Meanwhile, the funding delivery system for Modern Apprenticeships involves Skills Development Scotland (SDS) receiving funding from the Scottish Government to administer them, in partnership with a range of private and public training providers contracted to deliver them. This year, the Scottish Government hopes to provide up to 25,500 Modern Apprenticeships. For many employers, these Modern Apprenticeships will represent the best way to bring in apprentices. The key point that employers need to know is that Skills Development Scotland contributes to the cost of the apprenticeship training and assessment, with the level of support dependent on a few factors, including age of the apprentice, the qualification level and the apprenticeship sector. That contribution is designed as an incentive to get employers investing in training both new incoming staff and existing workers. Employers have a choice of either contracting directly with SDS and training their own apprentices, or going through a training provider to run that for them. How training providers support employers That investment will often involve employers engaging with training providers (TPs) to find the right people to start on the apprenticeship pathway. Derek Farrell, Head of Delivery for Devolved Nations at training provider Babington, says TPs like his are fundamental to the skills landscape. “If you look at the 25,000 apprenticeship spaces across Scotland, just over 70% of those apprenticeship spaces are filled by training providers. “So we are two-thirds of the landscape, and we also provide industry expertise. We bring people qualified financial experts, including financial directors, in from industry to teach the next generation of apprentices,” he says, pointing out that training providers’ achievement rates are higher than colleges and universities. “That tells us that people want to work and learn at the same time. So, particularly for accountancy firms you can see the value. Given that, it’s key that we have strong partnerships, whether it’s Skills Development Scotland or the Scottish Funding Council, to continue to deliver those sorts of numbers.” Accountancy apprenticeships are in demand Farrell says accountancy employers are embracing apprenticeships. He works with employers to source the best accounting talent and recruit them onto apprenticeship. Farrell reports that, although apprenticeship uptake has been generally lower than the government target, accountancy bucks that trend. “We’ve seen small growth every year in terms of apprentices coming on board and transitioning from the three levels; however, we’re having those difficult conversations with employers about them having to help with the costs of the apprenticeship.” “The reason that it works well and employers from the accountancy side are willing to do that is because they are looking for that AAT professional qualification.” In short, developing AAT-qualified staff represents an immediate – and enduring – return on investment. Positive landscape for accountancy Wilson agrees on the importance of creating a joined-up system, and says her message is simple: “I want employers to take away the idea that we are working collaboratively to widen the pipeline into accountancy in Scotland.” “The landscape is positive, with a lot of work happening across the industry to help people understand what a career in Accountancy can look like and the opportunities within it. “There’s proactive and collaborative work across professional bodies and employers to look at how we can broaden the talent pipeline and show that the sector is a stimulating environment to work in.” Securing Future Relevance: Skills, Careers and the Accounting Profession in Scotland Employers, find out how the AAT Level 4 Diploma for Professional Accounting Technicians supports your needs. Sign up for our webinar at 1:00pm on 5 March
AI versus the human touch: Accountants talk about client demands Posted 02/19/2026 by Georgia Lewis & filed under Artificial intelligence, Members. Artificial intelligence adoption is a hot topic, but how much technological transformation do clients really want? Across all industries, the drive to use more AI applications is hard to ignore, but has this changed the demands made by clients? Are more clients expecting accountancy firms to adopt AI solutions, especially if this is perceived to be a way of saving money? We asked accountants about their working relationship with AI, and whether clients still prefer the human touch. Clients want the speed of AI but guidance from a professional Mohammed Sidat, Associate Product Technology Director, Wolters Kluwer Tax & Accounting UK As technology takes over routine and manual tasks, firms are under growing pressure to evolve their services and deliver deeper advisory value. Our Future Ready Accountant research shows that AI adoption among UK accountants is accelerating, with more than half of professionals now using AI tools regularly – 36% weekly and 24% daily. Half of the UK-based survey respondents told us that updating their technology has made them more efficient, and 34% report higher client satisfaction as a result. Clients increasingly expect faster turnaround times, clearer insights and digital convenience, but they still rely on the human relationship for reassurance, interpretation and tailored advice. One key insight from implementing AI is the ongoing challenge of building trust in AI outputs. For example, in automating tax return processes, we consistently see accountants choosing to review and verify AI generated returns, rather than relying on one click automation. This stems from understandable concerns about accuracy and maintaining professional control. It highlights the importance of transparency, auditability and user oversight in AI systems. Fully automated client advisory or communication without human involvement carries significantly higher risk. AI should support professionals, not replace them, particularly where judgement, nuance and accountability matter most. Ultimately, clients want the speed and efficiency AI brings, but they still expect a trusted professional to guide, validate and interpret the results. Fully automated client advisory or communication without human involvement carries significant risk. Clients don’t want AI for its own sake, but for better outcomes Luke Thomas, Managing Director, Plus Accounting Some clients have asked how we’re using AI, particularly those in tech, creative and high-growth sectors who are already using it themselves. Their interest is usually around speed, visibility and insight, such as quicker access to information, clearer reporting or more proactive prompts. We tend to find that clients don’t necessarily want more AI for its own sake, they want better outcomes, faster responses and clearer decision-making. AI can help enable that, but it still needs to sit within a professionally reviewed framework. We use AI, but very deliberately and with clear boundaries. We use it to support efficiency and accuracy rather than replace professional judgement. It helps us with data analysis, drafting initial reports, improving internal processes, summarising information and supporting marketing and communications. It allows our teams to spend less time on repetitive admin and more time focusing on advisory work, strategic conversations and client support, which is where the real value sits. We’re very much at the testing stage of AI in our business and as we all become more confident and familiar with the various platforms we are using, we hope to see even more improvements to our day to day efficiencies. Many clients are experimenting with AI tools to help them understand financial concepts, draft forecasts or sense-check decisions. That curiosity is a positive thing – it shows engagement with their numbers – but AI can’t fully understand the context of a business, its risk profile or the nuances of tax legislation and compliance. We often see AI as a starting point for discussion rather than a final answer. Used well, it can lead to better questions, but it shouldn’t replace professional advice. We see AI as a powerful assistant, not a decision-maker. The balance comes from using AI to improve efficiency, insight and consistency, while ensuring all advice is reviewed, interpreted and delivered by experienced professionals. The human relationship remains central. Many clients are very clear about retaining the human touch, particularly when it comes to complex decisions, tax planning, business growth, or personal financial matters, clients value reassurance, empathy and experience. When someone is making a major decision, hiring staff, investing, exiting a business or managing cashflow pressure, they want to speak to someone who understands their situation, not just a tool generating outputs. AI helps our team work smarter, but it’s our people who apply judgement, ask the right questions, challenge assumptions and build long-term trust with clients. The combination of technology supported by human expertise delivers the best outcomes. AI is a starting point for discussion rather than a final answer. There’s an opportunity to provide premium service with the human touch Rebecca Trudgett, Director and Founder, Switchfoot Accounting Like many accountants, I have been using automation for many years. There are real benefits – AI-wise, I use tools like ChatGPT for research, especially for our impact projects. There are more and more so-called AI features built into accounting software, and if they do the task, especially when they are not client-facing and are safe to use, then I will use them. But I am in no rush to adopt AI too heavily, and I am happy to adopt it slowly as the technology evolves. Let others test it. Clients haven’t requested we use AI more. I have noticed clients are using it in the way they use Google, such as looking for tax savings ideas. The problem is that the AI suggests things that are wrong or aren’t tailored to the clients’ circumstances, and then I spend time explaining why the AI is wrong. AI bookkeeping solutions – which I am sure clients will start to use – are no different to a client doing a bad job reconciling a bank account. I suspect the AI will improve, and with e-invoicing coming, we may see a big improvement in the bookkeeping done by others. But there will always be a role for talented bookkeepers to clear up the mess and sense-check the pickle! There is an opportunity for accountants to support clients and train them to use these tools. I have been writing an AI policy/decision tree to guide when we use AI and when we avoid it. I am considering how we consistently check the results. In particular, I am concerned about the impact of AI on people and the planet, including energy and water consumption, authoritarianism and wellbeing. And I am concerned about the use of AI, the amount of outsourcing and offshoring in the profession, and the impact of this on the next generation. There needs to be a balanced, real discussion of the risks, rather than only the rewards to shareholders. I am concerned that AI creates a resiliency threat to a practice, as technology is controlled by so few individuals and corporations. I run a small, personal and service-led practice, so clients prefer the more tailored approach. For this reason, I have avoided systems that automate without the human touch. I hear so many people moan about the impersonal service they receive, and there is an opportunity to offer the premium service by offering the human touch. We find that balance by setting up tailored automations. It is essential to be able to review all communications and tweak if necessary. The ability to tailor to individual clients is important. There needs to be a balanced, real discussion of the risks, rather than only the rewards to shareholders.
How to help young talent with communication Posted 02/18/2026 by Christian Koch & filed under Communication, Employers, Students. Employers are reporting their young staff avoid networking and speaking on the phone. Two accountants in their twenties tell us what’s worked for them. It’s customary for accounting trainees to be sent on placements to other offices or even client organisations to learn about business from the inside. But late last year mid-tier accounting firm Azets revealed it’s exploring some unusual plans for its trainee accountants: sending them on secondments to hospitality chains such as pubs and restaurants. The idea is that waiting tables and pulling pints will make accounting newcomers better at working with people, during a time when it’s believed young people’s communication skills have sunk to an all-time low. “Many accountants just like to be in front of their computer or locked up in a room… they can’t be like that. They need to be front of house,” said Azets’ Chief Executive Peter Gallanagh. It isn’t just Azets. Many other accounting firms are providing training for young hires, who they believe are still struggling with people skills five years after the pandemic’s lockdown restrictions have eased. Big four giant Deloitte is revamping its training for junior auditors to focus on communication skills, while PwC is developing ‘human skills’ in its new recruits to help boost their confidence. Meanwhile, 30% of 15-29-year-olds experience ‘telephobia’, aka fear of picking up the telephone, according to a recent Trinity College London study. Mazars launched training last year which includes practicing “challenging” conversations on the phone. Younger generations also appear uneasy about professional schmoozing. Nearly two-thirds of Gen Z (60%) avoid in-person networking, with 29% saying social anxiety makes small talk challenging, according to recent research by Nova Talent. Why are younger generations finding communication difficult? Discomfort with in-person communication skills comes down to the ‘three Cs’: cyberspace, Covid and cost of living. Today’s younger workers grew up online, having never known a life without social media. Many also started their careers dialling in remotely on Zoom/Teams during the pandemic or navigating hybrid workplaces. Financial pressures are seeing one in three younger Britons go out less (according to nightclub operator Rekom), which means fewer chances to rehearse casual conversation. It’s all contributed to English teenagers having “significantly weaker” social and emotional skills than youth in other countries, according to a recent report by the National Foundation for Educational Research (NFER). It’s hardly surprising many young professionals have difficulty adjusting to socialising. This is also a generation which has grown up with higher levels of social anxiety, which can manifest itself with struggling with small talk, hyper-focusing on perceived mistakes (“Why did I say that?”) or shunning events altogether. Indeed, 38% of young people told one recent survey by Trinity College London they “fear” face-to-face small talk. What they say about it Ellis Harris-Kijak FMAAT, 28-year-old founder/director at Leicestershire-based FieCo Accountancy & Marketing, remembers sitting in his car before events and considering driving back home. “I used to feel really nervous before events,” he says. “But once you’re in it and start talking to people, it gets easier.” Grace Hardy MAAT, 23-year-old founder of Hardy Accounting, recalls feeling a similar unease. “I remember when I started networking, thinking, ‘What do you even say to somebody? How do you follow a conversation and rinse-and-repeat with others?’” AAT’s recent accelerAATe event held a Networking 101 session. Members posting in the chatroom shared similar concerns, ranging from “I always find networking terrifying” to “I find it difficult to hold conversations and get anxiety about saying the wrong thing!” to talk of imposter syndrome. These anxieties also extend to office life: 60% said they would struggle to work with older colleagues. One accounting boss recently told AAT he knows of “workplaces where some young recruits sit in their cars to eat their lunch, as they don’t feel comfortable eating in front of colleagues.” Still, the appetite to socialise is there. One recent Bupa survey found 45% of Gen Z respondents said they were considering jobs which had more social interaction. What are the benefits of networking? “Networking has been the number one thing that’s built my professional life,” says Harris-Kijak. “It’s given me opportunities I never would have imagined, plus connected me with accounting professionals who I can turn to when facing issues. Networking has also made me more confident – not just when speaking with people, but with every bit of work I do.” It’s a sentiment shared by Hardy: “When I started networking, I thought it was really boring and was a waste of my time,” she told the Networking 101 session. “I’d turn [networking events] down saying, ‘I’m too busy doing life’… “But since starting my business, I’ve had to network. The opportunities I made while networking two years ago have now come to fruition… It’s about seeing the long-term value of networking; it really does have a ‘butterfly effect’.” What can bosses do to boost interpersonal skills for young talent? Create a more inviting office culture The Trinity College research found half of Gen Z workers described certain workplace banter as inappropriate, while 72% had personally experienced inappropriate comments or behaviour. This could be why some workers retreat behind their AirPods while working – a bugbear for many older, senior managers. “If you don’t want young people doing that, I’d say, what are you doing to make the office environment more conducive to conversations?” says Harris-Kijak. “Because if your office is silent or Pin Drop FM, why would you want to sit there for eight hours a day? Also, consider organising more social events, rather than relying upon the watercooler to get people talking.” Encourage more online networking Digitally native generations are maestros at online communication. As a result, many find face-to-face networking unnecessary or ineffectual. “Young people regularly network on LinkedIn, Instagram or TikTok,” says Harris-Kijak. “Their consistency on social media is an effective form of networking, because it’s a way of constantly having your face out there.” Managers may wish to harness this digital savvy. Making online connections may help face-to-face introductions feel less intimidating. Introduce a buddy system Buddy systems – where a junior colleague is paired with a more experienced employee – are a common fixture of apprenticeships/trainee schemes at many organisations. Harris-Kijak offers a similar service at AAT Northampton events. “Beforehand, I’ll put a post on LinkedIn saying, ‘If you hate networking, come and speak to me’. I’ll then make the introductions – which is always the most awkward bit.” Make changes to work social events Younger people are more health-conscious than ever before, so take a more activity-driven approach to events. “I like the idea of less formal events, such as running clubs,” says Harris-Kijak. With a quarter (24%) of workers saying they felt pressured to drink at work events (according to the Institute of Public Policy Research), there’s an argument for making networking sessions less boozy too. Help people step out of their social groups The natural tendency for people to gravitate towards familiar faces can make networking events feel cliquey. More confident staff can help shyer team members integrate. “If managers could spend 20% of your time keeping an eye open for people who might be alone, perhaps engaging with them or introducing them to others, the difference it could make to their professional lives is immense,” says Harris-Kijak. Play with the format Events could be more fun if there’s an element of gamification. Harris-Kijak highlights AAT Connect, where attendees were given a card which was stamped whenever they chatted with a different exhibitor, entering them into a prize draw. Where to find accountancy networking events The Networking 101 session showed many people would like to attend more networking events, but don’t know how. AAT has 35 branches across the UK, which host regular networking sessions. It also runs several student-focused events such as accelerAATe, where younger people can network with their peers. There are many other events held during the year such as AAT Connect. You can find upcoming AAT events on the events search. For details of other events such as Accountex, FAB (Festival of Accounting & Bookkeeping) and the Digital Accountancy Show, check individual websites or Eventbrite. Further reading Networking support: top tips for building connections as a student Make the most of social media networking How to build your personal brand while studying AAT
Financial literacy: why young people are being left behind and what must change Posted 02/17/2026 by Hannah Dolan & filed under Future of accounting. Thousands of young people across the UK are entering adulthood without the financial knowledge they need to manage money confidently, plan for the future, or pursue entrepreneurial ambitions. New research from AAT, conducted with Grace Hardy, Founder and CEO of Hardy Accounting, surveyed more than 1,500 16–25-year-olds and paints a concerning picture of financial preparedness among young people today. While the appetite to learn is strong, the support systems designed to build financial capability are falling short, and the consequences are already being felt. A system that starts too late – or not at all Less than half of young people aged 16–25 report receiving any financial education at school. Where it does exist, it often begins too late and fails to equip students with the practical skills they need for adult life. This lack of early, consistent education shows up in real-world outcomes. Engagement with basic financial tools and concepts is limited: A quarter of 16–25-year-olds do not have a debit card Only half understand how interest is applied to credit card balances While over three quarters have some form of regular savings habit, almost half are not saving for later life. These gaps matter. Without foundational financial understanding, everyday decisions around borrowing, spending, saving and investing become far harder, and more costly. Money Matters For more information about AAT’s Financial Literacy campaign and to read the full report Click here Financial difficulty is already widespread The research also reveals that three in five young people have experienced at least one financial difficulty, including overspending, running out of money, borrowing from family or friends, or confusion over financial products. These challenges are not evenly distributed. Financial literacy is significantly lower among young people from lower socioeconomic backgrounds and among young women, with both groups less likely to understand key financial concepts or be saving for the future. Left unaddressed, these gaps risk reinforcing existing inequalities and limiting social mobility. A generation eager to learn – but vulnerable to misinformation Despite these challenges, young people’s desire to improve their financial knowledge is undeniable. 83% want to know more about finance and money, and one in four are interested in learning how to start their own business. Where young people have received financial education at school, confidence in managing personal finances is higher. Being able to talk openly about money at home also makes a positive difference. However, many young people are filling the education gap themselves – often by turning to social media. More than a quarter (28%) scroll platforms like TikTok and Instagram for financial advice. This demonstrates motivation and curiosity, but it also exposes young people to misinformation, unverified advice and potentially harmful guidance at a critical stage of their financial lives. What needs to change In response to the findings, AAT and Hardy are calling for urgent, coordinated action to ensure young people are financially fit and real-world ready: Deliver high-quality financial education from age 5 to 19 Financial education must be consistent, practical and properly supported, with trained teachers, engaging materials and targeted help for 16–19-year-olds who have missed out earlier in their schooling. Meet young people where they are, on social media Credible, verified financial information must reach young people on the platforms they already use, with clear pathways to trusted resources such as MoneyHelper. Tackle socioeconomic and gender barriers head-on Financial literacy initiatives must actively address the gaps facing young women and working-class young people, helping to reduce inequality and support social mobility. Align government policy with positive financial behaviours Policies should encourage saving, investing and entrepreneurship so that financial knowledge translates into real opportunities and better outcomes. Supporting young people beyond the classroom As AAT CEO Sarah Beale explains: “Financial skills shouldn’t be a privilege, they should be part of everyday life for everyone. There’s a clear knowledge gap, but young people are hungry to fill it.” AAT is committed to playing its part. Alongside accountancy qualifications, AAT offers practical business skills and bookkeeping qualifications at Levels 1, 2 and 3, helping young people build real-world financial capability. Our free Virtual Work Experience programme introduces finance careers, while Informi, our free platform, supports aspiring entrepreneurs. This research makes one thing clear: young people want to learn about money. The challenge now is ensuring they have access to the right education, at the right time, from the right sources, so no one is left behind. Money Matters For more information about AAT’s Financial Literacy campaign and to read the full report Click here
“Empowering young people to feel confident about money” Posted 02/17/2026 by Harry Rogers & filed under Future of accounting. We spoke to Grace Hardy, MAAT about the lack of financial education in schools, why it’s important to address this issue, and how self-belief can take you a long way in accountancy. It wasn’t until Grace left school and worked through her Level 3 and Level 4 AAT qualifications that she realised just how little financial education she had received as a child. Having been diagnosed with dyslexia at primary school, academic life was hard, which is one of the many reasons why she opted for an AAT apprenticeship to avoid another three years of tuition at university. However, it only occurred to her as a young woman that if she had had more conversations in school about money, her winding pathway into accounting might have been a 100m dash to the career finish line. She’s now on a mission with AAT to raise awareness of financial literacy and its importance for young people. Highlighting the lack of financial literacy in young people A recent report by AAT and Grace Hardy found that less than half of 16–25-year-olds received financial education at school. Where financial education does exist, it often starts too late and is not preparing young people well for adult life. Even more worryingly, three in five young people have faced one or more financial difficulties in their lives, including overspending and running out of money, borrowing from family or friends, or confusion over financial products. Grace says that financial conversations need to be happening much sooner in life. “I think young people need much more financial education before they finish school,” she said. “If we look at the two routes of an apprenticeship or university, it’s really important to have a foundational understanding of both and financially what they mean. “When you go into an apprenticeship, it’s likely that this will be the biggest lump sum of money you’ve received so far in your life. Some of the questions we find young people asking themselves are: ‘what do I do with that money?’ or, ‘how do I even read a payslip?’. “It’s important that you understand how to budget, because it might be the first time that you’re living away from home, so you need to understand how to factor in your rent, bills, council tax, flat deposit etc. “If you go down the university route, many don’t understand interest rates, credit cards, student loans and budgeting again. Many see the student loan as free money, and don’t realise the impact on their future salaries if they climb the career ladder into well-paid jobs. “This foundational understanding of finance could help thousands truly understand what they’re signing up for.” Why are young people missing out on financial education? Despite financial education becoming a statutory part of the National Curriculum in England in 2014, the report shows that only half (50%) of respondents understand that paying just the minimum on a credit card racks up interest on the rest. As well as this, 41% are saving nothing for retirement and a worrying one in eight of those not saving say they never will. More than ten years on from the curriculum change, and still young people are struggling. Grace puts this down to two main reasons. The first? “There’s already so much in the curriculum, so trying to find the time to fit in financial education is hard,” she said. “The problem is that there is a focus to do all the core subjects first and then fit everything else in around it. “I also think the second reason is that a survey from the House of Lords found that one in two adults are financially illiterate. Now, if you apply that stat into teachers, this means one in two teachers are financially illiterate.” Teachers are the ones having to teach financial education because most schools can’t afford a qualified person to come in and speak about money, according to Grace. She continued: “I can imagine that some won’t feel confident about teaching the subject, especially when students may have questions they can’t answer.” Staying motivated in search of change Not only has Grace gone on to create her own business, Hardy Accounting, she’s also used her experiences to build a community on social media to inspire others. Juggling her work and campaigning efforts can be tough, but helping others is in her DNA. She said: “My mum was a nurse so helping others has been installed within me. Being an accountant means I’m able to give back to a certain extent, but obviously it’s quite transactional. This campaign is all about trying to create a better society for everyone to live in because finance is such a crucial and important thing, especially with a cost-of-living crisis where budgeting is more important than ever.”Grace also suggests that this campaign is more about raising awareness and encouraging people to take control of their own futures. She continued: “I think it’s about empowering all people that don’t feel confident around money to be able to have resources that they know they can rely on. There can be several scams on social media which claim to offer quick ways of making money, but it’s about using trusted resources to help you build towards your future. “We want to offer support and let people know that they can come to places like AAT for trusted information and resources that have been vetted. Naturally this will build confidence over time. “I remember when I wanted to invest my money, but my mum said it was too much of a gamble. However, it’s all about your mindset and once she saw my ISA doing well, she asked me to teach her how to do the same.” Hopes for the future and advice for others The best way to learn about money, according to Grace, is to take back a little bit of control and find what works for you. Moving forward, she hopes that schools can adapt their lessons, but for now, she wants young people to understand what their own finances look like and how to invest properly. She added: “I want young people to have a think about where they want to be on their own journey. Once they have this in mind, perhaps they can talk to a trusted professional who can help fill the gaps with the things they don’t understand. “I could list loads of things, but that’s incredibly unhealthy and a bit overwhelming. The key thing to do is to know your starting point and where you want to end up.” For more information about AAT and Grace Hardy’s Money Matters campaign, and to read the full report, click here.
“I wouldn’t have had a clue”: young people speak out on the financial education they never received Posted 02/17/2026 by Sophie Cross & filed under Future of accounting. Three young professionals share how they’ve had to become resilient and self-taught in financial literacy after leaving school unprepared for managing money in adult life. The education gap When Lewis Perzhilla, 21, thinks back to his secondary school education, the absence of financial teaching is stark. “I would say I received no financial education,” the sales executive recalls. “I do remember in a business studies GCSE, we were occasionally given 30 minutes to play around in fake stock markets. But it was nothing formal – it was more just a teacher keeping us busy.” Ben Spencer-Jones, also 21 and now an Analyst at Alpine Formula One, had a similarly limited experience. “I don’t think I’ve had any actual teaching about financial literacy,” he says. And for Gabriella Goddard-Palmer, 22, who recently completed a degree apprenticeship in project management, the picture was much the same: “Very, very little.” Learning through trial and error These experiences aren’t outliers; new research from AAT found that 62% of 16–25-year-olds received little or no financial education at school. None of the three young people interviewed found this statistic shocking – Ben thought it would be “even higher”.Without school support, all three have had to become self-taught. Lewis credits his family, particularly his mother’s approach to money, for sparking his interest. “I listen to podcasts and read about financial topics myself,” he explains. “If you weren’t into that, you’d have no idea what to do straight out of school in a full-time job.”Ben takes a similarly proactive approach, “by either Googling or YouTubing”, whilst Gabriella, who now creates ‘finfluencer’ investment and healthy money mindset content on TikTok and Instagram, says: “Most of what I’ve learned has been self-taught.” The gender and class divide The research reveals particularly stark disparities: 43% of young women received no financial education at all, compared to 33% of men. Gabriella sees these patterns reflected in everyday conversations. “It’s not that women are being purposefully shut out,” she observes. “I just think the conversations aren’t being initiated enough. Traditionally, it was always the man who looked after the money – that’s still rooted in our minds.” The real-world impact AAT’s research shows that 60% of young people have already experienced serious money troubles. Only 50% understand that paying the minimum on a credit card incurs interest on the remaining balance. Just 41% are saving for retirement – rising to 47% among young women – and only 20% have opened an investment account. Lewis recognises the compound effect of early action. “If someone had told me that at 16, if I had put 10% of my paycheck away each week, I might be getting a house at 26 instead of 30,” he says. “When I was 15 or 16, I was just spending all the money on things like new Xbox games, but now I’m 21, I’m looking towards buying a house.” Ben, who benefits from a workplace pension through his apprenticeship, knows how easily he could have fallen behind. “I probably wouldn’t have been confident investing anything in a pension if I’d gone to university, which would have put me behind a few years.” Modern financial challenges Young people face obstacles their parents’ generation never encountered, such as the ease of spending money without thinking it through with Apple Pay, credit cards and apps. Lewis highlights buy now, pay later services: “Apps like Klarna cause a lot of issues. People easily get themselves into those debts which catch up later on.” Gabriella points to misinformation on social media. “Day traders have ruined the image of investing – they flash their Rolex, go to Dubai, drive Lambos. People hear ‘stock market’ and think it’s all gambling, but long-term investing can actually be very low risk.” What young people want All three strongly support the government’s plans to introduce financial education from primary school age. “That would be very positive,” says Lewis. “If people know where to put their money, they have more money to spend and save in the long run.” Ben sees it as levelling the playing field. “You’re not relying on a wealthy parent who knows about managing money. You’re not suddenly 25, having to learn about all these concepts for the first time.” On what should be taught, Lewis advises: “Keep it simple – how much to save, what bills to pay first, how to use a credit card, what interest rates mean.” Gabriella emphasises the psychological side: “It’s the mentality behind saving – not splurging on an expensive coat the minute you get paid.” Advice for the next generation Gabriella’s advice is straightforward: “Spend intentionally. Don’t splurge on things you don’t need – but keep that balance of fun, because you work for your money.” Lewis echoes this: “Learn the basics. Know how to use a credit card and how to build your credit score. When you get £1,000 in your paycheck, allocate a bit for fun money, a bit for savings.” As AAT and Grace Hardy’s campaign highlights, with 91% of young people believing schools should teach financial literacy, there’s clear demand for change. The question now is whether the education system can adapt to this growing need for change. For more information about AAT and Grace Hardy’s Money Matters campaign, and to read the full report, click here.
How worried should accountants be about the Finance Bill? Posted 02/16/2026 by AAT Comment & filed under HMRC updates, Members, Tax. With rumours swirling, AAT assesses how much of a threat the Bill really is to the profession. The Finance Bill 2025-26, which was published in December 2025, covers key provisions relevant to tax advisers and promoters of tax avoidance. These include: mandatory registration for tax advisers interacting with HMRC a lower sanction threshold, which will allow HMRC to target any intentional act bringing about a loss of tax revenue – which replaces the previous ‘dishonest conduct’ bar a new strict liability criminal offence introduced for promoting arrangements with no realistic prospect of success. Some of our members are worried that under this legislation, ordinary mistakes could be viewed as dishonest, and punished. We’ve also heard some professional bodies consider the Finance Bill a threat to the profession. That’s why we’re actively engaging with HMRC officials to clarify the rationale behind the provisions, and to find out how the department intends to apply them in practice. What does ‘bringing about a loss of tax revenue’ look like? One frequently raised concern is that the phrase ‘bringing about a loss of tax revenue’ could prevent tax advisers from giving standard advice. Well, the legislation defines ‘a loss of tax revenue’ as effectively not accounting for the correct tax at the correct time as required under the law. This is a narrower definition than some fear. What effect could all this have for you? Outcomes for accountants and tax agents depend upon how HMRC will apply legislation in practice. From our conversations with the Revenue, we don’t expect HMRC to target advisers making honest mistakes, or where the legislation itself isn’t clear. This also applies for the lower sanction threshold – the intention is to address deliberate wrongdoing, not reasonable errors. What could be significant is the strict new liability criminal offence that’s been introduced for promoting arrangements with no realistic prospect of success. That’s because HMRC will no longer need to prove intent. However, the prosecution will have to prove beyond reasonable doubt that arrangements were promoted which had no reasonable prospect of success. Government response More recent statements made in the House of Commons have also been reassuring. This includes a commitment to introduce the new Finance Bill measures in a proportionate way, offering comfort to agents concerned about the direction of reform Our takeaway Given the leeway legislation gives HMRC, we would have preferred it be drafted differently. However, we’re not expecting HMRC to act against the intentions it’s repeatedly outlined. We have urged the Revenue to focus on publishing guidance as soon as possible ahead of implementation, and we’ll continue to monitor the situation as it develops.