Beacon Awards 2025/26

MindGreen is our organisation's charitable initiative for mental health and wellbeing, launched in July 2023 to provide support beyond statutory and college provision. Co-created with staff and students, it has raised over £28,000 and invested £19,000 in crisis support, SEND residentials, therapy animals, art and gardening projects, refugee support and staff training. Campaigns like the Social Media Switch-Off and MegaRun raised awareness and built resilience. Youth and Staff Ambassadors drive decision-making, ensuring relevance and inclusion. MindGreen has reduced student resignations, improved staff wellbeing and offers a sustainable, replicable model for FE.

The college delivers a holistic and inclusive wellbeing model supporting learners throughout their educational journey. This approach combines universal provision with targeted interventions, ensuring all learners, particularly those at risk, access the support they need to thrive. The model is underpinned by the college’s behaviour strategy, Safe, Ready and Learning, which promotes a culture of safety, respect, and engagement. Complementing this is the Love Your Campus initiative, fostering pride, belonging, and shared responsibility across the college community. Wellbeing is embedded into curriculum through a comprehensive tutorial programme, enriched by preventative workshops and whole-college events focused on diversity, and inclusion. Learners benefit from 24/7 access to personalised support via the Student Assistance Programme, alongside enrichment activities, SU clubs, and active wellbeing opportunities. Staff work collaboratively across departments to ensure wraparound support is in place, enabling learners to remain engaged and make progress. Robust tracking and monitoring systems identify learners at risk of disengagement, with faculty support panels coordinating timely interventions. Teaching teams are encouraged to embed critical thinking and respond to naturally occurring opportunities to explore personal development themes. Learner voice is central to shaping provision, creating a responsive, empowering environment where every learner feels safe, supported, and able to succeed.

In response to the growing need for accessible mental health support, Derby College Group (DCG) launched a student-led initiative to develop a Mental Health First Aid Toolkit. Designed by Level 3 Creative Media students in collaboration with staff and mental health professionals, the toolkit provides practical, in-the-moment strategies to help students manage stress, anxiety, and emotional challenges within classroom settings. The toolkit includes a range of sensory tools and strategy cards grouped into four key themes: Create, Calm, Positivity, and Resilience. These resources are designed to be discreet, easy to use, and supportive of diverse learning needs, including those of neurodiverse students and individuals with EHCPs. Toolkits have been distributed across DCG sites, including classrooms and Learning Support Base Rooms, and other support services, ensuring widespread accessibility. To enhance impact, staff are being trained to integrate the toolkit into everyday teaching practice. A digital prototype is also in development to extend reach and accessibility. Engagement and effectiveness are monitored through a QR code on each kit, enabling continuous improvement. This innovative project empowers students to take control of their well-being and fosters a culture of empathy, resilience, and proactive mental health support across the college community.

In education, wellbeing underpins everything – yet one crucial factor is often overlooked: sleep. This innovative college-wide initiative put sleep first, recognising its fundamental impact on learning, behaviour, and health for young people, especially those with special educational needs and disabilities (SEND). Launched as part of a college-wide 2024–26 Wellbeing Strategy, the Sleep Initiative grew from a simple insight: without quality sleep, no other aspect of wellbeing or education functions effectively. Led by an Occupational Therapist trained in sleep science, the programme introduced a three-tiered model of support – universal awareness, targeted strategies, and specialist interventions. Students benefited from understanding more about the importance of a good nighttime routine as well as environmental changes such as an uncluttered space, blackout blinds and calming lighting, personalised routines, and access to tools such as sleep diaries and assistive technology. Outcomes have included reduced behaviours of concern, better engagement in learning and work, and improved mental health. The initiative empowered staff, students, and families to understand and improve sleep hygiene together. With growing sector interest, this pioneering work is still evolving, providing a replicable, person-centred model for embedding sleep support into any FE or SEND setting.

The College has embedded a sector-leading Mental Health and Wellbeing Strategy delivering measurable impact for learners and staff. Since 2019, the Wellbeing Team has expanded from eight to 28 specialists, making wellbeing a structural priority. This investment has driven participation from 3,158 to 9,530 learners, boosted staff engagement by 40%, and cut menopause-related absence by 70%, saving £189,882 annually. This investment has transformed engagement. Learner participation in wellbeing activities rose from 3,158 in 2020/21 to 9,530 in 2024/25, while staff engagement increased by 304%, from 579 to 2,339. The wellbeing portal, 24/7 counselling service (accessed over 1,500 times, and targeted health initiatives such as cancer screenings, PSA tests, and menopause support have delivered life-saving interventions and reduced absence by 70%, generating an annual saving of £189,882. Innovation is embedded through healthy lifestyle initiatives, wellbeing days, safe spaces for dialogue, and partnerships with leading organisations such as Newson Health. Surveys confirm impact, with 87% of staff rating the wellbeing offer positively and morale, engagement, and equality all exceeding sector benchmarks. Integrating specialist staffing, targeted interventions, and continuous evaluation, the College has created a proactive, inclusive wellbeing culture where learners and staff thrive, positioning it as a model of sectorial best practice.

Mental health among young people continues to be a concern, with NHS Digital reporting that one in six 16-24-year-olds now have a mental health disorder - this has risen in recent years. In Worcestershire, local data reflects these challenges, with many young people 16+ experiencing anxiety, depression, and stress. With campuses in Redditch, Bromsgrove, Malvern, and Worcester, HoW College recognises its responsibility in the community. In 2023/24, the College launched a Wellbeing Project, designed to embed mental health support into the everyday experience of students. This innovative programme combines wellbeing initiatives with quick access to external services, ensuring young people receive timely support in a system which is currently struggling with both volume and funding. Initiatives include “Wellbeing Wednesdays”; calm zones; exam stress support; VR headsets for relaxation; therapy dogs; and a youth social action project supporting learners with SEN. The College also became a base for Onside Advocacy and NHS Wellbeing and Emotional Support Teams. The impact has been significant: self-referrals increased, wellbeing support increased by 21.5%, mental health disclosures by 12.8%, and external referrals by 32.5% in 2023-24 and by 6.5% in 2024-25, with 91% of students who disclosed a mental health need successfully retained.

You Matter is the Lincoln College Group’s in-house reward and recognition, employee benefits and wellbeing support offer. Launched in September 2024, it draws together a range of benefits that already existed for College staff, but also brings in new strands under clearer, more accessible categories. Employee health and wellbeing have always been high on the Lincoln College agenda with ambition to develop this each year with both increased investment and innovation. The College embedded the offer each year via a January reboot, which is slightly different this year with You Matter 2025, consisting of a 6-week programme to focus on each of the key themes). The core benefits are provided to all staff and encompass a range of options to support both personal and professional wellbeing and recognition under the following themes: Mind Matters Body Matters Soul Matters Money Matters Family Matters Recognition Matters Designed to fit all staff, no matter what their background or age, this is a conscious centralisation of benefits that recognises the complex needs of a diverse workforce as well as the duty of care that the College has for those in its employment.

Our transformative five-pillar wellbeing framework has revolutionised mental health provision within one of England's most deprived areas, creating a sector-leading model that fundamentally reimagines comprehensive wellbeing support. The college integrates Financial, Physical, Emotional, Digital and Community wellbeing into a unified strategic approach, positioning us as the national exemplar for holistic mental health provision. We deployed 50 Mental Health First Aiders across all campuses whilst pioneering systematic identification through our centralised 'Help Us to Help You' framework, processing 8,400 forms annually. Our Wellbeing Support Pathways adapt clinical intervention models to educational settings, eliminating external waiting lists through immediate support. The initiative delivers exceptional outcomes: 84.9% of students improved or maintained high wellbeing levels, whilst achievement for students declaring mental health difficulties (86.1%) is closely aligned to overall college performance (86.5%), evidencing that our support eliminates achievement gaps. We achieved a 77% reduction in vulnerable learner withdrawals and secured top FE college ranking for staff engagement. Our sector leadership is evidenced through AoC collaboration on national policy development, with our Menopause Café model studied for sector-wide implementation. As the first UK college achieving Carer Confident status, we provide a replicable benchmark that demonstrates scalability across diverse contexts whilst delivering transformative community impact.

This nomination celebrates an ESOL provision that combines innovation, measurable impact, and inclusive design to enable learners of all ages from diverse backgrounds to thrive in education, work, and community life. Serving 1,500 adult learners annually, 300 through Conversation Clubs, and 180 young people on ESOL study programmes, the provision consistently outperforms national benchmarks. In 2024/25 the adult achievement rate was 93.4%, compared to a national rate of 91.6% (AoC Chief Assessor’s Report 2024/25). Retention was strong, and 84% of adults progressed into further study, employment, or volunteering. For young people, all Reading and Writing courses at Entry 1 to Entry 3 achieved above national benchmarks in 2024/25. Innovation is embedded: a nationally commended ‘localised’ British Culture curriculum contextualises integration through local heritage; workplace ESOL with employers such as Stateside Foods and Whistl tailors learning to safety and promotion needs; vocational tasters for young people enable them to ‘find their forte’; QR-coded resources drive independent learning; and the ‘You’re Hired’ project delivers authentic mock interviews with senior managers. Impact is evident in achievement, progression, volunteering, and participation. Inclusion is guaranteed through flexible timetabling, wraparound care for young people in care, workplace delivery, and Conversation Clubs for new arrivals not yet eligible for funded ESOL.

This initiative provides vocational pathways for ESOL learners, combining English language development with practical training in Hair, Catering, Construction, and Health. Through an innovative dual-tutor model, ESOL tutors contextualise sector-specific language while vocational tutors deliver hands-on skills, ensuring learners meet UK industry standards. The programme supports migrants, refugees, and other multilingual learners to progress to higher-level qualifications or employment, addressing local workforce shortages and promoting social and economic inclusion. Learners benefit from scaffolded learning, employer-informed curriculum, and real-world practice, enabling them to build confidence, integrate into the community, and achieve tangible career outcomes.

Silent Voices, Vivid Stories transforms ESOL provision by combining language learning with digital innovation, trauma-informed pedagogy, and vocational progression. Serving over 2,500 learners in the last three years, the initiative empowers refugees, asylum seekers, and those furthest from education to gain English, confidence, and independence. It uses digital storytelling, enabling learners to share their journeys through globally accessible virtual galleries, reclaiming identity and building belonging, complemented by real-time translation tools such as Microsoft Translate and Immersive Reader and expert classroom delivery, which ensure no learner is left behind due to language barriers. The programme integrates vocationally embedded ESOL, where learners develop sector-specific language for industries such as construction, healthcare, and hospitality, creating clear pathways into work and further study. Trauma-informed support and pastoral care underpin the model, providing safe spaces for learners to rebuild confidence and resilience. Learners progress at accelerated rates, with rising attendance, achievement, and progression into vocational study. The programme has gained national and international recognition as a blueprint for inclusive ESOL, shared widely across the UK and studied by global delegations. It demonstrates that language learning can be radical, human, and life-changing.

Our highly successful ESOL Department has developed a Community Interpreting Project – delivering a transformative vocational pathway that empowers multilingual learners to become Qualified Interpreters, directly addressing the UK’s shortage of trained professionals. By embedding ESOL support within the Level 3 Community Interpreting qualification, the programme accelerates learners’ English proficiency while developing sector-specific skills. Every learner gains real-world work experience and is guaranteed employment upon completion, with partners like Northern Care Alliance (NCA), NHS and LanguageLine ensuring the curriculum is fit for purpose and exceeding industry standards. The programme has doubled its intake in response to demand, offering intensive delivery models to accommodate more learners. Learners actively contribute to college life by providing live translation at Open Days and Supporting Interpretation during parent/guardian meetings — ensuring access and inclusion for new students and their families. The initiative has also built strong links with Action Together, (VCFSE Lead Organisation) offering additional volunteer opportunities that deepen community engagement. This innovation has created a sustainable pipeline of interpreters who reflect and serve their communities, improving access to public services and fostering social inclusion. It is a scalable model with national relevance, demonstrating how vocational ESOL can be both inclusive and impactful.

Our motivation to educate is rooted in continuous improvement and goes beyond language acquisition to develop confidence, adaptability, and essential life skills. Alongside ESOL, learners study Maths, Digital Skills, Citizenship, and Work Skills, supported by pastoral tutors, bursaries, a community pantry, a winter clothing bank, and one-to-one careers guidance. Tailored pathways such as Step Up to GCSE, the GCSE ESOL Pathway and a Certificate for Learning, Employability and Progression which is delivered by our HE department lay a firm foundation on which our learners can build a strong life and academic structure. Learners arrive with a wide range of English proficiency levels and progress at a pace that reflects their needs and ambitions. Many achieve Functional Skills or GCSE qualifications and successfully transition into vocational programmes or further study. As one learner reflected: “I’ve grown so much this year, both as a person and academically… I set personal targets, built confidence, and found a supportive community.” This initiative is a model of integration and progression, demonstrating how ESOL learners can be catapulted into what seemed to be an unreachable future.

The ESOL Digital Pathways project was a two-phase digital learning initiative designed to support adult ESOL learners in Northern Ireland, particularly those with limited classroom access. It provides 366 self-directed, interactive lessons across reading, writing, speaking and listening from Entry 1 to Level 2. All content is mapped to the Adult ESOL Core Curriculum and CEFR, and was developed using the ADDIE instructional design model.

‘English Into Vocational’ is a targeted initiative by The City of Liverpool College to support ESOL learners through integrated vocational pathways. Seven ESOL Level 1 programmes—Plastering, Culinary Skills, Teaching Assistant, Health and Social Care, Sport and Physical Exercise, Art and Design, and Science—combine English language development with sector-specific content. Funded by the Liverpool City Region, these courses help learners build the linguistic, academic, and practical skills needed for progression. For instance, the English into Science pathway offered 6.5 hours of weekly study over 32 weeks, focusing on scientific terminology, lab procedures, and report writing, leading to a Level 1 BTEC Certificate. This model breaks the cycle of language-only learning by aligning English with vocational goals and providing clear progression routes to Level 2, further education, or employment. Embedding ESOL into vocational contexts enables learners to use English for real tasks—writing care notes, reading diagrams, or completing risk assessments—while gaining industry knowledge. Co-teaching by ESOL and vocational tutors ensures inclusive, adaptive delivery. Employer involvement ensures that learners are developing in demand skills within our city region, and structured guidance supports next steps. This has resulted in faster progression, greater confidence, and improved employability in key growth sectors.

West Thames College has a strong history of delivering progression-focused ESOL education to 16–19-year-olds and, since 2017, a full-time 14–16 Direct Entry programme for newly arrived young people with little or no English. Designed with local authorities, this provision supports students unable to access mainstream schooling or sixth form due to language barriers or disrupted education. Cohorts follow a structured programme including ESOL (Entry to Level 1), Maths (Entry to GCSE Higher Tier), Digital Skills, Science, Sustainability, Sport, personal development and employability. At Level 1, students access vocational pathways in Business, Travel, ICT, Health, Childcare or Science while continuing ESOL. Small groups, streamed through initial and diagnostic assessments, receive bespoke induction to aid transition. Innovation is central: trauma-informed pedagogy, adapted phonics for those without literacy in any language, and enrichment projects such as Aspire Careers event, sustainability initiatives, and oral history with Boston Manor House. Students integrate swiftly into college life through enrichment, sport and the annual Culture Day, celebrating diversity through music, food and performance. In 2023–24, attendance reached 91%, achievement 90.3%, and 100% progressed. From Entry-level ESOL to Level 3 study, higher education or employment, the provision transforms disrupted journeys into successful futures.

The Blackburn College Malawi Nursery Project is a transformative international initiative involving over 250 Early Years students from Level 1 to T Level. Funded through the Turing Scheme, the project provided students—many from disadvantaged backgrounds—with the opportunity to engage in global learning, while also fundraising over £10,000 to support the construction of a nursery for a community in Malawi. This dual-impact model combined curriculum-based learning with real-world experience, encouraging learners to develop essential skills such as teamwork, communication, resilience, and leadership. Through extensive planning, project work, and community fundraising, students took ownership of the initiative and experienced a sense of purpose and pride. Those who travelled to Malawi engaged directly with local children, families, and educators, applying their learning in a culturally rich and challenging environment. The impact has been life-changing. Students returned with greater confidence, clearer career aspirations in education and care, and a deepened understanding of global inequality and social responsibility. Staff also benefited from professional development and strengthened international partnerships. The project has exemplified the College’s values of inclusion, social action, and opportunity, demonstrating how education can act as a passport to the future—not just for our students, but for the communities they seek to support and inspire.

A primary aim of the trip was to educate the children of the Arusha community on targeted social and health topics. Our team delivered comprehensive primary education sessions to approximately 4,000 learner attendances. Over nine full days of teaching, students managed large classes, averaging 60 children per session, with two classes running concurrently and four sessions daily, covering all primary school years. This significant outreach focused on vital topics, including infection control, safety, and sexual health, directly contributing to the community's well-being. While the impact on reducing the burden on the local hospital due to preventable illnesses is difficult to quantify immediately, the extensive educational provision to such a large number of children strongly indicates a positive future impact on public health. The trip provided an excellent summative learning experience, allowing learners to consolidate and apply knowledge from their HSC L3 principles and contexts programme. Participants, particularly those from underrepresented groups—including young carers, students with additional needs, and those from disadvantaged backgrounds—not only consolidated their skills but also made a genuine impact within the Arusha community. Many of these learners experienced their first flight and immersion in a vastly different culture, confronting stark social issues first hand. They surpassed all expectations, demonstrating remarkable personal growth. A significant achievement was raising more than double the fundraising target for the Future Sense Foundation, providing sufficient funds to build seven new school toilets for female students in the supported Arusha school. Participants were particularly passionate about addressing gender inequalities faced by female students, delivering powerful sessions on this crucial topic. Individual learner objectives, such as boosting confidence, understanding diverse cultures, making a tangible difference, stepping outside comfort zones, learning Swahili, and improving public speaking skills, were all successfully achieved and reflected upon by the students. The trip was instrumental in fostering global citizenship, broadening aspirations, and reinforcing participants' passion for social responsibility and making a positive difference in the world.

Our nomination is for the Lincoln College Group’s work in China, set up 12 years ago and dubbed ‘Innovation China’, a jointly developed construction cost engineering programme. Developed with the intent of increasing students’ employability chances post-study on a Chinese qualification by adding an English language element combined with knowledge of Western construction practice. This has been delivered in the Sichuan Province, with more than 2,500 students having benefited from this innovative programme. The programme, delivered as part of an existing Chinese Construction Major course, also provides an inclusion element thanks to being taught in a Western style that also encourages interaction. Most Chinese students for example are used to learning ‘by rote’ and with repetition of key phrases and dictation. This means that their pedagogical norms are challenged and culturally, their minds are opened to new ways of learning and foreign job markets. We believe that this element has two key benefits, that it builds resilience for those Chinese students that are hoping to work in the USA, UK or in Europe by giving them a taste of how information is disseminated. Secondly, the course’s material, which will give them an advantage over students who have not had this essential element added to their standard courses.

"Careers@BCoT" at Basingstoke College of Technology empowers all students with impartial careers advice, enabling them to confidently explore progression options, whether pursuing higher education, apprenticeships, or direct employment. Through a blend of one-to-one guidance, CV and interview skill development, and open drop-in sessions, students gain the confidence and knowledge needed for informed decision-making. Strong partnerships with local and national employers, including Vodafone and Cisco, provide access to valuable work experience and placement opportunities. For example, our Level 2 Media Make-up students gained first-hand experience working under pressure at the spectacular Diwali Light It Up event in Festival Place, collaborating with Kala The Arts. Similarly, Construction students received positive feedback from Bloor Homes for their "conduct, enthusiasm, attitude and work ethic whilst on-site," highlighting the quality of our placements. Guest speakers offer insights into various industries, current technologies, and career journeys. Events throughout the year support progression options with opportunities for all students to meet with a range of employers at job and apprenticeship fairs, voluntary organisations and HE Providers to discuss options and potential next steps. Our alumni have successfully transitioned into diverse roles at companies like McClaren, British Airways, The Body Shop and The Police demonstrating the programme's tangible impact on student progression and career success.

This pioneering careers initiative exemplifies the power of collaboration in addressing local needs. Two further education colleges, located equidistant from a town lacking both a dedicated FE college and a job centre, joined forces to support a previously failing though centrally located Citizen Hub. This shared space offers careers advice, training, and wraparound support in partnership with local charities, ensuring that individuals receive holistic, accessible guidance in a friendly and welcoming environment. The colleges alternate staffing the Hub throughout the week, offering walk-in support and signposting individuals to additional services available on-site, such as housing advice, mental health support, and employability coaching. A dedicated training room enables the delivery of accredited courses to those unable to travel to college campuses—particularly benefiting unemployed individuals and leading to positive employment outcomes. Crucially, the colleges co-design the training offer to meet learner needs, regardless of institutional affiliation. Monthly co-design meetings with all Hub partners ensure a responsive, coordinated approach to community support. The initiative’s success has attracted national attention, with other regions seeking guidance to replicate the model. The Citizen Hub stands as a beacon of inclusive, place-based education and support—transforming lives through partnership and purpose.

The E2 Employment and Enterprise Hub at The College Merthyr Tydfil delivers an innovative, inclusive, and strategically embedded careers and enterprise programme. Designed to align with regional and national economic priorities, the Hub integrates careers education across the entire learner journey—from pre-application to post-college transition. It collaborates with over 160 employers and partners to offer sector-specific academies, real-world experiences, and personalised guidance, ensuring learners are equipped for employment, apprenticeships, or higher education. The Hub supports targeted groups, including ALN learners and those at risk of becoming NEET, through tailored interventions, inclusive events, and strategic partnerships. Its data-driven approach uses labour market intelligence to inform curriculum planning and progression pathways. Key outcomes include high learner engagement, increased progression into employment and HE, and strong enterprise participation. Sustainability is ensured through integration into the college’s strategic vision, governance structures, and quality assurance processes. The Hub’s work can be shared across the sector via national forums, awards, and replicable models like the AMBE and Healthcare Academies. With a strong focus on equity, diversity, and inclusion, the E2 Hub sets a benchmark for transformative, learner-centred careers education in further education.

Employer Connect is Truro and Penwith College’s strategic project designed to create meaningful connections between education, employers, and the wider economy. At its core, it ensures that an employer presence is embedded in every classroom, enriching the learning experience and preparing students for purposeful progression. Delivered in partnership with Career Zone, the College’s specialist careers service, Employer Connect draws on the Career Development Framework to provide impartial one-to-one guidance, group sessions, and large-scale events that inspire aspiration and career curiosity. Students are supported through Navigate, our careers and employer engagement platform, which records placements, enrichment, and impact. Labour Market Intelligence, including Lightcast data, ensures guidance remains current, relevant, and responsive to future trends. Employer Connect is strengthened by the Partnership Pledge, formalising collaboration with local, regional, and national employers. This work highlights the relevance of resilience, creativity, communication, and teamwork while aligning with our values of wellbeing, engagement, aspiration, and respect. Based in Cornwall, the project equips students to understand and navigate both local opportunities and the wider economy. With ten CDI-registered Level 6 advisers, comprehensive impact measurement, and deep employer engagement, Employer Connect ensures every learner can look, reach, and go further in their ambitions.

West Thames College delivers an inclusive, sector-leading careers programme, achieving 100% across all seven Gatsby Benchmarks, with Benchmark 7 rising from 75% to 83% in one cycle. Careers provision is embedded through staff training, an IAG induction module, and regular Labour Market Information sessions with the West London Careers Hub. Innovation drives delivery. The student-led Careers Lab podcast offers hands-on media experience while sharing learner journeys, employability advice, and employer insights. TikTok and Instagram campaigns enhance accessibility, particularly for ESOL learners. Large-scale engagement includes the Aspire Careers Fair, connecting 1,000+ learners with 50 employers and generating job offers and progression opportunities. Equity and inclusion are central. Priority learners—such as looked after children, young carers, and low-income students—receive tailored guidance, employability coaching, and targeted interventions. Case studies highlight impact: NEET learners supported through JCP workshops progressed into apprenticeships, while ESOL students secured Level 3 placements through accessible digital guidance. Impact is clear through strong progression into apprenticeships, higher education, and employment. External recognition, including an Ofsted Outstanding rating (2024) and Matrix reaccreditation (2025), further validates the programme’s quality and sector-leading practice.

Barnsley College’s Academies programme is a distinctive employer engagement model that embeds businesses physically within learning environments through unique branded classrooms and ongoing co-delivery. More than 25 partnerships span healthcare, business, engineering, construction, esports and childcare, each with a bespoke action plan covering guest sessions, workshops, placements and curriculum design. The initiative has transformed progression outcomes. In Childcare and Health, employment progression tripled between 2021/22 and 2024/25, with NEET numbers at a five-year low. Engineering and Construction have also seen significant increases in students progressing into work. Employers benefit from early access to talent, with varied companies such as Masonite, Harris+Co, Barnsley Council, Little Explorers Community Nursery and Car Supermarket recruiting directly from Academy cohorts. Each Academy is tailored to its sector and the employer in question, with partnerships flexible and adaptable. Outstanding examples are Barnsley Hospital NHS Foundation Trust and Little Explorers, with environments closely resembling real-world settings with donated medical equipment and detailed design; Car Supermarket, which has seen the company donate vehicles for students to work on; NEXT which has worked closely with SEND students in the College’s Reloved Boutique; and Barnsley Women’s Football Club, which provides a clear pathway into professional women’s football.

College Local Innovation Centres (CLIC) The CLIC project is a pioneering regional initiative supporting innovation across Glasgow City Region’s six colleges. Funded by Innovate UK, CLIC launched in April 2024 and is one of only nine college-led innovation programmes in the UK. Following a successful pilot year, with £1.2 million in funding, the project has been extended into a second year from April 2025. CLIC enhances business productivity by helping employers adopt innovative digital capabilities aligned with regional economic strategies. CLIC directly enhances business productivity by embedding digital innovation and upskilling workforces across diverse sectors. In its first year, the project exceeded its target by supporting over 300 businesses—surpassing the initial goal of 200. Each college leads a specialised innovation hub: • Glasgow Kelvin College: Digital Enablement • Glasgow Clyde College: Digital Creativity • City of Glasgow College: Innovation Leadership • West College Scotland: Advanced Manufacturing • New College Lanarkshire: Digitally Enabled Health • South Lanarkshire College: Sustainable Development CLIC redefines the role of colleges in the innovation ecosystem, traditionally dominated by universities. Using a bespoke digital assessment framework, it identifies areas of need and measures impact, demonstrating that digital innovation is relevant and transformative for all sectors.

North Warwickshire and South Leicestershire College (NWSLC) and George Eliot Hospital have formed a strategic partnership to address critical healthcare workforce shortages in Nuneaton. The initiative provides apprenticeships, functional skills, digital skills, supported internships, T level placements and AI training tailored to NHS needs. The George Eliot Hospital NHS Trust is located on the outskirts of Nuneaton, the largest town in Warwickshire. The hospital’s services cover a large footprint including North Warwickshire, South West Leicestershire, and North Coventry with a population of more than 300,000 people. With over 2600 employees, the hospital is the largest employer in Nuneaton and North Warwickshire. Programmes are delivered flexibly on-site and at college campuses in specialist facilities, supporting shift patterns and accessibility. Supported internships offer inclusive pathways for students with special educational needs and disabilities. Overall, 250 students and / or employees have participated with measurable improvements in staff confidence, retention, and patient care. The initiative is embedded in strategic planning and is supported by reciprocal engagement at recruitment events and the development of a dedicated training suite at the hospital. This model of employer-college collaboration demonstrates scalable, inclusive, and impactful practice for the wider FE sector and tangible benefits to NHS employers.

The Business Services Team has developed an effective framework to assist local businesses in navigating the evolving job market. Each year, they collaborate with over 700 businesses and offer 176 courses across seven key industry growth areas in Northern Ireland. They address skills gaps in sectors such as Fire and Security through dedicated federations, new apprenticeships, and training funding, which enhances business performance and safety. By aligning industry needs with the college curriculum, they ensure high success rates for both education and employment. The team utilises strong industry connections to facilitate core college learning initiatives and provides valuable feedback on industry needs to senior management, integrating this into the college's strategic priorities. Their collaboration enhances workforce readiness and strengthens the economy by addressing the evolving demands of various sectors. The team's dedicated skill centres include Leadership and Management, Engineering, Motor Vehicle, Green Skills, Digital Transformation, and Professional Recognition Awards. They have clients from as far away as New Zealand. Additionally, the team has launched several initiatives, including the Electrotechnical Certification Scheme card, new Level 3 and 4 property management qualifications, healthcare engineering specialist technician courses, and new water safety qualifications in healthcare, which have been rolled out to 11 trusts.

The Construction Skills Hub, launched in October 2023 in partnership with the Borough Council, local charities and university, delivers innovative construction training in one of the county's most deprived areas. Situated on a live housing development and supported by large nationwide construction groups, the Hub replicates a real construction site, complete with site offices, toolbox talks, and site tours, offering learners immersive, hands-on experience that reflects industry standards. Since January 2024, 42 young people have studied at the Hub, most of whom were at risk of becoming NEET due to behavioural, emotional, and social challenges. The practical, outdoor learning environment has proven transformative, with 95% achieving a qualification and 97% progressing to a positive destination. The Hub also works with schools, engaging over 900 students through its careers insight programme. This initiative allows young people to explore construction careers, meet employers, and make informed post-16 choices. Over the next decade, the Hub will support more than 5,000 learners, from school leavers to adults seeking to retrain. Its curriculum is aligned with industry needs, including sustainability and the Future Homes Standard, ensuring learners gain relevant skills, confidence, and clear progression pathways into the construction workforce.

Stansted Airport College (STAC) exemplifies real world learning through its aviation-focused curriculum. Working in close partnership with over 25 employers including Manchester Airport Group, Ryanair and GT Engines, STAC offers hands-on experiences such as work shadowing, simulation training, and employer-led assessments. Programmes like the Pilot Enrichment scheme and fast-track pre-apprenticeships ensure students are workplace-ready. The curriculum is responsive to industry changes and includes enrichment activities, site visits, and real-world projects like hostage simulations and aircraft cleaning. Staff engage in industry CPD, while targeted EDI campaigns such as 'Go on Girl' and Fantasy Wings promote inclusivity. The model has led to high progression rates into employment and apprenticeships, employer satisfaction, and growing demand for places at the College. This model is scalable and embedded in long-term planning through ambitions like becoming a CAA 147 Licence Centre. STAC’s approach demonstrates the transformative impact of aligning education with industry, and serves as a blueprint for sector-wide adoption.

WorkReady with eduScrum is a pioneering, college-wide initiative embedding Employer Led Projects (ELPs) into the curriculum through eduScrum (an agile, team-based framework that promotes collaboration, ownership, and personal growth). Developed in response to employer feedback and regional skills shortages, the programme equips learners with essential employability skills such as communication, teamwork, and problem-solving, alongside their technical training. Situated in one of the UK’s most economically challenged areas, the College works closely with employers and stakeholders to co-design authentic, real-world projects that directly support business needs. These projects are fully integrated into qualifications, aligning with learning aims and assessment criteria to ensure relevance and rigour. Since its launch, Real World ELPs has scaled rapidly, over 40 projects to more than 800 students in 2024–25 across all curriculum areas, including ESOL, health, construction, digital, travel, creative arts and high needs provision. Staff are trained in eduScrum and actively participate in cross-college dissemination events fostering a culture of innovation and shared practice. This initiative exemplifies how agile methodologies and employer collaboration can drive inclusive, impactful education that prepares learners for the future world of work.

The Greater Manchester Further Education Innovation Programme (GMFEIP), led by Oldham College on behalf of GMColleges, is a pioneering, collaborative initiative designed to supercharge regional productivity and innovation. Funded by Innovate UK, the programme brings together all nine Greater Manchester FE colleges to deliver the Innovation Literacy Training. This accredited course, originally co-authored with global innovation expert Ben Edmonds empowers apprentices to become Innovation Ambassadors, equipped to lead change and drive productivity in their workplaces while developing lifelong employability skills including confidence, communication and collaboration. Delivered across all nine GM Colleges, the GM Innovation Literacy Programme bridges education and industry, embedding enterprise in the curriculum and fostering a culture of problem solving, testing and continuous improvement. All sessions of the course are mapped to the Innovation, Commercialisation and Entrepreneurship (ICE) Skills Framework, developing relevant and future facing skills for employment and industrial growth. The course is delivered in person, in collaborative groups, focusing on developing the whole learner, from their critical thinking and self-efficacy to their enterprise potential. In Year 1, over 100 apprentices and 72 employers participated, with measurable impact including process improvements, increased confidence, and stronger employer engagement. The initiative is inclusive, scalable, and rooted in community. It’s not just a course—it’s a movement preparing young people to shape the future of work.

Rooted in our distinctive Learning Philosophy—which unites insights from brain, motivation and emotions, the AI Tutors empower learners through Growth Mindset principles, fostering curiosity, resilience and deeper subject understanding. Integrated via the organisational Learning Management System, accessible 24/7, the AI Tutor delivers flexible, personalised support that adapts proven classroom strategies to the digital environment. This marks a significant shift from traditional, location-dependent learning to an inclusive, on-demand model that enables learners to engage at their own pace, receive immediate feedback and build confidence through guided practice rather than being given answers. The initiative has been especially transformative for our adult online learners, those with additional learning needs and individuals who are unable to access conventional classroom environments. By developing essential digital and soft skills, our AI Tutor prepares learners for success in an increasingly AI-driven workplace. Statistical analysis confirms a significant correlation between AI Tutor usage and GCSE grade improvement, with frequent users achieving notably higher outcomes. By integrating advanced AI technology with human coaching, our AI Tutor initiative sets a new standard for personalised, inclusive and future-ready education—empowering learners to unlock their full potential in a rapidly evolving digital landscape.

The FE Anti-Racism Curriculum project required the development of an anti-racist learning programme suitable for the FE sector. This included the development of a blended tutorial module and relevant subject modules. The scope was expanded to include the development of an immersive digital environment as well as to expand the breadth of curriculum modules covered. The project was to be developed by FEIs with support from reviewers with lived experiences of racism and expertise in anti-racist practice. As well as the tutorial module, the subject areas of history, mathematics, sociology hair and beauty, philosophy, biology, health and care and psychology were identified as areas of focus. All resources would be developed in the mediums of English and Welsh.

The Advancing Academic Skills Programme is a library-led, technology-enhanced initiative designed to support Sixth Form Academy students studying the Advanced Skills Baccalaureate Wales qualification and A-level subjects. The programme delivers a structured series of workshops that build academic and digital literacy, focusing on good academic conduct, ethical use of AI, research and referencing skills, content creation and independent learning strategies. Learners engage with accessible tools such as Canva, Copilot, and mobile devices to develop academic writing skills, create podcasts, infographics, and academic presentations, fostering creativity and confidence. Sessions are scaffolded to support diverse learner needs and include practical guidance on evaluating sources, formatting documents, and presenting work visually. The initiative is inclusive, flexible, and responsive to curriculum demands, with over 750 students and 30 teaching staff participating annually. It is embedded in long-term planning and aligned with institutional goals for digital transformation, inclusion, and learner success. The programme is scalable, adaptable, and transferable across disciplines and institutions.

Using a holistic, hands-on approach, this innovative project has been created to transform campus grounds into a living learning landscape which helps to engage individuals with the natural world and with each other. The initiative aims to nurture a community by encouraging food production, enhancing biodiversity and encouraging collaborative engagement amongst curriculum areas and also with the community.

The project addresses issues such as food insecurity, health and wellbeing,

innovative teaching and learning, climate action, biodiversity loss and sustainable development and aligns with our work around the UN Sustainable Development Goals. The project outline consists of learner led edible crop planting schemes around the campus which will enhance and conserve biodiversity whilst reducing habitat and wildlife loss due to climate change, enhancing genetic diversity and promoting heritage conservation.

The project has been launched and will be developed and expanded over a number of years involving students, staff and community working on a series of live projects which range from crop planting of low growing rootstocks and edibles, a heritage orchard, food forest, memory orchard and a sensory garden.

For many learners, the step into college can feel challenging, particularly those facing barriers that place them at risk of disengagement. The Engagement Hybs were created in 2024 to provide a solution: safe, inclusive spaces where learners from Entry Level 3 to Level 3 receive the tailored support they need to stay motivated, connected and able to thrive.

At the heart of each Hyb are Engagement Coaches, offering timetabled sessions, drop-in support and one-to-one guidance. They help learners build study skills, develop digital confidence, manage deadlines and overcome personal or financial barriers. Flexible zones provide space for independent study, collaboration and focused revision, while Virtual Reality technology offers immersive teaching methods to strengthen subject knowledge, wellbeing and soft skills.

Workshops with external partners further enrich learning: Barclays deliver financial literacy, Women’s Aid Wales run bystander training, and Big Ideas Wales inspire entrepreneurship.

In line with the Welsh Government’s Young Person’s Guarantee, the Hybs ensure disadvantaged learners are supported to succeed. In their first year, 511 learners at Entry Level with no GCSEs successfully completed qualifications, remaining engaged and on course despite significant barriers. Of all learners who completed courses, 32% were from Deprivation Quintile 1.

The project encompasses a range of programmes and initiatives highlighting Hugh Baird’s ongoing commitment to being a ‘Beacon for our Community’ by ensuring education is accessible and impactful for all. In just 3 years, the College has increased its Foundation Studies offer (provision aimed at NEET young people), recruiting higher student numbers and expanding the range of technical and vocational qualifications available at Entry Level and Level 1. Whilst also further developing the curriculum offer at Thornton College, Hugh Baird’s specialist further education college, designed specifically for students with high needs. Leaders and managers recognised the need to take education to the young person rather than the only option being for young people to come to the main college site. We worked closely with our host local authority Sefton and Career Connect to support NEET students, aiming to reduce rising numbers and engage more young people in accessible, adulthood-ready education. Tailored support is offered to all young people across the department through the co production of support and care plans to ensure their needs are recognised and met whilst enrolled at college.

The college’s Inclusive Futures initiative has revolutionised support for SEND and neurodiverse learners by embedding inclusive practices across the student journey, from transition to progression. Through strong collaboration with employers, local authorities, and feeder schools, the college delivers tailored neurodiversity training to placement providers, enabling students to thrive in internships and secure employment or volunteering opportunities.

Central to the initiative is the Learning Support Plan (LSP), which informs inclusive teaching strategies aligned with EHCP outcomes and tracks students’ progress. Staff receive targeted CPD, including trauma-informed teaching and neurodiversity in the curriculum, fostering a culture of inclusive, high-quality provision. Business support teams also receive tailored training, contributing to outstanding care and inspection outcomes.

Students are empowered through SEND forums, shaping provision and inspiring initiatives like Neurodiversity Celebration Week and the Neuroink project. These promote understanding, visibility, and inclusion across the college. Sensory rooms and quiet spaces support emotional regulation and wellbeing.

The 4Gs transition programme; Guidance Days, Get to Know Us, Get Sorted Days, and Grow Your Futures activities ensures smooth entry into college life and prepares students for next steps. Through personalised coaching, inclusive curriculum planning, and collaborative working, the college is recognised as a centre of SEND excellence, preparing learners for confident, independent futures.

Open Doors: Beyond Barriers is a collaborative community project that tackles significant employment barriers, including mental health, homelessness and skills gaps. Working with local partners, (Newcastle United Foundation, Winnovation, Education Partnerships North East, the King’s Trust, Children North East, Groundwork North East and Cumbria and The Key) the programme provides tailored support to individuals to improve essential skills, social connections and job readiness for those facing unique challenges. Participants benefit from IT, maths and English courses, CV development, and job-specific training, equipping them for sustained employment opportunities. Originally funded for a 12-month period with a target of 900 residents, the project has now been extended for a further year and has reached more than 1100 people.

Stoke on Trent College’s inclusive learning support initiative empowers SEND and High Needs learners through a personalised, neurodiversity-informed model. Bespoke timetables, sensory-aware environments, and alternative communication methods ensure learners feel safe, understood, and ready to engage. Adult learners benefit from flexible scheduling, assistive technology, and wellbeing coaching, enabling them to balance education with life commitments.

The curriculum embeds real-world skills travel training, financial literacy, independent living and is enriched by employer partnerships and supported internships, including a pioneering collaboration with Asda. Learners gain practical experience through internal placements and community projects, fostering independence and employability.

Targeted support for vulnerable groups includes multi-agency collaboration, short awards, and proactive mentoring. Achievement and retention rates for High Needs learners exceed college and national averages, with strong outcomes in English, Maths, and progression. Inclusive values are embedded across leadership, teaching, and support services, underpinned by strategic investment in safeguarding, mental health, and enrichment.

This initiative is scalable, sustainable, and sector-leading offering a replicable model of inclusive excellence that transforms lives and communities.

Reloved Boutique redefines inclusive and sustainable education. Operating as a real-world retail space within the Learning for Living and Work department at Barnsley College, it provides students with additional needs opportunities to develop employability skills through customer service, merchandising, e-commerce, and digital marketing. Teaching is experiential and supportive, enabling learners to build confidence, independence, and transferable skills in a safe and purposeful environment. The Boutique is equally a sustainability project. By adopting a circular economy model, it has diverted over 2,000 items from landfill since opening in 2024, saving more than 53,000kg of CO₂ emissions. Innovative partnerships, such as with high-street retailer Next, have extended its reach, enabling successful community-focused initiatives like a school uniform sale that saved local families hundreds of pounds while raising vital funds. All profits are donated to charities including Barnsley Mencap and Barnsley Hospice, with over £4,300 raised to date. The project exemplifies Barnsley College’s ethos of being aspirational, supportive, caring, respectful, and genuine - demonstrating how leadership, teaching, and student support can combine to transform lives. Reloved Boutique is a replicable model of best practice, inspiring other colleges and communities to embed sustainability, inclusion, and social impact into everyday education.

The Green Skills Academy at Coleg Sir Gâr, established in August 2023, is dedicated to equipping learners and employers with the knowledge and skills needed to create a more sustainable future. Rooted in regional skills needs and addressing identified gaps, our training and qualifications are designed in collaboration with a wide range of sector experts, regional skills partnerships, and Medr to ensure relevance, impact, and innovation. What sets us apart is our emphasis on practical, hands-on learning at our purpose-renovated, live teaching building at the Gelli Aur campus, complemented by flexible delivery online and across sites in South West Wales and Ceredigion. The Academy serves as a hub for manufacturers and specialist providers, enabling advanced skills and expertise to be delivered locally and regionally. We provide opportunities across a broad demographic, from full-time learners and apprentices to employers, unemployed individuals, and those seeking to reskill or upskill. As an ISEP Centre, our offer spans Environmental Sustainability qualifications through to Carbon Management, Retrofit and Energy Assessment, Renewable Technology installation, and more. By future-proofing skills and supporting organisations to embed greener practices, the Green Skills Academy is building capacity and confidence to thrive in a rapidly changing world, while inspiring lasting positive change in industry and communities across Wales.

Rising Tides Rising Minds is a pioneering initiative, designed to address the urgent climate challenges in the Humber region—one of the UK’s most vulnerable areas for climate-related flooding and a major carbon emitter. With no additional funding, the project harnessed the commitment of existing staff and resources to create a transformative educational programme. The initiative has engaged 9514 students and over 430 staff across various disciplines, equipping them with critical skills in sustainability and renewable energy. Through collaborations with over 100 industry leaders, we have developed a comprehensive, industry-relevant curriculum that prepares students for the growing demands of the green economy and supports the national drive to net zero. The programme’s inclusivity ensures that learners from diverse backgrounds, including asylum seekers, refugees, and SEN students, can actively participate. Beyond the classroom, students are involved in hands-on community projects, such as beach clean-ups and habitat restoration, fostering environmental stewardship and strengthening community bonds. This holistic approach not only prepares students for green careers but also contributes to regional resilience against climate change. The project serves as a replicable model for other institutions, demonstrating how significant sustainability outcomes can be achieved with limited resources.

ZERO is the College’s bold, sector-leading commitment to decarbonising its operations, estate, and culture. Launched in response to the climate emergency, the project sets a clear target: to reach net zero for scopes 1 and 2 by 2030. ZERO is a whole-college transformation – not just an infrastructure project. The college has delivered one of the largest sustainability retrofit projects in UK further education, installing over 16km of ground source heating infrastructure, an audacious photo-voltaic thermal car port, and the largest vertical solar array in the country. Yet it’s not just about infrastructure. ZERO is also a framework for curriculum innovation, staff and student engagement, and community outreach. Sustainability is embedded into lessons across all subject areas, from art and catering to engineering and business. Students co-design campaigns, lead activities, and help shape decision-making through formal representation channels. Staff receive tailored CPD to bring sustainability into their teaching and roles. ZERO is a strategic priority, not a one-off initiative. It’s reviewed regularly by senior leaders and shaped by student voice. With a clear identity, strong outcomes, and a collaborative approach, it offers a practical and inspiring model for how colleges can lead on climate action - today and for the future

Through this college’s strategic commitment to sustainability, it has: · Transformed and integrated climate action into every aspect of college life. · Achieved so far a 23% reduction in scope 1 and 2 emissions, saving over 600 tonnes of CO₂e. · Developed a framework that includes: curriculum transformation, carbon reduction, student engagement, staff development, and community collaboration · Embedded sustainability across all areas of the curriculum with green skills and climate literacy tailored to vocational and academic pathways. · Embarked on an ambitious programme of replacing gas boilers with air source heat pumps (operational at two campuses with a third underway) and introducing high efficiency VRF units. · Empowered students to lead climate campaigns and developed delivery of certificated carbon literacy super curricular programmes for students. · Embedded sustainability into staff CPD and teaching. Over 4000 sustainability CPD hours delivered so far. · Taken every opportunity to share best practice across the sector and beyond, contributing case studies to national platforms and regularly showcasing our environmental work at high-profile national conferences as well as welcoming informal visits from other colleges. The model is replicable, inclusive, and future-facing — positioning our college as a climate action leader: a Beacon for Education for Sustainable Development.

Our whole-institution sustainability model demonstrates how environmental action accelerates rather than inhibits educational growth, creating exceptional outcomes across England's most challenging socioeconomic environment. National finalists in the Green Gown Awards Sustainability Institution of the Year category, we achieved 45% carbon reduction whilst simultaneously expanding green skills provision to train over 500 students in emerging technologies. Our approach integrates governance, curriculum, operations and community engagement through systematic innovation. We led the development of 22 cutting-edge green qualifications within 18 months and deployed our sector-leading Sustainable Futures Project engaging 193 students as environmental problem-solvers. Students designed solutions receiving £400-£1,800 funding, creating lasting community impact including permanent displays in City Centre Library. Strategic partnerships amplify impact through Wildlife Trust biodiversity education and Grow Notts collaborative design projects. Our Wilding Campus initiative engaged 547 students and 100 staff, planting 700+ trees across 15 habitats whilst our Environmental Leaders Programme proves environmental leadership transcends academic boundaries by successfully engaging Foundation Learners. Independent RSM assessment ranked us highest amongst benchmarked sector peers, validating our comprehensive approach. This framework provides replicable methodology demonstrating environmental responsibility enhances educational excellence whilst building green economy workforce capabilities, creating scalable models for sector-wide adoption addressing climate challenges through innovative educational leadership.

The Sustainable Futures Project Since 2021, SERC has been a leader in developing technologies for decarbonisation, focusing on the period from 2025 to 2050. It is recognised as a premier institution in areas such as Green Skills, decarbonisation, retrofitting, Green Technologies, and achieving Net Zero goals. SERC is the top college in the Northern Ireland Further Education sector for Green Technologies, Retrofitting, Sustainability, and Environmentalism. We continually adapt and lead in the technological advancements initiated by a new wave of Net Zero innovators and manufacturers. This strategic positioning benefits both the college and our students as we make significant progress in these fields. SERC equips learners with the essential skills and knowledge needed to reduce carbon emissions, thereby enhancing their ability to lower greenhouse gases. Through the development of new green skills, retrofit training, sustainable facilities, and a comprehensive curriculum focused on sustainability, along with strong community partnerships, the college prepares students and the community to make a positive contribution to both society and the environment.