Our partnership with Airedale General Hospital has played a key role in our health and social care courses, allowing apprentices, vocational students and supported interns to enter the important industry feeling job-ready.

Over the years, we’ve successfully hosted assessment centres for these apprenticeships and have worked together to design apprenticeship vacancies for individuals who are new to healthcare.

Even better, we regularly collaborate on workforce planning across the district to ensure the NHS can meet future staffing needs and have even connected with the Leeds Teaching Hospital Trust to share best practices. 

Here are a few success stories that we’re proud of from the last eight years of this partnership.

Launching our first apprenticeship placement

In 2017, a group of healthcare apprentices began the first ever Keighley College placement with Airedale NHS Foundation Trust. The students spent 12 months working across clinical areas and delivering care to patients alongside experienced staff.

The opportunity arose from a partnership agreement between the Trust and Keighley College, which recognised the importance of practical experience alongside classroom learning in developing the next generation of healthcare staff. 

Ian Hargreaves, Assistant Director at the Trust and a former Keighley College governor, said: “We are delighted to have recruited our first group of apprentice healthcare workers and are overwhelmed by their enthusiasm and desire to care for our patients.”

Teaching real skills with supported internships

In September 2018, we launched a supported internship programme with just four students, placing them in Airedale hospital departments such as administration, laundry services, sterile services, estates and mobility services.

Two of these interns successfully secured permanent roles in administration and sterile services – and continue to work there today.

Siddeqa, who has worked in the Administration department since 2019, says: “When I first started I was nervous, but excited to learn new skills. I experienced what it’s like to work in a real work environment. I love my job at Airedale General Hospital and without the support of Keighley College and staff at the hospital, I wouldn’t be where I am today.”

Supported internships are work-based study programmes, combined with an education, health and care plan, for students aged 16-24 with special educational needs and disabilities (SEND). These unpaid work placements help these students – who wouldn’t ordinarily encounter such opportunities – to learn real skills for future employment.

The college also holds an annual Supported Internship Information Event, where senior management at Airedale hospital have the opportunity to engage with new interns, parents and members of our Careers team.

Our ongoing partnership with the hospital has ensured a growing range of supported internship placements each year, tailored to students’ interests and aspirations. 

Answering the call during Covid-19

A few years later, Holly Greenhalgh’s apprenticeship at Keighley College required her to meet the rising demands the pandemic placed on the healthcare system, earning her an ‘Employee of the Month’ award for the excellent personal care and emotional support she provided Airedale General Hospital’s Covid-19 ward.

Holly credited her apprenticeship with offering her a ‘real opportunity to make a difference within the community’ and relayed how working in a real work environment even bolstered her academic work.

“When I started my apprenticeship, I struggled with dyslexia and the college team was incredibly supportive in identifying useful resources to aid my academic work. 

“Since enrolling, my confidence has sky-rocketed and I have even completed an additional Level 3 research task on dementia. I hope the findings from my research will enable me to supply the best care possible on the ward.”

Treating the future: nurturing talent in healthcare

While studying for her Level 1 qualification in 2022-23, Health & Social Care student, Keira Brookes, worked as a healthcare support worker on Airedale General Hospital’s Elderly Medical Ward, caring for around 21 patients.

Her work placement provided support to the wider team when providing individual patient care and assistance during mealtimes. These experiences provided Keira with first-hand insight into the daily management and running of a busy ward. 

Keria says her experiences opened her eyes to the varied support healthcare workers must provide patients and their relatives, which includes end of life and palliative care support. 

“During these sad times, I learnt how to be there for the patients and their families by doing the last offices after a patient has passed away”, she says. “Getting to know the relatives is just as important in a healthcare support role and something as simple as providing an update on how the patient has been doing can make a crucial difference.”

Ward Manager, Lara Clarkson, noted Keira’s excellent communication skills, especially when liaising with all members of the multidisciplinary team to promote and ensure patients receive a holistic approach to care. 

Keira was grateful to the staff she worked with, who were on hand to offer advice and answer her questions, and says this helped her gain so much confidence.

Since her placement, Kiera has carried out work experience with Bradford Royal Infirmary, completed a Level 3 diploma and started a nursing degree at university.

Practical skills that give back to the community

In recent years, the work experience our students do with Airedale General Hospital has also taken on a more indirect approach to supporting healthcare outcomes. Earlier this year, electrical students, Mohammad Ali and Mohammad Yousaf, began industry placements with the Robertsons Group, where they teamed up with construction engineering company, NG Bailey, to learn how to build and set up hospital wards. 

As a token of our appreciation for both the hospital and the NHS, last year Keighley College students created ‘pocket heart’ gifts for staff, patients and their families in Airedale hospital’s intensive care unit (ICU). 

Laura Hepworth, Community Fundraiser at the ICU said: “We are so happy for the kind donation from Keighley College. The talented students have made some beautiful hearts in lovely bright fabric that the patients will love. Thank you so much.”

With so many impactful stories and experiences in recent years, we can’t wait to see more students developing their practical skills and experience to support the area’s healthcare services over the coming years.

The local media has been shining a spotlight on one of our many successful apprentices!

In a new article, the Keighley News describes how Sam Holder has taken up a position with Silsden-based dental firm, EthOss Regeneration.

Sam, one of our Level 3 Business Administration apprentices, has joined the business – which is an innovator in dental implant and bone grafting solutions – as an office administrator.

An amazing experience

The 16 year old is loving the experience, which he describes as ‘amazing from day one’, and would urge anyone else considering an apprenticeship to ‘go for it’.

EthOss Regeneration’s managing director Peter Wheeler, meanwhile, is a strong supporter of apprenticeships and says the company is thrilled to have Sam on board, and to see what he goes on to do.

Sam’s work so far has included learning all about the customer ordering process and teamwork, and he hopes to use the knowledge and skills he picks up to progress to higher level qualifications in the future.

Our Business Engagement Advisor, Saffron Kahn, says the placement with EthOss Regeneration is testament to Sam’s drive and determination.

A brilliant way to learn new skills

Thanking the company for its continued support, she added: “Apprenticeships are a brilliant way for individuals to learn new skills through hands-on experience in the workplace, combined with further training to support development and progression.”

The college currently has more than 400 apprentices pursuing training in everything from engineering to childcare.

You can read more about Sam’s story (which also appeared in the Telegraph & Argus) in the Keighley News, here.

Our students and first-time voters have been sharing their thoughts on the current political landscape with BBC Look North.

Media attention is once again turning our district’s way thanks to the Keighley and Ilkley constituency’s renowned status as a ‘bellwether’ swing seat during general election years.

With this year’s election now set for Thursday 4 July and as some of our students prepare to cast their vote for the first time, BBC Look North presenter Phil Bodmer was keen to talk to them about what they see as priorities for the political battle ahead.

What did our first-time voters have to say?

Health and social care student, Saif Rehman, cited employment as a key issue: “There are 17 year olds that can’t find jobs here because there aren’t many opportunities”.

She also called on politicians to make achievable, rather than empty promises, adding: “Now it’s the younger generation’s turn so take into account what they want from you and if you can make it happen, make it happen.”

It’s time to engage with young people

Meanwhile, engineering apprentice Oscar Gamble, said aspiring MPs had their work cut out just to get young people interested.

He had this message for them: “Think of new ways to get younger people into politics. Quite a lot of people that I know are not really bothered.”

In the end, it was Phil who summed it up: “Whichever party wins here tends to be the party that picks up the keys to number 10 Downing Street.”

Principal Kevin O’Hare and Head of Construction and Building Services, Greg Bourke, explain why experienced tradespeople can make the difference

Our town and district has a proud history of being a centre for skilled trades.

It is also well positioned, through initiatives like the Manufacturing, Engineering and Future Technologies Hub we will open later this year, to build on that reputation.

But exciting schemes like this, vital as they are, and all the theoretical knowledge we can communicate in the classroom are only half the story. While there’s no doubt that advances in AI and immersive technologies like virtual reality (VR) have improved our ability to teach practical subjects, students also need to hear from, and see, actual humans who can share their lived experience.

The need for industry-experienced teachers

West Yorkshire is currently suffering due to a scarcity of these kinds of teachers who have a wealth of industry expertise just waiting to be passed on. That, in turn, is hampering the work our college and other education and training providers are doing, not least through apprenticeships, to address the skills gaps holding our economy back.

Those gaps are real and, particularly in certain sectors, severe. The UK Trade Skills Index 2023 flagged up that the UK will need 937,000 new recruits in trades and construction, where vacancies are currently at record highs, over the next 10 years.

That makes the effort we put into creating a pipeline of newly skilled tradespeople to replace those who are retiring all the more important. Demand to study these subjects is actually high but our ability to train is being hindered because there aren’t enough teachers with the required industry experience.

This shortage could well lead to a decline in the number of apprentices entering these trades and, ultimately, translate into a shortage of qualified tradespeople.

A time for action

Our top priority has to be the recruitment of key further education staff, with suitable industry experience, to support and drive training. A collaborative approach involving closer working relationships with the sector is crucial to achieve this.

We are proud to have already developed a strong partnership with the local engineering and manufacturing industry, and enjoy fruitful partnerships with firms like Ex-Pressed Steel Panels, Teconnex, Produmax, Byworth Boilers and Acorn Stairlifts. To solve this teaching crisis, we need to build on that while forging similar bonds with electrical and construction service businesses.

How you can help the next generation

A major part of the challenge is to convince tradespeople that they actually have something to offer in the educational space. Many don’t necessarily see themselves as educators and, while wanting to help, perhaps feel they lack the expertise or confidence to teach – especially if they had negative experiences at school.

If that sounds like you then we have a very simple message: it doesn’t matter to us what your O Levels or GCSEs were, we just need individuals who feel they can give something back, engage with young people and communicate the things they’ve learnt from doing their everyday jobs. It’s about making it understandable to the young people who come to us and, in turn, our students have so much respect for those who have ‘walked the walk’.

The time to act is now and here at college we’ll be doing just that on Tuesday 14 May, when we’ll be inviting electricians and plumbers to pop in, see what we do, and find out about getting involved in the wonderfully rewarding world of teaching. To find out more about our Brew and Trades Chat visit https://bit.ly/4blnNTb .

The digital landscape in education is an ever-changing entity that is being shaped by technological advancements and cultural shifts. What we think of as ‘cool tech toys’ today, like virtual reality (VR) and artificial intelligence (AI), are becoming as essential to learning as books and pencils, writes Adil Hussain, digital teacher at Keighley College.  

 In the further education classroom, the role of technology has long since become pivotal in shaping the teaching and learning experiences of educators and students. But with the number of emerging technologies and the rapid growth of artificial intelligence (AI), we have come a long way in a very short time in what feels like a whole new transformation of our work.  

  Over the past 12 months, I have been exploring and utilising AI in different ways in the classroom and have seamlessly incorporated it into my everyday teaching practices. Leveraging a range of tools to help me organise, plan and teach my students has not only changed the way I teach, it also underscores the immense potential AI holds for the whole sector. 

Bringing simple ideas to life 

At the heart of my approach is Scribble Diffusion, a powerful tool catering to my Level 1 students studying English for speakers of other languages (ESOL) and foundation courses. Through this platform, students are encouraged to sketch a drawing and provide a prompt, showcasing how powerful generative AI is and how it brings their concepts to life.  

For example, the students were tasked with sharing a word to develop a narrative. This was further developed through Scribble Diffusion as a photo story. As a result, it not only boosted their confidence but also put their language and creative skills to the test, stimulating creativity and nurturing a deeper understanding of visual representation. 

 Fostering innovation and creativity 

As a games design tutor, I have found the use of Leonardo AI helpful in fostering creativity and problem-solving skills among my Level 2 and 3 students, enhancing their ability to develop innovative and engaging game concepts. This free, token-based generative AI tool is versatile across various vocational courses, demonstrating its potential to cultivate a wide array of skills. 

I have also been utilising Quizalize which has become my go-to resource for creating engaging quizzes – particularly useful for new starter/student activities or session recaps. The integration of ChatGPT within Quizalize has helped me streamline the quiz creation process, showcasing the collaborative potential between educators and AI to enhance teaching methodologies. 

 Streamlining processes for efficiency 

Another area I have been exploring is TeacherMatic, which has rapidly become an essential tool to streamline my workload. By automating routine tasks and providing easy access to educational resources, it has allowed me to focus more on instructional activities and student interaction.  

However, while it holds promise in reducing the burden on educators and has the potential to become effective if developed further, its widespread integration across educational institutions is yet to be fully realised. Gillian Keegan may be pinning her hopes on AI to reduce workload, but there is a long way to go to make this a reality. 

 In addition to all these tools, I have of course also invested in ChatGPT 4. Its personalised prompts feature sets it apart from the free version. Customisation will be significant in maximising AI’s effectiveness in the classroom and meeting diverse needs, but the cost implication is certainly something policy makers need to be aware of. 

Soft skills are vital in our day-to-day interactions and perhaps even more so in the working world. As a result, I have recently explored an app called Body Swaps for soft skills training. This innovative tool utilises VR to simulate interviews, providing individuals with a unique opportunity to refine their interpersonal skills. 

AI has revolutionised the way I work, making my teaching more personalised, efficient, and responsive, both in my day-to-day activities with students and in how I plan lessons. It has helped me facilitate seamless communication and resource sharing among my peers and students, fostering a community of continuous learning and professional development. 

All of which is truly beneficial for early adopters like me. (And there’s no reason you can’t become one too very quickly, no matter how inexperienced you feel.) The challenge now is to make this revolution systemic. 

Adil Hussain, digital teacher, Keighley College.  

One of our apprentices is celebrating being crowned the winner of a national skills competition.

Harry Pullan, who works for Byworth Boilers, triumphed at the finals of WorldSkills UK.

The 23 year old was one of just ten welding apprentices from around the country who made it through, after excelling in the regional heats, to the event’s ultimate stage.

Speaking after outperforming his competitors to win the gold medal, he said: “All I can say is that it’s been unreal to be able to compete, let alone win!

“I never thought I’d be quite good enough, but the support I received from college, work, family and friends has helped massively and I cannot say ‘thank you’ enough.

“I’m very grateful for everyone around me, and work has been great – my boss and managers were congratulating me all morning when I got back.”

A deserved win – and a proud day

Harry’s tutor, Adam Sutcliffe, was instrumental in giving him the self-belief to enter the competition.

He said: “Harry is a cracking lad who fully deserves the win, and anything that might come as a result!

“He has worked hard ever since he started his apprenticeship with us just over four years ago and myself and his previous tutors, Ash and Simon, are really chuffed for him.

“For a kid who is fairly quiet – and at one point, during the training for the previous round, told me he ‘wasn’t good enough’ –  to settle into it, work hard and go on to win the title says so much about his attitude. He should be immensely proud of himself.

“It is moments like this that make the job worthwhile – seeing your students develop and achieve. This is a proud moment for Keighley College!”

Harry, who is in the final year of his apprenticeship, took part in the national finals of WorldSkills UK 2023 between November 14-17.

More than 400 of the country’s best apprentices and students competed – demonstrating their expertise across a whole range of industry skills – at educational venues across Greater Manchester.

It’s official – going to college helps you land your dream job.

That is one of the key findings from a new national survey of 1,000 alumni across the UK – including former students based in Bradford and Keighley.

We commissioned the research to shine a light on the many benefits of a college education, and are publishing the results to help celebrate Colleges Week.

Seventy percent of those asked told researchers, Perspectus Global that college had helped them get the career they wanted, while an overwhelming majority – 93% – would recommend college to others.

College-goers also reported going on to earn good wages in their post-study careers, with just over half (52%) now being on annual salaries of between £25,000 and £45,000 – and 14% earning more than £50,000. Those figures compare favourably with both the UK’s (£33,000, in this Statista report) and Yorkshire and the Humber’s (£30,000) median annual salaries for 2022.

Nearly half of those surveyed, meanwhile – 47% – now hold managerial, supervisory or directorial positions.

A path to secure an exciting future

Our Principal, Kevin O’Hare said: “These findings show how college education is helping so many people learn new skills to open up fresh opportunities and land exciting jobs in the areas that inspire them.

“We have so many talented people, of all ages, whose skills, and ambitions, are equally well served through pursuing technical and vocationally focused courses, such as T Levels, Higher Technical qualifications and apprenticeships, rather than taking the university or more traditionally academic route.

“Colleges like ours in Keighley and others across the country are working closely with employers to ensure we can offer such students fantastic opportunities to earn real-world experience of their chosen industries, including manufacturing and engineering, while they’re studying.

“As this research clearly demonstrates, this approach is really reaping rewards in terms of getting people into the jobs they want across so many sectors – and in many cases leading to well-paid, senior roles.”

The survey reveals that college opens up career opportunities across a wide variety of fields, ranging from manufacturing and engineering, healthcare and IT to hospitality, science, education and law.

Opening up opportunities in all kinds of industries

The majority (50%) of those asked cited ‘to learn a skill to set them up for their career’ as the main reason they had chosen to go to college, though many (37%) also said their choice was down to a love of learning.

Learning new skills and gaining real-life work experience was what most respondents (48%) said was the best thing about their college experience.

For more details on Colleges Week 2023, which runs from 9-20 October this year, visit aoc.co.uk/love-our-colleges/colleges-week

*The photograph shows Alex Johnson who has flourished at specialist engineering firm, Produmax thanks to her Keighley College apprenticeship.

GCSE results day is fast approaching and we hope you’re looking forward to the next steps in your education journey. 

We understand that waiting for your GCSE results can also be a little daunting. The most important thing to remember is you made it to the end and you should feel proud of the work you put in. And, whatever your situation, there is always a solution.

We’ve pulled together a quick guide on what to expect on the day and what to do if you don’t get the results you hoped for.

How to prepare for GCSE results day

Hopefully you are feeling eager and excited to receive your results, but it can also be natural to feel anxious ahead of the day.Speaking to your parents, carers or friends about any worries  can help. Remember, you are not alone.

If you are unsure about when you can pick up your results, or have not received an update, you should get in touch to tell us when you would like to come in.

You may want to think about whether you’d prefer to collect and open your results with your parent(s), with a group of friends for moral support, or on your own if that would make you feel more comfortable.

What will happen on results day 

Your results will be emailed to you. However, campus will be open from 9am for anyone wanting to pick up their results in person or talk about next steps.There will be staff on campus so head to reception and they will direct you to where you need to go.

If you do not receive your results via email, contact your teacher. 

What happens after GCSE results day/what are the next steps?

Appealing a GCSE grade

If you want to query your grade(s) – speak to your teacher in the subject or the head of department. They can request that the exam board reviews the marking of your exam entry.

If you need certain grades to get into a college or sixth form and you missed these, speak to your tutor as soon as possible to find out about what options are available to you.

There are many post-16 options available. These can include:

Apprenticeships

Apprenticeships are an opportunity to earn while you learn. You will also get a nationally recognised qualification at the end of it. Apprentices are employed from the word go and you will get support from a company that is committed to your development.

BTECs

BTEC qualifications are a great alternative route to university and focus on practical courses. They are an opportunity to gain a qualification in an area you might be interested in pursuing a career in.

These courses are assessed on an ongoing basis through a mixture of coursework and exams.

A levels

A levels are the traditional route to higher education, allowing learners to specialise in a range of subjects. They aren’t just for university – they’re also respected qualifications to have for on-the-job training, a higher apprenticeship and for work.

T Levels

T Levels are  new, two-year qualifications focused on developing the practical skills employers look for.

T Levels will help you learn industry skills, prepare you for work, further training or further study. You will also have the opportunity to do a work placement.

Work Experience

The college Careers Service is here to help you make those important decisions and to help you plan the next steps towards your future. From applying to work, a college course, an apprenticeship or working out your interests, skills and aspirations, our careers advisers can provide you with the information, advice and guidance you need.

Can you retake GCSEs?

Yes you can. If you didn’t get the grades you wanted, you can always look at retaking them alongside a college course. Have a discussion with your teacher, who will be able to advise you.

What if you’ve done better than expected?

If you’ve done better than expected, congratulations! This is  an opportunity to look at all your options and what you might want to do next.  

If you have any questions about your results, speak to your teacher.

Don’t forget, you can also make the most of our Student Information Hub, where you’ll find information on work experience, careers and industry placements.

‘A huge achievement!’.

That is how one of our apprentice welders, Harry Pullan, has described reaching the finals of a national skills competition.

The 23 year old is one of just ten welding apprentices from across the country who will battle it out in the ultimate stage of WorldSkills UK this winter.

Harry, who is working for Keighley firm Byworth Boilers, earned his place after impressing the judges in the regional heats in July.

A morale-boosting confirmation

He said: “It feels unreal to have reached the final, but I am glad to see my efforts pay off! I love my job and to be part of the final ten in this competition just lets me know I’m in the right place.

“The qualifiers were a good experience because I met some lads from another company and was able to find out a bit about their work, and learn about a few different machines.

“Working as an apprentice has provided me with the best of both worlds because I get all the practical, on-the-job learning and then at college I learn all the technical knowledge and get my qualifications.”

Harry’s welding journey began when he was 19. He started his apprenticeship working for a firm that makes scaffolding towers and stillages, before moving to Byworth Boilers last summer.

Outstanding support

He said: “My knowledge and skills have increased so much since joining Byworth, and Keighley College is the reason I ended up there – and in the WorldSkills competition. I can’t say enough good things about the college; I owe a huge thanks to my tutor, Adam Sutcliffe, and my assessor, Ash Fieldsend, for their support.”

Tutor Adam encouraged Harry to push on in the competition when he had doubts. He said: “Harry is a top student, and has been since he started as a level 2 apprentice.

“He’s keen in the classroom and wants to learn and, practically speaking, he just loves to weld – and he’s very good at it.

“He is a cracking lad and is a pleasure to have in the group. We are all chuffed for him, and I think he will do well come finals day.”

Looking ahead to a bright future

Harry will be one of more than 400 students and apprentices – competing in 51 skills ranging from digital construction to health and social care – taking part in the WorldSkills UK finals in November.

He added: “All I can do in the final is focus, work and get my tasks done. If I get a podium finish then I’ll be over the moon, but even if I place last I’ll be happy because to be in the top ten is already a huge achievement for me.

“As for the future, I’ll have to wait and see because I am very happy at Byworth but, at the same time, I would love to weld all over the world.”

The WorldSkills UK finals will be held at colleges, independent training providers and universities across Greater Manchester from November 14 – 17.