After graduating from Leeds Beckett University with a degree in sport, Rebecca Cuthbert could not have predicted that she would complete an apprenticeship.

She told us that she was not sure what she wanted to do after her degree but after travelling around Southeast Asia and Australia she discovered that she wanted to become a teacher.

After returning from her travels, she thought of completing a PGCE but missed the window to apply. It was at this point that she started looking for alternative options and came across the teaching apprenticeship at Keighley College.

What were you doing before this apprenticeship?

I went to university, where I studied sport. Once I finished my degree, I was not sure what I wanted to do or what path I was going to take. So I went travelling around Southeast Asia and Australia and I think it was during this period that I discovered what I wanted to do, and that was teaching.

When I got back, my initial thought was going down the traditional route and studying a PGCE. However, I only returned in August and was late to apply. As a result, I started looking at alternative options for the following year and came across the teaching apprenticeship at Keighley College.

I always wanted to teach college level rather than secondary level, so the programme was more appealing to me.

What attracted you to this particular apprenticeship?

The ability to work on the job. I had already done three years of studying at university, so I found the idea of getting on-the-job experience more appealing.

What are some of the highlights and challenges you have faced so far?

Being able to see how much of a difference I can make to other learners. I taught across a number of different groups during my apprenticeship. Now, as course leader, I have several students who were doing a Level 1 when I started and are now doing a Level 3 course and it is amazing to see and be part of that progression. Their mindset, focus and engagement with their work and everything that they are doing outside of college makes me feel so proud.

Since I started, I have seen an increase in girls taking up traditionally male-dominant courses. When I joined in the first year there were probably only four or five girls on public service courses and now numbers have gone up, showing a vast improvement in the promotion and understanding of the courses and sectors as a whole.

I was briefly in the police force during university. I was a special constable for the West Yorkshire Police, It was voluntary and I believe in many ways I have been able to draw on some of those experiences during open days.There was a point when I thought I may want to go down the police route or the sport route. I used to volunteer approximately 16 hours a month and it was eye-opening and it taught me how to deal with a lot of situations.

Was there a point where you realised working in the police force wasn’t for you?

I didn’t want to commit to shift work at such a young age. I was only 18 at the time and wanted a normal routine. I really enjoyed my time and learnt a lot. The skills and knowledge I got from that experience has helped me as a teacher today.

What did you learn or gain from your apprenticeship?

Apprenticeships never guarantee you a job at the end, so I was always aware of that but when I finished my apprenticeship in the summer, there was an opportunity for a teacher role and a course leader role in my department and I took the opportunity to apply for both roles.

I had the chance to see where the department was and where it is now and I think there is so much more I can contribute to the growth and development of it in the future. 

What areas do you think need growth and development?

From a public services perspective – it would be great to build our relationships with the community and integrate the work we do so that students can gain a broader understanding of the sector.

From a sports perspective, we have recently introduced a new sports qualification which allows learners to qualify as a sports coach. We also hope it will help us stand out from the competition.

Personally, I would like to go down the PE and teaching route. All being well next year, it would be fantastic to introduce some PE apprenticeship qualifications and focus on health, particularly with how it has impacted people this year from a wellbeing and mental health point of view.

What are the benefits of an apprenticeship?

The hands-on experience that apprentices get is invaluable. As an apprentice, you have the opportunity to understand the organisation from the ground up and it gives you insight into the entire job. You don’t miss out on anything and you get to see everything that goes on behind the scenes and in all aspects of the job that you need to deal with on a day-to-day basis. 

It is so much more than turning up to a classroom and delivering a lesson – the apprenticeship offers learners a chance to fully understand the job role.

From an employer perspective – it affords them the opportunity to shape learners and teach them the necessary skills required for a specific role and how it fits into the overall vision of the company. Another advantage of taking on an apprentice is that new people always bring fresh ideas and approaches to the table that can help a business grow.

Where do you see this apprenticeship leading you in the short and long term?

I want to establish myself as a course leader first and then long-term, become a programme manager of a curriculum area. From a development perspective, I want to do a master’s in education. I believe this will help me improve my understanding as an educator and become a better teacher.

Keighley College is counting down to Christmas with its ‘reverse’ advent calendar for students and families in need during the festive period. 

In its second year, the calendar allows students and staff to donate food, clothes and toiletries for disadvantaged students and families. Starting on 1 December, each box on the display will be filled and at the end of term, the contents of the calendar are distributed.

This year’s advent calendar is coordinated by Health and Social Care students, supported by the Learner Experience team. 

Steve Kelly, Principal of Keighley College, said: “Being able to give something back to our students and their families this year is incredibly important to us. We appreciate how difficult this year has been and our students have shown admirable resilience and strength.

“As many families may be struggling this Christmas, the calendar aims to support them by providing valuable products such as toothpaste, toothbrushes and shampoo. Last year’s calendar was incredibly successful – we were humbled by the kindness of everyone at college and felt privileged to be able to support our community.”

Keighley College is offering free haircuts to those who live locally as part of its commitment to the community. 

The Hairdressing department is opening the doors of its socially-distanced salon for its free service. The initiative aims to support people within the community who may be struggling financially and helps people to feel confident during unprecedented times. 

Caroline McGreavy, Apprenticeship Assessor Coach at Keighley College, said: “The students providing the haircuts are studying a new Barbering Diploma Level 2 course at college, giving them the perfect opportunity to build their local clientele. They have all found this an enriching experience where they can practise their skills while engaging with the community.

“At a time where many people are struggling, we feel it’s important to give back to the community. Whether people are attending a job interview or just want to feel good about themselves, our friendly team of students are on hand to help out. The feedback so far has been outstanding; being able to boost people’s confidence gives the students an immense sense of pride.”

The salon has many safety measures in place, including socially distanced seats and the use of face visors, masks, disposable aprons and gloves. To book an appointment, call 01535 685030 and select a time slot. 

When the Covid-19 outbreak hit in March, Women’s Hairdressing Level 2 student, Lisa*, began learning from home. Self-isolating due to health reasons, Lisa worked with her tutor, Angela Scott, to adapt the course for online learning and transform the way they worked.

Life at college

Prior to the pandemic, Lisa attended Keighley College weekly part-time, in order to achieve her Women’s Hairdressing Certificate.

Lisa said: “Each Wednesday, I would go to college from 2.30pm-9pm for a combination of theoretical and practical learning. Both sessions complemented each other, as we would first study the theory with my tutor, Margaret, and then put it into practice afterwards. I would always enjoy going to college, my tutors and course friends were always very encouraging and supportive.”

Dynamic digital learning

During the pandemic, Lisa was self-isolating and was required to do all learning from home.

Lisa commented: “I was initially feeling anxious about completing the course from home and often contemplated freezing the course. However, my tutor Angela assessed my situation and decided on special measures that could be implemented for me during lockdown.

“Both Margaret and Angela allowed me to complete my theory at my own pace and adapted the delivery of the course to suit my personal commitments, such as hospital visits.

“My practical assessments were completed twice a week during one-to-one recorded sessions with Angela. The outcome of these assessments was amazing; I was able to regularly ask questions to aid my learning. I was worried about losing my confidence from not being in a classroom environment, but the tailored sessions with Angela significantly grew my hair-cutting confidence.”

Angela Scott, hairdressing tutor, said: “Lisa has flourished working digitally. She was initially extremely nervous, however I made sure to set up regular group calls so she always felt included. The one-to-one video teaching has been great for her, allowing her to set her own learning goals to suit her abilities and timescales.”

The new normal

With many students now learning digitally, Angela has implemented a range of online activities into the course.

Angela added: “It was inspiring to see how many of my students adapted well to online learning. I would plan all of Lisa’s assessments, allowing her to keep on track of her work and complete tasks independently.

“Moving forward, I am going to continue using Google Classroom and Google Hangouts, as these platforms are great for communicating with students, linking to industry websites and additional training. I am also going to implement additional home study activities, such as encouraging students to submit photos of their work online.”

Lisa said: “Angela has completely transformed the course and has constantly gone the extra mile to ensure I would progress while working from home. She has run many online tutorials just for me, while other students in the class attended college to do practical sessions.

“Angela has enabled me to complete all of my theory and practical work digitally with recorded video evidence, meaning I don’t have to go back into college. I’m really proud of my efforts during this difficult period and I am incredibly thankful to Angela for supporting me throughout.”

*This is not the student’s real name as they wished to remain anonymous.

Keighley College has donated two fibreglass sheep, created by students, to Airedale Hospital for its theatres department memorial garden.

Originally created at the college’s former Arts Factory, the sheep were part of a community project which saw many students paint colourful sheep. Sponsored by local organisations, the sheep were distributed across the town.

Following on from a request on Airedale Hospital’s Facebook for garden items, the college donated the two sheep.

Claire-Louise Tilley, Clinical Theatre Manager at Airedale Hospital, said: “We recently created the theatres department courtyard garden to pay tribute to those we sadly lost due to Covid-19. It’s been a challenging few months for our staff, who’ve worked tirelessly throughout the pandemic, giving high quality care to our patients. The quiet space allows staff to take a peaceful break and focus on their own wellbeing.

“We loved welcoming the sheep into our garden! It was a really touching gesture from the college and we’re grateful to have them – they really brighten up the garden and bring a lot of fun and happiness to everyone here. It’s fantastic to see local organisations donating lovely items for the garden and we hope people will get chance to see the garden at one of our theatres open days.”

From a young age, student Jordan Dodsworth had ambitions of working in public services. Inspired to pursue a fast paced role after working with the Army Cadet Force, he joined the Uniformed Public Services course at Keighley College.

Ahead of the game

After five years’ experience as an army cadet, Jordan was committed to fulfilling his goal of becoming a police officer.

“My time within the Army Cadet Force thoroughly prepared me for the course at Keighley College. I had achieved a respectable four star rank and always enjoyed the regular physical activities.”

Rise to the challenge

Jordan joined the college in 2017, where he began his exciting journey on Uniformed Public Services Level 2, following on to Level 3.

“The course was really diverse; during my two years I studied 17 interesting yet challenging topics. I particularly enjoyed the practical and outdoor activities, such as riot training, caving at Dow Cave in Kettlewell and rock climbing at Alms Cliff in Harrogate.

“I also studied a unit focusing on planning a major incident, which provided relevant insight into emergency services response plans. It was important for me to achieve a grade 4 in English and maths while at college. Although this was a challenge, my tutors supported me every step of the way and through hard work and determination, I was delighted to achieve these grades.”

On track for success

Gaining support from his tutors and peers, Jordan worked hard during his final year at college.

“Throughout college, I always had my sights set on going to university. This sometimes made things difficult, as I put pressure on myself to achieve the best grades I could. Although sometimes it was difficult to achieve a distinction, my teachers were incredible and always ensured I had the help I needed to progress.

“This course has been a real turning point in my academic journey; the engaging topics and inspiring teachers allowed me to excel and I’m really grateful to them. I’m absolutely thrilled to have secured a place at Sheffield Hallam University to study Criminology in September.”

Explore our Public Services offering here.

Keighley College has welcomed the new government scheme announced by the UK chancellor at the beginning of July, aimed at helping young people secure and retain employment.

The government announced a new bonus for employers to hire apprentices over the next six months, and from August to January, any firm that hires a new young apprentice aged 16 to 24, will receive £2,000, while those that hire new apprentices aged 25 and over will be paid. £1,500.

Steve Kelly, Principal of Keighley College, said that the college is dedicated to supporting both employers and apprentices during this time.

“The government’s commitment to high quality traineeships and incentives for young people, is a step in the right direction and we want to ensure that we give apprentices every opportunity to go a step further at Keighley College.”

Earlier in the week, Keighley College was praised in parliament by MP for Keighley and llkley, Robbie Moore, who recognised the work that the college is doing to prepare apprentices for careers in a wide range of industries.

The Member of Parliament, who visited Keighley College earlier in the year said: “I was lucky enough to meet one of the college’s level 1 students who was undertaking a construction course. I witnessed him building one of the walls in one of the college’s classrooms for the first time, and where he started to learn the skills needed for the building trade and the ropes required to get on.

“With principal, Steve Kelly and his awesome team, who are full of enthusiasm and want the very best for their students in Keighley, I went on to see students undertaking fabrication, electrical,  and welding courses, plumbing, gas safety, and engineering courses – all students participating, were determined to progress, upskill, and get a job.”

Mr Moore said that the chancellor’s announcement last week, on a number of packages are most welcome, adding that, ‘it is vital that we use every mechanism to kickstart and get the wheels in motion of the whole of the housing market, so that in turn, the construction industry, which attracts a huge number of employees can start moving again’.

He added: “Keen and enthusiastic students, like those at Keighley College can learn the trade with the comfort that they will be greeted with a job at the other side.”

Keighley College has wide and varied apprenticeship options, covering all industry sectors.

For more information on apprenticeships visit the website

On Monday 22 June, many people across the country will come together to celebrate Windrush Day. The annual celebration pays tribute to the exceptional and ongoing contribution of the Windrush generation.

What is the Windrush generation?

The term ‘Windrush generation’ was first introduced in 1948 shortly after World War Two. Britain was beginning to recover from the effects of the war, which saw thousands of buildings and homes destroyed. Many young men and women in the Islands had previously served in the British armed forces, due to many Caribbean countries still being under British rule and not yet independent.

After the war, many people from the Caribbean were invited to come to Britain as there were a variety of jobs available due to post-war labour shortages. The first ship, Empire Windrush, left the Caribbean to travel thousands of miles and arrived at Tilbury Docks in Essex on 22 June 1948. This ship was the first of many, with hundreds more arriving in Britain from 1948 to 1971.

Why has the Windrush generation been in the news recently?

The ‘Windrush scandal’ involved many of the Windrush generation being wrongly told that they live in Britain illegally. The 1948 British Nationality Act gave citizens of the United Kingdom and Colonies states a legal right to settle in the UK. As a result, during 1971, the Windrush generation were told they could stay in Britain permanently without any paperwork and the government didn’t keep a record of these people.

A change to immigration law came about in 2012, with people being told that official documentation was needed in order to receive free hospital treatment and other benefits. As a result, many people who had attended schools and worked their whole life in the UK were sent to immigration detention centres and faced deportation.

In 2018, following a review of 11,800 cases, the home secretary announced that 18 people within the Windrush generation who could have been wrongfully removed or detained would receive a formal apology from the government. Additionally, anyone who had left the UK would be helped to return to Britain.

What does Windrush Day celebrate?

First introduced in 2018 on the 70^th anniversary of Empire Windrush arriving in Britain, the day encourages communities across the country to celebrate the outstanding contribution of the Windrush generation and their descendants.

Overcoming great hardship and sacrifice, the Windrush generation and their descendants have made Britain a better and more inclusive country in many ways. From the vital rebuilding of the country and public services after the war, to the ongoing enriching of our shared social, economic, cultural and religious life.

What events will take place as part of Windrush Day?

Backed by government funding, community groups and local authorities across the country will receive a share of a £500,000 Windrush Day Grant Scheme to host events which honour the second national day. There are a range of funded projects which mark this vital part of our shared heritage.

How can I get involved?

Although many celebrations will be digital due to social distancing, there are many ways to get involved with Windrush Day events.

The National Maritime Museum is working with the Caribbean Social Forum and University of Greenwich to create online resources, talks and events including different generations to explore Windrush and what it means to people today.

The State of Trust is hosting a live panel, featuring artists from State of Trust’s Remembering Windrush project, hosted by journalist and broadcaster Terry Baddoo on 22 June.

On 22 June, the Windrush Foundation is hosting a Zoom event, featuring presentations, music, Q&A and a review of key events that affected the Caribbean community over many years.

On Windrush Day in Bradford, a special flag raising ceremony will take place outside City Hall.

Leeds-based charity, Geraldine Connor Foundation, is marking the day with online event ‘Generations Dreaming’, combining music and literature on the themes of Windrush. The charity has also created a digital learning resource about the Windrush Generation and their legacy.

How can I access support?

Our student-focused team is dedicated to ensuring our students always have access to support. We have specialist counselling officers who can offer guidance and direct you to support services. If you would like to contact to our counsellor team, please speak to your tutor for guidance on how to do this.

For help and advice across the Bradford district, head to MyWellbeing College.

Useful resources

The Geraldine Connor Foundation have created a digital learning resource, providing insight into Windrush Generation and their legacy.

Digital platform, My Learning, has developed a short video with an introduction to Windrush, the history and the people who made the journey.

Home Ed Voices has provided a range of useful resources for Windrush Day, including videos, books and activities. 

The Gender Recognition Act 2004 governs how people from our trans communities can legally recognise their gender identity.  Being able to do this is critical to living freely and authentically. 

It is currently a long, expensive and dehumanising process. It requires evidence from two medical professionals,  a detailed psychiatric assessment and a medical diagnosis of gender dysphoria (which has now been removed from the WHO list of mental health disorders), evidence of living in authentic gender for two years and evidence of intention to continue doing so.  This intrusive evidence and professional testimony is then considered by a Gender Recognition Panel (who have never met the individual concerned) to make a final judgement.  It is costly, inaccessible and relies heavily on gender stereotypes. 

In 2018 a review of the Gender Recogntion Act was opened to consider reforms, with the aim of making the process more accessible, less reliant on medical examination and less expensive.  70% of respondents to the GRA consultation support a fairer process for gender recognition certificate applications. Despite this overwhelming public support, a proposed amendment to the act will impact on self identification for young people identifying as trans and change the rules around the use of single sex spaces.  This would adversely affect trans communities and all who do not conform to traditional gender stereotypes. 

As a college we are committed to being an inclusive environment for all.  We support our trans communities and urge the government to reconsider the impact of the proposed amendments. We would like to offer reassurance to our students and staff that we will continue to make every effort to ensure we provide protected spaces for our trans communities.

If you would like to share your voice, we recommend you to write to your local MP. ​