The College is the largest provider of post-16 education in the region and currently supports over 1,000 apprentices working alongside more than 500 employers, from local businesses to global organisations. With apprenticeships in a wide range of sectors, including engineering, construction, health, digital, business, and more, the College provides students with practical, hands-on experience that equips them with the skills and confidence to progress in their careers.

Jasbir Dhesi OBE, Principal and CEO of Cheshire College commented: “Being named the number one provider of apprenticeships in Cheshire & Warrington is a huge achievement for the College. We have worked extremely hard to build strong partnerships with over 500 employers across the region, ensuring that our apprentices gain the practical skills, experience, and opportunities they need to succeed.”

The College is also leading the way in preparing businesses for a sustainable future with the launch of new “green” apprenticeships. These programmes help develop essential sustainability skills and give employers the chance to upskill staff or bring in new talent to meet sustainability goals and drive innovation.

By working closely with employers, Cheshire College ensures apprentices gain the skills most in demand, helping to close skills gaps across the region and create a workforce capable of meeting the challenges of a rapidly evolving economy. This includes technical knowledge in their specialism alongside universal skills for life such as communication, teamwork and interpersonal skills.

Apprenticeships combine working at an organisation and studying for a nationally recognised qualification, and can be undertaken by anyone over 16 years old. From students taking the next step in their careers to businesses upskilling their workforce, an apprenticeship can be a great route into sustainable employment.

The latest data places ELLG at the top of the national tables for 16-18, adult and overall achievement rates, confirming its consistent strength across provision types and learner cohorts, and highlighting its sustained focus on quality, outcomes and accountability.

The result is particularly significant within the context of a highly scrutinised further education landscape, where achievement rates remain a key accountability measure for providers, inspectors and policymakers alike. ELLG’s performance reflects a strong alignment between curriculum intent, high-quality teaching, and learner outcomes across Lancashire.

ELLG has also ranked number one for both A Level and vocational progress measures. This indicates that learners not only achieve at higher rates, but also make significant progress, outperforming expectations and reflecting the strength of the Group’s curriculum design, evidence-informed pedagogy and teaching practice.

ELLG also remains the only college group in the country to have maintained Ofsted Outstanding status for 20 consecutive years, an exceptional record that continues to set it apart within the sector.

Lisa O’Loughlin CBE, CEO and Principal of East Lancashire Learning Group, said: “We are incredibly proud to be recognised as the number one further education college group in the country. This achievement reflects the dedication, expertise and professionalism of our staff, and the ambition and success of our learners.”

The award places Hull College among a small group of elite institutions recognised at the highest national level for excellence, innovation, and benefit to society. The college was formally presented with a silver medal and certificate by Their Majesties The King and Queen at an investiture ceremony at St James’s Palace on Tuesday 24th February 2026.

Part of the UK’s national honours system, the Queen Elizabeth Prizes for Education are awarded every two years by the Sovereign on the advice of the Prime Minister, following a rigorous independent review process. In this round, just 19 institutions were recognised nationally – with only four Further Education colleges receiving the honour.

Supported by Ufi VocTech Trust, the college’s award-winning project, Silent Voices, Vivid Stories, is a transformative model for ESOL learning that supports refugees, asylum seekers, and migrant learners to rebuild their lives through education. The initiative tackles the global challenge of displacement while addressing the local and national priority of widening access to skills, employment, and further study.

At the heart of the programme is the college’s commitment to supporting the whole person – not just teaching English. Many learners arrive having experienced displacement, interrupted education, trauma and isolation. The college’s approach focuses on creating a sense of belonging, rebuilding confidence, and helping learners to connect with their new community in Hull.

The programme brings together cutting-edge digital innovation and trauma-informed teaching. It integrates AI-enabled storytelling, real-time translation tools and a supportive curriculum that helps learners progress from arrival through to employment or further study.

This allows students to begin learning immediately in their first language, while developing English in a safe, inclusive and digitally enhanced environment. Through AI-generated visual stories and virtual exhibition platforms, learners are able to explore identity, build confidence and express their experiences creatively – supporting both language development and emotional wellbeing.

A standout feature of the project is its digital art gallery hosted in Spatial – a virtual space where learners’ stories are brought to life through imaginative use of AI and creative technology. Each artwork reflects part of their personal journey, from life before arriving in the UK to the hopes and futures they are beginning to shape in Hull and beyond. More than an exhibition, the gallery celebrates resilience, creativity, and cultural identity, helping to build understanding and connection across Hull’s diverse communities.

Tina Lynam, Head of ESOL at Hull College, said: “Silent Voices, Vivid Stories is all about human connection, creativity, and empowerment. We are incredibly proud of our ESOL students, who bravely shared their journeys and identities through this powerful platform. Winning this award shows the value of inclusive innovation – and the vital role storytelling plays in education and community.

“Our learners arrive with extraordinary resilience but face barriers that many of us cannot imagine. Silent Voices, Vivid Stories gave them the tools to express their stories safely, learn English with confidence, and reconnect with education. This national recognition is a wonderful achievement for the college and reflects the hard work of our staff and the incredible commitment of our students.”

Debra Gray CBE, Principal & CEO of Hull College, said: “We are absolutely delighted and deeply proud to receive the Queen Elizabeth Prize for Education for our pioneering work in ESOL. For Hull College, this is more than an award – it is a powerful recognition of the impact we are making for our students and our city.

“Hull is a City of Sanctuary, and we take that responsibility seriously. Silent Voices, Vivid Stories shows what is possible when innovation, compassion and world-class teaching come together. This award reflects the courage of our students, the expertise of our staff and our commitment to inclusion, opportunity and social mobility for the people of Hull.”

Sir Damon Buffini, Chair of the Royal Anniversary Trust, said: “The Queen Elizabeth Prizes for Higher and Further Education celebrate the power of education to change the world for the better. This much-loved national honour recognises, at the highest level of state, outstanding work in UK universities and colleges, and the remarkable benefit they bring to our economy, society and the wider world. This year we were delighted to honour 19 institutions whose work offers an inspiring snapshot of the excellent and innovative work going on in universities and colleges across the UK.”

The University launched its three-year route Teacher Degree Apprenticeship (TDA), last September allowing apprentices to earn a salary while working in a school and studying for an undergraduate degree and Qualified Teacher Status (QTS).

The programme is designed to offer a new pathway into the profession for those who may not have previously had the opportunity to study for a degree at university.

The apprenticeship is developed in close collaboration with schools and education employers across the region, ensuring that the teaching and curriculum is directly aligned with the realities of modern teaching.

Lesley Box, headteacher at St Mary’s Catholic Primary School in Barnard Castle, part of the Bishop Hogarth Catholic Education Trust, is already reaping the benefits of the programme.

Lesley said: “Here at St Mary’s, it has already provided apprentices with an exciting opportunity to develop their skills whilst working closely with young children in a nurturing, hands‑on environment that they already feel comfortable in as an existing, valued member of staff.

“Apprentices gain practical strategies and challenges for strengthening early language, reading, and numeracy, as well as approaches that support children’s confidence and wellbeing.

“As their expertise grows, the impact on pupil learning becomes visible, for example, additional targeted reading support from an apprentice has helped pupils move up phonics groups more quickly; focused small‑group maths practice has boosted confidence for children who were previously reluctant learners; and consistent, relationship‑based support in the classroom has helped pupils with social‑emotional needs settle more readily and engage in learning.

“By developing skilled staff who understand the school’s values and the developmental needs of our children, apprenticeships improve adult ratios in the classroom, resulting in more personalised attention, positive, trusting relationships, and improved outcomes for all pupils.

“It is wonderful as headteacher to be able to provide an opportunity like this for both pupils and the apprentice and positive outcomes for both are as equally rewarding too. The knowledge, skills and talent that so many of our teaching assistants should never be underestimated.”

Kayleigh Lewandowski, who is studying the three-year routeway TDA at the University, is an apprentice teacher at St Mary’s.

She said: “This apprenticeship has enabled me to develop a strong set of practical skills, including effective behaviour management, adaptive planning and building my own knowledge and skills, which has subsequently strengthened my confidence in the classroom. Through hands-on experience I have refined my ability to support pupils more effectively, helping them to stay engaged, make steady progress and feel more confident in their learning.”

Kayleigh, 39, from Barnard Castle, added: “The teaching apprenticeship has been a fantastic opportunity for me; it has made the path to becoming a teacher financially possible. Without the apprenticeship route, I simply couldn’t have afforded it to pursue my dream of becoming a teacher.”

Sarah Beck, Academic Director of Apprenticeships at the University of Sunderland, said: “Apprentices contribute to schools from the start of their training, bringing fresh enthusiasm, new ideas, and long-term commitment to their classrooms, which strengthens their school communities, and this partnership approach helps schools to recruit and retain talented teachers, addressing local and regional workforce challenges while supporting apprentices to grow and thrive within their schools.

“The University of Sunderland has a long-standing reputation for excellence in teacher education, and this three-year route complements its existing Initial Teacher Training provision. The addition of a dedicated apprenticeship pathway represents the next step in ensuring that teacher education remains inclusive, flexible, and responsive to the needs of schools and society.

“I am confident that the impact of this apprenticeship will be felt across Sunderland and the wider north-east, by strengthening the teaching workforce, and keeping talent within the region, will enhance educational provision for children and young people.”

All this week, the University is shining a light on the inspirational work of its apprentices, partners and staff, and showcasing the impact apprenticeships can have on communities, local businesses and regional economies.

The University launched its higher and degree apprenticeships programme in 2017.

Starting with just a handful of employers, the University scheme has grown year on year, now partnering with more than 150 organisations. There are currently just under 1,000 apprentices on a higher and degree apprenticeship programme covering a range of sectors and job roles with over 325 enrolments so far this year.

Lyceum Education Group brings together leading specialist education providers, delivering a diverse portfolio of programmes to benefit learners and businesses globally. From its beginnings as BPP almost 50 years ago, to the creation of the Lyceum Education Group brand today, the move reflects the transition to become a leading, global education group, which will be the second largest post-secondary provider in the UK, and the fourth largest in Europe.

Since its acquisition by TDR Capital in 2021, the Group has been acquiring new brands which encompass increased specialisms, diversifying its product ranges and entering new global markets. A clear focus for Lyceum Education Group will be emphasising skills development, employability and career progression, delivering impact for learners, businesses and our changing society.

The collective group of specialist providers operating under the Lyceum Education Group brand comprises; BPP, Digital Marketing Institute, Estio, Firebrand, StaySharp and Buttercups Training in the UK and Europe, Acsenda School of Management, Sprott Shaw College and Arbutus College in Canada, and the Australian Institute of Business and BPP Institute (formally known as CIC Higher Education) in Australia.

Each of these will continue to operate in-market as individual entities, working closely with employers and professional bodies to create learning programmes which pioneer data-led learning and technologies to equip learners with the most sought after skills.

Lyceum Education Group will collectively support more than 11,000 organisations and 132,000 learners each year, across various specialisms including technology and digital, law, finance and accountancy, nursing and healthcare and people and skills development.

Graham Gaddes, CEO said: “The world of work is being reshaped at an unprecedented speed and education has a critical role to play in determining how individuals, businesses and societies adapt. Lyceum Education Group has been created to meet that moment.

“Working in partnership with TDR since 2021, we have grown our business and assembled a global portfolio of leading specialist education brands, that deliver the skills that tomorrow’s workplace requires. Our focus on development and career progression makes Lyceum Education Group the leading partner in building the next generation of talent and future-ready organisations.”

The Minister’s visit to the area was planned as the region is part of the government’s Devolution Priority Programme, which includes plans for local control over key areas such as skills development and economic growth in Cheshire and Warrington. Minister McMahon was joined on the tour of the College by leaders of the three local authorities.

The tour included the College’s new Eco House, a cutting-edge £680,000 sustainable living project designed to provide students with hands-on experience in green technologies.

The Eco House offers an invaluable learning environment where students gain practical skills in sustainable construction, renewable energy, and green technologies — critical industries as the UK transitions to a low-carbon economy.

During his tour of the Eco House, Minister McMahon observed how the College is at the forefront of providing students with the practical experience needed to fill the skills gap in the UK’s green economy. The house is equipped with sustainable features such as ground source heat pumps, allowing students to engage in real-world projects focused on energy efficiency and renewable energy systems.

Mark Parsons, Assistant Principal of Curriculum at Cheshire College, spoke about the significance of the Eco House: “This facility is more than just a classroom; it’s a hub where students can apply their learning in a real-world environment, preparing them for careers that are critical to building a sustainable future.”

“The Eco House is a testament to the importance of hands-on education in green skills that will have a lasting positive impact on both our students and the planet.”

Minister of State for Local Government and English Devolution, Jim McMahon OBE MP said:

“It was a pleasure to meet local leaders from across Cheshire and Warrington to discuss next steps on our Devolution Priority Programme.”

“There’s a huge opportunity here to take on powers over key areas like skills and planning that will help drive local growth and job creation – a key aim of this government’s Plan for Change.”

“This would help turbocharge the work already underway here through initiatives such as the Eco House skills scheme, and so I look forward to seeing the area progress on the journey to greater devolution.”

Cheshire College’s focus on sustainability is not only helping to address the UK’s skills shortage but also supporting the region’s economic growth. As Cheshire and Warrington move forward with their devolution plans, green skills education will be pivotal in ensuring the area remains at the forefront of a low-carbon, inclusive, and thriving economy.

Attended by Steve Rotheram, Mayor of the Liverpool City Region and Liam Robinson, Leader of Liverpool City Council, the Skills Centre will specialise in creating opportunities for local people, giving them hands on experience that will lead to a range of in-demand skills in the built environment sector.

The Liverpool City Region is experiencing a significant construction skills gap. With over £2 billion in new construction projects anticipated annually for the next five years, The Learning Foundry is proud to be supporting local people to gain the skills they need to change their lives, and the community in which they live.

With 35 years’ experience delivering quality training programmes, The Learning Foundry is well-placed to support local people to land sustainable work in in-demand sectors, from construction to housing or green skills. The Learning Foundry will use the Skills Centre to deliver programmes to people aged 16+ across the North West, including Property Maintenance Operative apprenticeships, specialist Skills Bootcamps in Green Skills and free feeder programmes for young people and adults living in the Liverpool City Region.

As part of The Regenda Group, The Learning Foundry is uniquely positioned to provide high quality training to the sector. Benefitting from the support of the Group, its programmes have been guided by the expert knowledge and requirements of social housing provider, Regenda Homes and construction specialists M&Y, Maintenance and Construction, as well as eco and green skills experts, Ecogee.

The Learning Foundry’s Interim Managing Director, Terry Collier, says: “The launch of our Skills Centre is crucial for The Learning Foundry. Creating a designated home for built environment training is giving our communities the opportunity to access practical skills that employers are seeking in their recruitment processes. Working collaboratively with our partners across The Regenda Group enables The Learning Foundry to address skill gaps within the sector so our learners transition quickly and effectively into employees that have immediate impact in the workforce.”

Managing Director at M&Y Maintenance and Construction, Gill Kelly, says: “At M&Y Maintenance and Construction we’re not just building structures; we’re committed to building futures. It’s been a pleasure to support The Learning Foundry shape their programmes, we couldn’t ask for a better fit. Construction training programmes at The Learning Foundry offer two major advantages. Firstly, they offer a great opportunity to local people to gain the versatile and in-demand skills that they need to work in across the built environment sector. The second is that through collaboration, The Learning Foundry can address skill gaps within our sector, allowing learners to upskill and impact in the workforce.”

Programmes will begin running from the new Skills Centre from February 2025. 

The prestigious accolade recognises The City of Liverpool College’s strong track record of delivering the skills needed in modern Britain, making it one of just a few colleges in the UK to receive the honour.

This recognition comes on the heels of the college’s recent Ofsted report, which praised its ‘Outstanding’ performance in areas such as personal development and adult learning opportunities, with inspectors singling out the student experience as “transformative and life-enhancing”.

The Chartered Institution for Further Education accepts colleges with exemplary long-term records of achievement, making this a significant milestone for the college.

The City of Liverpool College was recognised for its high achievement rate among students and its advocacy for the further education sector on a national level, as well as its phenomenal delivery for employers in generating talent for the future.

Damien Kilkenny, Deputy Principal at The City of Liverpool College, said: “Being awarded this status, especially just after our recent Ofsted report, is a testament to our commitment to providing high-quality education and skills development.

“Gaining admission into the CIFE is not only important for the college but also for the Liverpool City Region as a whole. It demonstrates the potential for skills development in the area and highlights the college’s role in shaping the economic future of the region. This accolade is a recognition of our dedication to excellence and our strong belief in the importance of further education in shaping the future of our society.”

The college was recently invited to an Admissions Ceremony at Apothecaries Hall in the City of London where Membership of the Chartered Institution for Further Education was conferred.

The Chairman of the CIFE, The Lord Lingfield Kt DLitt EdD DL, commented: “On behalf of the Chartered Institution for Further Education, I was delighted to confer Membership on The City of Liverpool College. This prestigious status recognises the commitment that organisations make to upholding the highest standards in Further Education for the benefit of learners, employers and their wider communities. It is awarded only to providers that demonstrate a clear ethos of collaboration, excellence in leadership and governance and exemplary teaching and learning.”

Admission into the CIFE is a testament not only to The City of Liverpool College’s achievements but also a validation of its commitment to providing the skills needed for the future.

For students at the college, the conferral of Chartered status means that they can be assured of receiving high-quality education that meets the needs of the economy. The seal of approval from the Chartered Institution is a validation of the college’s curriculum and its commitment to preparing students for success in their chosen fields.

Local businesses and organisations that partner with The City of Liverpool College will also benefit from this prestigious accreditation. It serves as evidence that the college is developing the skills needed to re-skill and upskill employees, providing a valuable resource for local businesses to access top-tier education and training.

Coleg y Cymoedd has been awarded the Talented Athlete Scholarship Scheme (TASS) dual career accreditation which is given to institutions that demonstrate a commitment to supporting young sportspeople to follow a dual career route – allowing them to reach their potential in education while achieving success in their sport. The college joins Swansea and Cardiff Metropolitan universities as one of only three Welsh higher education institutions with this status.

To mark its achievement, the college hosted a launch event at its Nantgarw campus which welcomed student athletes and their parents as well as guests from partner sports and education organisations to hear about the scheme and what it will mean for future learners. The evening included a talk from special guest Helen Phillips MBE (pictured centre), Non-Executive Chair of Commonwealth Games Wales.

Alun Davies, Dual Career Lifestyle adviser at Coleg y Cymoedd said: “The TASS accreditation is a prestigious recognition for the college and we are so proud to see that the strategies we have implemented to support our student athletes are being celebrated.

“We pride ourselves on being a place where learners’ academic and sporting goals are both fully supported, enabling them to gain qualifications alongside their sports pursuits without compromising either.

“Becoming a TASS dual career accredited site will help place Coleg y Cymoedd on the competitive path with other sporting institutes in Wales and across the border. The accreditation will also enable us to continue building connections with local sporting institutions and attract a greater number of talented athletes to the college in the future.”

Following a rigorous assessment process, Coleg y Cymoedd was awarded the accreditation in acknowledgement of the various initiatives and extra support it provides to athletes studying at its campuses. Its flexible academic policies include arranging catch up sessions with teaching staff when learners’ sports clash with lessons, access to online notes and additional resources, and even rescheduling deadlines or exam dates in exceptional circumstances.

31 talented student athletes will be selected to take part in the TASS programme at Coleg y Cymoedd, covering a diverse range of sports including but not limited to rugby, fencing, karate, gymnastics, football, netball, athletics, swimming, gymnastics, and taekwondo.

Among these learners are Welsh junior world champions who have represented Wales at the Commonwealth Games and GB Performance Squads. Each of them will receive one-one academic and lifestyle support from a qualified practitioner, with tailored plans based on their individual needs, which will depend on the nature of their sport.

They will also have access to top training facilities and advice around areas like nutrition and strength and conditioning, as well as personal development workshops focused on developing their skills and resilience.

Guy Taylor, TASS National Director, said: “TASS Dual Career Accreditation Scheme is an important measure to ensure that talented athletes are allowed the flexibility to pursue an education and enjoy a more well-rounded life. Through the programme, learners acquire skills and formal qualifications that are needed to help them find alternative careers, either alongside their sporting activities or once their sporting days are over.

“It’s important to us to recognise those institutions who place precedence on their athletes’ education. We’re delighted to be awarding TASS Dual Career Accreditation to Coleg y Cymoedd in recognition of the great policies they have in place to offer an effective and lasting dual career structure within the college.”

The innovative Role Models programme and set of resources sees students studying at universities across Sussex, tackling the life issues they with they’d known more about when they were younger to provide practical help to younger students. The programme is one of a wide range of innovative programmes funded by the Office for Students through the Sussex Learning Network, which supports over 10,000 young people a year to make informed education and life choices.

The digital Role Model series already features booklets and videos on issues such as ‘Worry’, ‘Gender & Sexuality’ and ‘The Climate Emergency’ and will this week be joined by two new resources tackling ‘Body Positivity’ and ‘Fake News’.

The new online resources are free to use and available to all and can be found at

https://www.sussexlearningnetwork.org.uk/lisetoolkits/Role-Models-Resource-Books

Each themed booklet contains hints, tips and advice, personal accounts from the Role Models as well as interactive exercises and links to relevant news articles, recommended social media accounts and helplines. Dedicated Teacher Resource packs are also available that provide themed, timed out lesson plans for each topic.

Imogen, Role Model and Acting for Film Student, University of Chichester, commented: “I really enjoy the creativity of thinking through the best way to approach a challenging issue to make it accessible. I almost speak to my younger self and think ‘right Imogen, what should I tell you?’.  Feeling that the advice I’m giving might help even one young person makes everything I do 100% worthwhile and makes me really proud.”

The new Role Models Body Positivity booklet and video – created by young people including Imogen with the supervision of educators – tackles everything from the drive for perfection in the age of social media to gender identity and body dysphoria; while the Fake News resources explore the growing prevalence of false information, the impact of sharing it, why it’s damaging and how to spot it.

Debra Vice-Holt, Programme Manager at SLN said: ‘Role Models is the ultimate win-win education programme. It helps younger students explore important life issues that they might find difficult to discuss with older adults, and equips Role Models with communication, presentation and writing skills that increase their confidence and employability.’

To find out more about Role Models or any of Sussex Learning Network’s wide range of education programmes go to www.sussexlearningnetwork.org.uk.