Three of our staff members have attended Royal Garden Parties after being recognised for their exceptional services to education, skills and local communities.
Director: Quality of Education Carol Layall, Head of Public Services at Leeds City College Tom Griffiths, and Progress and Attendance Mentor at Keighley College, Fiona Thompson BEM, were all invited to Buckingham Palace in May.
Carol and Tom attended an education and skills focused King’s Garden Party on 14 May, while Fiona attended a separate King’s Garden Party the following week. All three had been nominated for the honour due to their exceptional contributions to the communities they serve.
During their visits they each enjoyed an afternoon of entertainment, afternoon tea and a chance to mingle with members of the Royal Family – while also having a chance to meet and network with other celebrated individuals from across the country.
A privilege and an honour
Carol Layall, Director: Quality of Education
Carol was nominated for her leadership across the quality of education function, and a track record of providing exceptional support for students for more than 20 years.
She said: “It was a privilege to receive an invitation to such a special event. The garden party was amazing and it was lovely to see so many people getting recognition for their commitment to education and skills.”
Meeting other inspirational individuals
Keighley College’s Fiona Thompson BEM, with guest
Fiona is Chair of the Keighley Big Local, a National Lottery funded programme to improve the quality of life of local residents. She was recently awarded a British Empire Medal for establishing Cafe Eden, a monthly coffee morning and support group hosted at Keighley College for parents/carers of autistic children; a cause close to her heart as her son, Eden, was diagnosed with an autism spectrum condition when he was four.
Fiona was awarded the British Empire Medal in the King’s New Year’s Honours list in 2024 for services to the community of Keighley. She said: “The greatest honour for me was meeting so many inspiring individuals who dedicate themselves to supporting and transforming lives within their communities.”
‘FE through and through’
Tom Griffiths (right) with other guests
Tom has worked both in and outside the classroom to improve the life chances of vulnerable people within the community. Over the last five years he has established a partnership between Leeds City College and Harehills-based community centre CATCH, which is dedicated to improving opportunities for young people.
Tom has also been involved with the development of a study programme for FE learners with a passion for youth engagement and working within the community; and led on the setting up of an Emergency Food Support scheme for students during the cost of living crisis.
Leeds City College’s Public Service department has also worked with Leeds Learning Alliance to develop the Pathfinders Programme, aimed at developing future public service leaders.
In 2024 , Tom was shortlisted for the Association of Colleges’ Good for Me, Good for FE Award, in the Inspirational Role Model of the Year category, and has been described by colleagues as: “FE through and through…he understands its purpose and that it changes lives.”
That’s how a University Centre Leeds graduate has described being part of an all-black airline crew that helped celebrate Black History Month.
Chekayha Lemmon was chosen to be one of the team on the TUI flight from Manchester to Boa Vista, in Cape Verde, on Thursday 3 October.
The passengers – on both this flight and another from the airline on the same day, also staffed by an all-black crew, to Jamaica – were greeted by traditional steel bands as they checked in. The aim was to highlight the contribution of black and mixed heritage communities in the travel industry, while demonstrating TUI’s Caribbean and African Network Group’s motto: ‘You can’t be what you can’t see’.
Chekayha recently completed a Foundation Degree and BA (Hons) in Travel and Tourism Management at the University Centre after studying aviation at Leeds City College.
Chekayha Lemmon (left) with fellow cabin crew members on TUI’s Black History Month flight to Cape Verde. Photograph: TUI.
A privilege and a pleasure
She said: “I felt honoured to be chosen amongst others that had applied for the position on the flight; it was a real privilege and pleasure to be able to be a part of this and promote Black History Month within the company.
“My career in aviation is the best- there isn’t a job like it, and for anyone that’s contemplating a role in the industry I’d say don’t hold back, go for it!”
All of the crew members had a story to tell about their motivations and routes into the industry.
Anything is possible
For Chekayha, education was key: “I studied aviation operations at college which I really enjoyed – it allowed me to learn and experience what the travel industry would be like!
“Then, a few years later, I moved onto studying at the university centre which was challenging, but when you’re determined to do something you can, as long as you put your mind to it. That’s especially true when you have a tutor like Leah Hughes, my travel and tourism management lecturer, That’s especially true when you have someone like Leah Hughes, who was my travel and tourism management lecturer, guiding you.”
Chekayha, who achieved a first class honours degree, is now looking forward to her graduation ceremony in Leeds this November.
Our Board of Governors is pleased to announce the appointment of its new Chief Executive Officer, Bill Jones. He will formally take up the post on 1 January 2026, following the retirement of current CEO, Colin Booth OBE.
Bill currently holds the position of Deputy CEO at Luminate and Executive Principal of Leeds City College, where he leads transformative initiatives across teaching, stakeholder engagement and institutional performance.
He will be taking on the group CEO role at a significant moment, as we continue to shape the future of further and higher education through strategic partnerships, curriculum innovation, and a steadfast commitment to access and inclusion.
A clear vision for the future
John Toon, Chair of the Board, said: “This appointment follows a rigorous and highly competitive recruitment process, attracting interest from across the education and public sectors.
“Bill demonstrated a clear vision for the future of our group, with a deep understanding of our values and the challenges and opportunities facing education at both a regional and national level. The Board is confident that he will provide outstanding leadership in the years ahead.”
Bill has worked in the education sector for almost three decades, holding senior positions at Sheffield College, Rotherham College of Arts and Technology and Burton & South Derbyshire College.
A continued commitment to changing lives
He said: “It is an immense privilege to be appointed as the next Chief Executive. Having worked within the group for over ten years, I’ve seen first-hand the impact our members, staff and students make across our communities every day.
“I am proud of what we have achieved together under Colin Booth’s leadership — and I’m excited to build on that strong foundation. As we look ahead, my focus will be on deepening our commitment to inclusive, high-quality education across both further and higher education, while exploring new ways to innovate, respond to local and national priorities, and strengthen our partnerships across sectors.
“Above all, I am committed to ensuring we continue to deliver against our core purpose: transforming lives through inspirational training and education. From technical and vocational pathways to degree-level study and apprenticeships, our group plays a vital role in shaping futures – and I look forward to leading the next phase of our journey with ambition, care and collaboration.”
The appointment marks a major transition for the group, as Colin Booth OBE prepares to step down after a decade of distinguished service. Under his leadership, we have significantly expanded our reach and influence, championed technical and vocational education, and fostered strong links with employers, civic partners, and communities across Yorkshire.
Further information about the transition and strategic priorities under the new CEO’s leadership will be shared in due course.
University Centre Leeds is being hailed as a model example of how education providers should be working with employers.
The University Centre works closely with a number of businesses and organisations (including the NHS) and, in recent years, has strengthened those ties by pioneering Higher Technical Qualifications (HTQs).
Designed to follow on from T Levels and A Levels, HTQs are developed in consultation with employers to ensure they produce ‘industry-ready’ individuals equipped with the specific skills needed to start in quality, advanced level roles.
Impressed by the University Centre’s track record of collaborating with businesses like Leeds-based cybersecurity solutions firm BlackDice, the Department for Education (DfE) visited earlier this year to make a video showcasing its approach.
The Univeristy Centre’s Dean of Higher Education, Dr Sarah Marquez, said: “Our work with employers to ensure our HTQs deliver exactly what they, our region and its economy needs is something we are very proud of.
“We became the first education institution in Yorkshire to gain approval to use the new quality mark, initially for our Cyber Security, Software Development and Computer Science courses, which launched in 2022.
“Since then we have expanded our HTQ portfolio to now include twelve other subjects, including health play specialism, business enterprise and management, healthcare assistant practitioner, PE and sport coaching, engineering, childcare, biomedical sciences, film and screen media, and animation.
“It is a testament to the quality and breadth of our offering that the Department for Education chose to visit us and record interviews about our collaboration with thriving businesses like BlackDice. We look forward to seeing how the footage is used to support what is a really important push to get more people, and businesses, to make the most of their potential by developing their higher technical skills.”
An ‘attractive proposition’ for businesses
The University Centre has been working closely with BlackDice’s Chief Operating Officer, Sarah Hague – who was also interviewed for the videos – on aspects of its cyber security and computer science degrees.
During her interview, Sarah said: “Students leaving with an HTQ will be a really attractive proposition for employers.
“Through occupational standards they will have developed the skills and knowledge that employers have asked for.
“For BlackDice, HTQs mean that we’ll be able to tap into work-ready talent that we might not have had access to.”
The University Centre is currently working with 120 employers and using their feedback to develop its courses – while aiming to team up with a further 50 in the near future.
The country’s finances, as the autumn budget has just starkly reminded us, are in dire straits – which means how we choose to spend public money is more important than ever, writes Kevin O’Hare, Principal of Keighley College.
That is especially true in the under-resourced field of state education, which has such a key role to play in equipping our young people (and adults) with the skills the country needs.
That is why we at Keighley College – along with the Association of Colleges and many schools and academies – welcome the new value for money review of proposed new ‘free schools’ that has been announced by Education Secretary Bridget Phillipson. This will involve scrutinising 44 proposals that were approved, in principle, by central government under the previous administration. Those include plans for New College Keighley, an academic sixth form college that would be run by the New Collaborative Learning Trust (NCLT) and increase sixth form provision in the district by 1,000 places*.
Announcing the review, Ms Phillipson made it clear that her focus will be on avoiding the ‘over-supply of places’ which, as well as representing poor value, ‘can be detrimental to the other, more established’ schools and colleges in the relevant areas.
And this touches upon the very heart of the matter.
Creating a destabilising surplus
Supporters of the free schools programme, championed by the last government, claim these new schools and colleges help to plug educational gaps while raising standards and creating fresh opportunities.
Those arguments may have some merit in specific circumstances, but only if these new institutions are actually needed in the areas concerned in the first place. That is precisely what the new review will be considering.
A report by Schools Week last year showed that around three in five planned free school places were scheduled to open in areas that had increasing numbers of surplus places. That national picture is reflected locally: in Keighley, for example, we know that currently we only have around 800 sixth form students across the district. So quite how those 1,000 extra places that New College Keighley is targeting will be filled, is a mystery.
Indeed, a recent Bradford Council document – Post 16 Sufficiency Assessment for Bradford – noted that not only was there already more than enough A level and other Level 3 qualification provision, but that what the local authority area is actually crying out for is more educational places for lower level courses. The report states that while ‘supply of Level 3 provision is…now broadly in line with need’, there is ‘significant demand for pre-Level 3 provision’.
Redirecting urgently needed funding
For Keighley, and the Bradford District, the additional A Level places that would be created by the proposed new college are not only not needed but would risk destabilising other local education providers and, ultimately, wasting public money. That is not just our view but one shared by the leaders of eight local schools and three further education colleges.
By creating an over-supply of educational places and aggressive competition, we would be facing a situation where either the new college fails or student numbers drop away at one or more of the existing colleges, thereby threatening their survival.
Any of those scenarios would represent an unacceptable waste of public funds and risk damaging, rather than enhancing, the level of local academic attainment by spreading the number of student places – and so funding – too thinly.
The value for money review offers the Department for Education the chance to identify and cancel such expensive red herrings and, instead, look at where the money could be more wisely spent. We would contend that supporting the growing demand for T Levels plus other vocational or technical qualifications, which will help tackle the country’s skills gap, would be a great place to start.
Education for all
When we campaigned last year, as a member of the West Yorkshire Consortium of Colleges, against the then-government’s free schools plans, we and our partners raised the very same concerns that Ms Phillipson is now seeking to address.
We are confident this review will support our contention that, for most areas, these free schools and colleges would represent an unnecessary and costly distraction.
If so, we hope the Education Secretary will follow the logic of her argument and redirect the funds that are saved from scrapping such projects into our existing post-16 education provision: with a sharp focus on where additional places are required to meet local need.
A push for ‘elite’ provision, rather than local demand, was actually behind the previous government’s support for many of the new free sixth forms it approved in principle – which included proposals by Eton College and Star Academies Trust.
By conducting a thorough review, based on what represents the best possible value for public money, the new government can cancel some of these unneeded projects and put the funds to much better use. That would represent an important affirmation that raising the educational bar for the many, and not just a select few, is at the heart of its mission.
This thought leadership piece was recently published in The Yorkshire Post.
The Labour government has made economic growth its top priority, but to drive this it will need to address skills shortages in the STEM sector which are holding us back to the tune of £1.5bn per year, writes Ann Marie Spry, our Vice Principal of Adults.
Colleges and higher education institutions like ours clearly play a vital role in addressing this problem – but not only through teaching the technical skills our learners need to succeed.
After analysing employer reports about recruitment in STEM fields a few years ago, what came over loud and clear was that while many of the students had the knowledge needed for the job, they didn’t have the necessary – and equally vital – behaviours.
So looking through a number of documents that mapped out the key characteristics that STEM employers were looking for, we whittled them down to create what we have called STEM 7. These are the attitudes and behaviours that underpin not just the science and tech industries but all kinds of jobs, from pastry chefs to fashion designers.
A skillset that transcends boundaries
STEM 7 consists of: creative thinking, problem-solving, communication, collaborative working, intellectual curiosity, flexibility and data-driven decision making. Just about all of those concepts are actually relevant regardless of the subject. Everybody these days has to use digital technology and maths in one way or another, and if you think of the design approach and problem-solving inherent to engineering, most jobs require creativity too.
Our challenge, as educators, is to ensure our curriculum provides opportunities for students to step out of their comfort zones and take on tasks in some of those STEM 7 areas they may struggle with. Engineers, for example, are known for having many important qualities – including problem-solving and, through their design approach, creativity. But they are not traditionally renowned for their collaborative approach or communication skills, both of which are invaluable in the workplace.
That’s something our approach can help students with before they join the world of work, by stretching and developing them to ensure they have some of those transferable skills that businesses of all types really value.
And we know it’s working. We included some of our partner employers, like tech consultancy BJSS, in the first discussions about our STEM 7 strategy to make sure they were on board, and they’ve been nothing but supportive.
Opening minds
Introducing this concept has meant challenging both ourselves and our students to broaden how we think about STEM. As someone with a science background I feel strongly that many people tend to have a fear of ‘science’ and the STEM subjects, but that’s something we can and will change because it’s all around us in everything we do daily.
One key way of doing so is through revising how we teach and moving away from the thoroughly unhelpful old perspective that saw technical and artistic courses as being entirely separate. Thankfully, there is an increasing awareness that both disciplines depend on each other and share many underlying principles, not least when it comes to creativity and intellectual curiosity.
The shorthand for this new perspective is STEAM (essentially, STEM plus the Arts) and Computer Game Design and Development is a classic example of STEAM in action. We teach the subject at Leeds City College as part of our very broad offering from the School of Creative Arts, at Quarry Hill campus – and it is the epitome of a field where technical know-how and creativity are equally important.
An immersive approach
Combined with this more open-minded perspective on what actually constitutes a STEM topic is the need to exploit emerging immersive technologies like AI and VR.
Such tools can offer great benefits to our students and the industries they want to enter. If you are studying healthcare, for example, you really want to learn on a hospital ward and we can offer that; indeed it will be one of the many new facilities that Harrogate College will provide following its £22m rebuild.
What VR does though, is give you so many additional options – in this case it allows you to change ward layouts, for example, and patient scenarios so that students are exposed to a wider set of challenges and leave college with a deeper understanding of what their jobs will entail.
We are already successfully using VR in welding at Keighley College, while across our group emerging technologies are helping us enhance the teaching of everything from science to electric vehicle infrastructure.
By combining these high-tech teaching aids with a STEM 7 approach, which also delivers those in-demand ‘softer skills’, we will start to plug those STEM-shaped holes in the country’s economy.
This thought leadership piece was recently published in FE Week.
