Julie Hyde has been appointed as our group’s new Chair of the Board of Governors.
Julie joined Luminate Education Group as a co-opted member of the Leeds City College Board in 2022, joining the Group Board as a governor in 2024.
She succeeds our previous Chair, John Toon – who ended his tenure at the end of July 2026 – in the role. John will remain with the group as a co-opted member, and continue to contribute to certain board meetings and committees.
The Board of Governors ensures that the group is financially secure, well managed and delivers high-quality education.
Julie said: “It is a privilege to take up the position of Chair of the Luminate Education Group Board of Governors.
“I look forward to supporting the group’s continued success in delivering exceptional education, ensuring strong governance and responding to the opportunities and challenges facing the education and skills sectors. I am particularly passionate about widening opportunities for learners and ensuring that education remains closely connected to the needs of employers and communities.
“I am especially looking forward to spending time with colleagues and governors across the organisation, deepening my understanding of the breadth of its provision and helping shape the group’s future direction.
“By working collaboratively, we can make a positive civic impact and contribute to the region’s continued development.”
A distinguished career in education and business
Julie has built a distinguished professional career in education, skills and childcare and is Director of External and Regulatory Affairs at NCFE, one of the UK’s leading educational charities and awarding organisations.
She brings extensive leadership experience to her role as Chair, along with a strong commercial background in senior sales and account management.
Julie joined CACHE (the Council for Awards in Care, Health and Education) in 2010 and, following its integration into NCFE in 2015, led services to support its nationally recognised qualifications and ensure they met the needs of employers, providers and learners.
One of her many successes included the Save Our Early Years campaign, which helped secure government recognition of Functional Skills as alternatives to GCSE maths and English for entry to employment, as a Level 3 Early Years Educator.
Julie also has governance experience across early years, special educational needs, adult care and further education. Passionate about good governance, collaboration and public service, she is committed to keeping education and skills provision connected to the needs of learners, employers and communities.
Julie lives in West Yorkshire and enjoys time with her family and singing with a women’s choir and small ensemble.
Chris Thornton, Director of Inclusive Provision and SEND, Luminate Education Group
For hundreds of thousands of children and young people with special educational needs and disabilities (SEND), the education system is not just about learning – it shapes their independence, confidence, and future opportunities. Yet too often, the outcomes they achieve do not reflect their potential.
Nationally, more children and young people than ever are being identified as needing support. Over 638,000 now have an Education, Health and Care Plan (EHCP) – an 11% rise from January 2024 to January 2025 – and more than 1.6 million pupils are identified as needing SEND support. At the same time, local authorities are facing mounting financial pressure, with many operating significant deficits linked to SEND provision.
Taken together, this paints a picture of a system at a tipping point. Demand is rising rapidly, expectations are increasing, yet outcomes for too many young people remain far from where they should be. If reforms are to deliver on their promise, success cannot be measured by plans alone, but by what young people go on to achieve after education.
The White Paper, Every Child Achieving and Thriving, alongside the Putting Children and Young People First consultation, sets out a vision for a more consistent and inclusive system, with earlier intervention and better preparation for adulthood. These reforms recognise the inclusive practices of further education providers and include a commitment to expanding supported internships, alongside more tailored one-to-one support for learners with SEND. By creating clearer pathways into employment and training, the government aims to better support young people with SEND, who are currently around 80% more likely to be NEET than their peers.
Yet just 4.8% of people with SEND move into sustained paid employment nationally. Too many leave education without a clear, supported pathway into work, making supported internships one of the clearest ways to bridge that gap.
Across our group, we see the impact daily. At Keighley College, Dylan Worsnop joined with a goal to follow in his father’s footsteps as a welder. Through his supported internship with Acorn Stairlifts, he developed the skills and confidence to thrive, ultimately securing a full-time role.
Stuart Aveyard, a former Leeds City College student, exemplifies how persistence and ongoing support make a difference. Over several years, he developed skills through a range of placements. When his initial internship did not lead directly to employment, he did not give up – and neither did the support around him. With continued guidance from job coaches, he progressed into a second internship, built his independence, and ultimately secured full-time employment, where he remains today.
At Harrogate College, four students were placed with Harrogate and District NHS Foundation Trust and Harrogate Integrated Facilities through DFN Project SEARCH. They rotate across departments such as IT, equipment services, and groundskeeping, gaining real-world skills with close tutor support.
Yet nationally, only 9 – 10% of young people with EHCPs access supported internships, and just one in four remain in employment a year later – highlighting the need for structured support beyond the internship itself. The system has historically focused on what is taught academically, rather than helping them prepare for adulthood, employment, independence and becoming part of the wider community. Such skills must be embedded from an earlier stage. Preparation for adulthood – including employment, independence, and community inclusion – must be embedded from an earlier stage.
Supported internships should not be a niche offer but a central pillar of a system genuinely focused on outcomes. This requires sustained investment, stronger employer partnerships, and recognition that support should not end the moment a young person secures a job. Employers also benefit – supported interns bring with them a strong work ethic, fresh perspectives, and tangible value.
As National Supported Internship Day highlights, the model works. The challenge now is to scale it so that for young people with SEND, employment becomes a genuine expectation, not the exception.
We are working with Leeds Beckett University to increase opportunities and aspirations for students and support the future skills needs of the Leeds City Region.
This strategic alliance, which supports some 50,000 learners, meets the government’s ambition for greater alignment between further and higher education. It will focus on making educational routes clearer, expanding flexible learning opportunities, engaging further with employers to co-design courses and enhancing apprenticeships into skilled employment.
CEO Bill Jones said: “By collaborating with Leeds Beckett University we can respond to local and regional skills priorities, through the development of new courses and routes that meet the needs of employers.
“For students this means more accessible and flexible ways to gain these in-demand skills throughout their education. Our alliance will bring together our shared commitment to opening up access to education and removing any barriers to learning.”
Peter Slee, Vice Chancellor at Leeds Beckett University, added: “This alliance builds on existing strong relationships between our university and Luminate Education Group.
“Working with businesses and employers on a future skilled workforce will bring benefits to people in Leeds – another example of the city’s anchor institutions working together to make a positive contribution to the local and regional economy. We look forward to working with the growing number of partners and stakeholders who are committed to making this collective impact.”
This partnership between two Leeds Anchor Network organisations will be dedicated to promoting social mobility and inclusive growth across the Leeds City Region, while equipping learners with the high-level skills that are in strong demand from local businesses.
Kelly McAllister, Group Head of Apprenticeships at Luminate Education Group
Our health and social care system stands at a crossroads. In the midst of a growing workforce crisis, shaped by an ageing population, an ageing workforce, and chronic staff shortages in hospitals, community services and support settings face unsustainable strains. It is clear to me that if we don’t place apprenticeships at the heart of our health and social care workforce strategy, this crisis will only deepen.
The scale of the challenge is stark. Across the NHS and adult social care, vacancy rates have remained alarmingly high for some time. In England there are more than 110,000 NHS vacancies, excluding primary care roles, and over 150,000 unfilled adult social care posts These rates are far higher than the wider job market average.
This pressure is compounded by demographic shifts. The NHS Long Term Workforce Plan shows the number of people aged over 85 – the group most likely to need intensive health and care support – will grow by more than 50% by 2037, with a projected shortfall of up to 360,000 staff by the mid-2030s if action isn’t taken.
Yet despite this, more people leave the sector each year than join it. Many young people and career-changers are unaware of the breadth of rewarding roles available beyond traditional clinical pathways. Meanwhile, employers struggle to attract talent into health and care occupations, and the non-regulated care workforce suffers both low qualification levels and high turnover.
Apprenticeships must be part of the solution
Apprenticeships offer earn-while-you-learn routes into the workforce that are accessible and practical. They attract new entrants who might not otherwise consider a career in health and care, providing real-world experience alongside recognised qualifications.
Employers benefit too. Due to the nature of apprenticeships, apprentices are motivated to learn, can be developed in line with organisational needs, and are more likely to stay with their employer on completion of their programme.This all helps to build a workforce that is job-ready and resilient.
And we’re seeing that employers value this route into health and care roles. In the NHS, the number of clinical and non-clinical apprenticeship standards has more than doubled in the last decade.
At Luminate Education Group, a Yorkshire-based education group that includes Leeds City College, Harrogate College and Keighley College, we work closely with NHS partners including Leeds Teaching Hospitals NHS Trust, Great Ormond Street Hospital and Bradford Royal Infirmary. Our apprenticeships span Level 2 to Level 5 and cover a broad range of clinical and support roles, with clear progression routes that help individuals build lifelong careers.
Investing in our young people to support an ageing population
National Apprenticeship Week, held between 9 and 15 February, is a chance to challenge misconceptions about careers in health and social care. Too often, apprenticeships are viewed as a secondary option to university for breaking into the health and care sector. In reality, they provide an effective and practical route into meaningful, long-term careers that sustain our most vital public services.
But these opportunities need continued investment. Without sustained support for high-quality apprenticeship provision, the workforce gaps in health and social care will continue to widen, putting services under further strain and compromising care for our most vulnerable.
Solving the health and social care workforce crisis will require bold thinking, collaboration across sectors and a renewed commitment to the people who deliver care every day. Apprenticeships should not be a peripheral part of that solution, they must be central to it.
Luminate Education Group has received a positive Ofsted report for its Initial Teacher Education (ITE) provision under the new inspection framework, meeting the Strong standard for Inclusion and Expected standard across all other evaluation areas.
Member of the group, University Centre Leeds, is the training provider for the ITE courses that are on offer. Trainees are either following an apprenticeship, the Professional Graduate Certificate in Education or the Certificate in Education. It is one of the largest FE ITE providers in the region, servicing several colleges and external training providers, with over 100 trainees.
The Ofsted report noted: “Trainees grow in confidence as a result of their training. They develop an assured and commanding presence in their classrooms. They balance this skilfully with the nurturing approach required for effective learning.”
The highly inclusive culture, where trainees are often encouraged to talk about their support needs and the adjustments they need to help them succeed in their studies and in their teaching, was highlighted.
Becky Fores, Dean of Higher Education at University Centre Leeds said: “At Luminate Education Group we pride ourselves on having an inclusive culture. Our teacher education provision is so ambitious, and it was wonderful to see the report reflect that. The inspection really helped to demonstrate that our provision within teacher education supports our trainees and the preparedness to go into the classroom through achieving high standards and being able to adapt their training through the development of the feedback that they receive.”
I look back at this photograph from the night our team was nominated Team of the Year. It was a pivotal moment – the point where our Group SEND Strategy, Leadership & Governance Framework, and SEND Partnerships model truly aligned. This sustained success and collective momentum underpinned our decision to apply to become one of only four national Centres for Excellence (CfE) in SEND, in partnership with the Education and Training Foundation (ETF).
Six months into this journey, I’ve reflected on what this role actually means. Being a CfE has opened unanticipated doors, offering a unique vantage point to see both the challenges our sector faces and the incredible practice that deserves celebration. But first, a little insight into our SEND offer here at Luminate Education Group.
Brave curriculum choices
We’ve worked extremely closely in recent years to develop and grow provision that truly aligns to the needs of our local area and region – even when that wouldn’t be the obvious or safe choice for a general further education college. Across our Group FE Colleges we support over 900 young people with Education, Health and Care Plans and an additional 3,000 with identified SEND. We have three large specialist departments – our provision at The Vine, for learners with profound and multiple learning difficulties (PMLD), a purpose built campus with hydrotherapy pool and dedicated rebound therapy space; our Preparation for Adult Life provision at our Joseph Priestly Campus, and our Future Pathways provision at our Park Lane campus. We deliver direct entry provision to almost 300 14-16 year olds including a 35 place Alternative Provision in partnership with our home local authority in Leeds.
SEND is part of the fabric of the organisation and is deliberately not owned by any central team but is an intrinsic part of the design and delivery of each and every curriculum area. My role is to support all leaders to identify and implement opportunities for inclusive practice within their areas of expertise, and I have a fabulous team that works alongside me to drive that in partnership with our curriculum and co-professional colleagues.
A strategic seat at the table
One of the greatest privileges of becoming a SEND Centre for Excellence has been working at a heightened strategic level. Collaborating closely with the other three Centres – City College Norwich, Natspec, and Education Partnership North East – has provided a masterclass in collective expertise.
Beyond our cohort, the role has allowed us to engage with strategic partners including the Department for Education (DfE), Whole School SEND, and nasen. These relationships ensure the voice of the FE and Skills sector is heard where it matters most. It has reinforced my belief that when we work across organisational boundaries, the entire system becomes stronger.
The power of the peer review
The Peer Review process has been a humbling and impactful element of our work. Engaging in meaningful dialogue with other providers is a delicate task; moving into a space where trust and transparency drive innovation is genuinely inspiring.
Applying Luminate’s successful models to colleges with different structures and local contexts challenges your perspective. It provides a unique insight into what the sector needs and what it should celebrate more. Working with colleagues from across the UK proves that while our structures differ, our commitment to learner outcomes is a universal language.
A sector hungry for growth
These six months have taught me that there is an incredible hunger for high-quality, practical training. Whether discussing funding nuances or classroom support, engagement remains consistently high.
In this context, I welcome the recent announcement of £200 million for training all teachers in SEND. This landmark investment is something the sector has long called for. However, for this to be truly transformative, it must be sector-led and delivered by providers with evidenced experience in high-quality CPD. The best people to support practitioners are those who understand the daily pressures of the classroom and the complex needs of post-16 learners.
A perfect example of this appetite for expert-led support was our recent session, Exploring AI for Enhancing Job Skills for Neurodiverse Learners. The enthusiasm for how emerging technology can act as a tool for inclusion shows that practitioners are eager for tools that make a real difference in the here and now.
Looking ahead: The theme of ‘Careers’
Our upcoming sessions reflect this need for “lived” expertise, moving from high-level theory to practical, theme-based support. Our current focus highlights the intersection of Careers and Preparation for Adulthood (PfA), including:
A whole-organisational approach to recording careers and PfA-related activity.
Effective careers conversations specifically tailored for SEND learners.
Careers, PfA & SEND: A dedicated session on preparing learners for successful adult lives.
Meaningful CPD to enhance teacher knowledge of PfA.
Use of AI for Inclusion: A three-part series exploring how technology can level the playing field.
Our mission at Luminate Education Group is to transform lives through learning. Being a CfE allows us to scale that mission far beyond our own campuses. It has been a busy, challenging, and inspiring half-year. We have learned as much as we have shared, and we look forward to continuing this vital dialogue with the sector.
