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.
We are proud to share that Leeds City College’s High Needs campus, The Vine, has been recognised for its rebound therapy provision and accredited as a Centre of Excellence in a testament to the outstanding dedication of staff and learners.
The recognition comes during a time of significant strain for the special educational needs and disabilities (SEND) system across the country and the region, with rising numbers of young people with Education and Health Care Plans and lack of specialist provisions and staffing to deliver appropriate education and care.
Rebound therapy is an intervention that uses specialised trampolines to stimulate movement, balance and sensory benefits. It is part of a tailored provision offered by a handful of other centres as part of the ‘Leeds Local Offer’.
Sarah Simpkins, Deputy Director of SEND and Inclusive Provision at the centre said:
“Rebound therapy continues to play a transformative role in our provision.
“The gentle, rhythmic movement of the trampoline helps many students develop improved muscle tone, body awareness, and balance. For others, the calming sensory experience promotes relaxation, regulation, and reduced anxiety.
“The recognition for The Vine provision shows the power of specialised provisions, where every learner, regardless of complexity, is given the opportunity to thrive.”
In December the Government announced £3 billion in funding to create around 50,000 new specialist SEND places, though policy attention remains broadly on early intervention and localised mainstream school-age places.
Centres like The Vine, offering post-16 bespoke, therapeutic and specialist provision are rarer, however, and demand for specialist post-school age provision remains high from families of SEND children.
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.
Diana Bird, currently the Principal and CEO at Shipley College, is to succeed Bill Jones in the role. The move follows an earlier announcement that Jones will take over as CEO of the college’s parent organisation, Luminate Education Group, from January – following the retirement of current chief, Colin Booth, at the end of this year.
Bird, who was born and raised in Leeds and has more than 20 years’ experience in further education, is relishing taking up her next challenge – and has a strong vision for the role.
She said: “I’m driven by creating environments where students and colleagues can genuinely thrive. Leeds City College’s values of kindness, aspiration, collaboration, respect, inspiration and celebration of individuality really resonate with me – they are things I try to live through my own leadership.
“I’m very much looking forward to meeting new colleagues from across Luminate Education Group, and to reconnecting with those I have worked with in previous roles.
“The group is entering a period of change within its leadership team. My focus will be to provide steady, values-led leadership through this change, building on the excellent work already underway across the group.”
Bird’s educational career started as an ESOL (English for Speakers of Other Languages) tutor, when she taught for two hours a week at her local FE college. That quickly transformed into a full-time role in community based adult education.
She went on to hold a variety of roles – including Lead for Initial Teacher Education, Director of Education and Head of Department for English, maths and ESOL – which included spells in higher education and the voluntary and community sector.
Her heart, however, ‘definitely belongs to FE’ and she says she is excited to be joining Leeds City College (and Luminate) at a time when ‘the sector is finally being recognised by the government as central to economic growth and opportunity’.
She said: “The Post-16 Education and Skills White Paper and qualification reforms addressed in the Curriculum and Assessment Review present real opportunities, and as one of the largest education groups in the country, Luminate has a responsibility to help shape the national response.
“My focus will be to ensure the college supports the group to play a strong, confident role in these conversations.
“I am really looking forward to having the opportunity to be an ambassador for the college and to nurture really strong partnerships that expand opportunities for individuals, businesses and communities.
“One of the things that most attracted me to this role is that I will have responsibility for teaching, learning and assessment (TLA) at executive level. I believe that every student deserves the very best experience we can give them and outstanding TLA is at the heart of that.”
Jones, who has been the college’s executive principal and group deputy CEO since 2015, said: “We are really looking forward to welcoming Diana, who demonstrated a clear vision for the future of the college during our rigorous interview process, to the Luminate family.
“As a passionate advocate for FE with a wealth of experience, we are certain she will help guide the college as it rises to the challenges – and opportunities – that lie ahead.
“We are confident she has all the attributes needed, working in collaboration with our campus principals and industry partners, to align our vision and culture with Leeds and the region’s ambitious growth plans to ensure we are producing students equipped with the skills our employers need.”
Luminate Education Group teaches more than 30,000 students across its three FE colleges, and also has two sixth form colleges and two higher education institutions.
The group maintained its ‘Good’ Ofsted rating following its latest inspection earlier this year.
We’re pleased to share an extended programme of professional development opportunities designed for educators, leaders, and practitioners across the FE community. These sessions focus on practical strategies, innovative ideas, and collaborative approaches that support high-quality practice – particularly for teams working with SEND and neurodiverse learners.
All sessions are delivered online via Zoom, and a joining link will be sent to participants once they have registered.
Whether you’re looking to deepen your knowledge, enhance your curriculum design, or develop more inclusive and impactful career pathways, we hope you’ll join us for one or more of these events.
Continuing Professional Development (CPD) sessions: Strengthening Practice Across the FE Community
Our CPD (Continuing Professional Development) sessions are designed to provide colleagues across the FE sector with focused, evidence-based training that enhances inclusive practice, curriculum design, and learner support.
Careers, Preparing for Adulthood & SEND – Preparing Learners for Successful Adult Life
Thursday 12 February – 4-5pm via Zoom
This session is designed for post-16 teams to strategically and operationally embed high-quality, holistic support for learners with Special Educational Needs and/or Disabilities (SEND) as they prepare for adult life. It focuses on enabling meaningful progression into employment, independent living, and active participation in the community.
Practical tips for upskilling Further Education practitioners in supporting Neurodiverse Learner’s self-advocacy, reasonable adjustments and workforce readiness
Thursday 5 March – 4-5pm via Zoom
This session look at the strategies trialled and successfully implemented to develop the confidence and self-advocacy skills of neurodiverse learners to prepare for the world of work and the vital role staff play in developing these skills. Participants will take a focused look at how Luminate Education Group trains and develops staff to effectively support neurodiverse learners, including the use of inclusive practice and reasonable adjustments. The session will also consider how these approaches prepare learners for employment, apprenticeships and adulthood, supporting confident transitions into the world of work.
Communities of Practice (CoP) Series: Effective Careers Guidance & Information for SEND Learners
Alongside our CPD sessions, we will also host a three-part Communities of Practice series focused on strengthening CEIAG for SEND learners. These sessions are designed to help teams reflect, collaborate, and enhance their approaches across all aspects of careers guidance.
Use of AI for Inclusion: Creating Inclusive Classrooms and Colleges
Tuesday 3 February – 4-5pm via Zoom
Participants will explore how AI can support inclusive Post-16 environments by adapting curriculum materials and college communications to meet diverse learner needs, supporting the Preparing for Adulthood (PfA) agenda. This interactive Bring a Tool or Bring a Question session invites participants to share AI tools that improve accessibility or bring inclusion challenges for collaborative problem-solving.
Use of AI for Inclusion: Supporting Learners’ SEND Needs
Tuesday 24 February – 4-5pm via Zoom
The session provides a practical roadmap for strengthening provision across key areas of practice, supporting teams to demonstrate strong, coherent approaches to preparing learners for adulthood. Moving beyond standalone careers education, the session explores how curriculum design, teaching, assessment, and support work together to develop learners’ knowledge, skills, independence, and resilience.
Use of AI for Inclusion: Workload, Preparation, and Ethics
Tuesday 5 March – 4-5pm via Zoom
This session looks at how AI can streamline administrative workloads and session preparation while maintaining the “human touch.” We will also tackle vital ethical considerations – privacy, bias, and transparency – to ensure our use of AI remains safe and aligned with the core values of the Preparing for Adulthood (PfA) framework.
Places for all sessions can be booked through theEducation and Training Foundation (ETF)website. You will be asked to create a free ETF account if you don’t already have one.
The Centres for Excellence in SEND initiative is part of the Universal SEND Services programme, which provides sector-led support to leaders, managers and practitioners to create a step change in inclusive teaching and learning. To access resources and find out more about upcoming activities and support, visit the CfESEND area of the ETF website.
Manufacturers from across Yorkshire assembled in Keighley recently to celebrate the opening of a new apprenticeship training centre that could be key to bolstering the local industry’s fortunes.
The official opening of the Keighley College Technical Engineering Centre (TEC) represented the culmination of a shared commitment between the college, Keighley Towns Fund and Bradford Council to give our rightly celebrated manufacturing sector a shot in the arm.
Yorkshire has long been a manufacturing heartland and continues to punch well above its weight in terms of the expertise and specialisms of its firms. And here in the Keighley district, in everything from precision engineering to advanced fabrication, we are home to some of the most innovative and resilient businesses in the region.
Manufacturing is also one of our most important employment sectors, with a 2023 report by Bradford Council noting that the sector accounted for 5,000 local jobs, representing 13.5% of the workforce – significantly above the national average.
Even in these febrile economic times, this industry is well placed to grow – but only if educators, businesses and local authorities work together to ensure the current skills gaps, which are holding it back, are tackled.
Apprenticeships, especially in advanced manufacturing and emerging technologies, will be key to achieving this. As John Harrison, Apprenticeship Manager at Fives Landis, told us at the opening: “Apprentices for us are the lifeblood of the business.” It is a sentiment that is shared by so many of our partners.
Kelly-Marie McAllister, Group Director of Apprenticeships at Luminate Education Group
So we made sure local businesses and their apprenticeship needs were at the forefront of our minds as we pulled together plans for this new engineering centre, and designed it in consultation with them. Purpose-built to train up to 120 apprentices at a time, the TEC has been kitted out with industry-standard equipment and facilities – including a full engineering workshop and future technologies lab – to equip those learners with the real-world skills the sector urgently needs.
With £3m of funding from Keighley Towns Fund, this project reflects a serious commitment to skills and growth in the area and opens at a fitting time – with our college celebrating its 200th anniversary and local manufacturing being championed by the recently re-launched Keighley Made group. The centre is also opening when there is renewed support, at governmental level, for vocational education and training.
One of the biggest challenges for the sector, however, is getting enough new skilled people to join the workforce pool each year to keep the momentum going. A recent Gi Group UK article, summing up a July 2025 Skills England report, lays out the scale of that challenge in stark terms – pointing out that currently: “Nearly 49,000 vacancies remain unfilled, with 42% of these classed as skills-shortage vacancies. This figure has risen sharply from 29% in 2017, revealing a growing gap between the skills employers need and the skills available in the labour market.”
That is why our new engineering centre in Keighley matters: it is a direct investment into our workforce and the productivity and long-term success of local businesses. It will help us get more of our young people into engaging, meaningful work while ensuring our key local businesses have access to the talent pipeline they rely on.
For employers like Ex-Pressed Steel Panels Ltd, the benefits are clear. Managing Director Michael McColgan said: “This centre allows us to recruit more apprentices and get them into college to study what we need them to learn – what manufacturers and engineers need. The biggest positive effect the centre will have on the region is that it allows local people to train local people to work locally.”
The opening of the TEC also sends out a clear, and really important, message that positive things are happening in the district – which should, in turn, attract further investment. As Chair of Keighley Towns Fund, Tim Rogers, put it: “Through skills growth, we can show investors that Keighley is a sustainable and prosperous place.” This can hopefully also inspire educators and local authorities in other areas to push for similar, potentially transformational, projects.
Manufacturing is the backbone of Keighley, and indeed much of West Yorkshire’s economy. But it’s not just our heritage – it’s our future. With initiatives like this, we are taking bold steps to ensure that its future is bright.
We’ll leave the final thoughts to one of our former apprentices – Managing Director at Fives Landis, Phil Jenkins, who trained at the college nearly quarter of a century ago. He told us: “I really think that this area has a lot to offer for manufacturing and, for me, to sustain the future of Britain we need to invest in manufacturing and industry. To see this happening in our area is a really, really great thing.”
Kelly-Marie McAllister is Group Director of Apprenticeships at Keighley College’s parent organisation, Luminate Education Group.
