This National Apprenticeship Week, we spoke to University Hospitals Bristol and Weston NHS Foundation Trust (UHBW) about how their apprenticeships are shaping careers!

UHBW Blog - 

At University Hospitals Bristol and Weston NHS Foundation Trust, we’re proud to work in partnership with Weston College and University Centre Weston to offer a wide range of apprenticeship opportunities that help learners build meaningful careers while gaining hands-on experience in the workplace.

Apprenticeships are a vital part of how we grow our workforce, develop talent, and support individuals to reach their full potential. We currently offer a broad range of Level 2 and Level 3 apprenticeships across many essential sectors, including Nursing, Nursing Associate, Healthcare Support Worker (HCSW), Electrician, Carpentry, Hospitality, Occupational Therapy and potentially Physiotherapy. This diverse offer means learners from different backgrounds and interests can find a pathway that suits their ambitions, whether they are drawn to clinical care, technical trades, or support services.

Our apprentices learn in an active, real-world workplace where they can develop skills alongside experienced professionals. Typically, learners spend one day per week studying, with the remainder of the week working in their role within UHBW. This blend of practical experience and structured learning allows apprentices to apply knowledge immediately, while receiving guidance from both their employer and Weston College or UCW. On successful completion, apprentices gain a recognised qualification, setting them up for future career progression.

At UHBW, we value attitude as much as qualifications. We look for people who are enthusiastic, willing to learn, and able to advocate for themselves in order to maximise learning opportunities. If you’re curious, proactive, and ready to grow, you’ll fit right in.

We regularly see apprentices thrive at UHBW. One standout example is a Healthcare Support Worker apprentice who was invited to appear on a podcast to share their experiences, highlighting both the impact of their role and the confidence they’ve gained through their apprenticeship journey.

Apprenticeships are a truly mutually beneficial arrangement. They help us build a skilled workforce tailored to our needs, improve retention and loyalty, and reduce recruitment and training costs. By growing our own talent, we invest in people who already understand our values, culture, and commitment to patient care.

Progression into a full-time role after completing an apprenticeship is dependent on the specific programme and the availability of vacancies. However, many apprentices do go on to secure permanent positions or progress to higher-level training within UHBW.

UHBW does not work to fixed recruitment dates, but we generally align with the usual college intake cycles. Learners are encouraged to talk to their manager about their interest, discuss progression during appraisals or supervision, and complete a careers conversation if they are unsure about the best pathway. All recruitment updates are shared via UHBW’s internal recruitment pages and Viva Engage communications.

For anyone considering an apprenticeship, our advice is simple: go for it. An apprenticeship offers a fantastic opportunity to get paid while you learn, build annual leave entitlement, develop valuable skills, work for a great employer, and gain a qualification without paying tuition fees. It’s a powerful way to start or change your career.

Weston College was delighted to welcome back distinguished alumna and BBC journalist Sophie Long this week as she officially opened the college’s new Weston Waves Podcast & Audio Suite at Loxton Campus. 

Sophie, who studied A Levels at Weston College, has gone on to build an impressive career across both radio and television. She began her journalism journey at local stations including BBC Radio Cornwall and BBC Radio Shropshire, before progressing to national BBC News, where she now works as a correspondent and presenter on flagship bulletins, including the 8pm BBC News Summary. 

Returning to Weston College to open the new facility marked a special moment, celebrating both Sophie’s career journey and the college’s continued investment in industry-relevant learning spaces. 

Speaking at the launch, Sophie Long said: 

“It has been amazing to see the fantastic new facilities at Weston College and meet some of the students who will benefit from them. The Media landscape is so different now from the one I entered nearly 30 years ago and it’s lovely to see how the facilities have been updated to prepare students to go off into the ever-changing world of Media. It is such a dynamic industry, so it is great to see that students have access to such high-quality equipment and opportunities within Weston College and I’m excited to hear more about the work they create within this new podcast suite in the future.” 

The Weston Waves Podcast & Audio Suite has been designed to give students hands-on experience in a professional studio environment, supporting courses in Media, Journalism and the creative industries. The facility enables students to develop real-world skills in audio production, podcasting and digital storytelling, reflecting the evolving demands of the modern media landscape. 

The suite is a modern, flexible and student-focused space, fully sound-proofed to allow for crisp, broadcast-quality audio. At its centre is a contemporary podcast table featuring four RØDE broadcast microphones on adjustable boom arms, with studio headphones for each participant — ideal for interviews, panel discussions and collaborative podcast recording. 

Professional recording equipment supports multi-track audio capture, while a large mobile TV screen provides additional versatility. The screen can be used to display show notes, visual prompts or video calls with remote contributors, allowing the space to adapt easily to different production formats. 

Students are also supported by a dedicated technician, who assists with studio setup, sound monitoring and production techniques. This ensures learners can focus on creativity while gaining practical experience of working in a real studio setting. 

In addition to the main recording space, the suite includes a dedicated Foley area for sound effects creation. Equipped with a range of surfaces, props and recording tools, this space allows students to produce bespoke sound effects — from footsteps and ambient noise to object interactions — supporting projects in podcasting, film and immersive audio.

In further education, inclusion cannot sit on the side lines as a well-meaning add-on. It has to be designed into the fabric of the institution - into how we teach, how we lead, and how we show up for learners every day.

At Weston College, we’ve learned that the difference between participation and genuine opportunity often comes down to one thing: whether learners feel safe, seen, and supported enough to thrive. That belief underpins our whole-college approach; one built on high empathy, high expectations, and a trauma-informed framework we call the 5Cs: Connect, Care, Challenge, Consistency and Celebration.

Launched in 2024, the 5Cs are not a poster on a wall or a standalone initiative; they shape how every adult in the organisation interacts with every learner. They create the conditions for belonging first, because without belonging, learning simply doesn’t happen.

Building support around the learner, not the system

Our learners often face layered and complex challenges - care experience, mental health needs, neurodiversity, financial hardship, unstable housing, or caring responsibilities. A one-size-fits-all model cannot meet those realities.

So we’ve built a tiered and integrated support structure that wraps around the individual.

This includes: 

• Dedicated Campus Officers focusing on behaviour and attendance 
• Specialist SEND teams 
• A Child in Care Coordinator 
• An Equality, Diversity and Inclusion Manager 
• Welfare Officers and Emotional Literacy Support Assistants 
• Access to CBT, counselling, and specialist mental health professionals.

Alongside this, we recently launched a Social Justice and Equity in Education offer, explicitly designed to remove structural barriers and ensure every learner, regardless of background, has a fair chance to succeed.

The shift is subtle but powerful: moving from “What support do we offer?” to “What does this learner need right now to flourish?”

Inclusion is everyone’s responsibility

Creating an inclusive college cannot be outsourced to a pastoral team. It has to be everyone’s job.

That’s why collaboration is central to our model.

All staff participate in shared professional development, from inclusion-focused INSET days to research-informed cognition programmes exploring behaviour for learning, planning for learning, digital innovation, and future skills. This creates a common language and shared expectations across departments.

But it’s the regular, structured collaboration that really makes the difference. Every two weeks, Campus Officers, Welfare teams, SEND specialists and curriculum staff meet to review learners together.

These conversations enable early intervention, coordinated action, and consistent support – preventing young people from slipping through gaps between services.

The result is a joined-up system where learners experience one college, not multiple disconnected departments.

What this looks like in practice

The impact of this approach is best seen through individual journeys.

One young person joined us as a young carer with a history of disrupted education, anxiety, low attendance and difficulty trusting adults. Rather than responding to behaviour alone, our teams focused on relationship-building and understanding the context behind the challenges.

Through consistent pastoral care, curriculum collaboration and personalised adjustments, attendance stabilised, incidents reduced, and confidence began to grow. The learner went on to achieve Functional Skills Level 2 in both Maths and English and progressed to the next stage of their course.

Perhaps most tellingly, they now actively seek support and regularly drop into the pastoral team simply to share their successes.

As they put it:

“I always tell my friends to go and speak to the pastoral team because without them I wouldn’t still be at college.”

For us, that sense of trust is as meaningful as any qualification.

Extending support beyond the campus

While education plays a vital role, it cannot independently address the challenges faced by learners.

Strong partnerships with local authorities, Virtual Schools, youth justice services, social workers, policing teams, family support services and community organisations allow us to create a multi-agency safety net around learners. From food bank access to prevention workshops on safety and exploitation, these relationships ensure support extends beyond academic life into the realities young people face every day.

This holistic approach recognises a simple truth: learning does not happen in isolation from life.

Looking ahead: leading with equity

As we look to the future, our focus is on strengthening and refining our Social Justice Framework - a model we believe is unique in the FE sector.

Rather than retrofitting support once challenges emerge, we aim to design systems that anticipate need, respond flexibly, and evolve with each learner’s journey. It’s a dynamic, personalised approach that avoids standardisation in favour of responsiveness.

Because equity isn’t about treating everyone the same. It’s about giving each learner what they need to reach their potential.

A compassionate college with high expectations

There is sometimes a misconception that compassion lowers standards. Our experience shows the opposite.

When learners feel connected, cared for and understood, when expectations are clear and support is consistent, they rise to meet those expectations.

Compassion and challenge are not competing ideas. They are partners, and in further education, they may be the most powerful tools we have to change lives.