Turning 18 is often celebrated as a milestone. For many young people, it marks the beginning of greater independence while still having the reassurance of family support in the background.

For Care Leavers, however, adulthood can arrive very differently.

Alongside the excitement of new opportunities, turning 18 can mean adapting to new living arrangements, changes in professional support networks and increased financial responsibility, often all at the same time. These are challenges many of their peers will not face until much later in life.

As the Children in Care Coordinator at Weston College, I work with Children Looked After, including unaccompanied asylum seekers, and Care Leavers throughout their educational journey. My role involves working closely with curriculum colleagues, local authorities and external agencies to ensure care-experienced learners have access to the advice, opportunities and support they need to succeed.

One thing I have learned is that educational success is only part of the story. Before a Care Leaver can achieve their potential in the classroom, they often need support navigating significant life transitions outside of it.

When a young person leaves care, they may see long-standing professional relationships come to an end. A social worker who has supported them for years is replaced by a Leaving Care Personal Adviser. While this support remains available into adulthood, the loss of a trusted relationship can be challenging during an already uncertain period of change.

Housing can present another significant challenge. Some young people benefit from "Staying Put" arrangements, allowing them to remain with foster families beyond the age of 18. Others move from supported accommodation into more independent living. This often coincides with the loss of support from key workers and other trusted adults who may have provided structure and guidance for several years.

The consequences can be profound. Research from the National Youth Advocacy Service suggests around one in three Care Leavers experience homelessness within two years of leaving care.

Against that backdrop, education can easily become one challenge too many.

Many Care Leavers arrive in further education having already experienced significant disruption to their learning. Multiple school moves, gaps in education, lower attendance and reduced opportunities to participate in enrichment activities can all affect confidence and attainment. Over time, these experiences can create a belief that higher levels of education simply are not achievable.

Financial pressures add another layer of difficulty. While many young people continue to rely on family support through their late teens and early twenties, Care Leavers often begin managing rent, bills, transport costs and everyday living expenses much earlier. The need to balance work and study can place additional strain on learners who are already navigating major life changes.

There are also the less visible barriers.

Many care-experienced young people have lived through trauma, loss, instability or neglect. These experiences can affect confidence, resilience and emotional wellbeing long after they enter education. Anxiety, low self-esteem and a lack of belonging can all influence attendance, engagement and progression.

When viewed collectively, it becomes easier to understand why Care Leavers remain significantly underrepresented in higher education and why many are at greater risk of becoming NEET, not in education, employment or training.

This is exactly why the role of educational institutions is so important.

At Weston College, we believe support should extend beyond the classroom. Earlier this year, we strengthened our commitment to care-experienced young people by signing the Care Leaver Covenant, reaffirming our dedication to creating opportunities that improve educational, employment and life outcomes for Care Leavers.

Our aim is not simply to help students complete a course. It is to create an environment where they feel safe, valued and able to build a future they can be proud of.

The impact of that approach can be remarkable.

One of our current Care Leavers joined Weston College through our ESOL provision. During his studies, staff recognised his interest in plumbing and created opportunities for him to explore the trade while continuing to develop his English skills. He has since progressed onto a Level 1 programme and is now pursuing a pathway that genuinely excites him.

What makes this achievement particularly significant is the timing. His progression took place while he was moving into post-18 accommodation and adjusting to a new support structure. Through collaboration across curriculum and support teams, he remained engaged in learning during a period that could easily have disrupted his education.

The result goes far beyond qualifications.

He has developed confidence, independence, aspirations and a stronger sense of belonging. That is the real power of education. It gives young people the opportunity to see possibilities for themselves that they may never have considered before.

As someone who is care experienced myself, that message resonates deeply.

At 16, I believed education was not for me. I left my A Levels, joined the British Army and followed a very different path. It was only several years later, after leaving the Army, that I returned to education through an Access course. That decision eventually led me to university and, ultimately, to a career supporting young people with experiences similar to my own.

My journey taught me that success is rarely a straight line.

To every Care Leaver who is uncertain about their next step, my advice is simple: remain open to opportunity. Whether it is a course, volunteering placement, work experience opportunity or extracurricular activity, every experience has the potential to open a door.

You may not always see where that door leads in the moment, but education remains one of the most powerful tools for creating choice, confidence and opportunity.

Sometimes, all it takes is one opportunity to change the direction of a life.

Welcome to the November Edition of the Careers and Employability Blog!

Welcome to our November Careers and Employability Blog. This month, we are highlighting the importance of work experience and how it helps learners prepare for their next steps, whether that's employment, an apprenticeship, university or further study.

Why Work Experience Matters

Work experience is an important part of your young person's college journey and plays a key role in preparing them for life after education. Whether they plan to move into employment, an apprenticeship, university, or further study, gaining real-world experience and understanding their career goals through vocational profiling helps them develop the skills, confidence, and knowledge that employers and higher education providers value.

Work Experience Requirements

Learners are expected to work towards completing at least 37 hours of work experience during their course, although the required number of hours may vary depending on their subject area. This can be achieved through a combination of external work placements and work-related activities, such as attending industry workshops, employer talks, guest lectures, careers events, and other employability-focused sessions. On 24th November, learners can attend our annual Careersfest to meet employers, build professional connections, and find out about work experience opportunities. Taking part in a range of these opportunities helps learners develop valuable workplace skills, gain insight into different career pathways, and build their confidence for future progression into employment, apprenticeships, or further study.

Finding a Placement

We encourage learners to take an active role in securing external work placements that align with their career interests and future aspirations. Undertaking a placement in a real workplace allows learners to experience their chosen industry first-hand, build professional connections, and enhance their CV and future applications.

Parents and carers can play an important role by helping learners identify potential opportunities through family contacts, local businesses, or community networks. Guidance is also available from course Tutors and the Careers and Employability Team. You can contact us using cet@weston.ac.uk.

Developing Employability Skills

One of the greatest benefits of work experience is the development of employability skills. These transferable skills are highly valued by employers and can support learners in securing future opportunities.

Through work placements and work-related activities, learners can develop:

• Communication skills
• Teamwork and collaboration
• Problem-solving abilities
• Time management
• Professionalism and workplace etiquette
• Confidence and resilience
• Organisation and planning skills
• Adaptability and initiative

These skills are essential for success in employment, apprenticeships, higher education, and everyday working life.

When Does Work Experience Take Place?

Work experience arrangements vary between courses. Some courses have dedicated work experience weeks, while others complete placements and activities throughout the academic year.

For specific information about timings and requirements, learners and parents should speak to their Course Tutor or Careers and Employability Co-ordinator, as arrangements differ depending on the curriculum area.

How Parents and Carers Can Help

Parents and carers can support learners by:

• Encouraging your young person to start searching for placements early
• Helping your young person contact potential employers
• Discussing career interests and future plans

The experience and skills gained through work experience can have a lasting impact on a learner's confidence, career readiness, and future success.

By supporting your young person to engage fully with work experience opportunities, you can help them take an important step towards achieving their future goals and becoming work-ready.

WEXplore Week: Get Ready for Work Experience!

To help learners prepare for their work experience journey, we are running WEXplore Week from 7th to 12th December. This dedicated week is designed to give learners the opportunity to explore their options, gain valuable advice, and receive support with finding and arranging their placements. We'll be running a range of activities to help learners prepare for and secure their work experience placements:

• Dedicated work experience pop ups available in the Brighter Futures Hub on each campus.
• Access to resources and guidance to help learners prepare. This includes CV and Cover Letter templates.
• Personal Development sessions refocused around work experience.
• Opportunity for learners to discuss their career interests and placement plans with the Careers and Employability Team during one-to-one sessions (where relevant).
• Work experience-focused Careers Drop-In sessions.
• Employer input across the week.
• Curriculum sessions highlighting clear links between learners’ professional and technical development and how these skills can be applied during work experience.

Success Story: One Week of Work Experience Leads to Employment

From Work Experience to Paid Employment

Last year, one of our Travel and Tourism learners completed a one-week work experience placement at a local hotel as part of their course. During the placement, they demonstrated a positive attitude, strong communication skills, and a willingness to learn.

The experience allowed them to gain valuable insight into the hospitality industry, develop their confidence in a professional environment, and build key employability skills. Their hard work made such a positive impression that the hotel offered them a part-time job once the placement ended.

The learner is now continuing to work at the hotel alongside their college studies, gaining further industry experience while earning an income. This success story highlights how work experience can open doors, provide valuable networking opportunities, and help learners take their first steps towards a successful career.

Success Story: Performing Arts Learners Impress Employer

From Work Experience to Future Opportunities

During the October half term, a group of Performing Arts learners completed their work experience at Puxton Park, taking on the role of Halloween performers as part of the park's popular Trick or Treat Trail.

Throughout the experience, learners interacted with members of the public, stayed in character, and helped create an engaging and memorable experience for visitors. In doing so, they developed valuable employability skills including communication, teamwork, confidence, professionalism, and customer service.

The learners made such a positive impression that Puxton Park was happy to provide references for every learner who took part. The employer was also keen to continue the relationship and has expressed an interest in offering further opportunities to our Performing Arts students in the future.

This is a fantastic example of how work experience can help learners build confidence, gain industry-relevant experience, expand their professional network, and create opportunities that could support their future career journey. You can read more about their experience here: Performing Arts Students Bring Halloween Magic to Puxton Park During Work Experience | Weston College.

Key Dates for Upcoming Events:

Please contact cet@weston.ac.uk for any queries for the Careers and Employability Team. For dedicated UCAS support please use uni.help@weston.ac.uk

We are delighted to announce that Lauren Whiteman, Apprenticeship & Skills Strategic Account Manager, has been shortlisted for Somerset’s 30 Under 30!

The initiative celebrates Somerset’s most promising young professionals, recognising the next generation of decision-makers and influencers who are already making a positive impact in their industries and communities.

Since joining Weston College as an Account Manager in June 2025, Lauren has rapidly established herself as an exceptional emerging leader, progressing to Strategic Account Manager in recognition of her outstanding performance and leadership potential. In just over a year, she has supported more than 350 apprentices, engaged with over 200 employers and proactively connected more than 50 small businesses with CITB apprenticeship grant funding they were previously unaware of.

These achievements demonstrate not only the scale of her impact, but her ability to identify opportunities, build partnerships and turn challenges into tangible outcomes for learners, employers and communities across Somerset. What sets Lauren apart is that she consistently goes beyond the expectations of her role to create opportunities that strengthen Somerset’s workforce and change individual lives.

A defining strength of Lauren’s leadership is her ability to connect education, industry and community. Through the major Epic Technology Campus development at Long Ashton, she worked closely with Tier 1 contractors and subcontractors, including main contractor Gilbert Ash, to support Section 106 commitments through apprenticeships, local employment, work experience and wider social value activity.

She also coordinated construction site visits for school pupils, giving young people first-hand exposure to the industry and helping employers engage with their future workforce. Lauren understands that successful employer engagement is not simply about filling vacancies; it is about building sustainable relationships that create long-term value for learners, businesses and the local community.

One of the clearest examples of Lauren’s leadership, innovation and ability to turn barriers into opportunities came when six full-time bricklaying learners were struggling to secure apprenticeships, despite actively applying for vacancies. Lauren recognised that the problem was not a lack of ability, but that traditional CV-based recruitment was failing to demonstrate the learners’ practical skills and potential.

Rather than accepting this as a barrier, Lauren took the initiative to develop a different approach. Working collaboratively with the faculty team, she created a practical Bricklaying Assessment Centre, giving employers the opportunity to see the learners build a live wall and assess their practical competence, attitude and potential first-hand.

The result was exceptional; all six learners secured paid bricklaying apprenticeships, with their apprenticeships starting in September. Lauren had identified a problem, challenged the conventional recruitment process, brought colleagues and employers together and created a solution that delivered a 100% success rate. This is what distinguishes Lauren as a future leader. She does not simply identify barriers; she takes ownership of finding solutions. The impact is also highly personal; six young people who had been struggling to access their chosen career have now secured skilled employment pathways. At the same time, employers gained access to talent they may otherwise have overlooked. It is a powerful example of Lauren creating a solution that benefits individuals, businesses and the wider Somerset workforce.

Lauren has similarly demonstrated initiative through a Construction T Level Speed Interview Day, creating an event with direct and structured connections between employers and learners. Every learner secured an industry placement, with several progressing directly towards apprenticeship opportunities. By bringing employers into the college environment and making recruitment more accessible, Lauren created value for both sides, learners gained opportunities and confidence, while employers gained access to emerging talent.

Lauren is also passionate about making the construction industry more inclusive. Recognising the need for greater female representation, she organised and led a Women in Construction Round Table, bringing together successful women from across the industry to share their experiences and advice. Crucially, she ensured current female construction learners had a voice, enabling them to share their own journeys and hear directly from role models. Her work challenges perceptions about who belongs in construction and encourages more young women to see the sector as a place where they can build successful careers. 

Her commitment to social impact is equally strong. Lauren coordinated a Groundworker Bootcamp for local NEET adults aged 19 and over, working with industry partners to provide participants with NPORS qualifications and CSCS cards that significantly improved their employability. Ten participants progressed into employment opportunities in March 2026. This initiative demonstrates Lauren’s understanding that workforce development can also be a route to greater social mobility, helping people who face barriers to employment access sustainable careers.

Lauren’s contribution to Somerset’s communities extends beyond her core responsibilities. She coordinated a Weston College volunteering day with Octavius and Alliance Homes as part of the “Leaving a Legacy” initiative, improving local allotments and community green spaces while strengthening relationships between employers, the college and community organisations. She has also supported schools through careers activity and construction site visits, helping young people understand the breadth of opportunities available within the sector.

Perhaps most importantly, Lauren makes a personal difference to the people she works with. One particularly powerful example involved a young person in care who felt uncertain and disengaged about their future. Working with Octavius, Lauren arranged construction site visits and opportunities to meet industry professionals. She helped the young person recognise that construction offers opportunities beyond traditional trades, including professional careers such as architecture. Through these experiences, the individual developed renewed motivation and began aspiring towards a career in architecture. This captures what makes Lauren different: she does not simply create opportunities; she helps people recognise their own potential.

What sets Lauren apart is the combination of strategic thinking, commercial awareness, creativity and genuine compassion she brings to her work. She has already demonstrated the ability to influence employers, develop partnerships, solve complex problems, deliver measurable outcomes and create social value. Her rapid progression to Strategic Account Manager is testament to her performance, but her strongest evidence of leadership is the impact she is already having on others.

Lauren represents exactly the kind of future leader Somerset needs; someone who understands business and industry while remaining deeply committed to people and place. Whether helping an employer access funding, creating apprenticeships, opening doors for women in construction, supporting vulnerable young people or helping adults into employment, she consistently turns initiative into action and action into measurable impact.

Lauren is not simply a promising professional. She is already helping shape Somerset’s future workforce, communities and opportunities. With her proven ability to lead, innovate and bring people together, she has enormous potential to become one of Somerset’s next generation of influential leaders.