Thirty first year students from the Foundation Degree in Uniformed and Public Services at Weston College have returned from an eight-day trip to The Gambia.

The students, who were accompanied by teaching staff from the College, experienced the culture of the West African country, and gained knowledge about public services provision.

This was the seventh year that students from various courses at Weston College have visited this school, and during a visit to Ayr Luton Primary School they discovered the impact of support provided by students from the College over the years.

James Hazzard, Higher Education Quality Manager, who has visited The Gambia on previous trips involving students from the College, said: “It was fantastic to see how much of an impact our visits have had on what was a destitute and impoverished school.

“The school is now full of resources our students have donated through fundraising activities.  It was an overwhelming, emotional, yet rewarding experience for all involved.”

During the trip, the students also visited a fishing village, and met with tribe leaders to witness living conditions.  

The students were also able to gain exposure to the public services provision including the fire brigade and police, where they received tours, got the chance to use equipment and received lectures on the challenges faced by the public services in a third world country. 

The trip was self-funded by the students, with additional funds generously provided by the College to go towards providing stationary and books for Ayr Luton School.

Mark Harvey, Programme Co-ordinator for the FdA in Uniformed and Public Services, which is run in partnership with the University of the West of England, said: “These experiences enhance life skills and contribute towards successful completion of the course and into employment.

“Last year over 30% of the class gained a 1st, which is well above the national average.” 

An innovative Weston College-led partnership has secured the go-ahead for a plan to help unemployed people in the West of England find employment.

The project, entitled ‘West of England Works’, is part of the Building Better Opportunities programme and involves a range of voluntary and community organisations based in Bristol, North Somerset, South Gloucestershire, and Bath and North East Somerset.

£6 million of funding has been awarded to the partnership by the Big Lottery Fund and the European Social Fund, and it is hoped that West of England Works will support at least 1537 young people and adults into gaining employment through a community-based support programme.

Dr Paul Phillips OBE, Principal and Chief Executive of Weston College, said: “This partnership will bring unique and innovative opportunities to people in the region, and will support those furthest from the labour market to move towards, or secure, sustainable employment or training.

“Partnership and working with local voluntary, community and social enterprise organisations has been key to the development of West of England Works and the success of this bid.

“This could not have been achieved without the West of England Civil Society Partnership, which works with local organisations that support people in communities across the area, breaking down barriers and working across boundaries.”

The partnership was launched on the 8th of December 2016 at a meeting of key stakeholders in Weston College’s Conference Centre.

We've been invited to Buckingham Palace to pick up one of the most important educational prizes in the country: the Queen’s Anniversary Prize for Higher and Further Education.

The award is the latest of a string of successes that the College has seen in recent years since the appointment of Dr Paul Phillips CBE as Principal and Chief Executive.

What is a Queen’s Anniversary Prize?

The Queen's Anniversary Prizes for Higher and Further Education are awarded to leading colleges and universities every two years, and reward excellence, innovation and positive impact on the community. It is generally thought of as equivalent to an Honour but applied to an institution. It is a nation-wide award that is considered to be the most prestigious in the education sector. For further information on the Queen’s Anniversary Prize please visit www.royalanniversarytrust.org.uk

What did we win it for?

The Royal Anniversary Trust judges acknowledged our pioneering approach to outstanding inclusive practice. They recognised that Weston College’s dedicated special educational needs and disability (SEND) provision had delivered impact at a local, regional, national and international level. The College has been recognised for creating world class facilities delivering aspirational provision to over 1000 students requiring additional support. Continuous high performance has been driven by strong leadership from the very top, which has placed empowerment and personalisation at the heart of the College’s strategic plans.

Judges could see that our excellent delivery has allowed the sharing of best practice in order to improve outcomes for other disadvantaged groups including ex-offenders and the long term unemployed. They also recognised that the College’s award-winning provision showed how staff, learners and employers have worked together to “value people” and to create inclusive social mobility for all.

Why is inclusive practice important to us?

Our focus on inclusive practice is led by our Principal and Chief Executive, Dr Paul Phillips CBE, who believes that our students should be put first and that all of our students should be able to enjoy the same high-quality teaching, facilities and support regardless of their background and abilities. He was inspired by the 2001 White Paper titled “Valuing People – A New Strategy for Learning Disability in the 21st Century”.

What does this mean for our students with SEND?

Students at the College can expect to achieve results that are consistently above the national benchmark, with 97% of learners with SEND progressing into employment, further learning or higher education. They can also expect to study in purpose-built facilities that enable them to fulfil their full learning potential. They are taught and supported by highly-qualified specialist staff through personalised programmes of study, which are dynamically and innovatively based on an empowerment model which promotes independence rather than dependency.