ENGINEERING & GREEN SKILLS Job Vacancies
Find out how you can inspire the next generation of engineers.
Are you an experienced engineer looking for a new challenge? Or maybe a recent graduate with a passion for inspiring the next generation of engineers? Either way, Weston College wants to hear from you!
We offer a fully supported programme of training, including a funded teaching qualification, so you can take your expertise to the classroom and help shape the future of the engineering industry.
Our engineering programmes teach students and apprentices aged 16+, and we welcome applications from candidates with knowledge and experience in a range of disciplines. Whether you're fully qualified or new to teaching, we encourage you to apply.
Working with world-class employers like Rolls Royce, Airbus, and the Ministry of Defence, our study programmes offer career-boosting benefits to our learners, making sure they're career-ready. And as one of the largest training providers in the region, you'll be based in our state-of-the-art engineering facilities at South West Skills Campus.
Join a like-minded team in a modern campus with a full salary, holiday, and generous pension package, plus free onsite car parking. And with programmes from level two to seven and bespoke CPD courses, this is the perfect opportunity to start your teaching career or take it to the next level.
Apply now and find out how you can inspire the next generation of engineers at Weston College.
Currently there are no vacancies in this area, but if you'd like to be kept informed on when something else comes up in the future, register your interest below
Thinking of relocating?
Escape the hustle and bustle of the city and enjoy a better work-life balance by relocating near the coast. Discover the perfect blend of career opportunities and a serene coastal lifestyle to live your best life.
- Work with a highly motivated team of educators and professionals who are dedicated to providing an outstanding learning experience for students.
- Opportunities for professional development and career progression, including support for obtaining a Level 4/5 Diploma in Education and Training or equivalent/higher level teaching qualification
- Generous pension scheme and holiday entitlement, plus other benefits such as access to our fantastic Wellbeing@Weston support.
- Join an award-winning organisation that has a proven track record of providing high-quality education and training to students.
- Training opportunities for those new to teaching, including an extensive program of training to help you transition into a career in education.
- Work in a supportive and inclusive environment that values diversity and encourages innovation and creativity.
- Part time and full-time applications are welcome, to help you to achieve a healthy work-life balance.
- Smaller class sizes.
We deliver qualifications and apprenticeships from Level 2 to Level 5, so you could be helping someone to start their engineering career or enabling them to develop degree level skills to secure a career enhancement or promotion.
View our curriculum here:
16–19-year-olds: Engineering and Green Skills | Weston College
Adults: Courses for adults | Weston College
Degree level: Engineering and Construction - University Centre Weston (ucw.ac.uk)
Weston College is also the lead College for the West of England Institute of Technology where industry, education and research collaborate to design and deliver flexible, higher-level technical learning to equip people with the skills to fully participate in, and contribute to, economic growth driven by digital innovation and emerging technologies.
Find out more: West of England Institute of Technology - Leading Technical Education (weiot.ac.uk)
If you have a disability, neurodivergence, or a condition that may impact your performance during our selection process, we are happy to accommodate your needs. You will have the opportunity to inform us of any necessary adjustments throughout the application and selection process. As an employee, we will continue to discuss and work with you to ensure you have the necessary accommodations to succeed in your role.
Some examples of possible adjustments include:
- Allowing extra time for online assessments
- Providing alternative accessible formats
- Sharing interview questions beforehand
- Offering additional information about what to expect
- Providing an office orientation before an in-person assessment.
If you have any questions about the adjustments process at Weston College, please contact hr@weston.ac.uk .
Want to ask a question ahead of applying? Click here to book a phone call with a member of the team
RECENT NEWS STORIES
<div style="float:right;width:50%;"><iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/oeWk0CxblmI?si=46WOepQfs45F5Boe" width="560"></iframe></div><p>It’s official, <a href="https://www.ucw.ac.uk/">University Centre Weston (UCW)</a> is among the best places to study at university level in the UK, according to the results of the Teaching Excellence Framework (TEF) published on September 28th 2023.</p><p>The TEF panel considered the overall rating for UCW to be Gold, placing it among the country’s best university and college higher education providers. This recognition by the TEF Panel reflects UCW’s unwavering dedication to providing outstanding education to a diverse student body and places it within the top 20% in the UK and one of only six colleges nationally to achieve the status.</p><p>The Teaching Excellence Framework (TEF) is a national scheme run by the Office for Students (OfS) that aims to encourage higher education providers to improve and deliver excellence in the areas that students care about the most: teaching, learning and achieving positive outcomes from their studies.</p><p>The TEF does this by assessing and rating universities and colleges for excellence above a set of minimum requirements for quality and standards.</p><p>Providers that take part in the TEF receive an overall rating as well as two underpinning ratings – one for the student experience and one for student outcomes.</p><p>The ratings reflect the extent to which a provider delivers an excellent experience and outcomes for its mix of undergraduate students and across the range of its undergraduate courses and subjects.</p><p>Hundreds of higher education institutions in England, Wales and Scotland have had their teaching quality, learning environment, and student outcome data assessed by the TEF Panel and rated as either Gold, Silver, Bronze or Requires Improvement.</p><p>The TEF Panel judged that UCW delivers consistently outstanding teaching, learning and outcomes for its students, which is of the highest quality found in Britain.</p><p>Jacqui Ford, Interim Principal and Chief Executive of the Weston College Group expressed her delight, saying,</p><p>“This achievement represents a significant milestone for our region, confirming the excellence of our institution for higher education. Furthermore, it underscores the Weston College Group’s positive impact on learners both locally and nationally. Attaining Gold status also validates UCW’s approach of seamlessly blending high-quality academic learning with practical, career-oriented education, providing our students and university partners with confidence in our offerings.”</p><p>Ford extended her gratitude to the dedicated staff at UCW, Weston College, and partner universities, recognising their instrumental role in achieving this remarkable status. She noted:</p><p>"Our journey to this point would not have been possible without the invaluable support of my predecessor Sir Paul Phillips who led the Weston College Group since 2001 until his retirement in August 2023, our partner universities, the University of the West of England, Bath Spa University, and Hartpury University, as well as UCW’s Vice Principal for Higher Education, Sadie Skellon. The dedication of our staff, and governors, and the collaborative efforts with the West of England Local Enterprise Partnership and North Somerset Council have also been essential in reaching this remarkable achievement.”</p><p>UCW’s Vice Principal for Higher Education, Sadie Skellon added:</p><p>“The TEF Panel has recognised the efforts of the talented and dedicated students and staff that we have at UCW and across the Weston College Group, and the value of the outstanding support we provide.</p><p>“UCW is committed to being an inclusive institution, promoting participation from students from all backgrounds and supporting students to ensuring positive outcomes for all. We have strategic aims to articulate this and are pleased the OfS has acknowledged that UCW ‘tailors provision and succeeds in its aim of supporting underrepresented groups of students from its region to achieve in their studies’.</p><p>In addition to praise for the student experience, UCW was praised for its supportive learning environment, offering students access to a wide range of high-quality academic support tailored to their needs. The institution has also demonstrated a commitment to embedding employability and entrepreneurship into its course content, preparing students for successful futures.</p><p>UCW’s dedication to research, innovation, scholarship, professional practice, and employer engagement further enhances the academic experience, contributing to the institution’s outstanding standing in the TEF.</p><p>This Gold rating in the 2023 Teaching Excellence Framework solidifies UCW’s status as a leading institution committed to excellence in higher education.</p><p> </p>
<p>Weston College is delighted to announce its partnership with <a href="https://rotamec.com/">Rotamec</a> as a Career Excellence Hub endorser for engineering, marking a significant milestone in its commitment to providing exceptional learning opportunities for its learners.</p>
<p>Through this partnership, Rotamec will play a pivotal role in co-designing the engineering training provision, creating an inspiring learning experience, and equipping students with the skills needed to thrive in the business and wider industry.</p>
<p>Paul Pearce, Sales & Operations Director of Rotamec, said: "Our partnership with Weston College is paramount to the continued success, growth and sustainability of our engineering business. We work closely with Weston College at every juncture, ensuring we provide the best learning opportunities and facilities for all students. Our shared vision is to create an environment where students can learn, develop and enhance our core engineering skills, securing the future of our industry."</p>
<p>Andrew Webster, Education Sector Manager – Further Education & Skills at The Careers & Enterprise Company, said: “The team at Weston College don’t just work on one off projects about careers and the world of work, they work strategically, embedding information and examples about careers into so much of what they do. All of this means their young people are as well prepared as possible to take on the future.”</p>
<p>Sir Paul Phillips, Principal and Chief Executive of Weston College Group, added: “At Weston College, our mission statement is ‘creating brighter futures’ and we passionately believe in helping all our students reach their ultimate goal, focussing on their future employability and developing the skills they will need to have a successful career.</p>
<p>“The partnership between Weston College and Rotamec signifies a shared vision for developing a highly skilled workforce that can drive businesses and industries forward. By providing learners with access to industry-specific training and work experience opportunities, this collaboration will nurture a pool of talented individuals ready to contribute to the success and growth of the engineering industry.”</p>
<p><a href="https://www.weston.ac.uk/FutureTalentBusinessPartner?utm_source=main-me… out more about Career Excellence Hubs, by clicking here. </a></p>
<p>Bede is a 3rd year <a href="https://www.ucw.ac.uk/courses/engineering-degree-apprenticeships/">Engi… Degree Apprentice</a> working at <a href="https://www.airbus.com/en">Airbus</a>. Bede has shared his experience of being Neurodivergent:<img alt="Bede next to airplane at airbus" data-align="right" data-entity-type="file" data-entity-uuid="33df2ecf-2516-423f-ab2b-7bbf497c411c" src="/sites/default/files/inline-images/bede%20smaller_0.jpg" /></p>
<p>"Imagine walking into a shop and every item is blank. Packets, jars and boxes, unbranded and unidentifiable. It would be so hard to understand what you wanted to buy. Labels are often useful to identify and choose what we want, to be selective. But this can be flipped – they can also be used to single people out, to shame or discriminate – this is why I did not want labels at the start of my diagnosis journey.</p>
<p>At the age of 11 I was diagnosed with dyslexia, privately because the school I was at sadly deemed me not ‘dumb’ enough for a test. My dad is severely dyslexic and sometimes reading his text messages is a real mental work out – the phonetic spellings often so far from reality they make you laugh. So as I entered secondary school with a diagnosis and it was a positive neurodiversity (ND) support experience.</p>
<p>I was provided with regular support and lessons on the skills I needed to succeed in a neurotypical world. I think the thing it compounded most in my head was the feeling I was being ‘fixed’. Although no one explicitly told me this was the case, the world we live in orientates around the medical model of disability – the idea you have a ‘problem’ to be fixed.</p>
<p>By the end of the struggle and gruel that was school, I had some of the toughest years of my life - I was struggling mentally and felt lost about what was ahead. I had a place in university that I ended up dropping out of after three weeks. People laughed at me, because let’s be honest, who gives up the chance to study at Cambridge? I was unhappy and needed help to live my life better but I was too scared of labels which put me off of wanting to find the problem.</p>
<p>I wanted to be ‘normal’ and I did not want to feel like a burden or a list of forever stretching ‘problems’.</p>
<p>It took me a couple of years to work out what to do, a pandemic nearly sank all of my plans but by the end of 2020 I was in Bristol and starting the next stage of my life. Education is not built for me, or more generally it is not built for ND people. But I knew I needed a degree to progress to where I wanted to be in engineering, hence the Airbus apprenticeship scheme was ideal. It provided a balance between the work I loved and the difficulties of education.</p>
<p>Fast forward a couple more years and I received an email about the Neurodiversity Community in Airbus. To set the scene, it was August 2022. I was nearly two years into my engineering apprenticeship and struggling. I had split up with my long-term partner, started therapy once a week again and grown apart from old friends. I was in a place where I didn’t understand how to proceed in life without the risk of destroying everything I had built.</p>
<p>As with many things in my life, I threw myself headfirst into the community. It felt like something positive, mentally and emotionally. Each meeting felt as if I was helping not just myself but those around me. The sharing of employee’s struggles and stories around their ND drove me forward to be proud of my ND instead of hiding it or trying to fix it.</p>
<p>I think the biggest change for me was gaining an understanding of the different ways to view disability. Society taught me to see disability by the medical model, but instead the social model lets us view people as being disabled by barriers in society, not by the ‘problems’ that society sees in them.</p>
<p>I wanted to be ‘normal’ and I did not want to feel like a burden or a list of forever stretching ‘problems’.</p>
<p>It took me a couple of years to work out what to do, a pandemic nearly sank all of my plans but by the end of 2020 I was in Bristol and starting the next stage of my life. Education is not built for me, or more generally it is not built for ND people. But I knew I needed a degree to progress to where I wanted to be in engineering, hence the Airbus apprenticeship scheme was ideal. It provided a balance between the work I loved and the difficulties of education.</p>
<p>Fast forward a couple more years and I received an email about the Neurodiversity Community in Airbus. To set the scene, it was August 2022. I was nearly two years into my engineering apprenticeship and struggling. I had split up with my long-term partner, started therapy once a week again and grown apart from old friends. I was in a place where I didn’t understand how to proceed in life without the risk of destroying everything I had built.</p>
<p>As with many things in my life, I threw myself headfirst into the community. It felt like something positive, mentally and emotionally. Each meeting felt as if I was helping not just myself but those around me. The sharing of employee’s struggles and stories around their ND drove me forward to be proud of my ND instead of hiding it or trying to fix it.</p>
<p>I think the biggest change for me was gaining an understanding of the different ways to view disability. Society taught me to see disability by the medical model, but instead the social model lets us view people as being disabled by barriers in society, not by the ‘problems’ that society sees in them.</p>
<p>I faced a wake up call. I received a behavioural warning from my Early Careers managers near the end of 2022 from a three day training course we were sent on. I remember the three days well – it felt like school again – impossible to listen and to focus. It was somewhere I wanted to escape from as quickly as possible. As a result I was regrettably disrespectful. All the evidence I could see and feel in my life was pointing me towards ADHD. There were several champions in the community who would share common ADHD struggles – I felt them . There were members in the chat that would share common ADHD behaviours – I felt them. There were champions and members who shared their diagnosis stories. I listened, learned and felt understood.</p>
<p>I want to say that 2023 is going to be a good year. However, to be honest, it has been tough. The days I have felt overwhelmed and burnt out are more common than the days without. I have often felt excluded and actively struggle with this time of year. The weather, the cold, the dark and the rain makes me lack energy and happiness.</p>
<p>All this mental pressure has meant getting an answer from my ADHD diagnosis could not come quickly enough. I felt like I could self-diagnose, but the irrational doubt in my brain wouldn’t let me. Without the ability to label myself as ADHD, it means I often fail to be kind to myself when I experience common negative ADHD symptoms. I was able to ‘own’ and forgive my difficulties from dyslexia – “ah you have lots to read … give yourself breaks … take it easy”. But I struggled to own my feelings about being hypersensitive to bright lights or loud noises. Or feeling like I could never follow the time. Or understanding why I felt burnt out after any of my successful productive days. Or feeling demoralised when I hadn’t been able to focus at all.</p>
<p>I can now confidently say I have ADHD. My diagnosis is finished, I have combined impulsive, inattentive and hyperactive ADHD and my doubt in my NDs is gone (well I have been recommended an Autism diagnosis - which was expected…!).</p>
<p>How do I move forward with this? I’m not sure - this is just the start of my journey. However now I can explore the world of ADHD research, tips, tricks and even medication without the reluctant thought of ‘does this apply to me’.</p>
<p>I still struggle with labels but I have recognised just like in the shop we need labels sometimes to understand how to proceed. The controversial nature of labels is something felt by many and is explored by the amazing Genius Within here: https://geniuswithin.org/labelling-neurodiversity/</p>
<p>This year I want to continue to focus on building the community that has supported me so much. Sharing thoughts, troubles or successes helps celebrate positives and is a powerful encouragement through struggles. The warmth from people listening and sharing in a safe space is remarkable and transformative. There are many people inside Airbus and external who I have to thank for my progress. I think it is always important to remember that you are never alone, we have an amazing community here in Airbus, and many supportive employees."</p>
<p>One of Bede's lecturers here at Weston College, told us:</p>
<p>"I was Bede’s lecturer in Dynamics Modelling and Simulation. This involved Programming and Mathematical Simulation of Engineering Problems. </p>
<p>He was one of the best students and a real talent in programming.</p>
<p>Although undiagnosed at that time, I believe his ADHD played a significant role in his programming skills, problem solving and thinking out of the box abilities.</p>
<p>He never asked for support due to learning difficulties, but on several occasions, he was messaging me to share a ‘’crazy idea’’, as he used to say, usually in regards with some really challenging problem I had set to just a few of his cohort. A very bright mind indeed!"</p>
