Engage People, Invest in Skills, Transform Lives
We aim to support all of our stakeholders, including young people, adults, apprentices and businesses, to reach their potential through exemplary skills development.
Recognition of ‘place’ has been the key to the continued success of Calderdale College and we are proud to support the community to develop and grow.
To be a hub of lifelong learning and personal growth, offering individuals of all ages and backgrounds the opportunity to continually learn, grow, and evolve throughout their lives.
Calderdale College aims to be a beacon of possibility, inspiring individuals to pursue their passions, unlock their potential, and make a positive impact on the world.
We strive to be known as a great place to work for all staff, fostering a culture of respect, collaboration, and innovation, and investing in our employees’ growth, happiness and well-being.
Calderdale College’s role in a diverse and evolving region
Calderdale College serves a wide and diverse community across Calderdale and the broader West Yorkshire region. Our curriculum spans provision for 16–18-year-olds, adult learners, higher education, T Levels, apprenticeships, and bespoke commercial training. We are committed to delivering inclusive, high-quality, and innovative learning experiences, with a strong focus on supporting both local and regional workforce needs. Our apprenticeship programmes extend our impact through strong collaborative models with employers at local, regional, and national levels.
In 2023, we launched a new three-year strategy involving over 50 regional stakeholders, aiming to align our curriculum more closely with key economic sectors including Advanced Manufacturing, Construction, Health & Care, Digital, and the Creative Industries. This strategy enhances our role in meeting local and regional skills needs and further embeds our commitment to inclusive growth and economic participation.
Development Approach
We consulted over 50 stakeholders including employers, WYCA, NHS, local authorities, and fellow FE/HE institutions. Data sources included the West Yorkshire Labour Market Report, FE Provider Dashboard, WYCA and Calderdale Council Strategic Plan, and our internal feedback and outcomes data.
We are also collaborating with local providers as part of the West Yorkshire Consortium of Colleges and Huddersfield University to align delivery and address provision gaps, particularly in health, Construction, Engineering, Digital and Green Skills.
Economic and Regional Priorities – Informed by WYCA Strategy
West Yorkshire is a region of national and international economic significance, with a workforce of 1.1 million, over 90,000 businesses, and a combined output of £58 billion (pre-pandemic). Yet, like Calderdale, it continues to face structural challenges in productivity, pay, and access to higher-level qualifications. In response, the West Yorkshire Combined Authority (WYCA) has launched a bold and ambitious Local Growth Plan with the following six priority areas, all of which are highly relevant to our role as a college:
1. Sector-Driven Growth
West Yorkshire requires targeted investment, trade, and innovation in high-potential sectors, such as health and life sciences, advanced manufacturing, and the digital and creative industries. Calderdale College supports this aim by developing sector-specific pathways and employer-led training across these priority areas.
2. Business Innovation and Resilience
The region’s strategy includes helping businesses adapt to new technologies, adopt sustainable practices, and overcome barriers to innovation. Our commercial and apprenticeship provision supports local businesses through tailored workforce development, upskilling, and leadership training.
3. A Region of Learning and Creativity
Education and lifelong learning are central to regional prosperity. Calderdale College plays a direct role by offering accessible, flexible education, pioneering technical pathways (e.g. T Levels), and supporting key social mobility areas such as ESOL, basic literacy, and digital inclusion.
4. Thriving, Sustainable Places
The College’s work aligns with WYCA’s commitment to creating resilient, connected communities with access to high-quality housing, green infrastructure, and economic opportunity. Our investment in community engagement, digital inclusion, and sustainability education reflects this broader regional aim.
5. Inclusive and Accountable Growth
Calderdale College contributes to inclusive regional growth by tackling deprivation, improving life chances, and ensuring all learners—regardless of background—can succeed. This is aligned to WYCA’s commitment to devolution that delivers measurable outcomes.
As we progress into Year Three of our accountability statement, our commitment to transforming lives through skills development remains steadfast, continuing to align with both our local needs and national strategic initiatives. Building upon the strong foundation laid in Year One and Two, this year marks a pivotal time for Calderdale College as we embrace new initiatives while maintaining our focus on key areas outlined in the Local Skills Improvement Plan (LSIP). With 2026 fast approaching, we anticipate the introduction of the updated LSIP and will remain proactive in driving forward our regional priorities. Until then, our efforts will continue to focus on delivering the existing LSIP priorities while incorporating new programmes like the Work, Health, and Wellbeing initiative supported by the West Yorkshire Combined Authority (WYCA), in response to the government’s “Get Britain Working” agenda.
Reflection on 2024–25 Delivery
Last year’s delivery plan proved highly successful, with several key initiatives outperforming expectations. The launch of new courses in Esports and TV/Film attracted exceptional interest, significantly surpassing initial enrolment projections and confirming the demand for innovative, industry-relevant programmes. Learner feedback was particularly encouraging, with noticeable improvements in satisfaction across core areas, reflecting the impact of a more responsive and engaging learning environment.
Community engagement also deepened meaningfully. Initiatives such as Cuppa with a Coppa fostered stronger relationships between the college and local stakeholders, building trust and visibility within the wider community. On the digital front, platforms like APTEM and Teachermatic saw strong uptake, with active engagement becoming the norm rather than the exception—an important step in embedding digital literacy and autonomy into the learner experience.
However, challenges remain. Recruitment into certain technical areas, particularly construction, engineering and digital continues to lag behind other departments. This signals a need for targeted intervention and refined outreach strategies in the year ahead.
Key areas of focus
Develop and Adapt Course Offerings to Address Local Needs
As we approach the development of the new LSIP in 2026, we will continue to assess and expand our course offerings in alignment with the current LSIP, ensuring they evolve with the skills needed for local and national economic growth. Our courses will continue to cover crucial sectors such as green technology, advanced manufacturing, health, and digital skills.
In response to regional workforce needs, we will incorporate courses into the Work, Health, and Wellbeing Programme, designed to support the government’s efforts to help people get back into the workforce through skills development and well-being support. This will
provide local employers with skilled employees ready to address the urgent workforce shortages while promoting better physical and mental health for job seekers.
Strengthen and Expand Community Partnerships
Strengthening community ties remains a priority. We will expand our partnerships, focusing not only on the current LSIP but also by adapting to the new priorities as we head towards the 2026 LSIP update. This includes partnering with local employers, health organisations, and community groups to co-create training that supports regional economic development and addresses pressing social issues.
Our focus on Health and Wellbeing partnerships will grow, involving the local NHS, social care providers, and mental health organisations to support workforce development in these critical sectors. We will also engage with partners in the newly introduced Work, Health, and Wellbeing Programme to address the specific skills and resources required by employers to support the transition of individuals into the workforce.
Continue Advancements in Digital Infrastructure and Resources
We will continue to enhance our digital infrastructure, incorporating the latest technologies and tools to improve learning outcomes and align with regional priorities. Digital transformation remains a central element of the current LSIP.
Building upon the digital resources from Year One, we will introduce additional courses and digital platforms within the Work, Health, and Wellbeing Programme, making digital health tools and platforms available to learners and employers, ensuring the integration of technology into health and wellbeing-focused training.
Promote Inclusivity and Diversity
We will continue to promote inclusivity across the board, building a diverse community that reflects the region’s demographics. Special attention will be given to ensuring all groups, including disadvantaged communities, have access to training and development opportunities.
As part of the new Work, Health, and Wellbeing Programme, we will ensure that our inclusivity efforts cater specifically to those from marginalised or vulnerable backgrounds. We aim to create targeted pathways for these groups to enter the workforce, addressing both economic and social inequalities.
Regular Engagement with Stakeholders
Stakeholder engagement will remain central, ensuring we continuously adapt our approach to the evolving needs of our community and regional economy. Through termly Employer Advisory Boards and forums, we will engage stakeholders on LSIP priorities and course effectiveness.
We will introduce new forums and partnerships specifically focused on the Work, Health, and Wellbeing Programme. Engaging with employers, local healthcare providers, and wellbeing practitioners, we will co-design initiatives that foster job creation and promote workplace wellbeing across West Yorkshire, supporting WYCA’s overarching goals.
Key Performance Indicators:
Key Performance Indicators:
Key Performance Indicators:
Key Performance Indicators:
Key Performance Indicators:
LSIP Priorities
The West Yorkshire LSIP Board and our stakeholders have agreed the following overall aims, objectives and priorities for the West Yorkshire LSIP:
To enable employers and individuals to access the technical skills they need to support growth, transformation and increased productivity in our key sectors, defined as:
To enable employers to increase their responsiveness and resilience to changes, including emerging regulatory challenges and changing socio-economic circumstances, by addressing thematic skills needs, with themes defined as:
To work in collaboration with key stakeholders to jointly address the skills-specific issues, focusing on the occupations/activities where there are significant local skills shortages alongside gaps in, or limited take-up of, locally available provision.
In identifying and responding to these priorities we are seeking to help employers to:
Support providers to:
Develop new ways of delivering to improve take-up of provision by employers of all sizes.
SP1 – Prosperity
Task 1: Implement the Estates Masterplanning
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
Agree the priorities for development and improvement following the Masterplanning exercise. |
Produce a detailed capital investment plan to 2027 that maximises external capital funding. |
Manage the capital work to the highest quality with the minimum disruption to the day-to-day business. |
Improved facilities in terms of both quality and capacity enabling the College to continue to attract more learners. |
Task 2: Create more of a Learner social experience and sense of community
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
Consultation with learners and staff about opportunities to improve facilities. Ensure that indoor & outdoor learner social space is a priority in the Masterplanning, and that, at least, some small improvements made subject to funding. |
Review learner participation and engagement. Introduce a steering group including learners and staff for greater engagement and introduce an events calendar. |
Subject to funding improve learner dining and social space. |
Improve the learner experience to increase learner engagement & satisfaction, recruitment, attendance, behaviour and ultimately achievement. |
Task 3: Continue to improve the effectiveness and cohesion of the Curriculum Planning and Budget Setting processes.
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
Review the 25/26 Curriculum Planning and Budget Setting processes. |
Implement a New Course Approval process during the year, and a second capital bids process mid-year. |
Deliver a more streamlined planning process (CP & Budgets). |
Better planning with a greater focus on managed growth and effective resource allocation. |
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
Assuming successful FA Foundation bid, manage the implementation of the new 3G pitches. |
Implement a Sports Strategy for the community and with stakeholders to tackle inactivity linking in with the wider Calderdale Strategy. |
Review the impact of the Strategy and survey learners and users of the facilities. |
Increased commercial income. Greater outreach into the local community thereby improving reputation and learner recruitment. |
SP2 – Performance
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
Continued rollout and implementation of the APTEM system. |
Develop data reports from APTEM to enhance tracking, early intervention, and inform management decision-making. |
Develop digital resources to support personal development and Maths/English for apprentices. |
Improved apprenticeship tracking and support, enabling timely interventions, enhanced learner outcomes, and strengthened skills development in key areas. |
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
Identify curriculum areas for piloting AI-enhanced learning and flipped learning models, training Digital Champions and early adopters through focused CPD and VLE sessions. |
Roll out digital literacy frameworks for learners (covering AI basics, Office365, online safety) and a digital badging programme for staff (Explorer, Navigator, Innovator badges) to develop a digitally fluent and future-ready community. |
Integrate digital and AI-enhanced practices into curriculum quality assurance processes, monitor staff digital badging progression through DIVE targets, and celebrate achievements to foster a vibrant digital-first culture. |
A digitally empowered community with increased learner and staff confidence in digital and AI technologies, stronger independent learning through flipped learning, improved teaching innovation, and enhanced employability and academic outcomes. |
Task 3: Enhancing Educational Excellence, Personal Growth, and Learner Engagement
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
Strengthen the College quality cycle by streamlining policies and linking QA to staff development through bespoke HOW2-led professional learning activities, ensuring high impact on learner outcomes. |
Implement a reimagined Personal Development Programme that integrates future skills, financial literacy, employability, citizenship, and digital literacy, delivered through clarified roles and new tutorial structures. |
Develop dynamic and accessible feedback methods, including QDP surveys, rapid ‘advice’ collection tools, and focus groups. Embed a ‘You Said, We Did’ mechanism to visibly action student input across curriculum and personal development improvements. |
Improved teaching quality and consistency, enhanced student personal and academic development, stronger learner engagement and voice in shaping college experiences, and clearer pathways to progression and success beyond college. |
SP3 – Place
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
Collaborate with Calderdale Council and local community organisations to conduct surveys and focus groups in identified areas of academic inactivity. |
Design adult education courses based on the needs assessment, focusing on digital skills, employability, and personal development. |
Launch the adult learning programmes in collaboration with local venues and monitor participation and outcomes. |
Expand coverage of adult education in Calderdale, increasing percentage of adult spend in Calderdale area |
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
Increase the frequency and reach of the ‘Cuppa with a Coppa’ sessions, partnering with additional community centres. |
Organise termly themed events, such as health and wellbeing fairs, in collaboration with local organisations, including voluntary sector. |
Form a panel comprising community members, local leaders, and stakeholders to guide and evaluate outreach initiatives. |
Ensure programmes are responsive to community needs and continuously improve based on feedback. |
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
Complete summer works on new 3G facilities on current Inspire centre grounds. |
Collaborate with local schools and youth organisations to create after-school sports programs, utilising the Inspire Centre’s facilities. |
Implement a series of workshops and one-on-one sessions focusing on mental health, nutrition, and lifestyle management, supported by the Better Living Service. |
Provide accessible support to community members, aiming for a 50% increase in service utilisation. |
SP4 – People
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
Develop business case and procure i-TRENT Learning and Development module and procure new system together with new software to enhance teaching and learning practice (How 2) |
Implement i-TRENT L&D module ensuring every colleague has an up-to-date training record and the College has accurate L&D reporting. Implement How 2 teaching and learning software to support staff. |
Implement Individual Development Plans into Management framework and review effectiveness of How 2 teaching and learning software. |
Enhanced employee skills, improved job satisfaction and better internal job mobility. |
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
Further develop College’s wellbeing programme. |
Launch ‘York survey’ – an employee opinion survey that benchmarks with comparative Colleges. |
Based on survey feedback amend, adapt and implement policies and practices that support increased wellbeing and recognition. |
Higher morale, improved productivity and a more engaged workforce. |
Task 3: Foster a culture of Equality, Diversity and Inclusion
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
Ensure the actions from the first stage of Investors In Diversity (IID) are implemented. |
Achieve Silver status for IID and implement recommended actions. |
Implement actions with the aim of achieving Gold IID status |
Improved Employee Satisfaction, attraction of Diverse Talent, and Enhanced Creativity and Innovation |
SP5 – Partnerships
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
Form advisory groups across key sectors such as Health, Digital, Engineering, and Creative Industries, each chaired by a governing body member. |
Collaborate with advisory groups to create tailored action plans focusing on curriculum development, apprenticeship opportunities, and digital skills integration. |
Launch initiatives from the action plans and establish a framework for regular evaluation and feedback. |
Strong oversight by Governing Body of employer engagement and impact of Calderdale College initiatives. |
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
Research and approach local and national organisations for sponsorship opportunities, focusing on sectors aligned with the College’s Strategic Plan. |
Collaborate with secured sponsors to create additional WEX placements for students, particularly in high-demand sectors. |
Create a comprehensive framework outlining the process for securing and managing sponsorships and WEX placements. |
Offering a suite of WEX opportunities for all students at Calderdale College. |
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
Conduct a review of existing initiatives like the Health and Care Academy to identify areas for expansion and collaboration. |
Engage with Calderdale Council, NHS Trust, and voluntary sector organisations to co-develop new social action projects. |
Implement the developed projects and set up mechanisms for monitoring and evaluation. |
Develop 2 new initiative leading to successful outcomes for students and apprentices. |
SP6 – Planet
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
Responsibilities for targets in the CAP will be allocated to specific areas within college.
We will cost a five year decarbonisation plan.
We will review current waste management processes looking to increase awareness of waste minimisation, recycling and reusing. |
Funding opportunities will be sought for the decarbonisation plan. A new waste provider will be identified and staff and students will be educated on waste minimisation. Our digital strategy will align closely with the CAP in order to minimise waste including our digital carbon footprint. |
Baseline and in year measurements will be analysed effectively to recognise where the BMS system needs updating or specific cost saving measures can be implemented to improve efficiencies.
Staff and students will be on board with new waste management procedures.
The canteen menu will have a strong sustainability focus with training provided from catering tutors and external partnerships. |
Targets will help reduce our carbon footprint; increase awareness of climate change; increase our green skills offer and increase our climate resilience. |
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
As a collaborative project between students, construction, ELS, catering tutors, projects team, we will co-design and plan out four specific green spaces. A ‘citizen scientist’ biodiversity audit will have taken place to recognise starting points and areas for potential rewilding and/ or nature conscious planting. |
Construction will have begun on the four green spaces and external organisations will have been sought to provide reclaimed and donated materials. Students will have created resources and will start growing their own products. Some students will have opportunities to visit moorland and the surrounding areas to develop knowledge of our local landscape and the impact of climate change. |
The four green spaces will be complete and used by staff and students as areas to relax, learn and grow different vegetables and varieties of plants.
Phase two of the Biodiversity Climate Action Plan will be designed and resources allocated including tree planting of native species that promote wildlife diversification.
The outside classroom will provide further educational opportunities and for students to showcase their work. |
The green spaces will help increase biodiversity, improve staff and student wellbeing and raise awareness of growing techniques and kitchen gardens. |
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
The new tutorial process will have a clear green skills pathway that aligns with social value, volunteering opportunities and career progression into green skills jobs.
All staff will have access to ESD training including Carbon Literacy and curriculum specific ESD training. Each area will have a voluntary sustainable champion who will be provided with tailored training in order to support members of their team. |
Staff will partake in relevant ESD education including all non-curriculum staff. Opportunities will be sought to increase the number of staff and students volunteering in green skills areas. Curriculum Planning will involve an innovative look at broadening our green skills courses including ones that may require further capital investment such as in the ground or air source training sector. |
Staff from different areas will be more closely involved with Calderdale Council’s CAP. We will offer green skills training to schools and voluntary organisations through bootcamps or FCFJ.
Bespoke programmes will be designed for SMEs to enhance understanding of sustainable development.
Staff will be more confident in embedding and creating ESD content across curriculum areas. |
ESD and green skills will develop student and staff understanding of reducing their negative impact on climate change and inspire students to look at green skills as a viable career opportunity. |
Expanding Local Adult Offerings and Curriculum Reforms
Calderdale College is further expanding its curriculum to increase access for adult learners, aligning with both local and national priorities. Building on last year’s success, we are introducing new, flexible learning pathways that cater to the diverse needs of adult learners, including those seeking to reskill or upskill in response to the changing job market.
Widening Participation: We are expanding our local adult education offerings by introducing flexible, part-time, and evening programmes in key sectors such as digital technology, green energy, and health and wellbeing. By breaking down barriers to education, we aim to increase access for underrepresented groups, including individuals returning to work after a career break, those facing employment barriers, and individuals from disadvantaged communities.
Curriculum Reforms: As part of ongoing curriculum reform, we are incorporating industry-relevant modules and qualifications that respond to local economic needs. Through consultations with local businesses and regional employers, we are ensuring our offerings are directly aligned with sector demands, particularly in areas with significant growth potential like renewable energy, digital technologies, engineering and healthcare.
Building on Local Partnerships
Building upon the relationships already established, Calderdale College is strengthening its partnerships with local employers, community organisations, and stakeholders to provide targeted training and development. Our collaboration with WYCA and Calderdale Council has been instrumental in identifying and addressing specific regional skills gaps, and we are focused on developing targeted skills provision that builds on the success of Skills Connect, a regional initiative aimed at bridging the skills gap and creating Digital Champions for local organisations.
Targeted Skills Provision: Through our partnership with WYCA, we are working closely to identify skills shortages in key sectors such as construction, digital, and health. This collaboration allows us to develop focused programs that align with local and regional priorities, including high-demand occupations in healthcare, construction, and digital services.
Expanding Employer Engagement: In addition to the expansion of our adult offer, we are continuing to strengthen relationships with local employers through Employer Advisory Boards and sector-specific working groups. These partnerships will guide curriculum development, ensuring that the skills students acquire are directly applicable to the job market. We are actively engaging with employers in the Skills Connect network to design tailored training that addresses both immediate workforce needs and longer-term strategic goals.
Strengthening Collaboration and Enhancing Local Economic Impact
As we look toward 2026, we are deepening our collaboration with local and regional education providers to ensure a cohesive and coordinated approach to skills development. This includes working alongside training providers, further education institutions, universities and other partners to deliver integrated learning pathways that provide clear routes from education into sustainable careers.
Support for Local SMEs: Through our ongoing partnership with WYCA and other regional partners, we are also providing tailored support for local SMEs. These businesses are vital to the local economy, and by offering targeted workforce development programmes, we can help them overcome skills shortages and support their growth. This includes flexible training solutions, leadership development programmes, and apprenticeships that cater to the needs of small and medium-sized enterprises.
Continued Investment in Infrastructure and Resources
In line with our ongoing commitment to local skills needs, Calderdale College has made significant capital investments to enhance our technological and learning infrastructure. This investment is key to ensuring our facilities remain at the forefront of educational innovation and provide a modern, dynamic learning environment for our students.
Technology and Facilities Upgrades: We have allocated a significant portion of our budget to enhance digital learning resources, which includes expanding our IT infrastructure to support online and blended learning models. These upgrades ensure our curriculum offerings are flexible and accessible to all students, particularly those engaged in lifelong learning.
New Facilities for Key Sectors: In addition to digital upgrades, we are developing new facilities to support key sectors such as healthcare, digital technologies, and green energy. These facilities will provide students with hands-on experience in real-world environments, ensuring they are well-prepared for the job market upon graduation.
Ongoing Commitment to Employer and Community Engagement
Calderdale College remains dedicated to maintaining strong links with employers, local authorities, and community groups to ensure that our educational offerings are directly aligned with the needs of the local economy.
Regular Stakeholder Engagement: Through our established Employer Advisory Boards, we will continue to engage regularly with local businesses, community leaders, and employers to ensure our curriculum remains responsive to evolving needs. We will also conduct annual reviews to assess the impact of our curriculum on local employment outcomes, refining our offerings where necessary.
Measuring Impact: In alignment with WYCA and local stakeholders, we will develop new mechanisms to measure the impact of our programmes on local employment and economic outcomes. and the skills development of workers engaged in training programmes.
Conclusion
Through continued collaboration, targeted investment, and an unwavering focus on local needs, Calderdale College remains committed to meeting the skills challenges of the future. Our ongoing efforts to expand participation, build on existing partnerships, and develop relevant, industry-aligned programmes will ensure that we are well-positioned to support both our learners and the local economy for years to come. As we approach the update of the Local Skills Improvement Plan (LSIP) in 2026, Calderdale College will continue to adapt and respond to local, regional, and national priorities, fostering inclusive growth and preparing our community for success in the ever-evolving global economy.
Governance and Compliance
This Accountability Statement was approved by the Governing Body on 27/5/25 and is published in fulfilment of the Local Needs Duty as required by the Skills and Post-16 Education Act 2022.
