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.
The Accountability Statement reflects feedback from employers, staff, governors, learners and community partners gathered through leadership away days, strategic planning activity and curriculum review discussions. The document has been updated to strengthen clarity, accessibility and accountability, ensuring that local, regional and national priorities can be more easily understood and translated into measurable action.
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, Skills Bootcamps, adult community learning, and bespoke commercial training. We are committed to delivering inclusive, high-quality and innovative learning experiences, with a strong focus on supporting local, regional and national workforce needs.
The College’s role is increasingly important as Calderdale and West Yorkshire respond to a changing economy. Employers need job-ready people with technical competence, digital confidence, wider employability skills and the ability to adapt to new technologies. Residents need clear pathways into learning, work, progression and higher-level skills. The College is therefore both an anchor institution for Calderdale and a strategic skills partner for West Yorkshire.
In 2023, we launched a three-year strategy involving more than 50 regional stakeholders, aiming to align our curriculum more closely with key economic sectors including Advanced Manufacturing, Construction, Health and Care, Digital, and the Creative Industries. This accountability statement builds on that strategy and updates our direction in response to the refreshed West Yorkshire Local Skills Improvement Plan (LSIP) 2026-2029, the West Yorkshire Local Growth Plan, Calderdale’s Employment and Skills Framework, and national priorities set out through the UK’s Modern Industrial Strategy and the evolving role of Skills England.
For accessibility, key acronyms used throughout this document include: LSIP (Local Skills Improvement Plan), WYCA (West Yorkshire Combined Authority), EDI (Equality, Diversity and Inclusion), SEND (Special Educational Needs and Disabilities), ESOL (English for Speakers of Other Languages), and NEET (Not in Education, Employment or Training).
The College will continue to use its 6P framework – Prosperity, Performance, Place, People, Partnerships and Planet – as the delivery mechanism for turning regional and national policy into clear actions, measurable outcomes and improved life chances for Calderdale learners and employers.
Economic and Regional Priorities – Informed by WYCA Strategy
West Yorkshire is a region of national economic importance. The West Yorkshire Local Growth Plan sets out a 10-year direction for “good growth” and identifies investment, skills and connectivity as central barriers to be addressed. The Combined Authority describes West Yorkshire as a region of practical engineers, pioneering innovators, world-class universities, teaching hospitals, cultural institutions, household-name businesses and emerging start-ups. It also identifies a significant opportunity: closing the output gap with the UK average would mean additional businesses, more people with Level 4 qualifications, more jobs and greater annual investment.
For Calderdale College, this means our accountability statement must be more than a compliance document. It must show how we will contribute to regional productivity, support inclusive growth, reduce economic inactivity, build employer confidence and ensure that learners can progress into good jobs in sectors where there is genuine demand.
West Yorkshire Local Growth Plan: College Response
| WYCA Priority | Calderdale College response in 2026-2027 |
|---|---|
|
1. Unlocking growth in sectors |
Prioritise curriculum growth in Advanced Manufacturing and Engineering, Construction, Health and Care, Digital and Technology, Creative Industries and Green Economy pathways. Align employer advisory boards to the LSIP priority sectors and use labour market intelligence in curriculum planning. |
|
2. Enabling all businesses to succeed |
Support Calderdale SMEs through flexible commercial training, apprenticeships, Skills Bootcamps, leadership and management training, digital skills, AI awareness and sustainability support. |
|
3. A region of learning and creativity |
Build lifelong learning pathways from community outreach and pre-employment provision through to Level 3, T Levels, apprenticeships, higher technical skills and adult reskilling. |
|
4. Integrated transport and access |
Plan delivery around accessibility, local community venues and employer sites so that transport, caring responsibilities and confidence do not prevent participation. |
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5. Thriving, sustainable places |
Use the College’s estate, employer networks and community outreach to support regeneration, wellbeing, local pride, skills participation and progression into work. |
|
6. Devolution, outcomes and monitoring |
Strengthen the evidence base for local skills planning through termly curriculum review, employer feedback, destination tracking and alignment with WYCA and Calderdale outcome measures. |
Calderdale and West Yorkshire Evidence Base
The accountability statement has been refreshed using local and regional evidence. Calderdale has a resident population of approximately 210,929 and a working-age population of around 131,700. Labour market data shows 107,000 jobs in Calderdale in 2024 and around 90,000 employee jobs.
Manufacturing remains a particular local strength, accounting for around 11,000 employee jobs and 12.2% of employment, compared with 7.3% across Great Britain. Construction accounts for around 5,000 employee jobs, while human health and social work also accounts for around 11,000 employee jobs. Calderdale also has a notable financial and insurance employment share at 6.7%, higher than the Great Britain average of 3.4%.
This sector profile reinforces the need for Calderdale College to maintain a strong technical and vocational offer in engineering and manufacturing, construction, health and care, business and finance, digital and creative industries. It also highlights the importance of transferable skills, leadership, digital capability and sustainability skills across the whole curriculum.
At the same time, local labour market data shows the scale of the inclusion challenge. The claimant count in Calderdale in March 2026 was 4.3% of the working-age population, with the 18-24 claimant rate at 8.4% compared with 5.8% across Great Britain. Economic inactivity among working-age residents was 23.6%, above the Great Britain average of 20.8%, with long-term sickness accounting for 36.4% of inactivity. Calderdale Council’s Employment and Skills Framework therefore rightly focuses on addressing skills and labour gaps, improving qualifications, reducing inequalities, reducing unemployment and economic inactivity, and supporting good jobs.
The NEET challenge is central to this accountability statement. Calderdale’s Anti-Poverty Annual Report 2025 reported 213 young people aged 16 and 17 were not in education, employment or training, representing 3.9% and whilst this is below the regional and national average, more must be done. Across West Yorkshire, youth unemployment and economic inactivity remain above national averages, with WYCA reporting a West Yorkshire NEET rate of 5.57% and evidence that disadvantaged young people and those experiencing anxiety, low confidence or poor wellbeing are least likely to access support. Nationally, ONS estimated that 946,000 young people aged 16 to 24 were NEET in July to September 2025, representing 12.7% of the age group. This creates a clear imperative for a bespoke Calderdale plan that connects early identification, outreach, transition support, employer pathways and sustained progression.
National Industrial Strategy and Further Education Priorities
The UK’s Modern Industrial Strategy 2025 is a 10-year plan to increase business investment and grow the industries of the future. It identifies the growth-driving sectors of Advanced Manufacturing, Clean Energy Industries, Creative Industries, Defence, Digital and Technologies, Financial Services, Life Sciences, and Professional and Business Services. Skills England has also highlighted Construction and Health and Adult Social Care as priority sectors due to housebuilding commitments, substantial skills shortages, and growing demand linked to an ageing population.
The College’s curriculum priorities for 2026-2027 therefore sit at the heart of Calderdale’s local labour market and national growth sectors. Our strongest areas of delivery – engineering and manufacturing, construction, health and care, digital, creative, business, professional services and green skills, are all aligned to one or more national and regional priorities. This gives a clear rationale for investment, employer engagement and curriculum development.
| Industrial Strategy / Skills England priority | College alignment | Local rationale |
|---|---|---|
|
Advanced Manufacturing |
Engineering, manufacturing, CAD, maintenance, machining, automation, robotics, leadership and supervision. |
Manufacturing is a local employment strength and a major LSIP priority. |
|
Clean Energy Industries |
Low-carbon construction, retrofit, heat pumps, solar PV, EV charging, sustainability, carbon literacy and green skills embedded across curriculum. |
Supports net zero, Calderdale climate action and WYCA’s 2038 net zero ambition. |
|
Digital and Technologies |
Digital T Levels, cyber awareness, data, AI literacy, software, creative digital production and digital skills for all sectors. |
Digital capability is a cross-cutting LSIP priority and a productivity enabler. |
|
Life Sciences / Health and Adult Social Care |
Health and Care Academy, healthcare progression routes, clinical skills, digital health, wellbeing and pre-employment pathways. |
Supports local health/care workforce shortages and inclusive employment pathways. |
|
Construction |
Construction trades, site supervision, health and safety, retrofit, MMC, employer placements and apprenticeship pipelines. |
Supports housing, infrastructure, retrofit and employer demand in West Yorkshire. |
|
Creative Industries |
Creative production, TV/film, esports, digital art, performance, enterprise, freelance skills and employer projects. |
Supports Calderdale’s creative assets and regional creative growth. |
|
Professional and Business Services |
Business, finance, management, leadership, customer service, project management and digital productivity. |
Responds to local employment strength and SME productivity needs. |
Key Areas of Focus for 2026-2027
1. Develop and Adapt Course Offerings to Address Local Needs
We will continue to assess and expand our course offerings in alignment with the refreshed LSIP, WYCA Local Growth Plan and Calderdale Employment and Skills Framework. Priority will be given to engineering and advanced manufacturing, construction and retrofit, health and care, digital and technology, business and professional services, creative industries and green skills. We will strengthen Level 3 pathways and build clearer progression into Level 4-5 and higher technical skills, particularly where local residents currently need to travel outside Calderdale or where employer demand is not yet fully met locally.
2. Strengthen and Expand Employer and Community Partnerships
We will deepen employer engagement through sector-led Employer Advisory Boards chaired by governors, curriculum co-design, employer projects, placements, apprenticeships and commercial training. This will focus particularly on engineering, manufacturing, construction, health and digital, while also maintaining links with creative, business, public sector and voluntary sector partners. Employer feedback will be used termly to shape curriculum intent, resources, employability activity and progression routes.
3. Continue Advancements in Digital Infrastructure, AI and Resources
Digital capability will remain a core element of curriculum, staff development and business support. The College will expand the use of AI-enhanced learning, digital badges, flipped learning, AR/VR and sector-specific digital tools. This will include AI literacy for learners and staff, applied digital skills in technical areas, and support for employers to understand digital transformation, cyber awareness and the responsible use of AI.
4. Promote Inclusivity, Diversity and Social Mobility
The College will continue to promote inclusivity across the whole organization and drive this through our work with the National Centre for Diversity and our FREDIE values. Particular attention will be given to disadvantaged learners, SEND learners, care-experienced young people, adults returning to learning, people facing health-related barriers to work, and communities with lower participation in post-16 or adult learning. We will strengthen EDI, personal development, wellbeing and tailored support so that learners can enter, stay in and progress through education and employment.
5. Deliver a Bespoke NEET and Youth Participation Plan
We will develop a Calderdale-focused NEET plan that aligns with WYCA youth employment priorities and national concern about rising NEET levels. This will include early identification of risk, transition support from schools and alternative provision, short engagement programmes, mentoring, English and maths support, confidence and wellbeing interventions, work tasters, employer encounters, supported internships where appropriate, and clear routes into apprenticeships, further learning or employment.
6. Sustainability, Carbon Action and Green Skills
We will implement the Colleges recently published Carbon Action Plan and develop Education for Sustainable Development across the curriculum. Green skills will be explicitly identified in curriculum planning, with additional focus on construction retrofit, energy efficiency, low-carbon technologies, sustainable business practice, biodiversity, waste reduction and digital carbon awareness. Planet will remain an operational priority and a curriculum priority.
7. Strengthen Adult Learning, Upskilling and Economic Inactivity Pathways
We will expand adult skills, community-based learning and employer-responsive provision, particularly for adults who are unemployed, economically inactive, returning to work, changing career or progressing in work. This includes digital, employability, health and wellbeing, construction, engineering, ESOL, numeracy, English and maths, and flexible provision that is accessible across Calderdale and the wider region.
Progress against all objectives will be reviewed termly through Corporation reporting, curriculum performance reviews, learner voice activity, employer feedback, destination tracking and benchmark comparisons against regional and national datasets. Success measures will include both quantitative outcomes and qualitative impact evidence.
8. Inclusive Mainstream Fund
We will use the Inclusive Mainstream Fund to strengthen our whole-college approach to inclusion, ensuring that all learners can access high-quality education and achieve their potential. Investment will focus on identifying and developing the key roles, systems and professional development required to embed inclusive practice across the organisation. This will include enhancing our capacity to identify and respond to learners’ needs earlier, equipping staff with evidence-informed strategies through targeted training, and reviewing our processes and learning environments to remove barriers to participation and achievement. Through this work, we will continue to develop adaptive teaching approaches, inclusive decision-making and accessible learning environments that enable all learners, including those with SEND, to flourish and thrive within mainstream provision.
Objectives and Key Performance Indicators
Objective 1: Expand Course Offerings to Address Local and Regional Skills Needs
Key Performance Indicators:
Objective 2: Strengthen Employer and Community Partnerships
Key Performance Indicators:
Objective 3: Enhance Digital Infrastructure, AI and Learning Resources
Key Performance Indicators:
Objective 4: Promote Inclusivity, Diversity and Reduce Inequalities
Key Performance Indicators:
Objective 5: Deliver a Calderdale NEET and Youth Participation Plan
Key Performance Indicators:
Objective 6: Deliver Sustainability, Carbon Action and Green Skills
Key Performance Indicators:
Objective 7: Strengthen Adult Skills, Economic Inactivity and Progression Pathways
Key Performance Indicators:
Local Skills Improvement Plan – West Yorkshire
The refreshed West Yorkshire LSIP 2026-2029 sets out the employer-led priorities and system changes required to ensure that post-16 technical education and training is aligned with employer demand. It focuses on priority sectors including Digital and Technology, Financial and Professional Services, HealthTech and Life Sciences, Advanced Manufacturing and Engineering, Creative and Cultural Industries, the Green Economy and Construction. It also identifies six cross-cutting priorities: addressing technical and specialist skills shortages; strengthening digital, AI and low-carbon capability; improving progression into Level 4-5 and above; developing leadership, management and workforce readiness; expanding flexible modular and employer-responsive training; and improving inclusion and access for under-represented groups.
Calderdale College will use the LSIP as a live planning tool. Curriculum planning, business planning, employer advisory boards and capital investment proposals will reference the LSIP priorities and identify the contribution the College will make. Particular attention will be given to sectors where Calderdale has a strong local employment base or where residents can access wider West Yorkshire opportunity corridors.
| LSIP priority | College delivery response |
|---|---|
|
Address technical and specialist shortages |
Expand engineering, construction, health and digital technical pathways; increase apprenticeship and Bootcamp alignment; use employer boards to validate skills needs. |
|
Strengthen digital, AI and low-carbon capability |
Embed AI literacy, digital tools and sustainability across curriculum; expand digital and low-carbon provision; support SMEs with practical upskilling. |
|
Progression into Level 4-5 and above |
Strengthen University Centre pathways, higher apprenticeships, HTQ-style pathways where viable, and FE-HE progression advice. |
|
Leadership, management and workforce readiness |
Embed employability, personal development, project working, communication, financial literacy, customer service and supervisory skills. |
|
Flexible, modular and employer-responsive training |
Expand short courses, evening/weekend delivery where viable, blended learning, bespoke employer training and community-based provision. |
|
Inclusion and access |
Target disadvantaged communities, SEND, NEET, adults with health barriers, women in STEM/construction, ethnic minority participation and care-experienced learners. |
SP1 – Prosperity
Task 1: Implement the next phase of estates masterplanning aligned to LSIP priority sectors.
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
Confirm capital priorities for engineering, construction, health, digital and green skills facilities. |
Develop a capital investment plan to 2028 that maximises external funding, employer contribution and LSIF/strategic opportunities. |
Ensure estates works minimise disruption and are aligned to recruitment, retention and learner experience priorities. |
Improved facilities and capacity in priority sectors, enabling managed growth and stronger employer confidence. |
Task 2: Improve the effectiveness of curriculum planning and budget setting.
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
Review 2025/26 curriculum planning against LSIP, Calderdale labour market data and learner demand. |
Embed a New Course Approval process requiring employer evidence, progression routes and financial sustainability. |
Use termly curriculum and financial dashboards to monitor recruitment, retention, cost, progression and employer relevance. |
Better planning, managed growth and stronger resource allocation to priority sectors and community need. |
Task 3: Grow provision that supports local productivity and progression.
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
Expand adult and apprenticeship pathways in engineering, construction, health, digital, business and green skills. |
Strengthen progression to Level 4-5, higher apprenticeships and University Centre provision where demand is evidenced. |
Develop clearer curriculum maps showing routes from engagement provision to employment and higher skills. |
More Calderdale residents progress into skilled roles and higher-level learning without needing to leave the borough. |
Task 4: Further develop commercial income and employer-responsive training.
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
Create a Calderdale SME training menu covering leadership, digital, AI, carbon literacy, customer service and health/wellbeing. |
Use employer advisory boards to identify short commercial courses and bespoke training opportunities. |
Review commercial performance, employer satisfaction and repeat business termly. |
Increased commercial income and stronger support for small businesses, productivity and workforce resilience. |
SP2 – Performance
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
Continue APTEM implementation and strengthen use of tracking data for reviews, progress and intervention. |
Develop dashboards for attendance, off-the-job training, gateway readiness, employer feedback and achievement. |
Create digital resources to support personal development, English, maths and occupational competence for apprentices. |
Improved apprenticeship achievement, retention and employer satisfaction in priority skill areas. |
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
Identify curriculum areas for AI-enhanced learning, flipped learning and AR/VR pilots, especially in health, construction, engineering and digital. |
Train Digital Champions and develop digital badging for staff and learners covering AI basics, Office365, online safety and productivity tools. |
Integrate digital and AI-enhanced practice into quality assurance, observation, curriculum review and learner voice. |
A digitally confident community with improved independent learning, employability and readiness for AI-enabled workplaces. |
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
Strengthen the College quality cycle by linking QA findings to How2 professional learning and subject-specific CPD. |
Implement a personal development programme that includes employability, financial literacy, citizenship, wellbeing, digital literacy and green skills. |
Embed QDP surveys, rapid feedback tools, focus groups and “You Said, We Did” loops across curriculum areas. |
Improved teaching quality, stronger learner voice, better retention and clearer routes to progression. |
Task 4: Use data to target support and improve outcomes.
| Action 1 | Action 2 | Action 3 | Action 4 |
|---|---|---|---|
|
Develop risk dashboards for attendance, retention, achievement, NEET risk and apprenticeships. |
Hold monthly curriculum performance reviews with intervention planning for underperforming areas. |
Use destination data to evaluate progression into employment, apprenticeships, higher learning and sustained positive outcomes. |
Earlier intervention, stronger accountability and improved learner success across all provision types. |
SP3 – Place
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
Use local data, partner intelligence and community consultation to identify wards and groups requiring targeted adult and youth provision. |
Design adult and community courses focused on digital skills, employability, confidence, ESOL, maths, health and wellbeing. |
Deliver programmes through accessible venues and monitor participation, retention and progression. |
Expanded adult education reach in Calderdale and improved access for residents who face barriers to learning and work. |
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
Work with schools, alternative provision, Calderdale Council, C+K Careers and community partners to identify young people at risk of disengagement. |
Create short re-engagement pathways in sport, construction, digital, creative, health and employability with wraparound mentoring. |
Track progression into sustained education, apprenticeship, employment or training and review impact termly. |
Reduced NEET risk, improved transition and stronger participation for vulnerable young people. |
Task 3: Build on community outreach programmes to create safe and inclusive environments.
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
Increase frequency and reach of community engagement initiatives such as Cuppa with a Coppa and wellbeing events. |
Work with voluntary sector and public services to deliver health, employment, digital inclusion and financial wellbeing workshops. |
Create a community panel to review feedback, emerging needs and future programme design. |
Provision is responsive to local need and the College is more visible as a trusted community anchor. |
Task 4: Expand sporting, wellbeing and community facilities.
| Action 1 | Action 2 | Action 3 | Action 4 |
|---|---|---|---|
|
Complete and promote new 3G and sport facilities with schools, clubs and community organisations. |
Develop after-school, holiday and wellbeing activity linked to progression, mentoring and youth engagement. |
Monitor community use, learner participation, wellbeing outcomes and progression into sport-related programmes. |
Improved wellbeing, local engagement and increased participation from young people and adults. |
SP4 – People
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
Implement i-Trent Learning and Development and ensure accurate training records for every colleague. |
Use How2 and subject-specific CPD to support pedagogy, digital skills, AI, EDI, SEND and green skills. |
Introduce Individual Development Plans aligned to appraisal, curriculum priorities and quality improvement. |
Enhanced employee skills, improved teaching practice and stronger internal mobility. |
Task 2: Build a culture of wellbeing and recognition.
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
Further develop the College wellbeing programme and align it with workload, mental health and recognition priorities. |
Launch and analyse staff survey data, benchmarking against comparable colleges where possible. |
Adapt policies and management practice in response to staff feedback and wellbeing trends. |
Higher morale, improved productivity and a more engaged workforce. |
Task 3: Foster equality, diversity and inclusion.
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
Implement actions from Investors in Diversity and continue progression towards higher status. |
Deliver EDI, inclusive teaching, anti-discrimination, trauma-informed practice and accessibility CPD. |
Use the EDI working group to identify barriers, review incidents and share good practice. |
Improved staff and learner experience, attraction of diverse talent and stronger inclusion outcomes. |
Task 4: Build staff capability for employer-led and technical education.
| Action 1 | Action 2 | Action 3 | Action 4 |
|---|---|---|---|
|
Create CPD pathways for staff in engineering, construction, digital, health, AI and sustainability. |
Enable staff industry updating through employer placements, site visits, industry projects and professional networks. |
Use employer feedback to shape staff development priorities and curriculum delivery. |
Teaching remains current, employer informed and aligned to changing technical practice. |
SP5 – Partnerships
Task 1: Develop Employer Advisory Boards chaired by governors.
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
Operate advisory boards across Health, Digital, Engineering/Manufacturing, Construction, Creative and Business sectors. |
Co-create action plans covering curriculum, apprenticeships, placements, equipment, employability and progression. |
Report advisory board impact to Corporation and use actions in curriculum planning and quality review. |
Strong governance oversight of employer engagement and visible impact on curriculum and learner outcomes. |
Task 2: Expand employer relationships, sponsorship and work experience.
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
Map current and target employers against LSIP sectors and Calderdale priority industries. |
Secure more WEX placements, live briefs, site visits, guest speakers, sponsorship and apprenticeship opportunities. |
Create a framework for managing employer relationships, risk, safeguarding, feedback and impact. |
A wider suite of work-related opportunities for learners and stronger employer confidence in the College. |
Task 3: Expand successful collaborative initiatives such as the Health and Care Academy.
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
Review Health and Care Academy impact with Council, NHS, care providers and voluntary sector partners. |
Develop new social action and employability projects linked to health, wellbeing, adult social care and community need. |
Use the model to explore similar academies/pathways in construction, engineering, digital or green skills. |
More learners and apprentices progress into shortage sectors through high-quality partnership models. |
| Action 1 | Action 2 | Action 3 | Action 4 |
|---|---|---|---|
|
Create a simple employer engagement route for SMEs to access apprenticeships, short courses, Bootcamps and commercial training. |
Work with WYCA business support and Calderdale partners to align skills, innovation and productivity support. |
Measure employer participation, repeat engagement, satisfaction and workforce outcomes. |
SMEs are better able to recruit, retain, upskill and adapt to technology, net zero and growth pressures. |
SP6 – Planet
| Action 1 | Action 2 | Action 3 | Expected Impact |
|---|---|---|---|
|
Allocate responsibilities for Carbon Action Plan targets across curriculum, estates, finance, procurement and student services. |
Cost a five-year decarbonisation plan and identify funding opportunities for energy efficiency and low-carbon investment. |
Review waste, utilities and digital carbon data to identify efficiency actions and staff/student behaviour campaigns. |
Reduced carbon footprint, improved climate resilience and stronger organisational accountability for sustainability. |
| Action 1 | Action 2 | Action 3 | Action 4 |
|---|---|---|---|
|
Complete a biodiversity audit and identify areas for rewilding, nature-conscious planting and outdoor learning. |
Co-design green spaces with students and staff from construction, ELS, catering, projects and sustainability groups. |
Complete phase one green spaces and develop phase two including native tree planting and outdoor classrooms. |
Improved biodiversity, learner wellbeing, practical sustainability learning and stronger connection to local environment. |
| Action 1 | Action 2 | Action 3 | Action 4 |
|---|---|---|---|
|
Identify ESD and green skills explicitly in all curriculum planning documents and tutorial programmes. |
Provide Carbon Literacy and curriculum-specific sustainability CPD for staff and sustainability champions. |
Develop green skills courses for retrofit, heat pumps, solar, EV, sustainable business and carbon reduction where viable. |
Learners and staff understand climate impact and see green skills as a viable career and progression opportunity. |
Task 4: Support employers and communities with carbon and sustainability skills.
| Action 1 | Action 2 | Action 3 | Action 4 |
|---|---|---|---|
|
Offer carbon literacy, waste reduction and sustainable development workshops to SMEs, schools and voluntary organisations. |
Work with Calderdale Council and WYCA partners to align College activity with local climate and green economy priorities. |
Use employer boards to identify demand for green upskilling and emerging low-carbon technologies. |
Calderdale employers and communities are better equipped for net zero transition and green growth. |
Local Needs Duty statement for Calderdale College
In response to the Local Needs Duty outlined in the Skills and Post-16 Education Act 2022, Calderdale College continues to build on its commitment to addressing the local skills landscape through collaboration with key partners, including the West Yorkshire Combined Authority, Calderdale Council, the West Yorkshire Consortium of Colleges, employers, schools, universities, community organisations and voluntary sector partners.
As we move into 2026-2027, our approach is shaped by the refreshed LSIP, Calderdale’s Employment and Skills Framework, the WYCA Local Growth Plan and the national Industrial Strategy. The College will continue to adapt its curriculum to meet employer demand, support inclusive growth and improve progression for learners and adults across Calderdale.
Expanding Local Adult Offerings and Curriculum Reforms
Calderdale College is further expanding its curriculum to increase access for adult learners and to respond to economic inactivity, health-related barriers to work and changing employer needs. We will introduce and refresh flexible learning pathways in digital technology, health and wellbeing, construction and retrofit, engineering, green skills, English, maths, ESOL, employability and leadership. These pathways will support adults seeking to reskill, upskill, return to work, progress in work or change career.
Building on Local Partnerships
The College will continue to strengthen partnerships with employers, Calderdale Council, WYCA, NHS and care partners, local schools, the voluntary sector and community organisations. These relationships will be used to identify barriers, co-design provision, improve transitions and create clearer employment pathways.
West Yorkshire Consortium of Colleges
Through the West Yorkshire Colleges Consortium (WYCC) and the West Yorkshire FE Compact, the seven further education colleges in West Yorkshire work collaboratively with the West Yorkshire Combined Authority, employers, local authorities and wider partners to support delivery of regional skills priorities, inclusive growth and the ambitions of the West Yorkshire Local Growth Plan and Local Skills Improvement Plan (LSIP).
The FE Compact provides a framework for collective skills system leadership across the region, enabling colleges to work beyond individual institutions to support coordinated responses to labour market need, employer demand and future workforce priorities. Through shared intelligence, collaborative planning and joint engagement activity, the partnership drives more effective use of public investment, strengthens progression pathways and helps reduce unnecessary duplication across the skills system.
This collaborative approach also supports the region’s ambitions for deeper devolution and integrated settlement arrangements by demonstrating the ability of FE in West Yorkshire to operate as strategic regional partners within a more coordinated and locally responsive skills system. Collectively, the colleges contribute to regional priorities linked to productivity, social mobility, net zero, health and wellbeing, digital and AI capability, workforce development and inclusive economic growth.
Bespoke Plan for Addressing NEET: Local, Regional and National Response
The College will implement a bespoke NEET and youth participation plan that responds to the national scale of the challenge, the WYCA youth employment evidence and Calderdale’s local data. The plan will not sit separately from curriculum. It will connect pre-enrolment, transition, attendance, personal development, employer engagement, progression and destination tracking.
| NEET plan element | College delivery approach |
|---|---|
|
Early identification |
Use school liaison, applications, attendance, prior attainment, SEND, care-experience and partner intelligence to identify young people at risk before and during transition. |
|
Engagement and confidence |
Develop short engagement programmes using sport, creative, digital, construction and health themes, with mentoring and wellbeing support. |
|
Core skills |
Strengthen English, maths, digital confidence, communication, reliability, teamwork and self-management as essential employability skills. |
|
Employer pathways |
Increase employer encounters, work tasters, site visits, live briefs and apprenticeship awareness in LSIP priority sectors. |
|
Family and partner support |
Work with parents/carers, schools, C+K Careers, Calderdale Council, voluntary sector and youth services to maintain engagement. |
|
Sustained progression |
Track re-engagement, retention, progression and destinations, with follow-up support for learners moving into work or apprenticeships. |
Strengthening Collaboration and Enhancing Local Economic Impact
The College will deepen collaboration with local and regional education providers to ensure a coordinated approach to skills development. This will include progression routes with universities and higher education partners, collaboration with other FE providers where specialist provision is required, and shared approaches to employer engagement where demand spans Calderdale and wider West Yorkshire.
Continued Investment in Infrastructure and Resources
In line with local skills needs, the College will continue to invest in technology, equipment, estates and learning resources. Investment decisions will be informed by employer demand, LSIP priorities, learner experience and the need to maintain high-quality facilities in priority sectors. Digital infrastructure will support online, blended and AI-enabled learning, while specialist facilities will support hands-on learning in construction, engineering, health, creative and digital pathways.
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 educational offerings are directly aligned with local economic need. Employer Advisory Boards, annual curriculum reviews, learner destination analysis and community consultation will be used to evaluate impact and inform future planning.
Through continued collaboration, targeted investment and an unwavering focus on local needs, Calderdale College remains committed to meeting the skills challenges of the future. The refreshed accountability statement strengthens the relationship between regional strategy, national policy, employer demand and local delivery. It places Calderdale learners, employers and communities at the centre of our response.
By aligning provision with the refreshed West Yorkshire LSIP, WYCA Local Growth Plan, Calderdale Employment and Skills Framework and the UK’s Modern Industrial Strategy, the College will support inclusive growth, reduce inequalities, address NEET and economic inactivity, and prepare learners for the changing world of work. Our 6P framework will ensure that this commitment is translated into clear action, measurable outcomes and sustained impact for Calderdale and West Yorkshire.
West Yorkshire Combined Authority, West Yorkshire Local Growth Plan, accessed May 2026.
West Yorkshire Combined Authority, Local Growth Plan Priority Three: A Region of Learning and Creativity, accessed May 2026.
Department for Business and Trade, The UK’s Modern Industrial Strategy 2025, GOV.UK, updated April 2026.
Skills England / GOV.UK, AI Skills for the UK Workforce: Sectoral Overview, November 2025.
Nomis, Labour Market Profile: Calderdale, most recent available data accessed May 2026.
Calderdale Council, Employment and Skills Framework 2024-2029 and Data Works Dashboard, accessed May 2026.
Calderdale Council, Anti-Poverty Annual Report 2025, published 2026.
West Yorkshire Combined Authority, Youth Employment Policy, Healthy Working Life Board, January 2026.
Department for Education, NEET age 16 to 24: 2025, GOV.UK, March 2026.
Office for National Statistics, Young People Not in Education, Employment or Training (NEET), UK, November 2025.
