Health and Active Living Skills Centre Executive Summary ... · 1.5 Exact Location of Project: b...

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West of England LEP Skills Capital 2017/18

Detailed 2nd Stage Skills Capital Funding Application

HEALTH & ACTIVE LIVING SKILLS CENTRE

April 2017 Ministry of Justice

Contract for the Provision of Learning and Skills for Prisoners at HMP Berwyn

August 2016

Health and Active Living Skills Centre

Executive Summary

Introduction

It is evident that the Health sector faces significant challenges in all areas of current and forecast

operation and is reporting skills shortages across all areas of service delivery, attributing inability to

recruit for existing vacancies to the lack of suitably skilled individuals.

The key factors driving employment growth in this sector are:

The requirement for the Health & Social Care sector to create a multi-skilled resilient workforce

in response to policy changes and delivery service delivery models

An ageing workforce within the NHS which will drive the need for replacement skills

An ageing population developing more complex health needs, therefore requiring increased

levels of care

The imminent Apprenticeship Levy that will require the NHS to contribute £200m+ pa. The NHS

is the largest employer in the WE LEP (c.74,000) and will require significant support to utilise

their Levy contribution

Weston College Proposal

In response, Weston College has undertaken considerable employer consultation across the region to

establish specific skills and training needs in order to provide a fit for purpose training solution to

support the development of a resilient and work-ready workforce.

It is evident that to provide a robust training solution the College is unable to meet these aspirations

within its current Estate, hence the proposal to create a unique Health & Active Living Skills Centre to

serve the WE LEP region.

To maximise efficiencies, and cater for considerable sector growth forecasts, we propose building a

new structure on the College’s University Campus, Loxton Road, Weston-super-Mare, adjacent to

Weston General Hospital positioned within a ward experiencing amongst the highest levels of

disadvantage in the UK.

The Health & Active Living Skills Centre will be a unique training centre blending skills for health and

social care with the wider health prevention and condition management agenda, delivered in one

building and benefitting from existing facilities already on-site at University Campus. Skills training will

comprise full-time, programmes for the unemployed and Apprenticeship provision for all ages, from

Levels 1 to Degree Apprenticeships.

The College also intends to benefit SEND learners by creating new dedicated facilities adjacent to the

main Knightstone Campus that will provide opportunities for learners to benefit from the newly created

facilities at the Health & Active Living Skills Centre.

Summary of key project objectives:

Create an industry-specific training facility for learners and professionals to meet the needs of the

West of England’s Health & Social Care sector, to open September 2018.

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August 2016

Provide flexible full-time and work-based training options to create a skilled and resilient workforce in

response to employers’ needs

Support growth for Apprenticeships at all levels, including Degree Apprenticeships, supporting

employers to utilise their Apprenticeship Levy by creating over 700 additional apprenticeships by

July 2021.

Create an accessible Health & Active Living programme to support identified target groups into

training and employment to directly support employability and reduce health inequalities.

The project cost is £13,285,981. Weston College will provide match funding of £7,927,007 and

requests LEP Capital Skills Fund grant support of £5,358,974 (40% of total project cost).

West of England LEP Skills Capital Funding - Detailed Application Form

West of England LEP

Weston College Completed Application Apr 2017

Date of issue: 30th Jan 2017

Publication intent NOT PROTECTIVELY MARKED

Following on from the Local Growth Deal announcements by Central Government the West of England Local Enterprise Partnership (WE LEP) are now initiating the second stage of the West of England Skills Capital Funding application process for projects which will start in 2016/17. Colleges who submitted a successful Expression of Interest for 2016/17 Skills Capital Projects to the WE LEP in January 2015 are now formally invited to submit a second stage application.

Please complete and submit this Detailed Application form in accordance with the WE LEP

Detailed 2nd Stage Skills Capital Application Guidance document by 1.00pm on Friday 7th

April 2017.

Please return the following:

one signed electronic copy of the completed application form and required supporting

information submitted to [email protected] (please note that if your email

exceeds 30mb in size the electronic copies of documentation should be provided on CD to

the address stated below)

Henry Lawes

Skills Capital

West of England LEP

Engine Shed

Temple Meads

Bristol

BS1 6QH

If you have any queries relating to the technical aspects of the application process please

send them to [email protected] (the answers to any queries raised will also be

shared with other providers taking part in this process).

To be eligible for the Skills Capital Fund, applicants must submit Detailed Applications and

supplementary financial information using the correct application forms and templates

mailto:[email protected]


West of England LEP Weston College Completed Application Apr 2017

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downloaded from the www.gov.uk/government/publications/sfa-capital-funding-support-for-

leps

Applicant Contact Information Applicant Name:

Weston College

Applicant Address:

Weston College

Knightstone Road

Weston Super Mare

North Somerset

BS23 2AL

Applicant Contact

Name and Job Title:

Jo Watson

Executive Director of Business Growth

Contact Telephone:

01934 411647

Contact Email:

[email protected]

Section 1: Project Details 1.1 Title of Project:

Health and Active Living Skills Centre

1.2 Project Summary: a

The Health and Active Living Skills Centre will be the first dedicated skills

training Centre of Excellence serving the Health & Social Care sector in the

West of England LEP (WE LEP) region.

It has been designed to meet the growing demand for a multi-skilled, resilient

and flexible workforce across the West of England.

Opening in September 2018, the Centre will be located at Weston College

University Campus, adjacent to the Weston Area NHS Trust, in the heart of one

of the UK’s most deprived Wards.

The unique Centre will address the future skills needs of the NHS and wider

health sector by providing learning pathways and skills development from

Level 1 to Degree Apprenticeships.

The Centre’s vision and design has been directly shaped by extensive

consultation with employers in the West of England health sector to ensure it

meets the needs of employers across the region and complements existing

facilities.

1.3 Total Project Cost: £13,285,981

1.4 Grant Requested: Please detail your financial grant request and what this represents

£5,358,974

Percentage 40% of total project costs

http://www.gov.uk/government/publications/sfa-capital-funding-support-for-leps



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as a percentage of the total project costs. Please also provide details of the breakdown of grant / match over the project lifetime. *Please note we would normally expect the proposed project to be delivered within a two year window.

2016/17 Grant £ 0

2016/17 Match £ 12,000

2016/17 Total £ 12,000

2017/18 Grant £4,638,000

2017/18 Match £3,947,000

2017/18 Total £8,585,000

2018/19 Grant £ 721,000

2018/19 Match £3,968,000

2018/19 Total £4,689,000

1.5 Exact Location of Project:

b

Weston College University Campus, Loxton Road, Weston-super-Mare,

BS23 4QU

1.6 Is the project also located within an adjoining LEP area?

No (Delete as applicable)

If Yes, state the name of the LEP and summarise the outcome of any dialogue

held with the LEP regarding the proposed project.

maximum 200 words

1.7 Changes in project since Expression of Interest submission: *Please see section 3.3 – 3.5 of the accompanying Application Guidance form

c

At Expression of Interest:

Total Project cost: £11,935,974

Grant requested: £ 4,243,000

Percentage 36% of total project costs

The project HAS been subject to material changes since submission of the

Expression of Interest (ie. change represents less than 15%)

The College is requesting an increase in the LGF Grant of £1,115, 974 due to

an increase in the building costs for the project since the Stage 1 proposal

(September 2016). This has resulted from the fact that the College can no

longer consider utilising existing buildings to house the Health and Active Living

Skills Centre.

The original Stage 1 application proposed to move the College’s A’ Level

provision from the existing 6th Form Centre on the University Campus site and

refurbish this building, whilst building a smaller new building adjacent to it, to

create the Health and Active Living Skills Centre. However it is no longer

viable to consider moving the 6th Form Centre from the current building as there

is not an appropriate space for it to move into elsewhere on the College Estate

and it has become clear in the detailed planning phase for the new Health and

Active Living Skills Centre that the refurbished 6th Form Centre would not be fit


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for purpose to house the new facilities required by the health sector. For these

reasons, the College is now proposing to build one new building which is larger

with no remodelling of an existing building on the Estate. The new building still

fits within the same piece of land as proposed in Stage 1 so no additional land

is required.

It should be noted that the College has increased its match fund contribution to

£7,927,000, as well as increased its request to the LEP for a larger grant.

This proposed change has been discussed on two occasions with Officers from

the WE LEP, ensuring the LEP has been kept informed.

In parallel, the College has also decided, since the Stage 1 application in

September, to purchase additional specialist facilities required to support

SEND learners. As there is a synergy between the SEND learners, who will

benefit from using the facilities at the Health & Active Living Skills Centre, the

College proposes to allocate this considerable investment towards the total

Match Funding total, meaning that the match funding now comprises:

College Cash Match for the Health and Active Living Centre -

Bank Loan -

Land Value -

The value of shared facilities on the University Campus - £497,000

The new dedicated SEND facility - £1,350,000

1.8 Options Appraisal What options for the project have been considered (include ‘do nothing’/’do

minimum’)?

In preparation for submitting this proposal we have carried out a detailed

assessment of all of the options to ensure the Health and Active Living Skills

Centre represents the best fit solution both in terms of value for money and

quality of offer.

This has been considered in a manner to provide opportunities for growth of

provision to deliver training in response to employers’ identified skills gaps

within the Health & Social Care sector and where there is additional opportunity

to enhance learning and enrichment opportunities for SEND learners.

A detailed summary of the full options appraisal for the location of the Health

and Active Living Skills Centre is attached at Appendix 1.8.

Each option has been evaluated and scored to ensure the selection

methodology is consistent and clear.

Options Considered – Do Nothing

Using existing College Estate the College is unable meet the aspirations of

sector employers across the region to support potential growth of careers

within Health and Social Care.

Consequently, the region would fail to unlock economic investment to

achieve the right conditions for growth.


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Current SME employers would fail to attract employees to support an

increasingly ageing local population; other businesses would fail to relocate;

students will feel demotivated and uninspired with current provision;

identified communities will not benefit from embedded support, and the “do

nothing option” would exacerbate the decline in available, skilled

employees.

Local barriers to employment would continue as a result of low

employability skills, and the region’s major employer, the NHS, as well as

the wider health sector, would be compromised by high levels of skills

shortages and significant recruitment challenges.

Options Considered – Do Minimum

The College could limit curriculum development in this area by limiting

physical expansion of College Estate and undertake minimal refurbishment

of an identified site. This would not allow curriculum expansion to address

the skills gap, which would be detrimental to the local and regional

economy.

By not creating a facility which encourages community use, aiming to

become an integral ‘go to’ location within the local community, the

aspirations to inspire and embed healthy lifestyles and skills’ development

within identified communities experiencing high levels of Multiple

Deprivation, which lead to healthier and more engaged individuals with

increased levels of employability, would also fail.

With no external visibility, the College would fail to provide the “flagship”

facility, which is needed to build confidence in the health sector across the

West of England to utilise its Apprenticeship Levy as a central solution to its

skills and recruitment challenges.

Why has the current option been selected?

The revised selected option is the most effective and low risk option that will

deliver all the project objectives. The project will create a unique, dedicated

multi-disciplinary skills training centre, delivering excellence in education to

support skills improvement and employment growth across the West of

England area.

Since carrying out the options appraisal for the Stage 1 application, it has

become evident that relocating the entire Weston College 6th Form Centre to

utilise and remodel the existing building for the Health and Active Living Skills

Centre, is no longer a viable option. It would be potentially destabilising for

learners at a time when there may be increased competition for 16-18 A’ Level

learners due to potential changes in local school provision. In addition, there is

no appropriate available space on the existing estate to re-house the 6th Form.

Consequently, the decision to construct a new build alongside the existing 6th

Form infrastructure allows the greatest flexibility and efficiency through the use

of shared resources.

Further, the selected option also allows additional benefits to be realised for

SEND learners as new premises have recently become available close to the

College’s main Knightstone Campus site that will allow for growth in the


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provision and support for SEND learners. An increase in provision for this

learner group will incorporate the use of the Health and Active Living Skills

Centre’s facilities at the University Campus site.

The project’s location adjacent to two areas experiencing amongst the highest

levels of deprivation in the UK (within 1% nationally) has also informed the

options appraisal. Locating the facility at this site will support the aspirations

stated in the NHS England guidelines: Challenging Health Inequalities,

Support for CCG, October 2016, to support interventions to reduce health

inequality and the consequent long-term preventable illnesses.

The University Campus site will provide a high level of accessibility through

existing transport links and will provide ample parking for mini-buses and

coaches.

Have you applied for, or are you in the process of applying for, other funding for

this project (if so, please provide details on source, amount, decision timescale

etc.)?

NO – all the Match funding is already in place.

The College already has a loan in place to the value of which

represents of the project cost.

Which alternatives to Skills Capital Funding did you explore but discount, and

why were they rejected?

A consequence of the existing market failure results in employers from the

health sector being unwilling or unable to contribute funds to the level of

investment required at this time.

As the SFA no longer provides capital funding, the project was reviewed to

establish viability for a Skills Capital funding application to the LEP where a

joint investment between the College with its own funds and a bank loan, and

the LEP, would facilitate the creation of a significant new skills asset for the

region.

1.9 Engagement and Consultation Please note: Partners and stakeholders may include local authorities, employers, industry bodies, learners, schools, other providers (FE, Independent, and HE etc.)

Please provide details of any meaningful engagement and/or consultation with

partners and stakeholders that has been undertaken to date relating to the

project?

Extensive consultation has been undertaken with Health sector employers in

the WE LEP region to understand the strategic challenges and corresponding

action plans in relation to employer service development and delivery, in

addition to corresponding skills and environmental challenges affecting the

sector.

Consultation partners include NHS Trusts and Foundations, clinical and

community-based practitioners located within the WEP LEP four Unitary

Authorities, community health organisations and regional agencies. Feedback


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indicates an urgent need to develop the health worker skills and increase the

knowledge and understanding of the breadth of roles and skills required to

create a quality health service capable of serving the increasingly complicated

needs of an ageing population. However, whilst skilled workers in acute and

primary care and mental health are a priority, it is evident that introducing wider

public health initiatives is becoming increasingly important in the NHS action

plans. This feedback has informed all stages of development relating to

building design, equipment & facilities’ specification, and curriculum

development.

In response, the College will deliver flexible training at all levels from entry

levels through to higher education, via full time and vocational training

pathways, work-based apprenticeships and CPD routes.

What future engagement/consultation relating to the project is planned? Who

are the key stakeholders and how will they be involved in bringing the project

forwards?

A full list of named Stakeholders is included at Appendix 1.9.

Avon & Wiltshire Mental Health Partnership NHS Trust

Bristol Community Health Bristol NHS Trust

University Bristol Hospital NHS Trust Foundation

NHS Health Education England

North Bristol NHS Trust

North Somerset Clinical Commissioning Group

North Somerset Community Partnership

North Somerset Council

Sirona Care & Health

St Monica Trust

UWE

Weston Area Health NHS Trust

Existing learners and parent/carers

Feeder Schools

Dialogue with Stakeholders & senior representatives will continue to inform

project development and delivery to ensure validity and relevance, and that

resources match industry standard and specification. With professional Health

Ambassadors we will position the sector as an attractive career option.

Future consultation will comprise individual and wider group discussions and

events to review skills and training requirements; sector policy changes and

impact, and opportunities for closer collaboration.

329/300

1.10 Project Assurance Please provide details of any internal or third party assurance/peer review of

the scheme or elements (e.g. cost review) undertaken. If applicable please

provide a copy of the independent review report.


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The project has been reviewed by the Capital Projects Working Group, which

includes external stakeholders, against project viability, cost effectiveness and

alternative options. They have also assessed the potential benefits to learners,

stakeholders and the local economy. Risks have been identified and the

project has been evaluated against ability to deliver, organisational knowledge

to facilitate delivery and how realistic the project is against its stated objectives.

The Capital Projects Working Group has approved the project on the basis of

the above. A copy of the Review Report is attached at Appendix 1.10

86/200 words

1.11 Has the project previously been considered by the Skills Funding Agency or other funding bodies?

No

maximum 250 words

1.12 Relationship to other facilities/organisations:

How does this project relate to, complement and avoid duplication with other

facilities/organisations in the West of England (i.e. feeder schools, studio

schools, UTCs, Higher Education Institutions and private training providers)?

The project will be a unique facility in the WE LEP region supporting the Health

and Active Living agenda, critical for public health and prevention.

By combining the Health & Social Care, Sports Therapy and Active Living

curricula at one location, the project will be a bespoke facility providing training

excellence in traditional, work-based and CPD pathways, complementing

existing training facilities in the region.

Whilst there are training facilities across the West of England, these are

insufficient to meet increasing demand for a growing, multi-skilled and resilient

future workforce.

The project will provide specialist training for new learners and will up-skill the

sector’s existing employees, complementing training facilities at NHS Trusts.

Its unique training facilities will attract visiting professionals who have indicated

a desire to use the Centre to deliver training and patient consultations, thus

aligning with the NHS 5 Year Forward View 2016 plan to encourage and

support new care models to meet the challenges in delivering its health and

care plan.

Its location in one of the region’s most deprived wards will support the project

aims to increase learner participation, of all ages, from disadvantaged

backgrounds.

An equivalent facility does not exist elsewhere in the region.


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How does this project relate to any other capital development(s) in the

vicinity (including non-skills investments and developments carried out

by yourself or other parties) which might impact on the project

The College has a strategic relationship with UWE to ensure training

programmes are complementary. This collaboration addresses respective

content to ensure clear progression routes exist in the West of England from

Level 1 through to post-graduate qualification.

At the time of writing there are no other capital developments in the vicinity

which will impact project objectives. We are unaware of other planned capital

investment in equivalent training facilities and we have linked with the main

NHS Trusts and other colleges.

250 words

1. oSection 2: Estate Need

2.1 Estate Need:

d Applicants are required to submit a copy of the College’s latest estate strategy with this detailed application. The capital investment required to develop the Health and Active Living Skills

Centre aligns with Weston College’s ‘smart specialisation’ approach to support

the growth of a key LEP priority sectors and provide a dynamic employability

focused curriculum.

The Health and Active Living Skills Centre will address the need for additional

capacity to enable significant growth in health provision at Weston College to

serve the wider region. As a leading provider of health skills provision in the

West of England for programmes ranging from Health and Social Care Level 2

to Degree Apprenticeships, we currently have limited capacity to expand our

provision and meet the future demands of employers within our existing estate.

The Skills Centre will not only support the growth in provision we will offer, it

will enable Weston College to extend the breadth of our offer and sector

specialisms, supporting the future skills requirements of employers in the

health sector. With our employer partners, we will develop new career

pathways for health. For example, supporting the Health sector with its

requirements to create clearer pathways which facilitate the specialism at lower

levels and support the development of the Practitioner role. The facility will also

enable the College to provide enhanced activity and mobility opportunities for

SEND learners.

Consultation with stakeholders indicates that dedicated training facilities with

the ability to engage with geographically remote learners will further support the

sectors’ need to minimise absence from the workplace and will provide flexible

opportunities for CPD provision. The Skills Centre will provide state of the art

teaching spaces and will incorporate a technology infrastructure to enable real-

time digital streaming of larger-scale lectures or small group learning to

maximise the potential for distance learning for partners’ employees spread

across the West of England and further afield.


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The NHS 5 Year Forward View strategy 2016 in the West of England outlines

its plans to encourage and support new care models to meet the challenges in

delivering its health and care plan. It aims to deliver increasing numbers of

patient and practitioner care appointments out of hospital settings, working with

strategic partners to utilise dedicated spaces within community rural and urban

settings. Discussions with key stakeholder partners have identified the new

Health & Active Living Skills Centre as such a location.

Further, the NHS 5 Year Forward View strategy outlines how it aims to work

with Health Education England to put in place measures to support employers

to retain and develop existing staff, identifying education and training needs of

respective workforces, developing new needs based training programmes and

creating new roles to respond to society’s increasingly complex health and care

needs. The project will support the NHS and other sector employers to work

together in responding to identified training needs.

The project’s location within one of the WE LEP wards with the highest levels

of multiple deprivation (within the most deprived 1% nationally in the UK)1

aligns with the NHS 5 Year Forward View strategy to engage with local

residents through community care and agency practitioners. Using the Health

& Active Living Centre as a delivery location, practitioners will be able to

provide preventative public health interventions to help improve individuals’

health, thereby reducing the demand for health and care service demand in the

short to medium term (as outlined in Public Health England’s Local Health and

Care Plan 2016).

The current College Estate does not provide facilities to accommodate the

growing number of courses, nor the community access facilities to promote and

engage local residents with health and active lifestyle programmes. Whilst the

College is recognised as a leading provider of related provision in the West of

England for Health & Social Care programmes, currently delivering over 20 full-

time and part-time related courses from our existing facilities, it will be unable

to increase provision to meet the future demand for skills identified by sector

employers within our existing Estate.

The Weston College Estate Strategy is attached at Appendix 2.1

1 Ref: North Somerset Council Indices of Multiple Deprivation 2015

646/750 words


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2.2 College Gross Internal Area (GIA) m2:

With reference to the college’s eMandate return, complete Table 1 below (2012/13 & 2013/14 data). Allow for subsequent changes in estate and exclude farm and residential buildings. Table 1: Gross Internal Area (GIA) Affected by the Project

GIA (m2) before project

GIA (m2) affected by project

GIA (m2) after project

eMandated reported position 35,4229m2 Measured July 2014 38,660m2 Including completed projects since 2014 46,613m2

New build/ acquired GIA:

2,892m2 49,505m2

GIA to be refurbished:

0m2

Vacated/ demolished GIA:

0m2

2.3 Floor Area Improved/Rationalised by Project:

e Complete Table 2 below to show the area of estate in eMandate condition A, B, C and D before and after the project

2.3.i Table 2: Impact of Project on Condition of Estate (Gross Internal Area (GIA))

In cases where the data supplied above differs from that reported in eMandate, the LEP requires clarification and an explanation of potential floor-space anomalies. Complete Table 3 below to confirm how the ‘before project’ areas and condition categories are derived for this application.

Condition of Estate BEFORE project (m2 and %)

Condition of Estate AFTER project (m2 and %)

Change in condition (m2 and %) of estate as a result of the project

m2 [1] %

m2 [2]

% m2 [2-1]

%

A: 22,879 49.08 A: 25,771 52.06

A: 2,892 2.97%

B: 17,904 38.41 B: 17,904 36.17

B: 0 -2.24%

C: 3,151 6.76 C: 3,151 6.37

C: 0 -0.39%

D: 2,679 5.75 D: 2,679 5.41

D: 0 -0.34%

Total: 46,613 100% Total: 49,505 100%

Total: 2,892 0%


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2.3.ii Table 3: Building Condition Variations

Information Source Condition Category GIA (m2)

A B C D Total

eMandate reported position [1]

7,000m2 14,315m2 3,857m2 10,257m2 35,429m2

Pre-project figures reported for proposed project [2]

22,879m2 17,904m2 3,151m2 2,679m2 46,613m2

Variance [1-2] 15,879m2 3,589m2 -706m2 -7,578m2 11,184m2

Please explain and justify all variations in the current and historically reported areas and associated condition categories. The variance is due to 11,184m2 of new projects since the eMandate reported position.

New Build

Sustainability Building 407

Motor vehicle 190

Partnership centre 449

UC classrooms 495 Law & professional Services Academy 7332

Future Technology Centre 621

ERG2 735

ERG3 955

Total 11,184

2.4 Inoperable/Category D Building Condition:

f

None Maximum 100 words

2.5 Project Costs:

2.5.i Complete the cost breakdown pro forma with reference to the Skills Funding Agency’s cost model www.gov.uk/government/publications/sfa-capital-funding-support-for-leps Justify/explain any variances from the Agency’s cost model.

maximum 400 words 2.5.ii For capital equipment costs please provide an additional costings sheet detailing these on their own and using the following format

Cost Heading Item Total Project Eligible Expenditure

Amount to be claimed

This is attached at Appendix 2.5.ii




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2.6 BREEAM:

g

BREEAM – Confirm targeted Building Research Establishment Environmental Assessment Method (BREEAM) rating for project. The expectation is that new-builds will achieve ‘Excellent’ and refurbishments will achieve ‘Very Good’. Confirm what work has been done to establish that the appropriate standard will be achieved. BREEAM is essential to the College’s wider social responsibility commitments

for new development projects.

Construction Contractor policies for Sustainable Development (to reduce

mileage, use local/regional labour, suppliers & waste management) to reduce

carbon impact will be applied.

Sustainability has been inherent in the design process for the Health & Active

Living Skills Centre, hence the project will target high thermal performance with

smart energy management systems to reduce running costs. Additional capital

costs are modelled for 7-10 year payback.

Relevant Authority and external service provider consultation will to ensure

integration with existing infrastructure, providing sustainable solutions for travel

and servicing.

The project specification is designed to achieve Very Good/ Excellent.

100 words

2.7 Sustainability:

The College has a comprehensive sustainability policy which is rigorously applied to all capital projects. It includes aspects relating to energy and water use, the internal environment (health and well-being), pollution, transport, materials, waste, ecology and management processes. The College has expanded its estate significantly in the last 5 years and

sustainability has been at the heart of the design process for all capital projects

to ensure that buildings are functional, efficiently planned, innovative and

employing modern technologies.

Sustainability is at the heart of the design process for the proposal and extends

beyond simply reducing CO2 emissions. The sustainable building will be

functional and efficiently planned.

The area of glazed elements, windows and roof glazing will be balanced to

provide daylight and natural ventilation while minimising risks of summer

overheating and heat loss during the winter.

The choice of construction materials will seek an optimum balance between the

criteria of embodied energy, performance, capital cost and maintenance so that

whole-life financial and environmental costs are minimised.


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The design will seek to use modern construction methods to minimise transport

costs, reduce waste, increase material recycling, and reduce the hazards

inherent in site work especially in exposed coastal locations.

The design of the engineering services will deploy low and zero carbon

technologies to minimise the building carbon footprint, including the use of the

building thermal mass to store "cool energy" during summertime nights, thus

reducing summer daytime heat gains.

The building is not in a built-up area and will complement the building’s design

to promote passive, natural ventilation which will offsets the need for

mechanical ventilation and air-cooling and provide an occupant controlled low

carbon space.

Artificial lighting is a major carbon contributor to buildings. To address this, high

efficiency lighting sources will be utilised, including LEDs, and the lighting will

be controlled by fully automated occupancy and daylight sensing systems.

Renewable energy sources will be assessed with a view to incorporating those

that are going to be efficient and cost effective. The selected site for the Health

& Active Living Skills Centre is flat and exposed, thus wind generation may be

cost effective combined with the use of solar energy.

281/400

2.8 Acquisition details (if applicable, freehold/ long leasehold only):

maximum 200 words A 30 year lease has been secured from North Somerset Council for use of land adjacent to the new structure on which will be sited an exercise area. This will provide facilities for learners and community users alike, in addition to becoming an additional exercise resource for SEND learners who will use this facility.

2.9 Design/Specification Information:

Provide design drawings to a minimum RIBA Stage 3 (Developed Design) including as a minimum location plan, floor plans and overall site plan with external works. Design drawings are attached at Appendix 2.9

1. Drawing one demonstrates the location of the new build within the land

boundaries, and its position alongside the existing 6th Form building,

enabling learners to share facilities. External activity facilities are

included in this drawing.

2. Drawings two and three demonstrate the floor plan for levels 1, 2 and

the additional floor as indicated for four classrooms.

3. The building will comprise:

- A reception area

- A suite of 12 classrooms

- Two teaching chemistry/biology laboratories and preparation room

- A physiology laboratory

- An exercise hall and court

- A hospital ward simulation suite


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- An independent learning zone

- Staff work and supervision space

- Internal and external exercise facilities

- Consultation rooms

- IT support room

2.10 Procurement:

Identify your design team and how they have been procured. Weston College has a well-established procurement team who aim to promote

the delivery of value for money through good procurement practice. The

Assistant Principal for Marketing, Estates and Systems (who is a member of

the Chartered Institute of Procurement and Supply) is the designated College

procurement champion ensuring that arrangements for procuring goods and

services, including capital works and equipment, are:

Consistent with the principles set out in the College’s Risk Management

Policy.

Compliant with EU procurement legislation

Compliant with the College’s Financial Regulations, and

Draw on best practice.

The College tendered all elements of the project team as part of our capital

investment programme and the following professional practices have been

commissioned since that time:

View Architects – Architectural design

Paul Chappell - Quantity Surveyor and Project Manager

Jones King - Mechanical and electrical design

Craddys - Civil engineering

Foot Anstey - Legal

Weston College – procurement of all furniture, fittings and equipment

This team has worked together on a number of projects led by Weston College

and has the experience and capability to ensure this project is delivered

successfully without incurring excessively high professional fees.

This methodology is tried and tested and has successfully delivered numerous

capital estates projects over the last few years including some using LEP LGF

funding.

Please set out the procurement routes for all elements of the scheme delivery e.g. contractors works/services/supplies procurement. In line with our financial regulations, the procurement route for all elements of

the scheme delivery will depend on the contract value. Where the contract

value is over the EU threshold the College will follow a fully compliant OJEU

process. If the contract value is below the EU threshold, the College will follow

the processes set out in its own Financial Regulations and Procurement

Strategy. This may include utilising an existing framework e.g. the Southern

Construction Framework, where appropriate.


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Confirm the type of contract(s) to be used and a brief explanation of why these have been chosen. For large capital investment projects we utilise framework agreements

wherever possible for example the Southern Construction. We will comply with

EU process and legislation and our aim is to have Design and Build

Construction contract – JCT 2016 standard terms and conditions with

employers’ requirements taken up to RIBA Stage 4.

This standard has been developed and refined over 150 years, 95% of all contracts are JCT and it is a recognised standard. In addition the College already has in place contracts for IT, furniture and

equipment that are fully compliant with OJEU and EU procurement legislation

Outline how social value is being considered in line with the principles of the Social Value Act. By operating under the Southern Construction Framework, Weston College

commits to applying the principles of the Social Value Act, and the project will

therefore be measured on items listed under the Social Value Act including:

Local sourcing of materials and personnel

Contractors will be required to place apprentices on the build project

Noise impact

Environment considerations

Use of sustainable materials Under the framework we are scored against our performance and record

performance data. Please include within the response how you respond to any OJEU requirements. The College is fully aware of the EU procurement directives and the Group

Director for Marketing, Estates and Systems (a member of the Chartered

Institute of Procurement and Supply) oversees all procurement activity to

ensure that all OJEU requirements, from initial advertisement to final decision

are met. The College is well experienced with ensuring OJEU compliant

procedures.

503/500 words


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2. Section 3: Supporting Local Economic Growth, , Employers, Local Community - how the

project meets the key priorities set out in Section 5 of the LEP’s Strategic Economic Plan

www.westofenglandlep.co.uk/about-us/strategicplan and specifically the Skills Capital

Priorities stated at Expression of Interest Stage

Impact on Benefits to Learners and Supporting Economic Growth Note: In the responses to the questions in this section, it is important to make reference to the learner number table and to include quantifiable targets and measures, as appropriate, to assist with an objective assessment of the application.

3.1 Responding to current and future skills needs/priorities:

Explain how the project will enable a positive and measurable impact on

responding to skills needs, including:

Addressing the West of England LEP’s Skills Capital priorities

articulated by the LEP at Expression of Interest stage.

Alignment with local stakeholder plans and identified needs, including

Local Enterprise Partnership (Please provide specific references to

the West of England LEP’s Strategic Economic Plan and the West of

England LEP’s Skills Plan), City Region Strategies and Enterprise

Zones/Enterprise Areas.

Meets current and future skills needs and supports growth industries

and sectors with a key focus on the West of England LEP’s priority

sectors.

Makes measurable contributions to any other specific local priorities,

issues and challenges.

Please outline in your response how intelligence and/or actions arising from the Skills Funding Incentive Pilot have influenced/supported the development of this project?

1. Addressing WE LEP Skills Capital priorities.

The project will improve the quality, relevance and impact of training

provision, which support the employability of the potential workforce.

Working with Professional Ambassadors, and through the College’s existing

teams, we will provide thorough CEIAG for potential learners, positioning

the healthcare sector as an attractive career choice.

Increase the number of young people aged 16-24 who will train for a career

in the healthcare sector (currently only 6% healthcare assistants are aged

16-24). We estimate that over 300 additional 16-24 learners will benefit

from the additional provision by end of year 3.

The project will provide a diverse apprenticeship offer that will support

increased numbers of learners and will ensure clear progression routes from

Levels 1, 2 & 3, through to higher and degree apprenticeships. (The

curriculum development will provides multiple options to progress from

Levels 2 and 3 to six higher level apprenticeships). For example the

provision of a L5 Nursing Associate Apprenticeship and L5/6 Foundation

Degree Pre-Registered Adult Nursing will support the 27% increase in

http://www.westofenglandlep.co.uk/about-us/strategicplan


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employee requirement for this sector (UK Commission for Employment and

Skills Sector Insight Report, May 2015).

2. Alignment with local stakeholder plans and identified need.

The project will support the WE LEP Strategic Economic Plan by ensuring

that adult skills provision meets the needs identified by employers in the

healthcare sector.

The project will improve individuals’ employment prospects by providing

training to develop employer-identified skills.

The project will support improvement of individuals’ health through the

provision of health management interventions (diabetes clinics, smoking

cessation and weight management, for example), supporting the NHS 5

Year Forward View by improving Community Participation and Involvement,

aiming to reduce health inequalities and making better use of resources. In

the long-term this also aligns with the WE LEP Strategic ambition to close

the 9 year gap in life expectancy between the most affluent and most

deprived communities.

3. Meets current and future skills need and supports growth industries and

sector with a key focus on West of England LEP priority sectors.

The 2016 NHS Sustainability and Transformation Plan for Bristol, North

Somerset, and South Gloucestershire, projects the population will grow by

43,000 by 2021, with a 15.9% growth in 74-84 year olds, and 17.6% growth

in those aged over 85. This growth will result in an increase in the

complexity of individuals’ health needs.

The project will support this demand for increasing numbers of multi-skilled

potential employees of all ages required to care for an ageing population.

The curriculum development plans have been, and will continue to be,

informed by employers in the sector, who are prioritising the skills they

currently require, whilst discussing where they believe there will be future

need in response to an ageing population.

The College will position the healthcare sector positively to attract greater

numbers of individuals into training via full-time, part-time, work-based

training, or CPD.

Further, through the enhanced provision of Apprenticeships, the project will

support the re-training and upskilling of existing employees to support the

sector’s demand for a multi-skilled, resilient workforce across the WE LEP

area.

4. Makes a measurable contribution to specific local priorities and challenges.

The project’s location, within an identified area experiencing Multiple

Deprivation, will support the ambition to improve the number of learners

who are NEET or at risk of becoming NEET, and the long-term

unemployed.


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The project will provide space for professional practitioners to deliver

community-based therapy and consultation, out of a hospital setting, as

identified in the NHS 5 Year Forward View.

In the long-term the project will, through health and active living

interventions at a local level, improve the health of individuals thereby

reducing the burden on health and social care in the long-term, aligning

with the WE LEP Strategic Economic Plan.

5. Outline how intelligence and/or actions arising from the Skills Funding

Incentive Pilot have influenced/supported the development of this project.

The College’s participation in the Skills Funding Incentive Pilot has

provided an improved awareness and understanding of what other

facilities are available in the region, and helped to identify the skills gaps

against employer requirements. This learning has been applied to this

project design.

614/750 words

3.2 Improving the quality of teaching and learner success:

Explain how the project will support measurable improvements in:

1. The quality of teaching and learning 2. Learner success.

Quality of teaching: By investing in the creation of the Health and Active Living Skills Centre, Weston College, working with its partners, will be able to continue to provide an outstanding learner experience through providing access to industry-standard training facilities and a high quality of teaching, learning and assessment. The quality of teaching will be enhanced through close collaboration with sector employers, increasing the relevance of teaching programmes and expanding links with visiting industry speakers, employers and universities across the West of England LEP area. The flagship facility will enable us to attract the visiting expert employers and professionals to interact with learners (and staff), offering them the opportunity to observe and engage with professionals. Specifically, the technology infrastructure and the specialist equipment housed within the Health & Active Living Skills Centre will enable Weston College to respond to employers’ feedback and skills agenda relating to low levels of confidence in using specialist equipment demonstrated by new employees. The newly equipped laboratories at the Centre will enable teaching staff to

support theory and science-based practical learning requirements in response to

the changes in the Apprenticeship Standards curriculum.

A blended learning approach will incorporate face-to-face learning, live-

streaming, lecture capture and small group delivery using up-to-date equipment

and training facilities. Technology infrastructure will enable teaching staff to

deliver content in a real-time setting to learners participating remotely via screen-

based delivery.

The enhanced facilities and diversity of course provision will position the College

to attract high-calibre, suitably qualified staff.

Through regular interaction with external Stakeholders and partners across the

West of England region, College staff will be able to remain up to date with

developments relating to new roles created, progression routes, and evolving


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work practices. This will inform and support improved CEIAG, through College

outreach activities and careers events.

In the new Centre teachers/lecturers will consider interdisciplinary and cross-curricular approaches to learning and teaching as increasingly required in the health sector, and explore how extra-curricular activities or the personal interests of learners can be included and recognised.

Learner Success: For all the reasons listed above, learner success will continue to remain very

high, above national benchmarks for both full time and Apprenticeship provision.

As important as learner success will be ensuring learners are work-ready on

completion of their programmes and that health sector employers value the

skills, knowledge and behaviours the learner has developed whilst at the Health

and Active Living Skills Centre.

Specialist facilities will enhance the overall quality of engagement. Learner core

functional skills will be embedded into the curriculum together with enhancement

skills, eg. literacy, numeracy and key employability skills, to further raise

productivity levels of potential and existing employees. The project will support

increased participation and attendance using a blended learning approach that

includes industry case study projects, live briefs, employer visits and placements

designed to boost learner employability.

Visitors using the Centre to meet with professional practitioners will have the

opportunity to ‘incidentally’ observe learning opportunities (both accredited and

short courses).

The provision of quality CPD will support successful outcomes for adult

employed (shift) learners who can participate in part-time, commercial courses.

Flexible learning opportunities, enhanced by the digital infrastructure, will support

learners to engage with content remotely using live-streaming or capture lectures

for later download or revision.

The learning experience for SEND learners will be enhanced by using the new

facilities at the dedicated SEND centre adjacent to the main Knightstone campus

site. The dedicated location for SEND learners will also assist in supporting the

Assessment needs and progress of SEND learners.

In addition, the project is located within easy access of mainline train, bus and

motorway access, which will reduce barriers to engagement for learners across

the wider West of England LEP area.

Are any of the curriculum areas concerned inadequate and, if so, how will the project address these? As an OFSTED-rated ‘Outstanding’ provider since 2014, all of our provision is judged to be ‘outstanding’. The development of the Health & Active Living Skills Centre is focused on ensuring the College is able to continue delivering outstanding provision for the health sector in the West of England into the future.

750 words


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3.3 Working With Employers:

Explain how the project has been informed by employer/business need including: i. How the project development/design of the project has been

informed by employer/business consultation and engagement.

Weston College works closely with health sector employer networks nationally

and regionally, taking an active role in identifying skills gaps. Within the WE

LEP area these key employer partners include the NHS Trusts, the Health

Commissioning Network, Community Care Partners, NHS Mental Health

Partnerships Trusts, Health Education England, Unitary Authorities, and

residential care providers within the area.

Stakeholder and partner consultation has provided the College with a deep

understanding of the challenges they face, together with an appreciation of

employers’ evolving practice models and priorities driven by these challenges .

Specifically, the College is responding to intelligence regarding skills gaps at a

regional level in the health and social care sector across the WE LEP area,

which it has also correlated with corresponding development plans outlined in

the LEP Strategic Economic Plan 2015-2030.

The project building design and curriculum offer has been entirely shaped by

the employer engagement we have undertaken. The Health and Active Living

Skills Centre proposal is in response to the recruitment and skills challenges

faced by the sector now and into the next decade. The letters of support

provided at Appendix A clearly demonstrate the commitment and support from

regional employers.

ii. How the project will deliver a flexible resource base and industry-standard equipment and environments for vocational learning. The building’s design, equipment and facilities specification, and learning environments have been directly informed by Stakeholder and employer consultation, to ensure it specifically meets their requirements and best practice standards, as well as supporting the needs of learners. The skills training solution must be agile and adaptable, responding to changes in employers’ requirements over time. The project will incorporate a technology infrastructure to provide a flexible resource-base for remote learners to access curriculum content and participate either on a real-time basis or using lecture capture facilities to support shift-workers, or for learners who wish to recap or revise specific elements of curriculum delivery. The design of learning spaces have been informed by the need to incorporate sufficient WARD Simulation rooms to ensure learners have the opportunity to work within a realistic clinical setting, equipped with up-to-date equipment and technology.


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iii. How will you ensure that curriculum delivered from the capital asset will

remain up-to-date and relevant to employer needs in the long term?

As a financially secure and robust institution, Weston College has a clear

strategy of ensuring continuing investment and maintenance in facilities and

equipment. Every year the College, as part of its business planning cycle,

identifies requirements for new equipment or facilities and this is then included

in the capital plan for the year alongside a set aside fund for ongoing

maintenance and replacement of equipment.

Ongoing consultation with employers and stakeholders across the region will

ensure that the capital asset continues to meet the needs of employers in the

region to have access to a highly skilled workforce for roles at all levels of

requirement. The building has been designed in an adaptable format to

ensure it can be relatively easily adapted as requirements change over time.

1 Ref: Health Education England 2016

iv. What opportunities are there for the employment of apprentices in the

project development and build and will this be built into your formal agreement

with contractors

The provision of Work Experience and Apprenticeships is built into the

construction contractors’ contractual obligations with the College. The

Standard Framework requires all construction schemes provide opportunities

for Apprenticeships where possible and practicable. As a College with learners

who would benefit from work experience or Apprenticeship opportunities, we

aim to work actively with our Contractors to secure placements wherever

practicable.

Where Health & Safety Regulations permit, our contractors provide school and

college groups with escorted site tours and with visits to construction,

fabrication and installation centres wherever possible.

400 words

v. Please provide a breakdown of employers consulted which are based within the WE LEP area and those based outside of the WE LEP area. Within WE LEP area: Avon & Wiltshire Mental Health Partnership NHS Trust

Central Bristol Community Health

For All Active Living Centre





St Monica Trust

University Hospitals Bristol NHS Foundation Trust


Registered Nursing Home Association


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Outside WE LEP area: Health Education England Apprenticise Letters of support can be found at Appendix A.

200 words

3.4 Expanding and growing Apprenticeships:

Explain how the project will support the expansion and growth of Apprenticeships and employer engagement, with particular reference to:

How the project will have a positive and measurable impact on increasing and expanding 16-18 and 19-24 Apprenticeships. Please provide specific reference to WE LEP priority sectors.

How the project will support the provision of enhanced progression routes to higher-level training, including higher-level Apprenticeships. Please provide specific reference to WE LEP priority sectors.

The College has a proven ability in delivering Higher Apprenticeships in Health.

Our strong, established relationship with the West of England’s largest employer,

positions us well to support the NHS as they seek to implement new models of

recruitment and training, and utilise their Levy payment.

Working in partnership with WE LEP priority sector employers across the region,

the project will impact as follows:

The College has an existing initiative targeting 16-18 and 19-24 year olds

into Apprenticeships. Providing thorough CEIAG, and using extensive

regional advertising, we promote apprenticeships as an attractive and viable

training option. The current campaign, ‘Believe, Begin, Become’, aims to

attract and inspire the 16 - 24 age group to perceive training as an evolving

process to support individual advancement towards achieving career

success. Extensive use of Social Media also supports these campaigns.

The College works with external agencies to promote links between

employers and providers in matching skills need with providers.

The College works with large and SME employers across the WE LEP

region to identify opportunities to work with Apprentices from entry level

through to Advanced and Higher Level, supporting with role specification,

advertising and recruitment, in addition to curriculum delivery.

Currently five additional Level 2 Apprenticeship Standards, and four Level 3

Apprenticeship Standards, are identified and ready for delivery to support

these age groups to access learning pathways in this age segment.

The curriculum has been developed in consultation with external stakeholders

and partners in the WE LEP priority Healthcare sector to ensure multiple options

for progression from Levels 2 & 3 into Higher and Degree Apprenticeships that

respond to employer need.

3.5 Learner Numbers:

Complete Table 4 below to show the number of learners that will be benefit from the project over the first three years of operation across all of the categories listed. The information needs to show the following: The number of learners who would have engaged with this provision without the proposed

capital asset being in place.

The number of learners which you anticipate will engage with this provision after the capital

asset is in place and in operation.


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The change in learner numbers that this project will enable you to realise (nb the WE LEP

would expect this to be a positive figure)

Table 4: Learners benefiting from the project

Learner “Type” Learner numbers

before project [1]

Learner numbers after

project

[2]

Change in learner

numbers

= [2-1]

14 – 16 17 51 34

16-19 EFA 295 1026 731

Adult Skills

Classroom-Based 110 706 596

16-18

Apprenticeships 12 106 94

Adult (19+)


Higher /Degree


Adult Skills

Workplace 8 48 40

Adult HE (not

Apprenticeships) 60 284 224

Adult Full Cost

Recovery Learners 25 352 327

Adult Unemployed

Learners aged

19-24

12 242 230

Adult Unemployed

Learners

aged 25-49

21 423 402

Adult Unemployed

Learners aged 50+ 2 40 38

NEET 16-18

See Note 1 below

NEET 19-24

See Note 1 below

Disabled Learners 103 502 399

Total 896 4,364 3,468

Note: 1. The adult unemployed numbers are also contained within the adult classroom based provision. 2. The College estimates that 30% of L1 & L2 learners are NEET or at risk of NEET – these are picked up in

numbers in the table 3. The figure for Disabled is spread within the above listed categories and is excluded from the total


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Complete Table 5 below to show the number of learners that will benefit from the facility originating from within and outside the boundary of the WE LEP area over the first three years of operation Table 5: Geographical origin of the learners benefiting from the project

Number of learners drawn from within the WE LEP area 2774 Number of learners drawn from outside the WE LEP area 694 TOTAL: 3468

These figures are based upon current percentage splits. The percentage coming from the WELEP area is likely to increase as there is currently no other training facility in the area. Complete Table 6 below to provide a breakdown of the learners that will benefit from the facility by NVQ level of study they are undertaking over the first three years of operation Table 6: Learners benefiting from the facility by NVQ level of study Val to insert

NVQ Level Number of Learners

Level 6 24

Level 5 312

Level 4 92

Level 3 467

Level 2 683

Level 1 165

3.6 Curriculum Areas:

Which curriculum areas will be affected by the project? Please detail what this affect will be (i.e. increase in learner numbers, relocation of provision etc.). The Health and Active Living Skills Centre will become the focal point for the health and social care provision and sports therapy and rehabilitation related provision across the College. It will provide the hub for these expanding curriculum areas. Over 1700 additional learners after three years of operation will have benefited from the new resources and investment, including an additional 750 Apprenticeships. An expanded curriculum offer in Health & Social Care will use the facility to deliver new provision, for example the new Apprenticeship Standard L5 Nursing Associate (currently in development). Existing apprenticeship provision will expand as a result of the project and will ensure that all core aspects of Health & Social Care are developed to include Adult Care, Mental Health & Health Sciences.

The unique training combination for Health & Social Care with Sport Therapy

and rehabilitation will provide further curriculum expansion to include delivery in,

eg. Level 2 Community Health & Sport Officer, Community Activator Coach, and

Diploma in Exercise Referrals. Interventions supporting personal health

management and short courses supporting health prevention, condition

management and rehabilitation in, eg. diabetes, weight management, coronary

and pulmonary conditions, will further increase learner numbers.


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New facilities adjacent to Knightstone Campus will provide opportunity for

curriculum enrichment and diversified activities for SEND learners.

3.7 Social Inclusion, Equality & Diversity and Protected Characteristics:

It is important to be satisfied that your scheme is clear about how equality and diversity will be considered. Please consider and provide responses to the following points:

Identify the key equality and diversity objectives for your scheme?

What are the benefits of doing this and how will these contribute to the

West of England Vision and the SEP strategic objectives?

Weston College is strongly committed to promoting equality and diversity in all its

activities, which includes ensuring the new Health and Active Living Skills Centre

will contribute to the delivery of our wider equality and diversity objectives.

Attention centres on ensuring all learners or potential learners are supported to

achieve their full potential, regardless of their starting point or other barriers to

learning.

One of the project’s core aims is to attract a more diverse pool of people into the

health sector and support their career progression in order to support employers

with significant staff attraction and retention challenges. By promoting the career

pathways and ensuring the progression routes for learning are in place from

entry levels all the way to higher education, the College will be actively working

with local employers, large & SMEs, to attract a diverse pool of potential talent

into the health sector. This includes encouraging more men into health and

social care, more young people to train for careers in the sector, and will attract

people facing disadvantage in a variety of forms to enter the sector and

progress.

In addition, the new dedicated SEND dedicated facility, which complements this

project, will ensure SEND learners are able to access a high quality dedicated

provision locally and achieve their full potential.

These objectives directly contribute to the LEP’s strategy to encourage

sustainable economic growth and the creation of new jobs for people. In order to

achieve this vision, one of the areas which must be addressed is ensuring local

communities are appropriately prepared to fill those new jobs.

Two of the LEP's strategic objectives recognise the link between people's work

readiness and the impact this can have on economic growth and inequalities:

1. Shape the local workforce to provide people with skills that businesses

need to succeed and that will provide them with job opportunities.

2. Ensure all our communities share in the prosperity, health and well-being

and reduce the inequality gap.

The project will directly contribute to these objectives, and the wider vision, by

ensuring a regional resource is created which will benefit a wide group of

stakeholders, including directly impacting on underrepresented and

disadvantaged groups.


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Identify the key equality and diversity target groups relating to your scheme? Detail what you can and will do to proactively address the identified equality and diversity issues? Target groups that will be targeted by this project include:

- Gender: under-representation of men in health and social care. The

delivery of sport and sport-therapy provision at the same location as the

(traditionally female) healthcare sector will help address existing gender

bias within the sector by creating positive messaging that targets

traditional sport-related learners. By improving the awareness of sport

therapy courses, which supports the health and active living agenda, a

positive shift in the gender uptake of such courses will occur over time.

- Age: the health sector needs to attract higher numbers of young people

into the workforce. Marketing campaigns, use of social media and

targeted advertising and promotion will seek to proactively address this

imbalance.

- Unemployed adults will be targeted through Job Centres across the

region and DWP contacts. The College will use existing interventions

supporting the long-term unemployed get back to work.

- The provision of Maths and English core functional skills training will

further support unemployed adults and NEETs to participate in learning

to improve employability skills, and will provide support for learners with

English as a second language.

- Training will be delivered to improve technological competence in

response to the NHS recently launched Next Steps Action Plan (2017).

- Unemployed adults often experiencing multiple levels of deprivation will

have greater opportunity to train or retrain and enter employment in the

sector. (Certain aspects of the provision available through the project will

be designed to both engage and re-engage individual NEETs of all ages).

- At risk of becoming NEET: Under-performers and under-achievers will be

addressed through CEIAG and individual assessment, individual learner

support, and clear progression routes enhanced through bi-lateral

engagement with employers.

- Black, Asian and Minority Ethnic Groups – Working with employers to

ensure the learners and workforce are representative of the communities

they serve.

How will success be measured on an ongoing basis?

- Through the existing Management Information Systems, the College

already collects detailed data relating to individuals’ employment status,

individual needs (including academic, medical and physical). This data

will support intelligence gathering to establish response, gaps and

identify future trends. This will provide a baseline against which success

can be monitored and audited. Analysis of this data forms part of the

College’s existing Quality Assurance processes and any emerging gaps

are identified and actions plans put in place.

- Evaluating the success of community engagement will be possible

through the data collected through College sources and that of visiting


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professional practitioners. However, the longer-term benefit to wider

community health prevention and management will become apparent

through the monitoring of community health statistics held by other

agencies.

500 words 3.8 Working with those who are disadvantaged and/or disengaged:

Explain how the project will have a positive and measurable impact on the following groups:

- Those aged 17-24 who are unemployed - NEETs aged 16-24 - Those aged 25-49 who are unemployed - Those aged 50+ who are unemployed

NEETS aged 16-24:

- The College teams will work with bridge agency organisations to support

identified NEETs aged 16-24 back into training.

- The College aims to identify and remove barriers to engagement where

possible.

- Marketing campaigns, use of social media and targeted advertising and

promotion will seek to target this sector to engage them with the

opportunity to engage with learning. Career Fairs and Open Evenings

will are geared to attract potential learners from this age group.

- At risk NEETs, under-performers and under-achievers will be identified

through CEIAG and individual assessment. Individual learner support

and clear progression routes enhanced through bi-lateral engagement

with employers will positively impact this sector.

- The provision of Maths and English core functional skills training will

further support NEETS aged 16-24 to participate in learning to improve

employability skills, and will provide support for learners with English as a

second language.

- The College Welfare Team will work to identify and support other needs

the individuals in this age segment may be experiencing and will signpost

to additional support where necessary and appropriate.

- The College will access its extensive network of healthcare sector

employers across the WE LEP region to secure apprenticeships for this

age group.

- Support with additional employability skills to support this age group to

secure apprenticeship positions.

Aged 17-24 who are unemployed:

- Unemployed young people, aged 17-24, will be provided with information

regarding career options in the healthcare sector. Marketing messages

will target this age group with the message that learning is an evolving

process to support individual enhancement.

- The College teams will aim to identify and remove barriers to

engagement where possible.

- Through extensive employer networks the College will promote the

opportunity for Apprenticeship training and support individuals to secure

work-based Apprenticeships with employers across the WE LEP region.




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- The College Welfare Team will work to identify and support other needs

the individuals in this age segment may be experiencing and will signpost

to additional support where necessary and appropriate.

- Marketing campaigns, use of social media and targeted advertising and

promotion, will seek to target this sector to engage them with the

opportunity to engage with learning. Career Fairs and Open Evenings

are geared to attract potential learners from this age group.

- Individual needs will be assessed and Core Functional Skills’ support will

be provided for learners to support their transition into Level 1 and 2

programmes.

- The College aims to support over 400 Unemployed people aged 19-24 as

a result of the new facility.

Those aged 25-49 and aged 50+ who are unemployed

- Unemployed adults will be targeted through Job Centres across the

region and DWP contacts. The College will use existing intervention

programmes supporting the long-term unemployed get back to work.

- Individuals will be encouraged to consider retraining to secure

employment in a variety of healthcare roles with employers across the

WE LEP region.

- Individual needs will be assessed and Core Functional Skills in Maths

and English support will be provided for learners to support their

transition into appropriate levels of training, and will be available for those

with English as a second language.

- Through extensive employer networks the College will promote the

opportunity for Apprenticeship training and support individuals to secure

work-based Apprenticeships with employers across the WE LEP region.



Individuals who are impacted by the Government’s Fuller Working Lives Policy

- In order to support people working for longer, they need access to high

quality vocational training in order to retrain and upskill. The project has

been designed in partnership with employers to ensure its offer is

relevant and meets the needs of the sector.

- By providing older people with access to such highly valued training, they

will be able to secure and sustain employment for longer thereby directly

supporting the Fuller Working Lives Policy.

703/750 3.9 Learner Progression:

How will the project support learner progression from and to existing provision

both within the college and also with partner schools, colleges, private training

providers and higher education providers?

A fundamental objective of this project is to ensure the progression routes are in

place to enable learner progression from entry level through to higher education

to support the health sector with a move away from traditional graduate training

routes for primary professions. As the number of roles, specialisms and

operating levels proliferate, employers have articulated a clear need for


30

progression routes which enable a greater diversity of entry points into careers

pathways, including Apprenticeships.

Weston College already delivers health and social care programmes from Level

1 to Level 6, and the project will enable the College to build upon the existing

provision at Weston College and offered elsewhere in the region to offer greater

opportunities for progression. Working with our strategic partner, University of

the West of England (UWE), we will ensure that all provision continues to

provide clear progression for study at Weston College and progress to UWE’s

health curriculum provision at Levels 6/7. For example, courses in Mental Health

and Nursing have been developed to complement partners’ provision where

Weston College will provide progression routes into full degree courses delivered

at the College and onward progression to higher level qualification is delivered at

UWE. This enables learners and employers to access the training required

through to Level 7 in the West of England. This alone could support the

retention of skilled workers within the area.

The project’s bespoke facilities will provide the opportunity to plan and deliver

‘hands-on’ learning experiences that reflect the learning and skills required within

the health sector and specifically reflect the range of available training and

employment opportunities at all levels.

The project will also encourage professional practitioners (and identified Health

Ambassadors) to utilise the facilities to both coordinate sustainable careers

support, and to engage with educators to improve employability skills. This will

directly support progression of those in work and will increase opportunities to

undertake courses that reflect the diversity of potential roles within the health

sector and the different routes available to access those opportunities.

Thorough and relevant CEAIG delivered with existing school partners will ensure

learners are well prepared to enter 16-18 education for this sector. Career fairs

and open evenings will inform attendees of the breadth and access routes

available to pursue a career within the sector. Careers’ training at partner

schools will up-skill teachers so they fully understand the breadth of training

options available and the career pathways available to support career choices.

Knowledge, behaviours and core skills’ improvement will enable learners to

access and fully benefit from a provision that best suits their aspirations,

enabling them to make informed career decisions and will support high levels of

success and achievement.

The project will positively enable proactive engagement, not only with employers,

but also with private training providers, and future curriculum developments will

include the consideration of collaboration to source opportunities for student

progression where their needs are not met by the College or employers alone.

400


31

3.10 Employment:

Complete table 7 below to provide a breakdown of the number of direct jobs that will be created and/or safeguarded for the first year of operation of the facility Table 7: Number of jobs created and/or safeguarded over the first year of operation

Aggregate salaries

Created £545,550

Safeguarded £573,731.00

Complete table 8 below to provide details of aggregate salaries relating to the created jobs and safeguarded jobs shown above for the first year of operation of the facility Table 8: aggregate salaries of jobs created and/or safeguarded over the first year of operation

Number of jobs

Created 18

Safeguarded 18


32

Section 4: Financial Value for Money and Affordability

4.1 Investment Appraisal and Running Costs:

j Complete Table 9 below to show the cost and Net Present Value (NPV) of each option: Table 9: Comparison of Options

Option Cost (£000) NPV (£000)

Proposed project £ 13,286 £3,029

Base case 0 0

4.2 Project Funding/ Finance:

k

Complete Table 10 below to show how the project is to be funded/ financed.

Table 10: Funding/Financing of Proposed Project

Project funding/financing Capital cost (£000)

Private sector £ 0

LEP Skills Capital funding £ 5,359

College contribution (cash

reserves)

Loan finance

Disposal proceeds £ 0

Other public sector grants £ 0

Other – College Contribution

Total £ 13,286

Additional comments: for example, if disposal proceeds are to be used, please

explain current status of disposal.

maximum 200 words

4.3 Expenditure Profile: Expenditure Profile:

Complete the detailed monthly expenditure template - for successful applications this will be used to determine grant payment profiles. Attached at Appendix 4.3


33

4.4 Post-Project Reviews:

Confirm that a Post-Occupancy Review (POR) will be submitted in the LEP’s agreed format within 12 months of the completion of the project: YES

4.5 Governing Body Minutes:

Provide appropriate minutes to confirm approval of project details, expenditure and loan requirements. If not yet available, state when the governing body meeting will be held and when the relevant minute(s) will be available. If successful, no grant offer will be confirmed until the required minute(s) is received. A copy of the Governing Body Minutes is attached at Appendix 4.5

4.6 Post Build

Please identify sources of funding required to sustain the ongoing operation of the capital asset once the build phase has been completed. The College has generated an operating plan which assumes income from the following sources:

Education Funding Agency for 16 – 18 full time provision and 19 – 24

SEND learners

Skills Funding Agency/ West of England Combined Authority for Adult

Education Budget

Skills Funding Agency for non-levy Apprenticeships and Functional Skills

for Apprenticeships

Apprenticeship Levy income

Full cost commercial training delivery

The operating plan takes into account the revenue costs and income of delivering the planned curriculum, including staffing costs, materials and the maintenance of the facilities.

maximum 200 words

4.7 Letter from Bank / Accountant

The applicant should supply as supporting documentation a letter from their bank confirming that:

They are aware of this, and any other capital projects, being undertaken by

the applicant having been provided with details of the scheme/s

They consider the applicant to be able to afford and cash flow this project

and any other revenue/capital projects and commitments whilst still being

able to maintain normal business expenditure

The organisation is currently in a sound financial state, and that project cost

increases can be absorbed by existing cash reserves or other means

A letter from the College Bank is attached at Appendix 4.7

4.8 Letter from Chief Financial Officer

The applicant should supply as supporting documentation a letter from, and signed by, their Chief Financial Officer confirming that:

They have approved the final detailed application for submission to the West

of England Local Enterprise Partnership

That having accounted for bank reserves and projected cash flow up to

three years after the completion of the project the organisation is currently in

sound financial state and will not be put into financial difficulties as a result

of this scheme and any other financial commitments made by the

organisation


34

All relevant financial approvals are in place with the applicant organisation to

deliver the project as set out in the second stage application

That all sources of match funding are confirmed and in place. If the match

funding is resulting from an alternate external funding application please

provide a letter or contract from the funder confirming this

All appropriate financial due diligence has been undertaken by the applicant

organisation in respect of the second stage application

The staff and other resources have been identified and committed for the

project by the applicant organisation

They are responsible and accountable for ensuring that the project delivers

good (or better) value for money in the use of public resources, that being

the suitability and effectiveness of the project as well as the economic

growth and wider societal outcomes achieved in return for the public

resources received

A letter from the College Chief Financial Officer is attached at Appendix 4.8


35

6. Section 5: Programme

5.1 Programme for Completion:

l maximum 100 words

Programme for Completion

Brief Confirmation February 2017

Design prepared January/March 2017

Planning Application April 2017

Planning Permission Approval May – August 2017

Tender process for Contractor June 2017

The above is at the risk of Weston College

Funding Approval Expected June 2017

Contractor Award and Mobilisation August / September 2017

Site Works and Development

Comprising:

Groundworks

Construction and development

Develop outdoor facilities

Landscaping and final site

preparation

Equipment procurement and

installation

October 2017 to August 2018

Practical Completion 13 August 2018

Occupation 14 August 2018

A Gantt chart is attached at Appendix 5.1

5.2 Anticipated start date:

The Planning Application detail will be submitted in April 2017; a positive

response is anticipated before August 2017.

The Tender process will be initiated to identify construction contractor in

readiness for Award and Mobilisation in June 2017 with contractor award and

selection confirmed in August, 2017, with mobilisation effective September 2017.

5.3 Anticipated practical completion date:

m The schedule identifies practical completion as August 2018 to enable

curriculum relocation to site and learners intake in readiness for September

2018.

maximum 200 words


36

5.4 Planning Consents:

The College and the project team have a good working relationship with the Local

Planning Authority having carried out other similar projects on or adjacent to the

designated sites for the proposed works.

Initial informal consultations have already been carried out to test the viability of

the proposed capital development and feedback has been positive. At the next

stage of the project further surveys will be undertaken and pre-application

consultations with the LPA and other relevant consultees will be concluded. This

will ensure the final planning submissions meet local and national planning policy

and satisfy any specific concerns raised by consultees.

Approved inspectors will be appointed at the beginning of RIBA Stage 3 and if

necessary fire engineers will be consulted to ensure the completed Stage 3 design

is fully compliant with all relevant statutory regulations. This will offer greater cost

and programme security by eliminating unforeseen plan revisions during Stage 4.

The College is confident that the proposed plans will be given planning permission

to proceed.

5.5 Land Acquisition and other consents

Describe any requirements for land acquisition and confirm landowner agreements or powers are in place. Describe any other agreements relating to the project which are in place. Please provide copies of consents secured/agreements in place.

The College has secured a long lease of land at Bridgwarer Road,

Weston-super-Mare, until October 2051, from landowners, North

Somerset District Council. The land is adjacent to the proposed site of

the new build and will accommodate exercise and sports facilities to

support the objectives of the Health & Active Living Skills Centre.

The new build project will be constructed on land already owned by the

College.

300 words

5.6 Project Management and Governance:

How will you ensure a range of employers (both SME and others), business

representative bodies and other Professional, Statutory and Regulatory

Bodies are involved in the ongoing governance of the project both during,

and after, the construction phase?

Weston College has a strong governing body which provides dynamic

leadership and governance to the organisation, indeed Ofsted recognises

the leadership and management of the College to be Outstanding. This

commitment to governance and leadership extends to an active, diverse

and engaged Corporation.

There is representation from a wide range of business representatives, our

University partners (UWE), and other key community stakeholders,

including the Local Authority. Through senior representation on and with

relevant businesses, including SMEs, Membership Bodies, Professional,

Statutory and Regulatory Bodies, the College will continue to involve and


37

inform Stakeholder groups regarding the project’s construction and

curriculum development and delivery in operational phase. Guidance and

input with be sought to inform developments that will impact the project’s

strategic objectives and outcomes.

Overall responsibility for monitoring progress of implementing the operating

plan for the project will also rest with the Weston College Corporation. The

Corporation will provide regular reports to the Governing Body on the

progress of the capital projects. The Corporation will be accountable body

and will provide the governance for the application of LEP funds and the

match funding from the College to create the project.

A Capital Project Working Group meets regularly to plan and monitor the

detailed progress of capital projects. This Group is chaired by a member of

the Corporation and has representation from other members of the

governing body and other external stakeholders, including the North

Somerset Council.

To ensure the Corporation is provided with full and up-to-date information

regarding the sector, ongoing feedback from employers that has informed

project design and specification will be provided. This will continue beyond

construction phase into curriculum delivery phase and will support the

Corporation in ensuring that the project continues to meet the needs of

employers in the WE LEP region and remains a dynamic resource for the

Stakeholders and learners. It will also support Corporation in ensuring that

they are aware of policy changes and developments emerging from

employer consultations that may have material impact on the project.

The College will continue to work in close partnership with the LEP and will

submit necessary returns for reporting and monitoring of funds and progress

against the objectives of the project.

300

5.7 Internal and External Project Team

Confirm, where known, consultants appointed to manage this project: Weston College will manage the project using existing Internal Project Team

staff who extensive experience in delivering large capital projects, supported

by an external team of contractors.

An external Project team will be appointed to deliver the project. This will

comprise individuals and organisations based upon their success in

managing and delivering large capital projects on behalf of the College.

Where external contractors have not been identified they will be selected

upon confirmation of successful application and will follow an OJEU

compliant procurement process, ensuring best value.

An organogram detailing lines of responsibility is attached at 5.6i & 5.6ii


38

Internal Team

Overall Project Lead Linda Burlison, MCIPS

Facilities and Internal Fit-out Lynda Neate, Facilities Manager

Health & Safety Rory O’Connor, H&S Advisor

IT Infrastructure Matt Beaver, Head of IT

Marketing & Communication Lisa Fletcher, Head of MAC

Operational Financial Management Peter Sloman

Curriculum Development and stakeholder engagement

Mandy Dewer, Health Partnership Development Manager David Cousins, Head of Faculty, Health & Lifestyle Delyse Taylor, Subject Area Manager, Health & Social Care Rebecca Ranson, Subject Area Manager, Health & Public Services

Project monitoring to meet LEP requirements

Jo Watson, Executive Director – Business Growth

External Team

Project Manager Chappell Chartered Quantity Surveyors and Project Managers

Architect View Architects

Design Team View Architects

Architectural Design Jones King

Mechanical & Electrical Design Electrical Design

Quantity Surveyor/Cost Consultant Chappell Chartered Quantity Surveyors and Project Managers

Planning Supervisor To be appointed

Structural Engineer Craddy’s

Electrical Engineer Jones King

Mechanical Engineer Jones King

The project build will be managed by the Weston College Group Director for

Estates, Marketing and Systems (Linda Burlison) – see organogram

attached in Appendix 5.6.i.

The project operational management, in terms of performance and KPIs will

reside with the Health Partnerships Development Manager, Mandy Dewer.

Mandy reports directly to the Group Director for Partnerships & Academies,

who sits on the Leadership Board. Quarterly meetings during construction

phase will ensure that the project continues to evolve, to meet the needs of

industry, learners and the local economy.

The Employer Engagement Strategy details ongoing consultation with

employers and key stakeholders through individual and wider forum


39

meetings, events and specific groups to ensure their knowledge and

expertise continues to guide curriculum development.

The above work is supported by the College’s MIS, HR, IT Quality and

Finance departments and Leadership Board who are experienced in

delivering successful outcomes, ensuring that targets are met, that quality

and value for money remains high and that the project is audit-compliant

and sustainable.

Overall performance will be reviewed internally through monthly

performance review meetings with the Project Lead, who will risk assess

monthly progress against overall contract targets and assess levels of

engagement with employers and stakeholders.


40

Section 6: Risk 6.1 Risk and Mitigation:

n

The following risks have been identified

1) Failure to complete the project on time and to budget

Mitigated by the College’s strong track record of delivering capital projects

both on time and within budget. Our approach to project management as

described in Q5.7 and the thorough work completed in preparation of this

proposal which reduces the likelihood of unforeseen delays or expenses.

2) Prime construction contractor ceases trading

Mitigated by the College’s robust approach to the procurement pre-

qualification questionnaire. The College has a robust approach to supply

chain procurement and framework of proven suppliers

3) Inability to recruit high calibre staff with industry experience

Mitigated by an experienced HR Department, competitive terms and conditions and a clear recruitment strategy to attract the best talent.

4) Failure to secure match funding.

This will be mitigated by Match funding which is already secure- a bank loan

is agreed and the remainder is coming from College reserves.

5) Change in Government Policy for funding.

Recent announcements regarding Government’s Industrial Strategy indicate

continued strong commitment to funding high quality training that responds

to needs of key sector employers. The College will work actively with

partners in the new Combined Authority to ensure as far as possible

devolved funding for skills is made available for learners who would benefit

from the new Health and Active Living Skills Centre across the West of

England.

7) Failure to secure the necessary planning requirements.

As above and the fact that current planning strategy is offering outline

planning consent for this type of development. Consultation has already

taken place with the Planning Authority and initial feedback is positive. The

College will work actively with the planners to ensure consent is secured at

the earliest opportunity..

8) Failure to engage employers

The new Centre has been designed in partnership with employers to ensure

it directly meets their needs. This is critical for ensuring their engagement

and willingness to utilise and value the facilities for their employees and new

recruits. A clear employer engagement strategy will be in place. A draft is

attached at Appendix C

9) Failure to attract learners


41

The College has a strong track record with attracting learners to its provision demonstrated by continual and significant growth in the last ten years. A strong marketing and communications plan will be in place to ensure the Centre attracts learners.

10) Failure to secure support from UWE from higher levels of study,

enabling progression routes into new professions

Mitigated by the strategic relationship with UWE. The College has a Letter

of Support to indicate their positive involvement and support for the project.

200 words


42

6.2 Risk Register

Provide a copy of the risk register for the project described in this second stage application including risk rating, mitigation and risk owners. A suggested format is provided below. This should span the implementation phase e.g. those relating to service diversions and also for operation e.g. lack of take up, non-delivery of expected outcomes. A full copy of the identified risks is included in Risk Register at Appendix 6.2

Ris

k

Conseq

uence

Pro

ba

bility

(Low

/ M

ed

ium

/ Hig

h)

Impact (L

/ M / H

)

Red / A

mber /

Gre

en R

atin

g

Actio

ns to

mitig

ate

risk

Resid

ual

Pro

ba

bility

Afte

r

Mitig

atio

n (L

/ M /

H)

Resid

ual Im

pact

Afte

r Mitig

atio

n (L

/ M

/ H)

Resid

ual R

isk

Ratin

g A

fter

Mitig

atio

n (R

AG

)

Ris

k O

wner

Risk Rating Probability

Low Medium High

Low Green Green Amber

Impact Medium Green Amber Red

High Amber Red Red

7. Section 7: Past return on Investment

7.1 Lessons learned and past return on investment

Has the college completed a major capital project in excess of £500,000 in the

last five years?

Yes.

If yes:

provide a brief description of the project including outturn cost

The Future Technology Centre was funded by LEP Skills Capital Funding in

2015. It was completed and operational from August 2016. This flagship facility

was created to up-skills learners with work ready technology skills across a

number of curriculum areas and had the following objectives:

1. Design and build of the Future Technologies Centre in line with industry

skills requirements.

2. Engage employers and other key stakeholders in designing the offer for

the new Centre to ensure it meets business needs specifically in the

engineering, civil engineering and digital sectors.

3. Development of new programmes creating career pathways for young

people and adults in full time learning and through work based routes,

including apprenticeships.

Outturn cost: £4.2m.


43

Comment on the return on investment achieved and the extent to which

the project delivered on the intended outcomes. (max 500 words)

The Future Technology Centre was designed, built and operationalised in 18

months with £2.7m of investment from the LEP alongside College match funding.

Significant impact and outcomes have already been achieved, these are

summarised below.

Engineering

The College has developed a full advanced engineering curriculum as a result of

the new Future Technology Centre and delivery of engineering programmes,

including Apprenticeships, commenced in September 2015. The facilities have

enabled the College to secure a number of key contracts with engineering sector

employers and growth in apprentice numbers has been significant, increasing

from 19 in 2015 to 50 in 2016 to forecast 70 in 2017. The project also attracted

high quality staff to the College who take this project forward.

The LEP Skills Capital Grant enabled us to work with employers in the

engineering sector to create the workshops and facilities, enabling the College to

deliver a range of programmes required by the advanced engineering sector.

We have developed programmes from entry level through to higher levels,

including working with our university partner to develop a Degree Apprenticeship

ready for delivery September 2017. We have worked in partnership with

employers to develop 9 different Apprenticeship pathways in engineering to meet

industry needs, including two Level 3 Engineering Trailblazer Apprenticeship

standards (one of only four providers nationally to offer this new employer-led

Apprenticeship).

Civil Engineering

The College has worked with employers to create a civil engineering offer to

meet industry needs, including an Apprenticeship offer at levels 2 and 3 and the

development of a level 4/5 civil engineering offer delivered as a Higher

Apprenticeship from January 2017. We already have recruited 19 apprentices

on a civil engineering programme this year and this number is set to increase.

Digital

The College is pioneering new provision in Games and Animation Production,

which has been highly sought after by both employers and learners at level 3.

Working with UWE, this has been developed as a Foundation Degree offered at

Weston College with the College and UWE now preparing progression to a full

Bachelor’s Degree for September 2017. There are 66 learners on the level 3

and 29 on the Foundation Degree programme. Additionally we are now

developing one of the first Degree Apprenticeships in Applied Computing and

Cyber Security with UWE ready for delivery from September 2017.

Learner numbers are 144% of the planned enrolments at 1286 as opposed to

the planned 890 demonstrating a high level of return on investment for the LEP.

The Future Technology Centre project has enabled the College to already

deliver wider outcomes and impacts from the LEP investment and this will


44

continue over the next five years as the reputation of the Centre grows. The

Skills Capital grant has enabled the College to create the facilities, and more

importantly, facilitated the College’s ability to accelerate the development of new

curriculum and growth of learner numbers to meet the skills needs of employers

in the region.

Identify lessons learned from the previous project and explain how these

lessons will be applied to the proposed project maximum 100 words

The team have a successful record of project delivery but lessons learned

include:

Early engagement with employers – which enabled development of a

curriculum to meet their needs and skills gaps as well as a pipeline of

learners. We will replicate this for this new facility, designing in time early

in the process to consult with employers and learners.

Bird control - Planning of bird control at design stage to minimise the

retrofitting of bird proofing products

76 words


45

8. Section 8: Measurable Project Objectives

8.1 Measurable Project Outputs

o

Provide a minimum of three specific, measurable, achievable, realistic and time framed (SMART) objectives/outputs for the proposed capital project

The Health and Active Living Skills Centre will directly support both employers

and learners and will meet the following objectives:

1. Provide a state of the art industry-specific training facility for learners and

professionals with the Health and Social Care sector to open September

2018.

2. Meet the training needs of employers to enable a skilled, flexible and resilient

work force by ensuring a growth in capacity and the development of new

routes of training. This will be achieved by July 2021 with over 1,700

additional learners trained through the Centre.

3. Create clear and accessible career pathways for learners across the Health

and Social Care sector to attract a diverse and flexible workforce. Relevant

new Apprenticeship Standards will be delivered during the period to 2021.

There will be measurable progress with the provision of a minimum of 5 new

Apprenticeship programmes by July 2019.

4. Support growth for Apprenticeships at all levels, including Degree

Apprenticeships, supporting employers to utilise their Apprenticeship Levy by

creating over 700 additional Apprenticeships by July 2021.

5. Create an accessible Skills and Active Living Centre for those living in areas

of deprivation, directly supporting employability and reducing inequality. It is

estimated over 600 Unemployed people will benefit from training by July

2021.

maximum 200 words


46


47



HEALTH & ACTIVIE LIVING SKILLS CENTRE



August 2016

APPENDIX 1.8

Options Appraisal

Page | 1






August 2016

APPENDIX 1.8 ASSESSMENT OF OPTIONS TO ACHIEVE DESIRED OUTCOMES

Scoring matrix:

0 – Does not meet the project objectives

1 – Provides a contribution but does not fulfil the project objectives

2 – Adequately meets the project objectives

3 – Significantly meets the needs of the project objectives

Possible

Additionality

Impact on delivery

of project objectives

Quality Value for Money Accessibility Timescale for

delivery

TOTAL

Option 1

Revised

Health and

Active Living

Centre at the

University

Campus in

Weston-super-

Mare:

100% new

build and

acquisition of

new SEND

specific facility

3

Location in South

and Central Wards

of Weston-super-

Mare, contributing

significantly to the

social inclusion

regeneration

agenda.

3

The revised option will

deliver the objectives

as originally outlined

in the Expression of

Interest and will be

further enhanced by

the opportunity of

additional engagement

opportunities for SEND

learners through the

acquisition of a new

specialist SEND

facility.

3 3

The new build

option will provide

dedicated facilities

to meet the

growing needs of

the Sector across

the WE LEP. Its

construction

alongside the

existing 6th Form

Centre will provide

cost efficiencies

achieved through

the use of shared

facilities.

3

Easily accessible

for regional

visitors with

good existing

transport links

and free parking

available on site.

3

By developing the

Health and Active

Living Skills

Centre at the

Weston College

University

Campus, any risk

around time and

budget is

minimised as the

land is already

owned by the

College or in the

process of being

acquired. The

project will be

shovel ready for

July 2017.

18

Page | 2






August 2016

Possible

Additionality

Impact on delivery



delivery

TOTAL

Option 1

Health and

Active Living

Centre at the

University

Campus in

Weston-super-

Mare

2

Location in South

and Central Wards

of Weston-super-

Mare, contributing

significantly to the

social inclusion

regeneration

agenda.

2

This site will deliver

the project objectives

as outlined in the

Expression of Interest.

However, it would

position the College at

significant risk

regarding the entire

re-location of the 6th

Form provision which

is currently housed in

the existing building.

This would potentially

disrupt the successful

A’Level Centre and the

option has been

reconsidered to avoid

this.

3

2

Utilising existing

buildings for

refurbishment

alongside

development of a

new facility on the

University Campus

site presents value

for money.

3

Accessible for

local people,

good existing

transport links

and free parking

available on site.

3

By developing the

Health and Active

Living Skills

Centre at the

Weston College

University

Campus, any risk

around time and

budget is

minimised as the

land is already

owned by the

College or in the

process of being

acquired. The

project will be

shovel ready for

July 2017.

15

Option 2

Town Centre

site

3

This site will

contribute to the

regeneration of

WsM, specifically

the concept of an

urban town model

for education.

Potential

opportunity for co-

3

If all packages of land

attached to the site

were to be secured

then we could deliver

the project objectives.

3 1

Development cost

in excess of £20m

which is a higher

cost than option 1.

3

Accessible for

local people and

good existing

transport links in

the town centre.

1

Challenges to

secure several

packages of land

and remove a

covenant.

Planning

permission would

also be required.

14

Page | 3






August 2016

Possible

Additionality

Impact on delivery



delivery

TOTAL

location with a

project partner.

Option 3

Co-location of

employer

premises

1

More opportunity

for partnership

working with the

specific employer

for co-location.

2

There is a risk of

becoming too focussed

on meeting the needs

of one employer

partner rather than

the wider sector

needs. Insufficient

available space to

develop all facilities.

3 1

Unable to meet all

project priorities

therefore

impacting on

value for money.

2

2

Planning

permission may be

required which

could cause

delays.

11

Option 4

Sharing land

with other

Providers

1

More opportunity

for collaboration

between providers

and sharing

existing facilities

for learners.

2

There is a risk of

securing the right

piece of land which

meets the needs and

priorities for both

providers.

3 1

Land has not been

identified so cost

cannot be defined.

1

Depending on

the location of

the land,

accessibility by

public transport

would need to be

defined.

1

The right land

would need to be

identified and a

lease secured.

Potential risk to

the timely

completion of the

project.

9

Option 5

Adaptation of

existing

Weston College

buildings

2

Extension of

College

contribution to

regeneration of

WsM.

0

Capacity to support

growth will be an

issue which is a

reason for securing

Skills Capital Funding.

1 1

Unable to increase

capacity therefore

impacting on

value for money.

3

Existing College

estate is

accessible by

public transport.

1

Additional space

would need to be

secured for the

transfer of

provision to

another part of

the estate.

8

Page | 4






August 2016






August 2016

APPENDIX 1.9

List of Key Stakeholders

Page | 1






August 2016

Appendix 1.9 - List of Key Stakeholders

Organisation Contact Avon & Wiltshire Mental Health Partnership NHS Trust

Tony Westacott, Learning and Development Team Leader

Bristol Community Health

Faye Beddow, Senior HR Manager Learning & Development

NHS Health Education England

Professor Selena Gray MBChB, MD, FFPH,

FRCP, Deputy Postgraduate Dean

Jane Barrie, Independent Chair South of England Local Education Training Board

Amanda Shobrook, Wider Workforce Apprenticeship Lead

North Bristol NHS Trust

Sue Crew, Widening Participation and Non Medical Clinical Education Manager


Dr Mary Backhouse, Chief Clinical Officer


Judith Brown, Chief Executive


Mike Jackson, Chief Executive

Natalie Field, Director of Public Health

Rebecca Stathers, Healthy Lifestyle Services Manager

Poppy’s Homecare Ltd Alistair Milton, Managing Director


Karen Gleave, Wider Workforce Lead

St Monica Trust

Julie Haydon, Director of People

University Bristol Hospital NHS Trust Foundation

Julian Newberry, Deputy Head of Education

Page | 2






August 2016

UWE

Jo Midgley, Pro Vice Chancellor


James Rimmer, Chief Executive

Existing learners and parent/carers

Feeder Schools






August 2016

APPENDIX 1.10

Internal/Third Party Scheme Review

Page | 1






August 2016

Appendix 1.10 Internal/Third Party Review

Project Name Health & Active Living Centre

Project Review Date 9 February 2017

Reviewer Name Mr Ian Porter

Reviewer Organisation Weston College Governing Body – Chair Capital Project Working Group (CPWG)

Reviewer Address Knightstone Rd Weston Super Mare BS23 2AL

Reviewer Contact Email [email protected]

Reviewer Contact Telephone Number 01934 411 411

Capital Build Project Review Reviewers Comments

Has a viable need been established for the project?

The need centres around a known West of England LEP Capital Priority, listed as Employability across a LEP Priority Sector Health and Social Care. Following extensive consultation with the LEP and sector Stakeholders across the Unitary Authorities, there is a clear need to create a prominent facility within the town to support existing and future skills shortages in the Sector. Further, the project will help develop a healthier, resilient workforce and support the investment in human capital throughout the West of England region. As the College does not have an available facility within the existing estate, there is a requirement to expand the estate.

Are there stated benefits to the project e.g. benefits to learners, benefits to employers, stakeholder networking, community or economic benefits?

Yes, the project has stated benefits to learners, employers, stakeholders and the community.

Has the organisation considered suitable options to progress this project?

Yes, the CPWG note that there has been extensive and continuous dialogue with North Somerset Council (and the West of England LEP) in exploring a variety of options.


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August 2016

Has the organisation considered all the risks associated with the project?

In line with other Capital Projects, a risk register has been completed.

Project Name Health & Active Living Skills Centre

Project Review Date 9 February 2017

Reviewer Name Mr Ian Porter

Reviewer Organisation Weston College Governing Body – Chair Capital Project Working Group

Reviewer Address Knightstone Rd Weston Super Mare BS23 2AL

Reviewer Contact Email [email protected]

Reviewer Contact Telephone Number 01934 411 411

Capital Build Project Review Reviewers Comments

Is the project planned to an achievable timescale?

The CPWG note that this is in line with previous projects, which have had a track record of being delivered within the associated timescales.

Is the project and its execution strategy valid, cost-effective and realistic in terms of accomplishing its stated objectives?

It is noted that the execution strategy is valid. The project is ambitious, however partnership and stakeholder support is strong and the project offers long term cost effectiveness.


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August 2016

Does the organisation have a suitable track record in delivering capital projects on time and within budget?

Yes in line with previous capital projects, the CPWG can verify that the College has a strong record of accomplishment of projects being completed on time and within budget.

Does the organisation have the experience and knowledge to complete this project?

The College is very experienced on Capital Projects and has a robust governance structure, with the knowledge and experience to compete this project. The CPWG note that the project relies on continued strong partnership work with North Somerset Council, NHS and other Local Authority partners, and believe at this time that this support has the viable long-term future, to enable economic growth.






August 2016

APPENDIX 2.1

Accommodation and Capital Investment Strategy

Weston College of Further and Higher Education


2017 to 2019

Weston College of Further and Higher Education


2017 to 2019

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Accommodation and Capital Investment Strategy Introduction Weston College aims to ensure that every learner achieves their goal and simultaneously achieves outstanding success. This process is enhanced by providing inspirational and modern teaching and learning spaces. Background For the last two decades Weston-super-Mare has experienced a growing population due to national house builders developing new communities on the outskirts of the town and exploiting its excellent transport links to Bristol and the southwest via the M5 corridor and South West peninsular railway. This has resulted in a favourable movement in the demographics of Weston-super-Mare by which the population generally, and the 16-18 and young adults in particular, has seen a steady increase of over 2% per annum in the last decade, this is in contrast to the age demographics nationally. In addressing the priority areas and reflecting the demographic trends within Weston-super-Mare, the impact of the increase in full time students has led to concentrated activity during the normal working day of 9.00am - 4.30pm, which places greater pressure upon accommodation and resources to deliver full time programmes in that timeframe. Pressures have been particularly apparent within the key priority area of construction, health and wellbeing, the areas of performing arts, sport and residential learners with learning difficulties and disabilities (LLDD), which hitherto has had to be sourced from outside the region at great cost to the Local Authority and inconvenience to learners. The Accommodation and Capital Investment Strategy has been created to ensure that a phased approach is followed to deliver the required improvements that match the aspirations of the College and the wider community and businesses. The enhancements made to the College’s property portfolio since incorporation have been considerable, with four significant projects successfully completed (some with the support of the then Learning & Skills Council and some with funding grants from the EFA, SFA and LEP) including major projects to provide two additional campuses with capacity for expansion. These developments have made a major impact on improving the estate and the learning environment from what could only be described, at incorporation, as unsatisfactory accommodation. Today the estate is one which can be described as generally good, and in places outstanding, but one which requires further development if that accommodation is to match the College’s ambition to be outstanding throughout and meet the needs of future curricula. In future developments, Weston College seeks to provide accommodation which adapts speedily and flexibly to changes in LEP and employer priorities, demand in student numbers and subject choices, which will be delivered via a balance of refurbishment and new build. Weston College has also played the prominent role, as sponsor, in the development of the Inspirational Futures Trust; a multi-academy schools trust. This has included the North Somerset Enterprise and Technical College which is housed in bespoke accommodation for 700 pupils on the Enterprise Zone in Weston-Super-Mare which opened in September 2016, and the development of the Bristol Futures Academy

3 | P a g e

which operates from a refurbished property in Bristol which opened in September 2016. Description and evaluation of the estate As of March 2017, Weston College is based on three main sites in the town: Knightstone Campus This acts as the administrative town centre HQ and comprises 15,210m2 of space in an eight storey tower block and a separate LLDD workshop. The building contains 65 general purpose classrooms and IT spaces and has been extensively modernised since incorporation. A modern two-storey frontage extension was added in 1998; containing hair & beauty salons and care and early years’ curriculum. To the rear is the Performing Arts Centre which was remodelled during summer 2012 to form 6 dance and drama studios with modern facilities and incorporated a new roof, improved ventilation, heating and cooling. The remainder of the Knightstone Campus provides general purpose classrooms housing the Service Sector Faculties, Inclusive Practice Faculty, Library Plus, HE and contains a small sports-hall, catering outlet and central administration. Most of the space in this block is assessed as Category A with a successful bid to the Colleges’ capital Condition Fund enabling the remainder of previously Category D space to be upgraded into high-quality LDD spaces in 2014. Situated next to the Knightstone Campus is the Weston College Conference Centre comprising 1,079m2 which is housed in a renovated 19th century schoolhouse. This renovation was completed in late 2011 and is a welcome addition providing appropriate spaces for large group activities, examinations, conferences, enrolments and similar events. The Knightstone Campus is also “landlocked” by virtue of adjacent main/access roads and residential dwelling with associated planning restrictions. There is no open ground on which to expand so the only alternative is relatively modest and occasional remodelling of existing space. The College has a long-term aspiration to expand the availability of space in the town centre and this has recently been made possible by the first phase of LEP funding to create a Law and Professional Services Academy. The College also hires the nearby Blakehay Theatre – a small municipal theatre comprising a 199 seat auditorium and associated rehearsal spaces - for performing arts students to supplement dance and drama studios. University Campus This modern state–of-the-art complex houses a two-storey building of 8,134m2, which includes a six classroom extension added in summer 2014. The building has two main functions: A centre for creative arts, design and music comprising 38 specialist art and music studios plus rehearsal/practice spaces and associated support facilities. A Sixth Form Centre containing 20 classrooms and laboratories mostly catering for A-Level students. This includes an extension providing four extra teaching spaces

4 | P a g e

completed in September 2012 and associated works designed to improve the supervision of this space by Faculty Head, expand the social facilities by infilling the atrium and expand Library Plus. The site also has catering space, a small sports pitch and recreational areas. This campus has considerable potential for further development due to its relative abundance of available land. The College secured a 35 year lease from the Local Authority for the land immediately adjacent to the College buildings commencing in June 2016. The College has identified this campus as having the potential to offer a new base for an expanded Health and Active Living Skills Centre. Planning permission has been secured to construct a biology wing at the campus (part of the ambition to create the Health and Wellbeing centre) but an amended planning application will be needed to realise the full extension now required. Weston Bay During summer and autumn 2012, the College acquired and refurbished The Bay Hotel, Weston-Super-Mare, to provide residential accommodation for students with learning difficulties and disabilities, in particular those on the autism spectrum. For the first time this provides the community with a localised and cost-effective facility that has been a major priority for the North Somerset Council. This project was part-funded via a regional EFA capital grant. South West Skills Campus (SWSC) This 3.4 hectare site provides a total of 12,050m2 of accommodation which has grown by over 30% since its acquisition in autumn 2009. It was previously the site of the vacated Bushacre Business Park and Clarks Shoe Factory in Locking Road. Extensive conversion and adaptation has occurred on a phased basis coupled with a new build to gradually become fit for purpose. The SWSC site contains: Construction & Engineering Centre of Excellence (CECE) -This building includes carpentry and joinery; a brick workshop; electrical installation workshops with enhancements reflecting a growing need for renewable energies and plumbing. This faculty also includes motor vehicle workshops and has been supplemented by taking over workshop & showroom space (previously leased to the Renault franchise) from 2013/14 academic year. Growth in demand for extra workshop space has been stimulated by the expansion of automotive engineering in 2012, 2013 and again in summer 2014 as new specialisms have been developed and through natural growth in existing provision as further levels of study are added. The Lord Baker Enterprise Centre - In April 2013, the college opened a bespoke BEC (Business Enterprise Centre – see below) which comprises four new classrooms, offices, an enhanced LibraryPlus for the entire campus and vastly improved catering facilities. This replaced a previous facility which was demolished through being condemned as Category D. The Skills Funding Agency contributed £1.127m through the Enhanced Renewal Grant Phase 2 (ERG2). The Business Enterprise Centre (BEC) is an administration unit which is used to service the College’s work-related employer responsive activity e.g. apprenticeships,

5 | P a g e

NEETS, the ‘Aspire’ programme, pre-employment programmes and bespoke consultancy work. The Partnership Building - This is a new multi-purpose building that accommodates the College’s partnership activity. It contains four classrooms and associated support facilities and provides a focus for teaching and liaison with external partners. The Sustainability Centre - The College has a prominent regional profile in delivering training in environmental technologies and progressed this further through the development of an Eco House. This incorporates all the latest features within a single practical training facility. It is also used to accommodate the English and maths delivery at the SWSC. Main campus entrance - In May 2013 the College commenced two major phases of the modernisation of SWSC. A grant of £2.8million was secured from the SFA ERG3 programme to construct a new two-storey southern frontage containing workshops, classrooms and offices through a combination of demolition, refurbishment and new build which was opened in September 2014. Engineering Centre – The first phase of the development of the Engineering Centre was opened in September 2015. The new workshops include facilities for bench and aircraft fitting, machining, inspection, fabrication, welding and engineering maintenance. They also accommodate CNC and CAD training, materials lab, 3D printing, a hydraulic, pneumatics and PLC workshop and composite manufacture workshops. Future Technology Centre – This flagship facility is used to up-skill learners with “work ready” technology skills, across the following curriculum areas: ICT, creative & digital, advanced engineering/civil engineering & automated manufacturing and low carbon so that learners are both sector and technology ready, with skills for current and future employment. Equipped with the latest technology and state of the art industry linked teaching spaces, this centre of excellence incorporates technology related employability skills into entry level - level 4 courses, with progression pathways designed in partnership with employers/universities to provide a technology ready workforce for new and established SME employers. This projected values at £4.2 million was 65% funded by the LEP and was completed in April 2016. Law and Professional Services Academy The West of England Law and Professional Services Academy project, is an inspirational learning centre, in a high profile location, serving as a unique flagship enterprise to provide dynamic industry recognised vocational routes to employment, in conjunction with employers, in the following areas:

Law and justice services e.g. commercial, criminal, civil and international law, Ministry of Justice, Crown Prosecution Service, youth justice.

Finance services e.g. banking, investments, insurance and pensions.

Accountancy services e.g. accountancy, audit, taxation, PAYE.

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Professional services e.g. leadership and management, sales, marketing, HR, quality, business support services, event management, sustainability, consultancy, planning, export, statutory regulation and compliance.

This project has been funded by the LEP to the value of £19.392 million with the Wintergardens being donated to the College by North Somerset Council as match funding. Phase 1 involved the purchase and refurbishment of the Arosfa Hotel in Weston-super-Mare. This took place in 2016 and the facility opened to business students in September 2016. Phase 2 involves the conversion and refurbishment of the Winter Gardens. Funding for this significant building project was confirmed by the LEP in early 2016 and since that time the Weston College project team has advanced the refurbishment and extension of the property. This work is on programme to be completed in July 2017 with students starting to access the bespoke state of the art facility from September 2017. The College is extremely grateful for the support the West of England LEP has given to this major project. Nature of the learners and the associated demand for space In future there are felt to be four main drivers increasing demand for space: The West of England Local Enterprise Partnership From 2015/16 the Local Enterprise Partnership (LEP) has been tasked by central government to channel public funds for capital in a locally co-ordinated manner to support regional priorities. West of England (Bristol) LEP has identified five priority sectors and two emerging sectors:

Advanced Manufacturing and engineering

Creative and Digital

High tech

Professional Services

Low Carbon

Construction – infrastructure

Health and life sciences The College recognises the need to invest significantly in capital facilities for both Infrastructure Construction and the Health sectors. Currently the College has no facilities to meet the growing infrastructure construction training requirements of the region, especially in light of the Hinkley Point C project, and crucially there is no training provision available in the West of England to meet these requirements. There is a need to expand the facilities for the Health sector to meet the growing demands for skills by health sector employers in existing and new curriculum areas, including addressing the growing need to support the Health Prevention and Condition Management agenda. The NHS 5 Year Forward View makes very clear the level of investment required in ensuring a multi-skilled and resilient workforce in the health sector.

7 | P a g e

16-18 students Over the last five years there has been a large increase in learners from the 16-18 priority age group that have selected Weston College for their studies and this is projected to increase through demographics and by attracting students from neighbouring catchments. These 16-18 year old learners have been studying on traditional full-time or work based learning/apprenticeship programmes and demand for modern classrooms, laboratories and workshops that stimulate learning and replicate the real workplace environment. This must be tempered to reflect the accommodation needs associated with changes in programmes of study which were introduced from 2013/14 and which were further extended as a condition of funding from 2014/15. Adult FE students Although the College recognises the importance of 16-18 year old learners, it is also increasingly focused upon accommodation needs to deliver other priorities, in particular, adult learner and employer responsive training through adult apprenticeships and LLDD provision. Development planned for the future will include further expansion of the Weston Bay provision detailed above. More recently there has been significant focus on working with the Job Centre Plus/Department of Work and Pensions to address the skills needed for the unemployed and those facing redundancy. The increasing emphasis is for the College to deliver provision which meets national priorities and local needs. The College works in close collaboration and partnership not only with the SFA, EFA and LEP but with other organisations across the West of England, such as 11-16 schools and local employers, through its employer engagement programme, all of whom support these developments. The College has already redeployed space as a consequence of government policy to prioritise the employability agenda over the adult learner provision. The introduction of adult learner loans from 2013/14 has led to further adjustments in this regard. Demand for space from “Access to HE” FE students, now within the age 24+ Adult Learner Loans, continues to be evident. Requirements here are for general purpose classrooms and laboratories. Higher Education students Weston College has a dynamic and thriving Higher Education curriculum delivered in partnership with local universities. From 2012/13 this was supplemented by directly-funded numbers. That year also saw the introduction of the higher HE fees and a consequent increase in expectations and competitive pressures from other providers resulting from this, which were met. The significance of this is that despite increased fees and competitive pressures, HE at Weston College has a buoyant future and will require ongoing investment. The implication of the need to provide a vibrant HE experience was to upgrade the Knightstone Campus 6th Floor HE spaces with more versatile and state-of-the-art teaching spaces over the summer of 2013.

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The residential accommodation outsourced to a private provider also remains under scrutiny. The college manages the risk, through formal contract, of protecting its and its residents’ interests and will always be aware of the advantages and disadvantages of this strategy and whether an alternative, in-house, arrangement may be preferable in the future. The College will always remain vigilant to protect its interests and ensure the security of a ready supply of good quality student accommodation at reasonable rent. At the present time the College is also inundated with requests from property developers interested in developing such accommodation. In November 2015 the College was awarded University Centre status and now holds this with both of its partnering universities: Bath Spa University and UWE. It is now the ambition of the College to grow HE student numbers and to create a true university concept in the accommodation that it offers. One area that is limiting this development is the lack of sport facilities and this issue remains a priority for the College and one that it must address if it is to fully realise its HE ambitions. The HE provision at the College was subject to Higher Education Review in 2016. This rigorous process made no recommendations for change and the College received commendations for its approach. Floor space Utilisation The College was scrutinised by the FE Commissioner in 2016 as part of the Area Review process. This confirmed that the space utilisation at the College was ahead of other colleges in the sector. The floor space utilisation of the various campuses can be described as follows:

Knightstone Campus - Intensively used in all areas. Demands by HE partners to maintain dedicated specialist spaces for performing arts and drama.

Conference Centre - Suitable only for occasional mainstream teaching due to large-space ambience and commercial pressures to establish as a resource from which to diversify the College’s income streams. Usage of the facility is good and is occupied for 80% of the time.

University Campus - Major demand for more space from the Sixth Form side of the College. The four classroom extension, atrium infill and LibraryPlus expansion in 2012 only partially offset the problem and a further extension took place in 2014. The Creative Arts wing, as with parts of the Knightstone estate, is subject to requirements for dedicated creative arts spaces. These necessitate specialist workshops to cover the various art disciplines, which are invariably space hungry. Students need access to their practical materials outside of formal teaching sessions to work on their particular learning briefs and projects. However even here space utilisation is high.

Southwest Skills Campus - this campus is still under development so space utilisation is lower than at the other two campuses, however the recruitment of engineering students is encouraging and it is anticipated that the number of students will increase significantly in the future.

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Future Capital Investment Despite significant investment in recent years, Weston College has identified the need to further expand the property portfolio. Health & Active Living Skills Centre The West of England Local Skills Sector Statement 2016 identified that improved mechanisms to support the key health and social care priorities for the West of England region area required through the expansion of existing facilities to support areas of human capital growth through training and workforce development. The NHS 5 Year Forward View and Health Education England outline the challenges they face resulting from funding cuts, an ageing workforce and the low levels of 16-24 year old training to work in this sector, which contribute to a growing skills gap. Weston College is well-placed to respond to the health and social care skills’ need priorities by creating a facility that can deliver training to create a flexible, multi-skilled and resilient workforce for the wider region. The Health & Active Living Centre will be located at Loxton Road University Campus and will provide state of the art equipment, specialist health and active living facilities, together with a digital infrastructure which will support the College’s e-Learning Agenda. It will comprise a suite of classrooms, independent learning zones, a six-bed hospital ward simulation suite, two laboratories, a physiotherapy and fitness suite; individual consultation rooms for College and visiting professionals’ use, together with sports and exercise facilities. It is our aim that local residents will use the facility for community sports activities as well as for referrals for health need and intervention classes delivered by visiting professionals (smoking cessation, obesity clinics, active living, mental health). A proposal to advance this vision was reviewed by the Capital Project Working Group in February 2017 and presented to Corporation on 9th February 2017. The Corporation confirmed the concept and the College will progress its application for capital skills funding for the project through the West of England LEP. Groundworks, Infrastructure and Scaffolding Skills Centre The West of England Local Enterprise Partnership has highlighted infrastructure construction skills as a key priority in its Local Skills Sector Statement 2016, with the highest requirement being for civil engineers and civil engineering operatives, trade managers and site supervisors, construction operatives and plant mechanics and fitters. This is driven by high levels of infrastructure and building projects in the West of England LEP and neighbouring areas and the draw on resources by the Hinkley Point C project. Weston College is well-positioned to support this skills training need and to provide high quality, employer-focused infrastructure skills training. Recent investment in the College’s South West Skills Campus has increased and improved College capacity to provide training in general construction trades. However the specialist provision of civil engineering and groundworks, including

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heavy plant operations and scaffolding, requires larger scale facilities and exterior training area for which there is currently no capacity. The ambition is to create a new Infrastructure Construction Skills Training Centre designed around the identified skills training needs. The centre will incorporate large civils workshop, scaffolding arena, classrooms and IT suites, open learning zone cafe as well as extensive exterior working area for groundworks. Ideally the centre will be located within the M5 Junction 21 Enterprise Area and therefore in close proximity to West of England LEP and Hinkley C. A proposal to advance this vision was reviewed by the Capital Project Working Group in February 2017 and presented to Corporation on 9th February 2017. The Corporation confirmed the concept and the College will progress its application for capital skills funding for the project through the West of England LEP. Sports Academy Weston College is advancing its sports provision rapidly and in the recent past created the Academy of Sport. The Academy of Sport offers aspiring sportsmen and women an opportunity to further develop their potential. The College provides students of the Academy of Sport with outstanding coaching, training and support both individually and as a team. The current facilities at the College are adequate but do not match the ambition for this area. The vision for the Weston College Academy of Sport is to become the best College in the UK for sports performance, coaching and development. This will also support the growth in HE student numbers. In order to meet these aspirations Weston College needs facilities that are unique, high class and performance driven. The minimum requirements to meet existing and future developments include: a four court sports hall, 30 station fitness suite, power/ lifting room, fitness studio, sports therapy room, meeting/analysis/conference room, staff room/office, bistro and indoor revolving climbing wall. A proposal to advance this vision was reviewed by the Capital Project Working Group in December 2015 and presented to Corporation on 17th December 2015. The Corporation confirmed the concept and would look to supplement any grants etc. available from the West of England LEP and others. LLDD Residential Weston College pays particular focus to students with learning difficulties and disabilities (LLDD). As described above, the creation of the Weston Bay residential facility has been hugely successful and the College has been approached to replicate this within other parts of the region. In addition the College would like to develop its LLDD provision further with potentially another residential facility within North Somerset, this could be linked to the Health and Active Living development. The College is currently advancing the purchase of a specialist SEND facility in Weston-super-mare which would enable the College to provide more high quality provision for SEND young people in the region, reducing the need for Local Authorities in the West of England to have to send learners with SEND out of area at great expense and often not meeting the needs of the individual.

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A proposal to advance the LLDD provision further was reviewed at the Capital Projects Working Group and approved by the Corporation in December 2015. The Corporation confirmed the concept and would look to supplement any grants etc. available from the West of England LEP and others. Nailsea Until 2012 Weston College operated from a property in Nailsea. Originally the surplus accommodation was offered for sale. The condition of the property market and the location has meant that only low bids have been received circa £300k. In autumn 2015 the College decided that it should look to develop the site for a mixed use- part retail and part residential. A scheme was designed and this has been submitted for outline planning permission. If this is approved the College would look to either sell the site or, which is the preference, develop the site itself. This could potentially link back to the advancement of the LLDD provision described above.






August 2016

APPENDIX 2.5ii

Captial Equipment Costing Sheet

Page | 1






August 2016

Appendix 2.5.ii Capital Equipment Costings Cost Heading Item Total Project Eligible

Expenditure £ Amount to be claimed £

IT Equipment Classroom & learner

equipment

Independent Learning Zone technology

Lecture capture equipment

Staff equipment

Licences

212,270 212,270

Fixtures & Fittings, Furniture

Classroom spaces

Communal areas

Staff areas

Independent Learning Zone

Changing facilities

224,532 224,532

WARD Sim Room Specialist hospital beds

Nursing Mannequins

White good equipment

Supporting miscellaneous items

24,352 24,352

Physiology Laboratory, Sports Therapy & Rehabilitation Equipment

Extensive list including, for example:

Stethoscope, Sphygmomanometer, and related items

Body Composition Analyser

Self-adhesive electrodes

173,416 173,416

Sports Therapy & Rehabilitation


Performance Assessment equipment and software

Miscellaneous Sports Therapy and rehabilitation equipment including Treadmill & related items

Watt bike, goals, balls, matts, nets, etc

237,714 237,714

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August 2016

Biology & Chemistry Laboratories


Bell Jars

Laser Pointers

Lenses

Optics Board

Mercury Spectral Lamps

Electroscopes

Tongs

Filter & Indicators Papers

Scalpels

Microscopes

Needles & Syringes

Gloves

Flasks

Funnels, etc

127,716 127,716

TOTAL £1,000,000






August 2016

APPENDIX 4.8

Letter from

Chief Financial Officer






August 2016

APPENDIX 5.1

Project Programme

Weston College New Health And Active Living Centre

Page 1 of 1Exported on 31 March 2017 06:35:36 o'clock WEST






August 2016

APPENDIX 5.6i

Capital Build Project Team Organogram

Capital Project Working Group

Governing Body

Dr Paul PhillipsPrincipal & Chief Executive

Internal Team

Facilities & Internal Fit-Out – Lynda Neate, Facilities ManagerHealth & Safety – Rory O’Connor, Health & Safety AdvisorIT Infrastructure – Matt Beaver, Head of ITMarketing & Communication – Lisa Fletcher, Head of MACOperational Financial Management – Peter Sloman, Finance DirectorCurriculum Development & Stakeholder Engagement

Mandy Dewer, Health Partnership Development ManagerDelyse Taylor, Subject Area Manager Health & Social CareDavid Cousins, Head of Faculty Education, Health & Lifestyles

Project Monitoring (LEP requirements) – Jo Watson, Executive DirectorEvaluation & Stakeholder Engagement – Lucy Pope, Business Growth Director

Linda BurlisonCapital Project Lead

West of England LEP Skills Capital 2017/18Detailed 2nd Stage Skills Capital Funding Application


April 2017

Design TeamArchitect – View ArchitectsDesign Team – View ArchitectsArchitectural Design – Jones KingMechanical & Electrical Design – Electrical Design

Build TeamQuantity Survey/Cost Consultant – Chappell Chartered Quantity SurveyorsProject Manager – Chappell Chartered Quantity SurveyorsPlanning Supervisor – TBCStructural Engineer – TBCElectrical Engineer – Jones KingMechanical Engineer – Jones KingCivil Engineering – CraddysLegal – Foot Anstey

External Team

LEADERSHIP BOARD

Chris WadeExecutive Lead

Inspirational Futures Trust

Peter SlomanFinance Director

Dave TrounceGroup Director, Curriculum

Quality & Student Experience

Linda BurlisonGroup Director, Estates Marketing & Systems

Anthony MurrayGroup Director, HE &

Quality Systems

Andrea GreerGroup Director, HR,

Offender Learning & College Reputation

Paul KeeganCommercial Development

Jacqui FordGroup Director, Partnership

& Academies

Appendix 5.6iCapital Build Project Team






August 2016

APPENDIX 5.6ii

Operational Delivery Team Organogram

Capital Project Working Group

Governing Body

Dr Paul PhillipsPrincipal & Chief Executive

Employer Consultation Activity

Internal Team

Marketing & Communication – Lisa Fletcher, Head of MACOperational Financial Management – Peter Sloman, Finance DirectorCurriculum Development & Stakeholder Engagement –

Steve Caldwell, Head of Faculty Engineering & ConstructionProject Monitoring (LEP requirements) – Jo Watson, Executive DirectorEvaluation & Stakeholder Engagement – Lucy Pope, Business Growth Director

Mandy DewerHealth Partnership Development Manager

Project Lead

West of England LEP Skills Capital 2017/18Detailed 2nd Stage Skills Capital Funding Application


April 2017

LEADERSHIP BOARD

Chris WadeExecutive Lead

Inspirational Futures Trust

Peter SlomanFinance Director

Dave TrounceGroup Director, Curriculum

Quality & Student Experience

Linda BurlisonGroup Director, Estates Marketing & Systems

Anthony MurrayGroup Director, HE &

Quality Systems

Andrea GreerGroup Director, HR,

Offender Learning & College Reputation

Paul KeeganCommercial Development

Jacqui FordGroup Director, Partnership

& Academies

Appendix 5.6iiOperational Delivery Team






August 2016

APPENDIX 6.2

Risk Register

Page | 1






August 2016

Appendix 6.2 Risk Register

Risk Rating Probability

Low Medium High

Low Green Green Amber

Impact Medium Green Amber Red

High Amber Red Red

Ris

k

Co

ns

eq

ue

nc

e

Pro

bab

ility

(L/M

/H)

Imp

act

(L/M

/H)

Re

d / A

mb

er /

Gre

en

Ra

ting

Ac

tion

s to

Mitig

ate

Ris

k

Re

sid

ua

l

Pro

bab

ility A

fter

Mitig

atio

n (L

/M/H

)

Re

sid

ua

l Imp

act

Afte

r Mitig

atio

n

(L/M

/H)

Re

sid

ua

l Ris

k

Ra

ting

Afte

r

Mitig

atio

n (L

/M/H

)

Ris

k O

wn

er

1. Failure to complete the project on time and to budget

Delay in funding, centre opening and learner intake

M M

Weston College is the only FE College in the West of England with a proven track record of delivering skills capital projects on time and within budget. This risk will be mitigated by robust project management and vigilant observance of KPIs. We have a proven track record of project management and excellent relationships with our contractors who have demonstrated their ability to deliver projects on time and on budget.

L M L

Overall Project Lead, Group Director for Marketing, Estates and Systems

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August 2016

2. Prime Construction Contractor ceases to trade

Delay in project whilst replacement contractor appointed L M

The College has a robust approach to supply chain procurement and a framework of proven suppliers

L M L

Group Director for Marketing, Estates and Systems

3. Inability to recruit high calibre staff with industry experience

Curriculum development and delivery will be delayed and ability to deliver certain Apprenticeship Standards will be affected.

M M

The College has an experienced HR Department. A clear recruitment strategy and competitive terms and conditions will be utilised to attract the best talent.

L M M

Head of Faculty, Education, Sport & Lifestyle, and HR Department

4. Failure to secure match funding

This would inhibit the project taking place.

L H

The College has agreements in place which have been reached through the Capital Projects Working Group (and its Governors) and the Chief Executive to provide all the required match funding.

L L L

Capital Projects Working Group

5. Change in Government Policy for funding

Failure to receive capital funding will prohibit the College from delivering this proposal.

L H

Continued announcements relating to the Government’s Industrial Strategy indicate a continued and strengthening commitment to funding high quality training that responds to the requirements of employers in key sectors. The College will work actively with partners in the new Combined Authority to ensure as far as possible devolved funding for skills is made available for learners who would benefit from the new

L M M

Chief Executive

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August 2016

Health & Active Living Skills Centre across the West of England.

6. Failure to secure planning permission

Revision of design would be required

L M

By developing the Health and Active Living Skills Centre at the Weston College University Campus, any risk around time and budget is minimised as the land for the new build is already owned by the College. Discussions regarding Planning Permission are underway and we are confident in our ability to secure planning permission for the site.

L L L

Group Director for Marketing, Estates and Systems

7. Failure to engage with employers

Centre offer fails to meet sector and employer needs for a new and up-skilled workforce

M H

Weston College have a strong existing network of employers which is evident from our letters of support attached to this expression of interest. However, there will be a robust marketing strategy to support the delivery of the Skills Centre. This will include regular communications with employers regarding the project progress and industry requirements.

L H L

Executive Director, Business Growth, and Partnership Development Manager

8. Failure to attract and engage learners

The Centre would be under-utilised. Sector and employer needs are not met. L H

The curriculum delivery plan development follows a detailed skills need analysis with Strategic Partners and with reference to Labour Market Intelligence. Curriculum content has been developed to directly

L H L

Weston College Marketing Department

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August 2016

reflect the employer needs and will provide access to learning from Level 2 through to Advanced and Degree Apprenticeships. Consultation with strategic partners has identified the need for remote learning participation; the technology infrastructure has been designed accordingly. Marketing and Communication plans will to promote courses to attract learners from across the region, and B2B marketing programme will be developed to inform sector employers of the up-skilling opportunity for existing employees. Learner numbers will be monitored closely to establish throughput numbers against forecast plan.

9. Failure to secure support from UWE for higher level of study, enabling progression routes into new professions

The ability for learners to progress onward to higher study would be significantly impacted.

L H

The College shares a strategic relationship with UWE and consultation has taken place regarding the project objectives and aspirations. A Letter of Support has been secured from UWE and it is unlikely that there would not be required support for curriculum progression for learners wishing to progress to Degree Level Apprenticeships and/or full-time degree courses.

L H L

Executive Director, Business Growth

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August 2016






August 2016

APPENDIX A

Letters of Support

1. North Somerset Council

2. North Somerset Council Director of Public Health

3. North Somerset Clinical Commissioning Group

4. North Somerset Community Partnership

5. Weston Area Health Trust

6. Avon & Wiltshire Mental Health Partnership

7. University of the West of England

8. Severn Postgraduate Medical Education

9. St Monica Trust

10. Poppy’s Homecare

11. Apprenticise

12. University Hospitals NHS Trust

13. North Bristol NHS Trust

Date: 4 April 2017My ref: MJ/sms/ r’—NorthContact: Mike Jackson ‘ \ --rn rv tDirectdial: 01934634972 ‘

Email: mike.jackson©n-somerset.gov.uk . Ia unitary autnority

Chief ExecutiveNorth Somerset Council

FHenry Lawes Town Hall

Education Partnership Manager Weston-super-Mare

West of England Local Enterprise Partnership BS23 1 UJ

Engine ShedTemple Meads DX 8411 Weston-super-Mare

BristolLBS16QH

Dear Mr Lawes

Weston College Proposal to West of England Local Enterprise Partnership LocalGrowth Fund for the Health and Active Living Skills Centre

On behalf of North Somerset Council, I am offering my continued support to WestonCollege’s application to access Skills Capital Funding to develop the West of EnglandHealth and Active Living Skills Centre.

This proposal will support employers in the health sector across the wider region who arefacing significant challenges both now and in the future. As demand for care, health andwellbeing services increases, it is essential that employers have access to the skills andtraining provision which will provide a flexible, multi-skilled and resilient workforce.

We have been working in close partnership with the College for some time in developingthe plans for the new Health and Active Living Skills Centre, having already agreed tolease the land adjacent to the current Weston College Loxton Road Campus where thenew Centre will be based, neighbouring the Weston Area Health NHS Trust and located inone of the wards with the highest levels of deprivation. We are continuing to work inpartnership with the College to explore further opportunities in a second phase ofdevelopment.

The Health and Active Living Skills Centre will provide the opportunity to not only meet thegrowing clinical health and social care needs of the region, but it will also addressdeveloping the capability of the region to support the increasing health prevention andcondition management agenda. The Prevention Agenda is critical to creating a sustainablehealth service and crucially it improves the quality of life for people in our communitiesliving with life limiting conditions, often impacting on economic inactivity.

-------

Clear leadership, quality services, affordable council tax( ) www.n-somerset.gov.uk

INVESTORINPEOPLE Town Ha , Weston-super-Mare BS23 1UJ A

The College’s decision to invest in an additional facility to meet the needs of young peoplewith special educational needs and/or disabilities alongside the Health and Active LivingSkills Centre will provide an excellent opportunity to ensure there is greater capacity forhigh quality SEND assessment and provision in the local area, thereby providing the Westof England with significant potential savings reducing the need to access specialist SENDprovision out of area. By ensuring both facilities are developed simultaneously, SENDlearners will benefit from the facilities at the Health and Active Living Skills Centre.

I sincerely hope the proposal for the Health and Active Living Skills Centre will progresswith support from the Local Growth Fund, ensuring the region’s healthcare employers haveaccess to a highly skilled and resilient workforce able to respond to the growing demandsplaced on the health sector. The Centre will provide a valuable training resource for theWest of England’s health sector employers.

Yours sincerely

I\ ‘\ r

,.,-,‘.

Mike JacksonChief Executive

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Freedom of Information Act 2000

Date: 28 March 2017 My ref: Your ref: Contact: Natalie Field Direct dial: 01275 885131 Email: [email protected] Henry Lawes Education Partnership Manager West of England Local Enterprise Partnership Engine Shed Temple Meads Bristol BS1 6QH Dear Mr Lawes Proposal for Health & Active Living Skills Centre as part of the Skills Capital Fund Letter of support from Public Health, North Somerset Council As Director of Public Health for North Somerset Council, I would like to express my full support for Weston College’s application for Skills Capital Funding to develop a Health & Active Living Skills Centre in Weston-super-Mare. I am delighted to support this second stage application. As I stated in my letter in September 2016, the proposed scheme is necessary for tackling the increasing employment and skills gap in the health and social care sector in North Somerset as demand for services increases and the availability of qualified staff from inside and outside the area reduces. The provision of the Health & Active Living Skills Centre in Weston would directly address this challenge for the benefit of trainees/employees, employers/service providers and public/patients. It would also create a valuable community asset and source of employment in a less advantaged area. The Public Health team in North Somerset remain committed to working with Weston College on the functional design of the Health & Active Living Skills Centre, recognising the strong reciprocal relationship between health, skills development, employment and productivity. I sincerely hope that this exciting project will be able to move forward with the support of the Local Enterprise Partnership. Yours sincerely

Natalie Field Director of Public Health

Chief Clinical Officer: Dr Mary Backhouse Governing Body Chair: Kathy Headdon

Creating the Healthiest Community Together

Henry Lawes Education Partnership Manager West of England Local Enterprise Partnership Engine Shed Temple Meads Bristol BS1 6QH

North Somerset CCGCastlewood

Tickenham RoadClevedon

BS21 6BH

Tel: 01275 546770

Date: 30.3.2017

Dear Mr Lawes, North Somerset Clinical Commissioning Group support for Weston College Proposal to West of England Local Enterprise Partnership Skills Capital Fund On behalf of North Somerset Clinical Commissioning Group, I am offering my full support to Weston College’s application to access Skills Capital Funding to develop a Health & Active Living Skills Centre in Weston-Super-Mare. This proposal will support employers in the sector who are facing significant challenges both now and in the future. As demand for care, health and wellbeing services increases, it is essential that employers have access to the skills and training provision which will provide a flexible, multi-skilled and resilient workforce. We are committed to working with Weston College on the creation of the new Health and Active Living Skills Centre which will address these challenges. We welcome the recognition of the changing landscape of the delivery of health and social care and the need for a skilled, resilient and flexible workforce. As commissioners we are looking for our providers to recognise and respond to the challenges of the Five Year Forward View. A local training centre will help improve recruitment. A dedicated Health and Active Living Skills Centre will be an asset to employers in the West of England and will directly support us with our workforce skills challenges. I sincerely hope this exciting project will be able to move forward with the support it requires from the Local Enterprise Partnership. Yours Sincerely

Dr Mary Backhouse Chief Clinical Officer

Chair Charlotte Hitchings

Trust Headquarters Jenner House, Langley Park, Chippenham SN15 1GG

Chief Executive Dr Hayley Richards

_______________________________________________________________________________

'We are a teaching, learning and research trust; we aim to inform you about relevant opportunities, unless you tell us otherwise.'

Henry Lawes Learning & Development Education Partnership Manager Woodland View West of England Local Enterprise Partnership Brentry Lane Engine Shed Westbury-on-Trym Temple Meads Bristol Bristol BS10 6NB BS1 6QH

27 March 2017 Dear Mr Lawes Avon & Wiltshire Mental Health Partnership NHS Trust support for Weston College Proposal to West of England Local Enterprise Partnership Skills Capital Fund On behalf of Avon & Wiltshire Mental Health Partnership NHS Trust, I am offering my full support to Weston College’s application to access Skills Capital Funding to develop a Health & Active Living Skills Centre in Weston-super-Mare. This proposal will support employers in the sector who are facing significant challenges both now and in the future. As demand for care, health and wellbeing services increases, it is essential that employers have access to the skills and training provision which will provide a flexible, multi-skilled and resilient workforce. We are committed to working with Weston College on the creation of the new Health and Active Living Skills Centre which will address these challenges. A dedicated Health and Active Living Skills Centre will be an asset to employers in the West of England and will directly support us with our workforce skills challenges. I sincerely hope this exciting project will be able to move forward with the support it requires from the Local Enterprise Partnership. Yours sincerely

A, L Westacott

Tony Westacott Learning & Development Team Leader Woodland View Bristol BS10 6NB

Severn Postgraduate

Medical Education

Deanery House

Vantage Office Park

Old Gloucester Road

Hambrook

Bristol

BS16 1GW

[email protected]

Tel: 01454 252655


Date: 27th March 2017

Dear Mr Lawes

Health Education England support for Weston College Proposal to West of England Local Enterprise Partnership Skills Capital Fund On behalf of Health Education England, I am offering my full support to Weston College’s application to access Skills Capital Funding to develop a Health & Active Living Skills Centre in Weston-super-Mare. This proposal will support employers in the sector who are facing significant challenges both now and in the future. As demand for care, health and wellbeing services increases, it is essential that employers have access to the skills and training provision which will provide a flexible, multi-skilled and resilient workforce. We are committed to working with Weston College on the creation of the new Health and Active Living Skills Centre which will address these challenges. I am delighted to provide a letter of support for this initiative. As Chair of the South West Wider Public Health Workforce Group this initiative is exactly the sort of investment that is required to address health and inequalities in this area, and to provide a model for investment elsewhere, A dedicated Health and Active Living Skills Centre will be an asset to employers in the West of England and will directly support us with our workforce skills challenges. I sincerely hope this exciting project will be able to move forward with the support it requires from the Local Enterprise Partnership. Yours sincerely

Professor Selena Gray MBChB, MD, FFPH, FRCP Deputy Postgraduate Dean

Apprenticise Ltd. 28 Rossiter Close, Bathpool, Taunton, Somerset, TA2 8FN Company registration No: 10550565

www.apprenticise.co.uk


23rd March 2017 Dear Mr Lawes Apprenticise Ltd support for Weston College proposal to West of England Local Enterprise Partnership Skills Capital Fund As Managing Director of Apprentice Ltd; (an online service supporting employers get offers for the delivery of apprenticeships) we are in full support of the proposal submitted by Weston College for the development of an Active Living Centre in Weston-Super-Mare. The South West region has a growing demand for health and social care services which is exacerbated by an aging population with increasingly complex physical, mental and social care needs. The development of an Active Living Skills Centre would provide local and neighbouring people the opportunity to access a modern facility which would be fully equipped to deliver excellent training. Apprenticise supports a range of employers from all sectors across the country to get the best apprenticeship delivery for their bespoke workforce needs. An Active Living Skills Centre in Weston-Super-Mare would result in general and specialist health and care training delivered in partnership with key stakeholders. The centre would support services meet the growing demand for health and care provision through these increased partnerships. It would also support the integration of care services in the area and encourage the acquisition of new skills and the development of new job opportunities for local and out of area residents. We hope Weston College is successful in their bid with the Local Enterprise Skills Capital Fund for the reasons stated in this letter of support. Yours Sincerely

Kate Goldsworthy Apprenticise Ltd Managing Director [email protected]



0117 923 0000 Minicom 0117 934 9869 www.uhbristol.nhs.uk

UH Bristol NHS Foundation Trust

Education & Research Centre

Upper Maudlin Street

Bristol

BS28AE

Tel 0117 3420055

Email: [email protected]

website: www.uhbristol.nhs.uk

Henry Lawes Education Partnership Manager West of England Local Enterprise Partnership Engine Shed Temple Meads Bristol BS1 6QH Date 5th April 2017 Dear Mr Lawes The University Hospitals Bristol NHS Foundation Trust support Weston College’s proposal to West of England Local Enterprise Partnership Local Growth Fund. On behalf of University Hospitals Bristol NHS Foundation Trust, I am offering our support to Weston College’s application to access Skills Capital Funding to develop a Health & Active Living Skills Centre in Weston-super-Mare. This proposal will support employers in the sector who are facing significant challenges both now and in the future. As demand for care, health and wellbeing services increases, it is essential that employers have access to the skills and training provision which will provide a flexible, multi-skilled and resilient workforce. We are committed to working with Weston College on the creation of the new Health and Active Living Skills Centre which will address these challenges. Planning sufficient numbers and developing the right skills set is a key component in the Trust’s workforce planning for the medium term. The Skills Centre will support the wider regional area in developing a portfolio healthcare staff, across a range of job roles, skills and by level of specialism. I sincerely hope this exciting project will be able to move forward with the support it requires from the Local Enterprise Partnership. Yours sincerely


0117 923 0000 Minicom 0117 934 9869 www.uhbristol.nhs.uk

Julian Newberry Deputy Head of Education UH Bristol NHS Foundation Trust Education & Research Centre


BS1 6QH

Local Office

South West House Blackbrook Park Avenue Taunton Somerset TA1 2PX

5 April 2017

Dear Mr Lawes

Health Education England support for Weston College Proposal to West of England Local Enterprise Partnership Skills Capital Fund

Following our letter to you dated 15 September 2016, we are delighted to hear that Weston College has been invited to submit a second stage, more detailed application. We would like to confirm, on behalf of Health Education England, the offer of Health Education England Working across the South West’s full support for Weston College’s application to access Skills Capital Funding to develop a Health and Active Living Skills Centre in Weston-Super-Mare. As our original letter pointed out, this proposal will support service providers/employers in the sector who are facing significant challenges both now and in the future. As demand for care, health and wellbeing services increases, it is essential that employers have access to the skills and training provision which will provide a flexible, multi-skilled and resilient workforce. We are committed to working with Weston College on the creation of the new Health and Active Living Skills Centre which will address these challenges, will be an asset to employers in the West of England and will directly support us with our workforce skills challenges. We sincerely hope that this exciting project will be able to move forward with the support it requires from the Local Enterprise Partnership. Yours sincerely

Jane Barrie OBE DL Amanda Shobrook Independent Chair Widening Participation and Apprenticeship Lead South of England LETB






August 2016

APPENDIX C

Employer Engagement Strategy

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August 2016

Appendix C Employer Engagement Strategy

Health & Active Living Skills Centre

Employer Engagement Strategy

Introduction:

The Health & Active Living Skills Centre has been created to meet the skills needs of the

Health and Social Care sector in the West of England LEP (WE LEP) region, which is

identified as a priority sector by the WE LEP.

Strategic Objective:

The strategic objective in Employer Engagement is to build and further develop relationships

with employers in the Health & Social Care sector to ensure detailed skills provision driven

by the following criteria:

1. Meets the needs of sector employers across the WE LEP region to support

requirements in skills training and to ensure training provision and facilities within the

Health & Active Living Skills Centre remain relevant and fit for purpose.

2. Continue sector input into Curriculum Development and enrichment.

3. Extend existing networks to secure apprenticeship placements for learners who will

become the workforce of the future.

4. Provide skills training for existing employees within the sector.

5. As a priority, position the College to support the NHS to use its significant Levy

contribution as the largest employer in the WE LEP region, employing over 74,000

individuals.

Action Plan 2017/1 Construction Phase:

1. Develop key marketing and PR messages to equally promote apprenticeship

opportunities for existing workforce reskilling and retraining to support employer

challenge regarding staff retention and attrition, in addition to the new sector

entrants.

2. Continue quarterly engagement contact with senior sector stakeholders:

1. Keep group updated regarding project progress

2. To ensure continued group feedback regarding material sector policy

changes

3. To ensure the College remains agile to respond to changing delivery practice

models within the sector

3. College departments (Business Enterprise Centre & Business Growth) continue:

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August 2016

1. Utilise Labour Market Intelligence to drive new contact development utilising

existing B2B initiatives: Business Breakfasts, Lectures, Events, individual

meetings. Introducing and promoting College xxxx Service to support

apprenticeship growth

2. Scheduled review and planning meetings to extend provision, scheduled in-

line with agreed target

Action Plan from 2018 - Post Build

Develop project launch programme utilising senior sector involvement and

representation

Continue engagement plan outlined for Construction Phase, to ensure engagement

and support for the Health & Active Living Skills Centre continues into operational

phase via senior stakeholder engagement; existing and new employer contacts.

Establish new business targets to support apprenticeship throughput projections

Utilise feedback and case studies to attract new learners and employers

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