King’s Trust Team 14 recently spent three fantastic days at Redcatch Community Garden, getting involved in a variety of hands-on projects and activities to support the local community and help maintain this wonderful shared space.

As part of the King’s Trust Team Programme, learners are challenged to plan and organise a fundraising activity to support a local community project, giving them the opportunity to make a positive difference while developing their teamwork, communication and organisational skills.

Team 14 rose to the challenge by organising and completing a sponsored walk to raise money for Redcatch Community Garden. Keen to put their fundraising efforts towards something that would have a lasting impact, the team used the money raised to purchase paints, paintbrushes and other essential tools to help refurbish the children's play area and bring a colourful new mural to life.

During their three days at the garden, there was plenty more to get stuck into! Learners took part in a range of activities to support the garden and its wider community, including making chutney for the community shop, creating Christmas decorations ahead of the upcoming Winter Wonderland event and chopping firewood to help prepare the space for the colder months.

The team also got involved in the garden's weekly community lunch, where they helped prepare, cook and serve food for local residents. This gave learners the opportunity to meet members of the community, work alongside volunteers and experience first-hand the important role that spaces like Redcatch play in bringing people together.

The visit was a fantastic opportunity for learners to put their skills into practice, try something new and work collaboratively towards a shared goal. From fundraising and creative projects to supporting community events, every activity helped the team build confidence, develop practical skills and understand the value of giving something back.

We're incredibly proud of Team 14 for the enthusiasm, hard work and commitment they showed throughout their time at Redcatch Community Garden. It's been wonderful to see the positive contribution they've made, and we're looking forward to continuing our fantastic relationship with the garden and working together on more projects in the future.

Turning 18 is often celebrated as a milestone. For many young people, it marks the beginning of greater independence while still having the reassurance of family support in the background.

For Care Leavers, however, adulthood can arrive very differently.

Alongside the excitement of new opportunities, turning 18 can mean adapting to new living arrangements, changes in professional support networks and increased financial responsibility, often all at the same time. These are challenges many of their peers will not face until much later in life.

As the Children in Care Coordinator at Weston College, I work with Children Looked After, including unaccompanied asylum seekers, and Care Leavers throughout their educational journey. My role involves working closely with curriculum colleagues, local authorities and external agencies to ensure care-experienced learners have access to the advice, opportunities and support they need to succeed.

One thing I have learned is that educational success is only part of the story. Before a Care Leaver can achieve their potential in the classroom, they often need support navigating significant life transitions outside of it.

When a young person leaves care, they may see long-standing professional relationships come to an end. A social worker who has supported them for years is replaced by a Leaving Care Personal Adviser. While this support remains available into adulthood, the loss of a trusted relationship can be challenging during an already uncertain period of change.

Housing can present another significant challenge. Some young people benefit from "Staying Put" arrangements, allowing them to remain with foster families beyond the age of 18. Others move from supported accommodation into more independent living. This often coincides with the loss of support from key workers and other trusted adults who may have provided structure and guidance for several years.

The consequences can be profound. Research from the National Youth Advocacy Service suggests around one in three Care Leavers experience homelessness within two years of leaving care.

Against that backdrop, education can easily become one challenge too many.

Many Care Leavers arrive in further education having already experienced significant disruption to their learning. Multiple school moves, gaps in education, lower attendance and reduced opportunities to participate in enrichment activities can all affect confidence and attainment. Over time, these experiences can create a belief that higher levels of education simply are not achievable.

Financial pressures add another layer of difficulty. While many young people continue to rely on family support through their late teens and early twenties, Care Leavers often begin managing rent, bills, transport costs and everyday living expenses much earlier. The need to balance work and study can place additional strain on learners who are already navigating major life changes.

There are also the less visible barriers.

Many care-experienced young people have lived through trauma, loss, instability or neglect. These experiences can affect confidence, resilience and emotional wellbeing long after they enter education. Anxiety, low self-esteem and a lack of belonging can all influence attendance, engagement and progression.

When viewed collectively, it becomes easier to understand why Care Leavers remain significantly underrepresented in higher education and why many are at greater risk of becoming NEET, not in education, employment or training.

This is exactly why the role of educational institutions is so important.

At Weston College, we believe support should extend beyond the classroom. Earlier this year, we strengthened our commitment to care-experienced young people by signing the Care Leaver Covenant, reaffirming our dedication to creating opportunities that improve educational, employment and life outcomes for Care Leavers.

Our aim is not simply to help students complete a course. It is to create an environment where they feel safe, valued and able to build a future they can be proud of.

The impact of that approach can be remarkable.

One of our current Care Leavers joined Weston College through our ESOL provision. During his studies, staff recognised his interest in plumbing and created opportunities for him to explore the trade while continuing to develop his English skills. He has since progressed onto a Level 1 programme and is now pursuing a pathway that genuinely excites him.

What makes this achievement particularly significant is the timing. His progression took place while he was moving into post-18 accommodation and adjusting to a new support structure. Through collaboration across curriculum and support teams, he remained engaged in learning during a period that could easily have disrupted his education.

The result goes far beyond qualifications.

He has developed confidence, independence, aspirations and a stronger sense of belonging. That is the real power of education. It gives young people the opportunity to see possibilities for themselves that they may never have considered before.

As someone who is care experienced myself, that message resonates deeply.

At 16, I believed education was not for me. I left my A Levels, joined the British Army and followed a very different path. It was only several years later, after leaving the Army, that I returned to education through an Access course. That decision eventually led me to university and, ultimately, to a career supporting young people with experiences similar to my own.

My journey taught me that success is rarely a straight line.

To every Care Leaver who is uncertain about their next step, my advice is simple: remain open to opportunity. Whether it is a course, volunteering placement, work experience opportunity or extracurricular activity, every experience has the potential to open a door.

You may not always see where that door leads in the moment, but education remains one of the most powerful tools for creating choice, confidence and opportunity.

Sometimes, all it takes is one opportunity to change the direction of a life.

Welcome to the November Edition of the Careers and Employability Blog!

Welcome to our November Careers and Employability Blog. This month, we are highlighting the importance of work experience and how it helps learners prepare for their next steps, whether that's employment, an apprenticeship, university or further study.

Why Work Experience Matters

Work experience is an important part of your young person's college journey and plays a key role in preparing them for life after education. Whether they plan to move into employment, an apprenticeship, university, or further study, gaining real-world experience and understanding their career goals through vocational profiling helps them develop the skills, confidence, and knowledge that employers and higher education providers value.

Work Experience Requirements

Learners are expected to work towards completing at least 37 hours of work experience during their course, although the required number of hours may vary depending on their subject area. This can be achieved through a combination of external work placements and work-related activities, such as attending industry workshops, employer talks, guest lectures, careers events, and other employability-focused sessions. On 24th November, learners can attend our annual Careersfest to meet employers, build professional connections, and find out about work experience opportunities. Taking part in a range of these opportunities helps learners develop valuable workplace skills, gain insight into different career pathways, and build their confidence for future progression into employment, apprenticeships, or further study.

Finding a Placement

We encourage learners to take an active role in securing external work placements that align with their career interests and future aspirations. Undertaking a placement in a real workplace allows learners to experience their chosen industry first-hand, build professional connections, and enhance their CV and future applications.

Parents and carers can play an important role by helping learners identify potential opportunities through family contacts, local businesses, or community networks. Guidance is also available from course Tutors and the Careers and Employability Team. You can contact us using cet@weston.ac.uk.

Developing Employability Skills

One of the greatest benefits of work experience is the development of employability skills. These transferable skills are highly valued by employers and can support learners in securing future opportunities.

Through work placements and work-related activities, learners can develop:

• Communication skills
• Teamwork and collaboration
• Problem-solving abilities
• Time management
• Professionalism and workplace etiquette
• Confidence and resilience
• Organisation and planning skills
• Adaptability and initiative

These skills are essential for success in employment, apprenticeships, higher education, and everyday working life.

When Does Work Experience Take Place?

Work experience arrangements vary between courses. Some courses have dedicated work experience weeks, while others complete placements and activities throughout the academic year.

For specific information about timings and requirements, learners and parents should speak to their Course Tutor or Careers and Employability Co-ordinator, as arrangements differ depending on the curriculum area.

How Parents and Carers Can Help

Parents and carers can support learners by:

• Encouraging your young person to start searching for placements early
• Helping your young person contact potential employers
• Discussing career interests and future plans

The experience and skills gained through work experience can have a lasting impact on a learner's confidence, career readiness, and future success.

By supporting your young person to engage fully with work experience opportunities, you can help them take an important step towards achieving their future goals and becoming work-ready.

WEXplore Week: Get Ready for Work Experience!

To help learners prepare for their work experience journey, we are running WEXplore Week from 7th to 12th December. This dedicated week is designed to give learners the opportunity to explore their options, gain valuable advice, and receive support with finding and arranging their placements. We'll be running a range of activities to help learners prepare for and secure their work experience placements:

• Dedicated work experience pop ups available in the Brighter Futures Hub on each campus.
• Access to resources and guidance to help learners prepare. This includes CV and Cover Letter templates.
• Personal Development sessions refocused around work experience.
• Opportunity for learners to discuss their career interests and placement plans with the Careers and Employability Team during one-to-one sessions (where relevant).
• Work experience-focused Careers Drop-In sessions.
• Employer input across the week.
• Curriculum sessions highlighting clear links between learners’ professional and technical development and how these skills can be applied during work experience.

Success Story: One Week of Work Experience Leads to Employment

From Work Experience to Paid Employment

Last year, one of our Travel and Tourism learners completed a one-week work experience placement at a local hotel as part of their course. During the placement, they demonstrated a positive attitude, strong communication skills, and a willingness to learn.

The experience allowed them to gain valuable insight into the hospitality industry, develop their confidence in a professional environment, and build key employability skills. Their hard work made such a positive impression that the hotel offered them a part-time job once the placement ended.

The learner is now continuing to work at the hotel alongside their college studies, gaining further industry experience while earning an income. This success story highlights how work experience can open doors, provide valuable networking opportunities, and help learners take their first steps towards a successful career.

Success Story: Performing Arts Learners Impress Employer

From Work Experience to Future Opportunities

During the October half term, a group of Performing Arts learners completed their work experience at Puxton Park, taking on the role of Halloween performers as part of the park's popular Trick or Treat Trail.

Throughout the experience, learners interacted with members of the public, stayed in character, and helped create an engaging and memorable experience for visitors. In doing so, they developed valuable employability skills including communication, teamwork, confidence, professionalism, and customer service.

The learners made such a positive impression that Puxton Park was happy to provide references for every learner who took part. The employer was also keen to continue the relationship and has expressed an interest in offering further opportunities to our Performing Arts students in the future.

This is a fantastic example of how work experience can help learners build confidence, gain industry-relevant experience, expand their professional network, and create opportunities that could support their future career journey. You can read more about their experience here: Performing Arts Students Bring Halloween Magic to Puxton Park During Work Experience | Weston College.

Key Dates for Upcoming Events:

Please contact cet@weston.ac.uk for any queries for the Careers and Employability Team. For dedicated UCAS support please use uni.help@weston.ac.uk