The Bolton College Accountability Statement has been prepared in response to the Department for Education Guidance Document - Meeting Skills Needs: Guidance on Annual Accountability Agreements 2025/26 and the Local Needs Duty.
Developing the Annual Accountability Statement
Regional Impact Through Innovation and Collaboration
Bolton College is committed to empowering individuals through high-quality education and skills development, ensuring they are work-ready, world-ready, and future-ready. Guided by our strategic objectives, Bolton College fosters inclusivity and excellence, equipping learners with the knowledge and experience to thrive in a dynamic and evolving global landscape. Through collaboration with employers and the community, the College drives economic growth and social mobility, making a lasting impact on both individuals and society.
Our strategic plan 2025- 2030 sets out longer-term priorities that directly link to the Local Needs Duty and Accountability Statement providing clear targets on how the College will contribute to meeting industry and skills needs. By continually aligning our offer with local, national, and regional demands, we ensure that learners are equipped with the relevant skills and expertise that drive economic prosperity. This commitment strengthens our role as an essential partner in workforce development, supporting businesses and communities in achieving long-term success.
Principal’s Introduction
Bolton College stands at the heart of our community—not just as a place of learning, but as a catalyst for opportunity, inclusion, and local growth. As Principal, I am proud to lead an institution that plays such a vital role in shaping lives, supporting families, and strengthening the social and economic fabric of our town and region.
This Accountability Statement reflects our deeprooted commitment to serving our community with integrity, ambition, and care. It highlights the progress we’ve made, the partnerships we’ve nurtured, and the impact we continue to have on learners of all ages and backgrounds. From supporting school leavers and adult learners to working closely with local employers and civic leaders, Bolton College is a trusted partner in building a brighter, more resilient future for all.
Collaboratively, we are actively shaping a college that not only addresses today's demands but also prepares for tomorrow's challenges—driven by our Strategic Plan and a collective commitment to ensuring our learners are valued for being work ready, world ready, and future ready.
Liam Sloan Principal & CEO
Chair of Governors’ Introduction
As Chair of Governors, I am pleased to introduce this year’s Accountability Statement, which reflects the College’s continued commitment to delivering excellence in education and meaningful opportunities for all. The Board of Governors is proud to support an institution that plays such a vital role in the life of our community—empowering individuals, supporting local employers, and contributing to the social and economic wellbeing of Bolton and beyond.
Our role as governors is to provide strategic direction, ensure robust oversight, and uphold the values that define Bolton College. We are committed to ensuring that every decision made is in the best interest of our learners and the wider community. This statement offers a transparent view of the College’s performance and progress, and it highlights the collective efforts of team members, learners, and partners in achieving our shared goal. Looking ahead, we remain focused on strengthening our impact, deepening our community connections, and supporting the College’s continued growth and innovation. Bolton College will continually adapt, evolve, and commit to meeting local, regional, and national skills needs.
Andrew Roberts Chair of Governors
OUR PURPOSE
To ensure our people are set up for strong, sustainable and promising futures.
OUR VISION
Our learners are valued for being work ready, world ready and future ready.
OUR VALUES
Our values (IACE) are the foundation of our culture, the principles that guide our actions and the standards by which we measure success. They shape how we work together, how we serve our community and how we build for the future.
INCLUSIVE
We create environments where everyone feels welcomed, respected, safe and empowered to achieve.
ASPIRATIONAL
We inspire our people to reimagine what is possible, fostering a culture of bold thinking and limitless potential.
E
COLLABORATIVE
We work together as one team, building strong external partnerships to deliver our promises.
EXCELLENCE
We always put our learners first, striving for excellence in all that we do.
CONTEXT & PLACE
Bolton College
Bolton College is a medium, sized general Further Education College. Situated in Bolton, Greater Manchester, the College is at the heart of a thriving community with rich cultural diversity and historic significance. The College is part of the University of Greater Manchester Group. The University is strategically located next to the College’s main site, providing learners with convenient and direct progression routes for those wishing to continue their education while staying in Bolton. The College operates from numerous other satellite areas in and around Bolton. With our excellent connections to surrounding cities such as Manchester, Blackburn, Wigan, Bury and Salford, our learners have easy access to a wide range of career opportunities, leisure activities and social networks.
The College offers provision in 14 of the 15 areas funded by the DfE. The College offers employer-responsive provision in health, public services and care; science and maths; engineering and manufacturing technologies; construction, planning and the built environment; information
and communication technology; retail and commercial enterprise; leisure, travel and tourism; education and training; and business, administration and law.
The borough of Bolton faces significant challenges, such as economic disparities, higher unemployment rates than the North West and Great Britain as a whole, and areas of high deprivation. However, these obstacles also present incredible opportunities for growth and positive change.
The Borough of Bolton: Key Statistics
Bolton has a population of 302,000 (Bolton JSNA-August 2024). This is a 2.0% increase since the 2021 census and 9% increase on the 2011 census.
Bolton is richly diverse with around one fifth of the population from an ethnic minority background. According to Census (2021) data, the proportion of the population from an ethnic minority background significantly increased between 2011 and 2021. Pakistani is now the largest minority group (9.4%),
followed by Indian (8.9%) (ONS Census 2021). These are significantly higher than Greater Manchester and national figures.
Bolton includes some of the most affluent areas in the region with 4% of the population living in an area that is among the 10% least deprived nationally. However, overall Bolton is one of the 20% most deprived districts/unitary authorities in England (IMD 2019) and 41.6% of children live in low-income households.
26% of the Bolton population live in an area that is among the 10% most deprived nationally, while over half of the population (56%) live in an area that is among the 30% most deprived nationally.
As of April 2025, Bolton’s unemployed claimant count is at 6% (up from 5.4% in September 2023). The gap continues to widen, now being 1.4% higher than the North West and 1.7% above the national rate.
At 21.1% Bolton also has a significantly higher rate of workless households then 13.9% nationally (NOMIS-LMP 11/2023).
4.3% of 16 and 17 year olds in Bolton were described as not in employment, education or training (NEET) or activity not known as of August 2024. This is down from 0.1% in the previous year and compares well to other areas of Greater Manchester (Participation in education, training and employment age 16 to 18: Connexions).
The College recruits a majority (65%) of its learners from the areas of high relative deprivation in Bolton. Many learners face multiple barriers to their learning and the College is successful in supporting them to achieve their learning aims.
The College recruited a significantly higher proportion of learners from minority ethnic backgrounds (38%) when compared with Bolton as a whole (31%).
Table 1: MIDES R13 2023-24
Comparison to other GFE Colleges shows there is a greater proportion of learners (aged 16 to 18) that come to Bolton College without both GCSE English and GCSE Maths than the GFE College average for this age group. (Table 1) Neither 50%
GFE Colleges
16%
Only 7%
Only 15%
47%
Only 7%
As a provider of skills and technical education, Bolton College is committed to addressing the challenges the borough faces. We put our learners first and are dedicated to developing future-ready individuals who are fully prepared to succeed in their chosen careers. By equipping our learners with the essential skills, knowledge, and behaviours, we aim to bridge the gap between education and employment.
CONTEXT & PLACE
Designated
Employer Representative Body (ERB) and the Greater Manchester Local Skills Improvement Plan (GM LSIP)
Greater Manchester Chamber of Commerce serves as the designated Employer Representative Body (ERB) responsible for developing and delivering the Local Skills Improvement Plan (LSIP) for Greater Manchester. The LSIP is designed to identify and
address local labour market needs, ensuring businesses across the region receive the skills and workforce support necessary for sustained growth and competitiveness. Bolton College’s accountability statement responds to the Greater Manchester Local Skills Improvement Plan, Skills England report, Industrial Strategy Priorities, Plan for Change and Bolton Council’s strategy, Bolton Vision 2040.
Greater Manchester Economy
Greater Manchester’s economy continues to perform better than the wider UK, but business
confidence has dipped slightly due to rising cost pressures. The introduction of new Employers' National Insurance contributions and increases in the minimum wage have contributed to these concerns. Exporters remain cautious amid global political volatility, and rising costs remain the top challenge for many businesses. While GM is somewhat shielded from escalating tariffs, it still exports approximately £750 million worth of goods to the US annually.
Business planning and innovation support remain the most frequently reported needs.
Unemployment levels remain stable, with overall vacancy rates settling near pre-pandemic levels. However, economic inactivity has increased, with around 136,000 more North West residents leaving the labour force since 2020. Budgetary changes are expected to tighten the labour market further, as higher minimum wages and increased employer NI contributions dampen hiring demand.
Despite these challenges, public sector hiring has remained strong into mid2025, alongside continued growth in the hospitality sector. The government has set an ambitious target of reaching an 80% employment rate, up from Greater Manchester’s current level of 70.9%. However, the median advertised wage in GM declined slightly in spring 2025, settling at approximately £33,200 for a full-time worker.
Labour Market Trends and In-Demand Occupations (Greater Manchester)
1. Construction: Digital skills, quantity surveying, and site engineering in high demand.
2. Transport: Skills shortages in engineering, planning, and customer service roles. Bee Network expansion and major rail upgrades underway.
3. Logistics: Demand remains high for HGV drivers and warehouse staff; AI and digital skills are increasingly valued.
4. Creative, Culture, and Sport: Growing creative sector; demand for coaches, interpreters, and designers.
5. Retail & Hospitality: Labour shortages, rising costs, and immigration changes are key issues; high demand for cleaners, chefs, and retail staff.
6. Engineering & Manufacturing: Key projects (Atom Valley, MIX Manchester) advancing; strong need for skilled trades and CAM expertise.
7. Financial, Business, & Professional Services: Mixed job demand; key roles include lawyers, accountants, and project managers.
8. Digital & Tech: Postpandemic decline in vacancies but sustained need for AI, cloud, and development roles.
9. Health & Social Care: Sector under pressure from funding cuts and immigration changes; values-based recruitment gaining prominence.
10. Education & Early Years: Demand rising due to population growth and policy changes; shortage of qualified early years and SEN staff.
11. Emergency Services: Workforce under pressure from rising demand; growth in cybersecurity and AI use.
12. Green Economy: Rapidly expanding; demand for carbon literacy, project management, and construction-related green skills.
In-Demand Roles & Skills (Nov 2024 – Apr 2025)
• Top Occupations: Teaching Assistant, Cleaner, Social Worker, Nurse, Sales Representative.
• Top Common Skills: Communication, Management, Customer Service, Teaching, Attention to Detail.
• Top Specialist Skills: Auditing, Mental Health Awareness, Finance, Project Management, Working with Children.
Bolton’s Economy
Bolton has a dynamic business base and is home to some major businesses and employment sites. Major companies, including household brands like Warburtons and Greenhalghs, and cutting-edge manufacturing like MBDA, call Bolton home. Sites like Logistics North create a base for large multinational companies such as Aldi, Lidl, Green King, Costa and Komatsu.
Bolton has sector specialisms with higher-than-average employment in manufacturing, logistics, wholesale and retail, and business services.
Overall Bolton’s business base is growing quickly, with high business birth rate and survival rates. Growth in high-output employment is shifting from manufacturing to knowledgebased sectors, with growth in professional services such as the financial and insurance sectors.
In recent years, fast-growing companies in digital, retail, energy and financial services have emerged, including AO,
Parcel2Go, and Love Energy Savings.com. This trend may accelerate with Bolton working with Innovation Greater Manchester, the University of Greater Manchester and Bolton College to develop plans around health innovation.
Despite these positives, the economy is underperforming. The size of the economy and productivity growth continue to be lower than comparators and the gap is widening between UK and Bolton. Productivity gaps are mainly because of in-work
productivity issues – commuting; sector performance; and employment. Sectors in Bolton tend to be less productive than regionally and nationally.
Many residents and places in Bolton are not sharing in the prosperity that exists. There are long term people challenges around economic inactivity and increasing numbers of residents are leaving the labour market. Digital and technical skills needs will continue to grow and change in many jobs and sectors.
Long term challenges are accompanied by continued pressure on cost of living and inflation.
Labour Market Trends and In-Demand Occupations (Bolton)
Between May and October 2024, the most in-demand occupations spanned several sectors.
In Construction and Property, there was high demand for skilled trades such as electricians, plumbers, plasterers, and joiners, alongside roles like contracts managers and management surveyors.
Education saw strong hiring needs for early years teachers, English tutors, and SEN primary school teachers.
In Finance, Business, Professional Services (FBPS), including IT, vacancies were high for mortgage brokers, telesales executives, and various sales roles. Additionally, demand continued for customer consultants, paralegals, helpdesk coordinators, legal assistants, customer service consultants, financial planning analysts, and credit managers.
The Health and Social Care sector faced ongoing recruitment challenges, particularly for social care workers, carer team leaders, fundraising assistants,
healthcare support workers, practice nurses, and community support workers.
Finally, the Retail, Hospitality, and Leisure sector continued to see strong demand for store assistants, sales assistants, delivery drivers, shop managers, and retail sales advisers.
These trends highlight the evolving labour market needs across key industries, reflecting both ongoing skills shortages and areas of economic opportunity.
Key Sector Priorities and Future Developments in Bolton
The following highlights important sector priorities and major upcoming projects across Bolton. These initiatives will shape the borough’s economic growth, job market, and workforce needs, providing insights that will guide Bolton College’s curriculum planning to
align with industry trends and employer demands:
Construction and Property projects are driving high demand for tradespeople, site engineers, and sustainability specialists. Planned developments include 13,379 new homes, industrial expansions, and transport infrastructure improvements in areas such as Wingates Industrial Estate and Bolton town centre redevelopment.
Culture and Visitor Economy initiatives aim to attract more visitors, enhance cultural spaces like the Bolton Museum and Octagon Theatre, and support emerging talent in creative industries. Retail, hospitality, and leisure businesses - including a new hotel in Church Wharf - will sustain demand for chefs, retail assistants, and customer service professionals.
Manufacturing is expanding in Bolton, particularly in food manufacturing. With the largest industrial allocation under the PfE plan, the borough is seeing rising demand for engineers, machine operators, CAD technicians, and sustainability experts.
Logistics is set to grow, fuelled by the expansion of employment land and Wingates Industrial Estate. The sector requires warehouse operatives, transportation managers, logistics analysts, and workers skilled in digital inventory and automation systems.
Education services are increasingly vital, as Bolton’s population growth drives demand for teachers, SEND specialists, and careers advisors. New schools and services will be needed, particularly in developing residential areas.
Health and Social Care is expanding due to an aging population and Bolton’s focus on health innovation. Support required to build the workforce of nurses, healthcare assistants, data scientists, and digital transformation consultants, ensuring better patient care and innovation in medical research.
Bolton’s long-term strategy emphasises job creation, skill development, and investment in key industries, ensuring the borough remains economically competitive and future-ready.
Strategic Workforce Development
Bolton College is actively addressing skills shortages identified through the GM LSIP survey and employer interviews, recognising the following as critical priorities for long-term workforce success:
• Basic IT & Digital Skills
• Essential Literacy & Numeracy
• Leadership & Management
• Net Zero & Sustainability
• Soft Skills Specific to the Workplace
APPROACH TO DEVELOPING THE ANNUAL ACCOUNTABILITY STATEMENT
Bolton College Accountability Statement: Strategic Approach to Identifying Priorities and Targets
Bolton College takes a proactive, evidence-based approach to identifying its key priorities and target outcomes, ensuring alignment with local, regional, and national skills needs.
Through ongoing collaboration with a range of stakeholders the College ensures its curriculum remains responsive to evolving economic demands, equipping
learners with future-ready skills for employment, higher education, and lifelong success.
Engagement with the Employer Representative Body (ERB) & Local Skills Improvement Plan (LSIP)
Bolton College has played a critical role in the development of the Greater Manchester LSIP, shaping the region’s skills development strategy. Key contributions include:
• Providing insights into sector challenges, ensuring the LSIP accurately reflects labour market gaps.
• Facilitating employer engagement, connecting businesses with LSIP representatives to conduct surveys and interviews that inform policy decisions.
• Sharing research and analysis, ensuring the LSIP’s recommendations align with real-world workforce needs.
These contributions enable Bolton College to align its curriculum with LSIP priorities, ensuring learners develop the skills required by local industries.
Governance and Strategic Oversight
Bolton College’s board members play a vital role in reviewing, challenging, and setting targets to ensure the College’s curriculum aligns with local, national, and regional skills needs. Governors engage in regular discussions on the College’s contribution to meeting skills needs, teaching, learning, assessment, and learner progress, ensuring high standards are maintained.
• Board meetings and standards committees provide a structured forum for governors to analyse the College’s contribution to meeting skills demands and learner success outcomes.
• Governors challenge and review curriculum design, ensuring that programmes remain responsive to industry needs and enable progression into employment and further education.
• Ongoing training is provided for board members to ensure they remain informed about the evolving needs of the Further Education sector and can effectively support strategic decision-making.
• Board members actively participate in stakeholder industry forums and advisory boards, ensuring they remain engaged with sector trends, employer needs, and policy developments. This involvement allows them to contribute valuable insights, strengthen industry connections, and support strategic curriculum planning that aligns with evolving workforce demands.
Strategic Plan Consultation and Stakeholder Engagement
• Bolton College’s recent Strategic Plan update provided an opportunity to assess how effectively the College meets workforce demands.
• Over 1,000 responses from stakeholders, including MPs, parents/carers, employers, community groups, civic organisations, team members and governors helped shape the plan.
Stakeholder feedback directly informed the Accountability Statement, ensuring Bolton College remains aligned with key economic and social priorities.
This collaborative approach ensures continual improvement, reinforcing the College’s commitment to excellence, inclusivity, and workforce readiness.
Leadership in Post-16 Transition & Workforce Development
Bolton College leads the Post-16 Transition Group for Bolton, ensuring a seamless progression from secondary education into further education, apprenticeships, and employment. This initiative strengthens pathways by:
Bridging the gap between schools and colleges, offering technical education awareness sessions and transition programmes.
Engaging employers to provide work experience, mentoring, and apprenticeships, preparing learners for the demands of the workforce.
Collaborating with Bolton’s education providers, ensuring learners have access to targeted career advice and industry placements.
Additionally, Bolton College actively collaborates with local schools to build a pipeline of skilled learners through:
Open events, campus tours, pre-induction workshops, and industry sessions, offering early exposure to technical subjects, practical skills, and employment pathways.
Employer-led initiatives, ensuring learners access industry placements, work experience, and recruitment pipelines.
Bolton College works closely with stakeholders across Bolton and Greater Manchester to shape skills development and economic growth. Partnerships include:
• The University of Greater Manchester, supporting higher education progression, research-led learning, and technical education pathways.
• Bolton NHS Trust, DWP, and Public Health, addressing workforce shortages in health, care, and social services.
• Bolton Council, actively contributing to Bolton 2040, a strategy focused on economic growth, investment, and employment opportunities.
• Amazon to deliver supported internships. The first cohort of eight learners have all been offered direct job opportunities at Amazon.
• Daikin to deliver low carbon heating apprenticeships. Bolton College is now the lead college in Greater Manchester for this apprenticeship programme.
• Scan Computers to bridge the digital divide and enhance tech skills. Through cutting-edge technology and training, this collaboration ensures learners gain hands-on experience, preparing them for careers in the digital industry while promoting equal access to opportunities.
Addressing Sector Shortages Through Local, Regional and National Initiatives
Bolton College works closely with Greater Manchester (GM) Colleges to address sectorspecific skills shortages identified in the LSIP. Key initiatives include:
• Further Education Innovation Programme (FEIP) - Driving innovation and workforce development.
• Centre of Digital Innovation (CDI) - Enhancing digital and technical training.
• Aptus Utilities has influenced CAD-based learning by providing real-world project documentation, enabling learners to develop industry-relevant skills. The engineering department integrates 3D CAD for 3D printing and manual drafting to reinforce foundational principles and bridge traditional methods with emerging technology.
3/4/5 courses aligned with the Greater Manchester Local Skills Improvement Plan (LSIP) priorities. Forecast of 257 learners completing these courses by July 2025.
Through devolution and Bolton College’s engagement with the GMCA, the College actively:
• Influences skills funding decisions, ensuring financial investment meets local business needs.
• Advocates for technical education priorities.
• Aligns its curriculum with GM-wide policies, preparing learners for high-demand careers.
Employer Engagement
& Career
Support
Through Bolton College’s Job Shop
• Local Skills Improvement Fund (LSIF) - Bolton College is the lead for Health which has been extremely successful in its outputs, including forming the largest FE group in Europe working in collaboration with Anatomage and the development of 23 Level
Bolton College operates a dedicated Job Shop, offering learners direct access to leading employers, while businesses benefit from a steady pipeline of fresh talent.
Job Shop Employer Collaboration
The Job Shop runs on a rota system, featuring employers such as RRG, MBDA, Bright Horizons, National Careers Service, University of Greater Manchester, Alliance Learning, and Connexions. This ensures learners receive:
• Regular interaction with professional role models.
• Support in preparing, searching and maintaining a work/industry placement.
• Impartial career guidance, advice, and employment opportunities.
• Recruitment support from Bolton College, helping employers source highquality candidates.
Job Centre Collaboration & Careers Fairs
Bolton College partners with Bolton Job Centre to host sectorspecific careers fairs addressing skills shortages. For example, a recent job fair concentrated on the sector of Early Years & Education. Employers were able to interview candidates and recruit on the day.
Bolton College's Business Development Team actively collaborates with employers
to provide tailored training solutions, apprenticeships, and workforce development initiatives, ensuring local businesses thrive. To support this, the College has developed a comprehensive Business Brochure, explicitly showcasing its full range of corporate training programmes, industry partnerships, and bespoke services designed to meet employer needs.
Supporting National Education Initiatives
Bolton College collaborates with the Department for Education to promote Higher Technical and T Level courses. Recognised for its best practice in employer-led course design, Bolton College’s case study content has been featured in national campaigns and DfE events.
Strategic Progression Pathways
The College strategically maps learner progression, ensuring seamless transitions from tailored learning into higher education.
Learners can continue their studies at the University of Greater Manchester, the College’s key partner, while alternative pathways enable progression to out-of-town universities.
Informed by Labour Market Intelligence (LMI) and Stakeholder Voice
At Bolton College, curriculum development is a dynamic and responsive process, shaped by both Labour Market Intelligence (LMI) and the direct input of stakeholders. This dual approach ensures that learners are equipped with the skills and knowledge required by today’sand tomorrow’s workforce.
Key focus areas include:
• Sector Demand Integration
Curriculum content is aligned with current and projected employer needs, ensuring learners receive training that is directly relevant to industry demands.
• Adaptive Curriculum Planning
The College regularly reviews LMI and stakeholder feedback to respond to emerging trends, skills gaps, and growth sectors at local, regional, and national levels.
• Stakeholder-Driven Course Design
Employers and industry partners actively contribute to shaping course content, ensuring it reflects real-world expectations and practices.
• Team Member Industry Updating
Bolton College is committed to maintaining the industry relevance of its teaching team members. All curriculum teams engage in ongoing technical and industry updating, including placements, shadowing, and professional development aligned with key growth areas.
This integrated approach ensures that Bolton College learners are not only job-ready but also future-ready, with a curriculum that evolves in step with the changing world of work.
Embedding Soft Skills & Employability Training
The GM LSIP identified sectorwide skills shortages due to soft skills deficits in recruitment. Bolton College prioritises personal, social, emotional, mental health, and employability skills development through:
• The Navigate System, tracking learner soft skills progress over time.
• Regular assessments, ensuring teachers adjust support based on learner needs.
• These interventions equip learners with:
• Resilience, confidence, and independence.
• The ability to make positive choices in health, finances, and relationships.
• Critical employability skills, enabling successful education and workforce transitions.
Participation in Local, National & Regional Skills Competitions
Bolton College actively supports GM Skills and World Skills UK competitions, providing learners with opportunities to:
• Benchmark their skills against others in their field.
• Develop confidence through competitive experience.
• Enhance employability through industry recognition.
Bolton College hosted WorldSkills competitions in motor vehicle in 2024 and Greater Manchester Skills Competitions in 2025 in Business and Travel and Tourism, partnering with TUI Travel, The Hut Group and the Bee Network who set the live briefs.
DRIVING REGIONAL IMPACT THROUGH INNOVATION
AND COLLABORATION
Bolton College ensures learners are fully prepared for the demands of education, employment, and lifelong career progression through:
Key CompleteOngoing
Aims and Objectives
• Industry-aligned technical education.
• Employer-led partnerships.
• Community investment and skills development.
Actions/Impact
2024- 25
Introduce new pathways in Digital, Health, Construction, Legal, Finance and Accounting and Engineering and Manufacturing routes. Introduce new T Levels in Creative Art and Design: Media, Broadcast and Production and Craft and Design will commence in Sept 2024.
Further expand on T Level Study Programme pathways and Higher Technical Qualifications.
Introduction of Higher Technical Qualification Manufacturing and Engineering.
Validation of Digital HTQ as a part-time route so that new standards for higher level apprenticeship can be delivered alongside.
Ensure progression pathways closely align to the requirements of the T Level and Higher Technical Qualifications to aid progression.
Trial revised entry criteria for English and maths on T Level: Early Years Revised entry criteria will now accept learners with grade 3 in maths.
This structured approach reinforces Bolton College’s commitment to excellence, ensuring learners graduate work-ready, world-ready, and future-ready.
Updates
New pathways and the trial of revised entry requirements for T Levels contributed to a T Level learner number increase from 177 to 200.
The Higher Technical Qualification (HTQ) in Manufacturing and Engineering has been successfully validated, supported by a capital investment of £87,000, which has played a crucial role in equipping the College with the latest technologies. Additionally, a resource investment of £52,000 has enhanced marketing efforts, upskilling initiatives, and industry updates for team members. This is now being recruited to.
Validated and modules updated.
Course pathways align in all subjects where a T Level and HTQ is being delivered.
Entry requirements relaxed for Early Years which resulted in an increase in numbers for the T Level route.
Aims and Objectives
Actions/Impact 2024-
25
To utilise exam board bespoke curriculum training to upskill/ re- train team members on the requirements for the differing qualifications belonging to each curriculum area. This will include training on the awarding of marks and how these are given.
To utilise stakeholder links in the upskilling and industry updating of team members, ensuring that all team members complete a minimum of 3 days (maximum of 5 days) industry updating per academic year and have a clear plan, prior to start date, of intended activity and how this matches curriculum need/ content along with evidence of completion.
Updates
Exam board training remains a priority, with a shift towards bringing representatives to the College rather than relying solely on specifications.
Ensure that team members are trained to teach all aspects of the curriculum, particularly in higher level and specialist topics.
T Level and HE teacher face-to-face forums to be utilised so that key messages, training and support can be shared via these groups.
Utilise links with University of Bolton and the GM College’s group for CPD activity and opportunities.
Team members will have the relevant knowledge and skills and therefore will be confident in delivering the curriculum.
Qualification certificates and CPD activity will evidence levels of training to meet curriculum and exam board requirements.
Industry updating is on-going with plans in place for team members to complete 3-5 days by August 25. Existing employer partnerships are being leveraged to facilitate this.
Support for T Level delivery continues, with tailored training focusing on formative assessment development and grading. NCFE has recognised Bolton College’s work as a best practice model. The College’s exams manager has provided dedicated T Level training for exam team members, improving support for managers and teaching teams. Each curriculum area now has a designated exams liaison to assist with scheduling, specification interpretation, and administrative tasks. Training has played a key role in the College’s above-national pass rate for T Levels in summer 2024.
Termly curriculum specialist boards implemented with GM Colleges and links established in each curriculum area to share practice.
Agency staff usage has been significantly reduced, with projected spend for 2024/25 at £2.5 million, down from a budgeted £4.3 million - approximately 50% reduction. This has secured the specialist knowledge within teams and the continuity of professional development. A review of team member qualifications concluded that team members generally hold the necessary qualifications but require ongoing, targeted updates and exam board training, along with industry updating. CPD and industry updating on-going.
Aims and Objectives
Actions/Impact
2024- 25 Updates
Pilot accredited courses to assess soft skills to provide learners with qualifications to evidence soft skills gained.
Build on the implementation of Navigate assessment tool to analyse and track progress of soft skills to ensure full integration across departments.
To further develop the integration of soft skills, including English and maths across the curriculum.
Revise resit strategy for November to allow an increased number of learners to retake their English and/or maths GCSE.
To stabilise the English and maths team so that the strategies for contextualisation can be enhanced and curriculum teams are greater supported on the specific E&M topics learners need to develop/practice.
Accredited employability courses have been used in our foundation department to evidence progress from starting point in regard to soft skills development. Predicted 90% achievement.
The Navigate soft skills assessment has now been fully integrated into tutorial delivery. Learners are currently completing term 3 assessment so that we can report on progress from each individual’s starting point.
GCSE Resit Entry Growth
There has been a significant increase in the number of learners entered for the November GCSE resits:
• +240 learners entered for maths
• +489 learners entered for English Over 200 students achieved high grades.
Team member stability has strengthened across both the English and maths departments and efforts remain focused on enhancing consistency in teaching, learning and assessment to further support high grades, learner motivation and engagement.
Bolton College has introduced a Head of Maths and English Integration to provide the necessary focus on engagement with these essential skills through innovative approaches, embedded and contextualised content and projects in vocational and technical learning. This includes the development of behaviours that support improvement in maths and English such as attendance and learning readiness.
Aims and Objectives
Actions/Impact 2024- 25 Updates
Utilise the Further Education Innovation Fund to recruit three new posts to the business development team:
• 1FTE: Business Innovation Advisor (BIA) - Direct engagement with businesses, including small businesses to increase activity and innovation.
• 1FTE: Innovation Coordinator – support to BIA: outreach and engagement.
All posts recruited to. Project extended for a further year. In the first year, the Further Education Innovation Fund has enabled GM Colleges to engage 1,042 businesses, refer 362 for additional support, and conduct 153 innovation diagnostics, strengthening connections with small employers and fostering innovation.
To increase activity with small employers to ensure that skills needs are being met.
• 1FTE: Apprenticeship Innovation Advisor (AIA)coordination of innovative CPD for apprentices. Liaison between employers and apprenticeship teams.
Greater utilisation and promotion of the small businesses who we serve apprenticeships for and ensure that relationships are maximised across the University Group to offer a breadth of different services relevant to each individual’s business needs.
Utilise LSIF short course development, resources and CPD licenses purchased (Supply Chain Sustainability School) to assist small businesses with upskilling and training team members. Collaborate on CPD activities.
We currently collaborate with 256 small businesses, which make up 59% of our apprenticeship employers. These partnerships play a vital role in shaping our curriculum and delivery methods. By working closely with these businesses, we ensure our training remains relevant and responsive to industry needs. In addition to informing curriculum design, these collaborations provide valuable opportunities for our learners through work placements, masterclasses, and guest speaker sessions.
77 employers (of these 51 were small businesses) introduced to the supply chain CPD modules to assist in the upskilling of employees on sustainability. Bolton College have hosted 31 events to support small businesses in enhancing CPD practices and co-development of the curriculum.
Aims and Objectives Actions/Impact
2024- 25 Updates
Via the College’s quality improvement plans, continue to reflect and set actions for this area of practice so that clear direction and targets are set and are specific to each curriculum area.
To ensure consistency of stakeholder involvement in curriculum design and implementation across curriculum areas.
Build on the activity of engagement already established by the employer engagement team and utilise curriculum specialists to host industry forums relevant to the sector.
Each curriculum area to host at least one curriculum industry board per term.
Department college improvement plans include actions where a greater focus is required on stakeholder engagement. An additional section has been added to all schemes of work to evidence the impact of external contributions on course planning and delivery. Employers are also directly involved in the development of apprenticeship training plans, with 100% of employers having signed and agreed to these plans.
Bolton College now operates two annual formalised, cross-college industry advisory boards, which are supported by a range of additional working groups.
These include:
A termly Adult Learning and Community (ALC) Group
Greater Manchester Curriculum Specialist Boards, held termly Curriculum-specific stakeholder meetings, conducted each term to ensure continuous consultation on curriculum design and delivery.
Bolton College actively engages with over 800 stakeholders, including:
• 432 employers with apprentices currently enrolled
• 236 employers providing work placements for learners
Between 2023 and 2025, the College has seen significant growth in employer engagement:
• 137 new apprenticeship employers in 2023/24
• 97 new apprenticeship employers in 2024/25
• Resulting in a 12% increase in apprenticeship funding for the 2023/24 academic year. This increase has been maintained for 2024/25 with recruitment still ongoing.
These strong and growing partnerships are instrumental in shaping course content, securing work placements, and providing enrichment opportunities such as guest speakers and masterclasses.
Targets 25/26
Elevate our reputation as a leading skills and education provider.
• Bolton College is recognised as a leading skills and education provider with 85% of stakeholders in agreement.
• Bolton College is acknowledged for positively contributing to social and economic development with 85% of stakeholders in agreement.
• 85% of external stakeholders endorse Bolton College to others.
• Bolton College is recommended as a place of study by 88% of our learners.
• Enrolments on Education Programmes for Young People (EPYP) increase by 6%.
• Commit to investing in adult skills education by delivering 103% of the GMCA funding allocation.
• Grow apprenticeship starts by 10%.
Continuously develop and align a responsive curriculum to equip learners with the skills and knowledge that reflect local, regional and national needs.
• 90% of learners on substantive programmes report a positive intended destination.
• Increase the number of courses endorsed by stakeholders from 15 to 40.
• Ofsted judge the college’s contribution to meeting skills needs as strong.
• Co-design 15 new courses, aligned to LSIF sector skills shortages, in collaboration with stakeholders.
• Increase the number of supported internships by 50% for learners with Special Educational Needs and Disabilities (SEND).
• 90% satisfaction rate reported by supported internship participants.
Targets 25/26
Deliver an exceptional learning experience in environments where our learners can flourish.
• Exceed national rates for achievement.
• Ofsted grade the college as overall secure with strong features.
• Increase overall internal progression on Education Programmes for Young People (EPYP) from 52% to 65%.
• 90% of learners enjoy being a learner at Bolton College.
• 92% of learners agree that they are learning new skills that will help them in their future ambitions.
• 84% of learners agree that they feel prepared to take their next step (employment, another course, etc.)
• 88% of learners agree that they are inspired and motivated in their sessions.
Celebrate and reward our people for their achievements and invest in their wellbeing, knowledge and skills development.
• 85% of team members engage in the annual team survey.
• 85% of team member new starts valued the induction programme.
• Sign a memorandum of understanding (MOU) to collaborate with three other education providers outside of Greater Manchester.
• Organise an annual awards for excellence celebrating our people.
• Nominate our people for at least five local, regional or national awards.
• Team members (with a teaching commitment) will undertake a compulsory minimum of three days industry updating, maximum of five days (pro-rata for part-time team members).
Build a community of shared purpose that is inclusive, supportive and empowering.
• 80% of our team members agree that they understand their role in achieving the college’s purpose and vision.
• 80% of our team members are proud to work at Bolton College.
• 92% of learners agree that they feel cared for and respected at the college.
• 85% of our team members feel safe at the college.
• 85% of learners feel safe at the college.
• Hold three performance panels (one per term) where Heads of Department present to the executive team performance against key indicators.
• Staff turnover does not exceed 17%
Drive a sustainable future by integrating green practices and equipping learners with environmental responsibility.
• Report quarterly on sustainability metrics to track progress toward net-zero goals.
• Co-design three new programmes supporting green initiatives in collaboration with stakeholders.
• Empower learners to lead five sustainability projects.
• Host 10 sustainability workshops annually for local businesses and residents.
• Expand Low Carbon Heating Technician Apprenticeship enrolments by 60%.
• 80% of our team members agree that they understand their contribution to our green agenda.
Targets 25/26
Maximise digital technology to innovate, streamline, and empower our people for a dynamic, tech-driven future.
• Development and implementation of a college wide digital strategy.
• Maintain cyber essentials.
• 25% of the college’s annual capital budget is invested in digital technologies.
• 80% of team members agree that improvements in technology have positively impacted their role.
• 87% of learners agree that they are confident to use digital learning materials to support their progress.
• 83% of learners agree that they can access the IT resources they need and they have supported their learning well.
• 80% of learners confirm that the technology they are using is industry relevant.
Secure financial sustainability to support educational excellence and institutional growth.
• Good financial health.
• £1.6 million invested in building maintenance and condition.
• £1.75 million invested in additional capital works.
• Annual income exceeding £37 million.
• Surplus of more than £2.5 million.
• Cash reserves exceeding £2.2 million.
• Agency usage does not exceed 25% with all recruitment managed through Bolton Talent Solutions (BTS).
• Hold three Performance Panels (one per term), where managers evaluate their progress towards delivering financial and quality key performance indicators.
• Develop and implement a business planning cycle where managers build a robust and fit for purpose business plan for their areas of responsibility.
LOCAL NEEDS DUTY
At Bolton College, leaders, managers and team members engage very effectively with employers and other relevant stakeholders to understand the skills needs of the local, regional and national economy, and plan their curriculum accordingly.
The College continues to build on existing relationships with stakeholders so that all curriculum areas have ongoing and regular stakeholder involvement in the design and implementation of the curriculum to prepare learners for future education, employment or work.
The College is committed to staying up to date with industry practices, developments and changes to sectors to ensure that learners receive the most relevant, innovative and contextualised training and education.
The development of Bolton College’s Strategic Plan for 2025–2030 sets a clear direction for long-term growth and responsiveness to local and regional skills needs. Central to this strategy is the College’s commitment to ensuring that all learners are Work Ready, World Ready, and Future Ready.
Corporation Statement:
This refreshed plan outlines key priorities that will guide curriculum development, employer engagement, and team member investment—ensuring that the College continues to align its offer with the evolving demands of the labour market, as identified in the Greater Manchester LSIP. By embedding these principles into its strategic framework, Bolton College aims to equip learners not only with technical skills, but also with the adaptability, global awareness, and forward-thinking mindset needed to thrive in a rapidly changing world.
On behalf of the Bolton College Corporation, we hereby confirm that the college plan outlined in this document meets the statutory local needs duty as approved by the Corporation during the meeting held on 24 June 25.
