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.
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.
Kate Flood 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
PRIORITIES
1. Elevate our reputation
2. Develop a responsive curriculum
3. Deliver exceptional learning experiences
4. Celebrate and reward our people
5. Build a community of shared purpose
6. Drive a greener future
7. Maximise digital technology
8. Secure financial sustainability
OUR PURPOSE
Bolton College plays a central role in delivering a coherent, employer-led and place-based skills system, supporting workforce development, inclusive economic growth and social mobility across Bolton and Greater Manchester.
The College’s approach is underpinned by its Strategic Plan 2025-2030, which sets out a clear long-term ambition to deliver high-quality, inclusive and employer-aligned provision that responds to local economic priorities, strengthens progression pathways and improves outcomes for all learners. This Annual Accountability Statement provides the annual articulation of that strategy, translating long-term priorities into focused, measurable delivery for 2026/27, in line with the expectations of the Local Needs Duty.
The College’s strategic direction is explicitly aligned to key national, regional and local policy frameworks, including:
• The Skills for Jobs White Paper, placing employers at the centre of the skills system
• The Local Needs Duty, requiring providers to ensure provision reflects local labour market need
• The UK Government’s Industrial Strategy, prioritising growth in sectors including construction, advanced manufacturing, health, digital and green technologies
• The Get Britain W agenda, focused on reducing economic inactivity and enabling adults to access employment
• The ambition to incr participation in higher technical education and skills by age 25
• The Greater Manchester Local Skills Improvement Plan (LSIP)
• Bolton Vision defines the borough’s long-term economic, health and social priorities
The College’s approach to delivery is built on four core principles:
• Delivering a high-quality, employer-aligned curriculum that responds directly to labour market demand
• Embedding inclusive, place-based provision that removes barriers to
CONTEXT & PLACE
Bolton College serves a borough of over 300,000 residents, operating within the Greater Manchester Combined Authority (GMCA) and LSIP geography. The College’s provision reflects local travel-to-learn and travel-to-work patterns, aligning strongly to employment across construction, engineering and manufacturing, health and social care, digital, and professional services.
Bolton contributes approximately £4.6 billion annually to the Greater Manchester economy, reflecting its significant role within the city region. Despite this, socio-economic inequality remains a defining feature, influencing participation, attainment and progression across the learner population.
The wider Greater Manchester labour market remains stable, with approximately 155,000 job postings across over 13,250 employers in the last six months, indicating sustained demand for labour. While unemployment has reduced slightly, economic inactivity remains above prepandemic levels, and business confidence has stabilised as employers respond to rising costs. Looking ahead, around 59,500 additional jobs are forecast across Greater Manchester by 2028,
particularly within construction, digital, health and professional sectors.
The Bolton Vision 2040 sets out a long-term ambition to position the borough as a thriving, investment-ready location, underpinned by significant regeneration and housing growth. Major town centre developments and strategic brownfield sites are expected to deliver thousands of new homes, supported by improved infrastructure and connectivity. Alongside this, employment growth is being driven through key developments such as Logistics North and Rivington Chase, alongside investment in business and innovation infrastructure including the Wellsprings Innovation Hub.
projections indicating around 11,000 additional construction jobs across Greater Manchester by 2027. At the same time, expansion in key sectors will increase demand for technical, digital and professional roles, alongside entrylevel opportunities in retail, hospitality and customer service. Ensuring that local residents can access these opportunities remains critical, particularly in the context of higherthan-average inactivity. The forthcoming Greater Manchester Local Skills Improvement Plan will further define priority sectors and workforce needs, reinforcing the importance of aligning provision to both regional job growth and Bolton’s long-term regeneration ambitions.
Education and skills are central
The table below summarises the key indicators Bolton College must respond to through its curriculum and quality strategy.
Context and Place – Key Deprivation and Disadvantage Indicators
Area of Need Key Data and Evidence Implications for Bolton College
Deprivation
Child Poverty
Worklessness
Unemployment / Claimant Count Young People (NEET)
Skills and Prior Attainment
Bolton is ranked within the 20% most deprived local authorities in England. Around 56% of residents live in neighbourhoods within the most deprived 30% nationally.
Approximately 40–42% of children live in low-income households, above national averages.
Around 18% of households are workless. Economic inactivity remains above national averages, driven by ill health, caring responsibilities and low skills.
Claimant count levels are consistently higher than Greater Manchester and England averages, particularly in some wards.
16–17 NEET rates have improved to around 4–5%, but risk remains higher in disadvantaged communities.
A high proportion of learners enter FE without a grade 4 in English and/or maths, closely linked to deprivation and poverty.
Learners often experience multiple, compounding disadvantages requiring inclusive curriculum design and targeted academic and pastoral support.
Financial hardship impacts attendance, engagement, access to enrichment and readiness to learn.
Strong employability, progression and skills-for-work pathways are essential.
Health Inequality
Implications for Curriculum and Delivery
Long-term illness and mental health challenges contribute significantly to economic inactivity.
This context requires a highly responsive, inclusive and staged delivery model, characterised by:
• Flexible entry points supporting learners at all stages
Provision must align closely to labour market demand and priority growth sectors.
Early intervention and structured progression planning remain critical.
English and maths delivery must be highly targeted, well-resourced and closely monitored.
Learners require structured, supportive provision that builds confidence and resilience alongside skills.
• Strong integration of English, maths and employability skills
• Structured progression from engagement through to work
• A holistic approach addressing academic, social and personal barriers
Bolton College therefore operates a place-based, demand-led model, ensuring provision is closely aligned to both economic priorities and community need.
APPROACH TO DEVELOPING THE ANNUAL ACCOUNTABILITY STATEMENT
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 Partnerships and System Leadership
Bolton College leads a coherent, partnership-driven and place-based approach to skills planning and delivery, ensuring provision is aligned not only to employer demand but to the wider social and economic priorities of the borough. Central to this approach is the College’s role as a system leader, convening and coordinating stakeholders across education, employment, health and civic leadership to drive a unified skills strategy.
The College provides this leadership through:
• Chairing the Bolton Skills Executive Board, which brings together employers, Bolton Council, public sector partners and key stakeholders to:
- Identify current and emerging skills needs across the borough
- Align provision to local economic priorities and growth sectors
- Strengthen employer influence in curriculum planning and workforce development
• Chairing the Bolton Post-16 Transition Group, comprising:
- All post-16 providers within the borough
- Local schools and education partners
This forum ensures:
• A coordinated and complementary curriculum offer across providers
• Reduced duplication of provision
• Clear and coherent progression pathways from school into further education, apprenticeships and employment
• Alignment of transitions at key stages, particularly at 14-16, 16-19 and adult entry points
Through these leadership roles, the College ensures that Bolton operates as a collaborative and integrated local skills system, rather than a fragmented marketplace, directly supporting the objectives of the Local Needs Duty and LSIP framework.
To further strengthen this system-wide approach, the College is working in close partnership with Greater Manchester Combined Authority, Bolton Council employers and civic partners to host a boroughwide skills engagement event involving over 280 employers and stakeholders.
This event will:
• Provide a structured opportunity for employers to directly shape the next phase of the Local Skills Improvement Plan for Bolton
• Strengthen alignment between education provision and local economic growth priorities
• Enable coordinated planning across partners to respond to skills shortages, workforce demand and productivity challenges
Strategic Impact:
• Strengthened employer influence in shaping local skills provision
• Improved coordination across providers and reduced duplication
• Clearer and more accessible progression pathways for learners
• A more responsive, demand-led and locally owned skills system
Evidence-Based Strategic Planning
Bolton College adopts a whole-system, evidence-informed approach to identifying its priorities and shaping provision, ensuring that decisions are robust, responsive and aligned to both economic need and learner circumstance. This approach directly supports the requirements of the Local Needs Duty, ensuring that provision reflects a clear understanding of local skills demand and barriers to participation.
Curriculum planning is informed through the triangulation of multiple sources of intelligence, including:
• Local Skills Improvement Plan (LSIP) priorities, ensuring alignment to identified growth sectors and workforce needs
• Labour market intelligence, including sector growth trends, recruitment challenges and skills shortages
• Learner participation, retention, achievement and progression data, enabling the College to identify areas for growth, improvement and intervention
• Community insight, including referral pathways and direct learner demand, particularly through targeted outreach models such as the Community Connector programme
This evidence is not used in isolation but is brought together through a structured planning framework, ensuring that the College’s strategic priorities are:
• Economically aligned, supporting workforce development in priority sectors
• Socially responsive, addressing barriers to access and participation
• Operationally deliverable, reflecting staffing, resource and infrastructure capacity
A key feature of this approach is the College’s bottom-up business planning cycle, which ensures that:
• Curriculum design is informed by frontline delivery teams, who understand learner need and barriers
• Departments are able to respond to emerging local demand, adapting provision in real time where required
• Stakeholder feedback, including employer insight, is embedded throughout planning and review processes
This model ensures that provision is not static but continuously refined, enabling the College to respond effectively to changing labour market conditions and learner demand, in line with national expectations for a responsive and dynamic FE sector.
Stakeholder Engagement and Employer Collaboration
The College’s model is underpinned by extensive and sustained stakeholder engagement, ensuring that employers play an active role in shaping provision.
Bolton College works with over 800 stakeholders, including employers, public services, community organisations and education providers. This engagement is evidenced through:
• 460 employers engaged in apprenticeship delivery, supporting workforce development
• 370 employers providing T Level industry placements and work experience opportunities
• Over 250 employers actively contribute to curriculum delivery through structured engagement, including guest speakers, employer insight sessions, specialist inputs, employer ‘networking with future talent’ events, ensuring learners benefit from current industry practice and direct exposure to employment opportunities.
• Over 3,000 learners participating in employer ensuring exposure to real-world industry practice
Employer engagement is structured through:
• Industry Advisory Boards (three times annually), providing regular, structured input into curriculum content and skills priorities
• Curriculum co-design and review processes, ensuring programmes reflect current industry practices
• Employer-led masterclasses, live briefs and applied projects, embedding industry experience within learning
Strategic Impact:
• Continuous alignment between curriculum and labour market demand
• Development of industryrelevant skills and behaviours
• Improved learner progression into employment and apprenticeships 92% of learners on education programmes for young people achieved positive progression outcomes. 65% of apprentices progressed directly into employment.98% of adult
Apprenticeships and Employer
Partnerships – SME Leadership
Building on its evidence-led and employer-informed approach to curriculum planning and stakeholder engagement, Bolton College has established a highly effective and strategically significant
model of apprenticeship delivery with SMEs, addressing a well-documented national challenge in engaging small employers within the skills system.
• Over three-quarters (74%) of apprenticeship employers are SMEs
Strategic Position and Approach
While nationally providers have struggled to secure consistent engagement with SMEs, Bolton College’s performance reflects a deliberate and sustained strategic approach, directly aligned to its wider accountability and planning framework.
This approach is characterised by:
• Targeting sectors with high SME representation, informed by LSIP priorities and labour market intelligence
• Embedding employer voice through advisory boards, curriculum co-design and structured feedback mechanisms
• Developing longterm, relationship-led partnerships, rather than transactional delivery
• Delivering programmes that are flexible and responsive to the operational realities of small businesses
• This ensures that employers are not passive recipients of provision but active co-designers of curriculum, shaping content, sequencing and outcomes in line with workforce requirements.
Strengthening through Regional Collaboration
The College’s approach has been further strengthened through participation in the Greater Manchester Colleges Innovation Project, enabling a more coordinated response to SME engagement.
Through this collaboration, the College has:
• Developed targeted approaches to engaging and supporting SMEs
• Established referral pathways into the wider Greater Manchester business ecosystem, connecting employers to support, networks and growth opportunities
• Increased SME participation across apprenticeships, work placements and wider skills activity
This reflects a systemlevel approach to employer engagement, aligned with LSIP expectations for collaborative and employer-led planning.
Strategic Impact
The impact of this approach is evidenced through:
• Sustained high levels of SME engagement, with 74% of partners being small employers
• Strong alignment between apprenticeship delivery and real-time labour market demand
• Increased apprenticeship opportunities across priority growth sectors, particularly Construction
• High levels of employer satisfaction and repeat engagement
This has resulted in clear benefits for both learners and the local economy, including:
• Increased progression into employment within the local SME economy
• Strengthened workforce pipelines in key sectors
• Direct contribution to local productivity, economic growth and resilience
Targeted Response to the NEET Agenda
Bolton College delivers a targeted and partnership-led response to the NEET agenda, working closely with Connexions and Bolton Council to identify and engage young people at risk of disengagement from education, employment or training.
Through this collaboration, the College accesses real-time intelligence on learner need, enabling the design of provision that directly addresses barriers to engagement, including low prior attainment, poor educational experiences and wider social and emotional challenges.
Programmes are therefore co-designed with partners and structured to:
• Build confidence, resilience and readiness to learn
• Provide supported re-entry pathways into education
• Enable clear progression into Level 2, Level 3, apprenticeships and employment
This work is closely aligned with the College’s wider development of 14–16 vocational pathways, strengthening early intervention and ensuring clear progression routes into post-16 provision.
Strategic Impact
As a result of this targeted and collaborative approach:
• Bolton has achieved the second lowest NEET rate across Greater Manchester local authorities, reflecting a significant improvement in engagement outcomes
• There has been increased participation from learners previously disengaged from education
• Progression from targeted programmes into mainstream study programmes, apprenticeships and employment pathways has strengthened. This demonstrates a clear and measurable link between partnership-led intelligence, curriculum design and improved learner outcomes, with the College playing a key role in delivering preventative, high-impact interventions that reduce long-term disengagement and support sustained progression.
Translating Employer Partnerships into Targeted Adult Skills Delivery
As a result of its sustained and employer-led partnership model, Bolton College is able to convert labour market insight into targeted adult skills delivery, ensuring provision responds rapidly to workforce demand and local need. This is delivered through a structured and responsive pathway, aligning tailored learning to sectors with immediate demand, including health and social care and logistics and transport (including roles linked to the Greater Manchester Bee Network).
Delivery begins with direct referral and co-hosted careers events with Jobcentre Plus, where individuals access immediate advice and are matched to live vacancies. Learners are then
progressed onto sector-based, intensive short courses designed with employers, with the ability to enrol at the point of engagement, ensuring individuals are not lost between referral, training and employment and can move quickly into clearly defined job pathways.
This approach is further strengthened through the Community Connector programme, delivered with Bolton Council and Public Health, embedding community-led insight into curriculum design.
Over a three-month period, this targeted, place-based approach has delivered measurable impact, resulting in a 12% increase in adult enrolment between January and March, equating to over 300 additional learners.
This has been achieved through the deployment of four Community Connectors, who have generated over 60 referrals and captured more than 80 individual course requests directly from residents. This intelligence has enabled the College to design provision based on real-time community demand, rather than relying solely on top-down planning, ensuring a responsive and locally relevant curriculum.
As a result, approximately 70% of learners accessing this provision are unemployed, demonstrating effective targeting of those furthest from the labour market. Combined with targeted employer engagement and tailored learning pathways, this approach evidences a clear and demonstrable link between community insight, curriculum design, increased participation and progression towards employment.
Building on this targeted, partnership-led approach, the College also ensures that inclusive provision is designed with a clear line of sight to employment and progression, particularly for learners facing additional barriers or requiring English language development.
A key element of this is the College’s ESOL provision, which is specifically shaped through ongoing engagement with community groups, Bolton Council and residents, ensuring delivery reflects local need. Provision is not delivered in isolation but is closely aligned to careers education, information, advice and guidance (CEIAG) and vocational pathways from the point of entry (including from age 16), enabling learners to develop English language skills alongside an understanding of employment opportunities.
This integrated model supports learners to progress more rapidly into employment or further study, by:
• Contextualising English language delivery within real workplace and sector-based contexts
• Embedding careers and progression planning within ESOL programmes
• Providing clear progression routes into vocational provision, apprenticeships and employment pathways
In parallel, the College’s supported internship provision provides a highly structured, employer-led pathway for learners with high needs. Delivered in partnership with employers and the local authority, this model ensures provision is fully aligned to
workplace expectations, from recruitment through to progression.
A flagship collaboration with a major employer, Amazon, has resulted in:
• 100% progression into employment for supported interns
Building on this success, the College is:
Expanding supported internship provision, increasing capacity and strengthening employer partnerships
Developing linked progression routes into employment sectors through programmes such as Teaching Assistant pathways and wider vocational provision, ensuring learners can transition into sustainable employment
Strategic Impact
This integrated model demonstrates how Bolton College:
• Converts employer partnerships into responsive, employment-focused curriculum delivery
• Aligns referral, engagement and provision design, reducing drop-off and accelerating participation
• Embeds community insight into planning, ensuring provision reflects real local demand
• Targets those furthest from work, with 70% of learners on tailored courses currently unemployed
• Delivers measurable impact, increasing participation and supporting progression into sustained employment and economic activity
Embedding
Industry
Standards
through GM Skills, WorldSkills and Industry-Aligned Delivery
Aligned to its evidence-led and employer-informed approach to developing this Accountability Statement, Bolton College ensures that curriculum delivery is not only responsive to labour market demand but also benchmarked against regional, national and international industry standards. Through active participation in Greater Manchester Skills competitions and WorldSkills UK, high-performance expectations are embedded within teaching and learning, driving technical excellence and learner aspiration. Across Greater Manchester, 1,084 learners participated in 71 competitions, with Bolton College achieving 1st place in Health, Sports, and Team Leadership, alongside recognition in 2nd and third places. This is reinforced through a sustained commitment to WorldSkills, with participation increasing by over 1,700% since 2021, reaching 105 registrations in 2026, including progression to national finals.
Alongside this, the College ensures staff remain industry current through continuous professional updating, supported by a strong focus on sector leadership and innovation. This includes leading on low carbon heating provision across Greater Manchester, positioning the College at the forefront of green skills development in response to emerging industry demand and decarbonisation priorities. In addition, the
College is a key delivery partner within the Greater Manchester Local Skills Improvement Fund, where it has played a pioneering role in embedding advanced Anatomage technology in health education. This work has supported the development of over 100 high-quality teaching resources and the training of staff across the region, enabling the integration of industry-standard digital simulation into curriculum delivery.
Strategic Impact
This integrated approach ensures that Bolton College:
• Aligns curriculum to both labour market demand and national/international industry standards
• Embeds industry expertise and continuous staff development within teaching, including leadership in innovative approaches such as Anatomage
• Provides learners with meaningful workplace experience, strengthening progression into employment
• Drives high standards, aspiration and technical excellence through competitive benchmarking
• Delivers a clear line of sight between curriculum design, industry standards and employment outcomes, supporting both learner success and regional workforce development
Strategic Curriculum Alignment to
LSIP Priorities
The Greater Manchester LSIP identifies priority sectors including construction, engineering and manufacturing, digital and technology, health and social care, education,
professional services and the green economy. Bolton College’s curriculum offer is strategically aligned to these priorities, providing entry-level access, progression pathways and higher-level technical provision to support workforce development across the borough.
Learner Numbers and Funding Forecast:
2026/27
Position and Variance from 2024/25
Young People: At £27M, the 2026/27 funding allocation for
young people is circa £3M higher than in 2025/26. This comes with an increased allocation (+301) across T levels and study programme learners. It is unlikely that the T level allocation target will be achieved and therefore there will be a provision made for in year clawback. T levels have not grown as originally planned as
Adults: Funding allocations for adults have not been confirmed from DFE or GMCA. However, GMCA have stated that they are not expecting any significant changes. Level 3 adult provision (including loans) is forecast as broadly in line with the current year.
Apprenticeships: New starts are forecast at 306 for 2026/27 and a target of £2.8M, which is a 3% increase on current funding.
other level 3 qualifications, which were due to time out, have again been extended. Achievement of the overall volume allocation is expected as recruitment in the current year is at a similar volume. Within the allocation, there is also an increase of 40 high needs 16 to 19 learners.
Expansion of Curriculum Offerings
for 2026/27
Bolton College continuously evolves its curriculum to respond to workforce demand and learner need. For 2026/27, the College is proposing to introduce 28 new courses, spanning Entry Level to Level 4, including:
New apprenticeship pathways, including Level 3 Senior Healthcare Support Worker, Level 4 Manufacturing and Engineering.
Study programmes for young people, including:
• New T Level pathways in Teaching Assistants and Low Carbon Heating.
• Reinstatement of Electrical provision at Level 1 which will provide a pipeline for Level 2.
• Growth in Construction programmes, including Plumbing, Carpentry and Joinery, Brickwork and the Design, Surveying and Planning T Level.
The development of a 14–16 offer for schools across Bolton, aligned with the MBacc, enabling learners to access technical pathways at GCSE level, including Level 1/2 Awards in Construction, Hair and Beauty, and Engineering.
Adult and tailored learning provision, including:
• Increased taster and find out about courses to enable residents to widen participation, reduce barriers to access and enable residents - particularly those from disadvantaged communities - to make informed choices about
learning and progression.
• Short specialist construction training courses.
Commercial provision, including:
• Professional Male Facial Waxing
• Fitting Hair Extensions
Each addition directly aligns with:
• LSIP-identified priority skills needs
• High-demand occupations
• Hard-to-fill roles
• Workforce upskilling requirements identified through stakeholder engagement
Review and Pause of Courses
As part of a responsive and sustainable curriculum strategy, eight courses have been proposed for removal or pause where demand, staffing stability, employer need or funding viability no longer support effective delivery or strong learner outcomes. These decisions are informed by ongoing review of local skills priorities, learner interest, employer feedback and the requirement to maintain high-quality progression and employability pathways.
Courses proposed for removal or pause are:
Education Programmes for Young People
• T Level in Media Broadcast –due to sustained low demand limiting long-term viability.
• T Level in Cybersecurity – as learner demand is stronger for the broader digital T Level
pathway, which includes cybersecurity alongside wider digital skills and offers more flexible progression opportunities.
• T Level in Legal – due to ongoing staffing stability challenges affecting sustainable delivery.
• Painting and Decorating Level 1 and 2 – due to declining demand, reflecting increased on-the-job training and a rise in selfemployment within the sector.
• GCSE Biology – due to staffing stability challenges affecting consistent delivery.
Adults
• Level 2 Mobile App Development – due to consistently low retention rates and limited learner interest.
• Dementia Awareness – due to persistently low learner interest.
Apprenticeships
• Level 3 Cybersecurity Technical Apprenticeship – following low employer demand, with feedback indicating limited confidence in recruiting apprentices for cybersecurity roles at this level.
• Paralegal Apprenticeship –due to staffing stability issues impacting consistency and quality.
• Painting and Decorating Level 2 Apprenticeship due to declining demand, reflecting increased on-thejob training and a rise in self-employment within the sector.
Contribution to National, Regional and Local Priorities –Priority Objectives and Targets (2026/27)
1. Expand Construction and Technical Skills Provision (Carpentry, Joinery, Plumbing, Brickwork) LSIP priorities; UK Industrial Strategy (construction and infrastructure) Strong regional demand for skilled trades; employer shortages; growth in local construction sector
2. Increase Participation of Adults Furthest from the Labour Market Get Britain Working; Local Needs Duty; GM place-based priorities 18% worklessness; strong demand for entry-level pathways
Expand capacity across study programmes and adult provision; increase delivery in core trades; align provision to employer demand
Expand “find out about” and short courses linked directly to employment vacancies;scale Community Connector model; strengthen referral pathways and tailored provision
Existing provision at capacity with limited growth opportunity
3. Grow Apprenticeship Delivery, specifically in Health and Construction Skills for Jobs; UK Industrial Strategy; LSIP priorities SME engagement is a national challenge; Bolton College has strong SME base (74%) supporting local economy
Initial groups set up in 25/26 for logistics and Health
Increase enrolments in construction pathways and expand delivery across all levels
Increased enrolment volumes; improved progression into construction employment and apprenticeships
Sustain and grow adult participation from unemployed cohorts; increase progression into employment
Increased adult enrolments; improved progression into learning and employment; sustained targeting of ≥70% unemployed cohorts
4. Introduce Level 4 Higher Technical Qualifications in Engineering (HTQs)
National target for higher-level participation (two-thirds by age 25); LSIP advanced manufacturing priorities
Limited Level 4 provision currently in Engineering; need to increase higher-level participation and progression
Reintroduce Senior Healthcare Support Worker apprenticeship; expand apprenticeship starts; continue GM Colleges Innovation Project for SMEs
Launch Level 4 HTQs in engineering and manufacturing; strengthen progression from Level 3 to Level 4
371 apprenticeship starts; 276 SMEs (74% of employer base)
Increase app starts above 306 baseline; sustain or increase SME engagement
Increased app starts and completions; SME engagement maintained at ≥74%.
Limited higher-level provision in this department
Establish HTQ delivery; increase learner progression from Level 3
Increased Level 4 enrolments; improved progression rates into higher-level study
5. Strengthen Early Intervention through 14–16 Vocational Pathways (MBacc aligned)
6. Improve English and Maths Outcomes through Targeted Teaching Reform
7. Strengthen Learner Progress and Retention through Structured Progress Monitoring
NEET reduction; MBacc priorities; Local Needs Duty
National priority (literacy and numeracy); DfE outcomes focus
Need to sustain strong NEET performance and strengthen transition into FE; close working with schools and Connexions
High proportion of learners without Grade 4; need for improved progress and achievement
Quality improvement; Local Needs Duty; addressing disadvantage and low prior attainment
Inconsistent monitoring of progress; delayed identification of learners at risk
Introduce Year 10 vocational pathway offer; deliver in partnership with schools across Bolton; create direct progression into Level 2 and Level 3
Implement streaming model (Grade 3, 2, below); increase teaching hours from 3 to 3.5 hours; align delivery to learner starting points
Introduce weekly onehour progress monitoring sessions delivered by vocational specialists, tracking progress across full study programme including English and maths
Inclusive Mainstream Fund
Bolton College is a highly inclusive provider, with a clear strategic commitment to ensuring that all learnersincluding those with SEND and those facing significant barriers to participation - are able to access, succeed in and progress from education and training.
In 2026/27, the College will align its delivery with the principles set out in SEND reform: putting children and young people first, ensuring that its provision reflects the expectations of the Inclusive Mainstream Fund and supports the transition towards a more integrated and consistent SEND system.
Bolton currently 2nd lowest NEET rate across GM
Establish and scale 14–16 pathways; increase progression into FE provision
Standard delivery model; variable achievement outcomes
Improve achievement rates and learner progress; reduce withdrawals
Increased transition numbers into Level 2 and 3; sustained or improved NEET performance
Improved achievement rates; improved retention and progress measures
Progress monitoring variable across curriculum areas
Whole-College Inclusive Approach
Inclusive practice is embedded across all provision, supported by a well-established structure of designated roles and responsibilities, including:
• Transition Advisers, working in partnership with schools, Connexions and the Local Authority to support learners at key transition points, particularly those at risk of disengagement
• Progression Advisers, providing targeted support to ensure learners move successfully into further education, apprenticeships or employment
Full implementation across all programmes; consistent use of data to inform intervention
Reduced withdrawal rates; earlier identification of risk; improved learner progress and achievement
• Curriculum and support staff working collaboratively to identify and respond to learner need
This structure ensures that learners are supported from entry through to progression, with a clear focus on removing barriers and enabling success.
Embedding the Graduated Approach
(Assess–Plan–Do–Review)
A key priority for 2026/27 is the consistent implementation of the graduated approach across all curriculum areas, ensuring that support for learners with SEND is embedded within high-quality teaching practice.
Teachers will be supported to:
• Assess learner need effectively through initial and diagnostic assessment, alongside ongoing monitoring
• Plan inclusive schemes of learning and targeted support aligned to individual learner needs
• Do deliver adaptive, highquality teaching, including differentiation and in-class intervention
• Review learner progress through structured progress monitoring processes, enabling timely and responsive support
• This will be reinforced through professional development, coaching and quality assurance, ensuring a consistent and sustainable approach across the College.
Targeted Inclusive Provision
Inclusive delivery is further strengthened through targeted programmes and pathways, including:
• Supported Internships, co-designed with employers, achieving 100% progression into employment
• ESOL provision, supporting integration, confidencebuilding and progression into learning and work
• Engagement and re-entry programmes for learners with significant barriers
• Contextualised English and maths delivery, enabling learners without Level 2 to progress within vocational pathways
Strategic Impact
Through this approach, the College will:
• Increase participation of learners with SEND and additional needs
• Further strengthening retention, attendance and achievement outcomes
• Maintain the strong performance of our SEND learners which is higher than their learner groups
• Continue to strengthen progression into employment, apprenticeships and further learning
This work directly contributes to:
• The Local Needs Duty, through targeted provision addressing disadvantage
• Greater Manchester priorities for reducing inequality and improving life chances
• National SEND reform, through embedding a consistent, high-quality graduated approach
Local Needs Duty
– Summative Statement
Bolton College delivers a broad and responsive curriculum across study programmes, apprenticeships, adult provision and higher-level technical qualifications, supporting over 3,300 learners and 306 apprenticeships in 2026/27.
Through its evidence-led review, informed by LSIP priorities, labour market intelligence, learner data and partnership engagement, the College has concluded that provision is well aligned to local skills needs, particularly in construction, health, engineering, digital and
Strong impact is demonstrated through:
• High SME engagement (74% of apprenticeship employers)
• Effective targeting of disadvantaged groups (~70% unemployed in adult provision)
• Strong progression outcomes, including 100% employment for supported internships
• Sustained NEET reduction, with Bolton among the lowest in Greater Manchester
As a result, the College will focus in 2026/27 on:
• Expanding priority sector provision
• Expanding our short course offer and strengthening partnerships with employers to create clear pathways into live job opportunities.
• Growth of higher-level technical qualifications in Engineering and Manufacturing
• Strengthening 14–16 pathways and progression
• Improving English and maths and learner progress monitoring
These actions demonstrate a
Corporation / Governing Body Statement
The Corporation of Bolton College confirms that:
• This Accountability Statement has been reviewed and approved by the governing body
• The statement has been developed in line with DfE guidance and statutory requirements
• It reflects a thorough and evidence-based review of how effectively the College meets local, regional and national skills needs
• It fulfils the requirements of the Local Needs Duty, including consideration of employer engagement, learner need, and alignment to the Local Skills Improvement Plan
Bolton College Ofsted Report: https://reports.ofsted.gov.uk/provider/31/130495
Greater Manchester Local Skills Improvement Plan: https://www.gmlsip.co.uk/
The Corporation is satisfied that the College’s strategic priorities and planned actions for 2026/27 will ensure the continued delivery of highquality, employer-aligned and inclusive provision, supporting both learner outcomes and local economic priorities.
Kate Flood Chair of Governors
Bolton College Latest Financial Statement: https://www.boltoncollege.ac.uk/wp-content/uploads/assets/Uploads/Financial-Statements-2024-25.pdf
