Greater
Annual Progress Report June 2025
Annex
Annex
Annex
Annex
Purpose of the report
This report is primarily intended for employers of organisations of every size, sector and location across Greater Lincolnshire & Rutland. It will also be of interest to representatives of Employer Representative Bodies (ERBs), Unions, Local Skills Improvement Fund (LSIF) Partners, Colleges, Sixth Form Colleges, Universities, Independent Training Providers (ITPs), Apprenticeship providers, sector and trade bodies and researchers. Careers advisors, skills boards, business support specialists and anyone else invested in the local economic environment should also take interest in this update. Local Authorities will have a particular stake in this report including those from the newly established Greater Lincolnshire Combined County Authority and the Mayor of Greater Lincolnshire, Dame Andrea Jenkyns.
Due to Lincolnshire and Rutland’s combined vast size and close borders that include key travel-to-learn and travel-to-work areas, stakeholders from Hull & East Yorkshire, South Yorkshire, Nottinghamshire, Leicestershire, Cambridgeshire, Northamptonshire and Norfolk are also invited to consider this report. Humber specific bodies such as Future Humber and the Humber Freeport will find this report of critical importance.
This is also of relevance to local representatives of several Government departments including the Department for Education (DfE) including Skills England, the Office for Standards in Education (Ofsted), the Department for Work and Pensions (DWP), the Department for Business and Trade (DBT), the Department for Energy Security and Net Zero (DESNZ) and the Department for Science, Innovation and Technology (DSIT).
We also welcome interest from the counties’ workers, learners, parents, teachers, tutors and investors.
Over the coming pages we will outline progress, impact, incremental improvements, collaboration, engagement and associated activity relating to the Greater Lincolnshire & Rutland Local Skills Improvement Plan (LSIP) since its official publication in August 2023 and since the 2024 Annual Report
This report intends to both update and further engage employers on the range of improvements made to skills provision – based on their needs – and direct them to accessing the new and refreshed courses, technology, events, groups and opportunities developed through the LSIP.
Summary of the local skills improvement plan
Beginning with a broad and deep consultation with employers from across the two counties of Greater Lincolnshire and Rutland in winter 2022, the resulting Local Skills Improvement Plan identified eight major themes with 40 individual priorities, all ripe for action.
Employers from a wide range of sectors, in locations across 7,000 square kilometres, told the Federation of Small Businesses (the designated Employer Representative Body) and Habit5 (the appointed research agency) of their technical and transferrable skills challenges at a critical point in time. The UK was just 15 months out of full lockdown due to the Covid-19 pandemic when the consultation began; this led to significant focus – by employers – on the impacts of social isolation, furlough, mass redundancies and a suddenly volatile labour market. Therefore, the published LSIP has strong focus on employability and transferrable skills.
Digital skills – in three stratum – were also cited as a key skills development area by employers of all types, typically in SMEs. This was largely driven by rapid moves to remote working, app-supported operations, growth in AI capabilities, and a growing digital sector, especially in defence and security.
Given its vast rurality and significant potential for development, the area is subject to a number of urgent Construction and Engineering projects (e.g. the Humber Freeport and the STEP Fusion Plant) which has made these two sectors – the only two specific sectors identified – prime for prioritisation. This comes at a time when both overarching professions are suffering from ageing workforces, challenges around tutors, and growing occupational gaps.
Closely linked to the Construction and Engineering priorities is the industrial decarbonisation project(s) in the Humber region (half of which is located in the
north of Greater Lincolnshire) to achieve low carbon status by 2030 and Net Zero by 2040. Further to this, there was strong interest from employers across the area to upskill on environmental/sustainability/ carbon issues but were feeling overwhelmed with options for training that didn’t feel locally relevant or accessible. Therefore, Decarbonsation and Green Skills was established as a further critical theme.
Also closely aligned with the local construction industry but not exclusively, Leadership & Management skills – especially for family firms –were flagged by employers as needing strategic focus. Many felt that “accidental managers” across the two counties needed urgent help to manage people and corporate direction rather than projects and operational matters to ensure the firms remain competitive, suitably skilled and capable to deliver the volume of locally and nationally significant projects.
The rurality and demographics of the area also presented concerns. Employers raised the challenges around public transport which is a significant barrier to learning and work for many people across age groups, locations and sectors of work. Therefore, the LSIP looks at priorities under the theme of Local Socio-Economic Conditions.
During the consultation, the ERB consulted with post-16 training providers, colleges and the two universities in the area. This was for two reasons; a) because in many key locations, the college or university is one of the town or city’s main employers and b) it would be remiss to attempt to create better dialogue between providers and employers without consulting the former’s voice. This flagged a number of issues in the local skills system such as challenges in bidding for funding, recruiting skilled tutors in key subjects, and the need for guidance for employers to navigate the local skills landscape. This established the “local skills system” as a final crucial theme.
Strategic and economic context update
Since the publication of the LSIP and subsequent 2024 Annual Report, Greater Lincolnshire & Rutland has experienced some significant shifts – some driven by Central Government, others powered by local political and economic changes.
Constituency and member of parliament changes
July 2024 brought a General Election and resulted in a change of central Government from a Conservative administration to Labour. This followed the 2023 review of Westminster constituencies. Locally this sparked some boundary alterations and a change of ruling seats in some parts of the area.
The constituency of Rutland expanded to include Stamford and remained a Conservative seat with Alicia Kearns MP. With that boundary change, the newly established constituency of Grantham and Bourne also remained a Conservative hold for Gareth Davies MP. The former Great Grimsby constituency expanded to become Great Grimsby and Cleethorpes, with Labour’s Melanie Onn MP taking the area from the previous Conservative majority. An entirely new seat – Brigg and Immingham – went to the previous long-standing Brigg & Cleethorpes MP Martin Vickers. Another newly formed constituency, Doncaster East and the Isle of Axholme, covers some North Lincolnshire wards, and was taken by Lee Pitcher MP for Labour.
Unaltered constituencies of Sleaford and North Hykeham, South Holland and The Deepings, Gainsborough and Louth and Horncastle all retained their Conservative MPs with Dr Caroline Johnson MP, Rt Hon Sir John Hayes MP, Rt Hon Sir Edward Leigh MP and Victoria Atkins MP staying in post respectively.
Three constituencies saw a change of Party and MP, with Scunthorpe going back to Labour’s Sir Nicholas Dakin MP, Boston & Skegness voting in Richard Tice MP for Reform UK and finally Lincoln – the UK’s oldest constituency and a renowned bellwether seat - going to Labour’s Hamish Falconer MP.
Local governance
One of the most substantial changes during 2025 alone is the formation of the new Greater Lincolnshire Combined County Authority (GLCCA). The founding body was established in February 2025 ahead of the Mayoral election taking place on 1st May 2025. Reform UK’s candidate Dame Andrea Jenkyns - a former Parliamentary Under Secretary of State (Minister for Skills) when part of the previous Conservative Government - won the election with 42% of the vote. Dame Andrea outlined skills and jobs for Lincolnshire in STEM, AI, defence and digital as key manifesto agenda items alongside prioritisation of productivity for growth, infrastructure and transport, and challenging Net Zero projects in the area – all central LSIP themes.
As well as the transfer of powers from a centralised to a local level, the creation of GLCCA also brings a £720 million injection of funding to Greater Lincolnshire over the next 30 years. This is split 50% capital and 50% revenue projects to drive economic growth and local targeting of priorities. Ten key priorities for the GLCCA were set out in the original proposal (though as yet not agreed or confirmed these will remain going forward), including investment and developments in infrastructure, homes and communities, investing in Net Zero and creating a “whole system” approach to getting more people into better paid work. Before the formation of GLCCA, these were refined to:
• Investing in Greater Lincolnshire
• A stronger voice for our area
• Turbo charging business growth
• Delivering the proposal - Humber to Wash
• High quality skills and jobs
• Unlocking housing through enhanced infrastructure
Each of these themes – from both the original proposal and updated plan - are highly relevant to this LSIP.
The devolution agreement – officially approved following the 2023 Autumn Budget – also includes £8.6 million of investment in brownfield funding and £20 million of advance capital funding to drive place-based economic regeneration across Greater Lincolnshire. Most crucially to this report, devolution of decision making and funding also includes the multi-million-pound Adult Skills Fund (ASF) (TBC February 2026), formerly the Adult Education Budget (AEB). As the GLCCA had only been established for three months at the point this report was compiled the budget is yet to be devolved to the Authority but will be managed by GLCCA from 1st August 2026.
Please note the formation of the GLCCA does not include Rutland. The new LSIP for Greater Lincolnshire, to be developed from October 2025, will therefore not include Rutland (which will instead be aligned to the Leicester and Leicestershire LSIP). However, the current Greater Lincolnshire LSIP will continue to cover Rutland for the remainder of its lifespan (i.e., until a new LSIP is published in Summer 2026).
Economy and growth
During the last year (2024/25), the LSIP area has benefitted from a number of notable economic developments that have or will soon come to impact on the local workforce and perhaps add to regional skills needs. Significant examples include:
• The long-proposed £20bn Spherical Tokamak for Energy Production (STEP) nuclear plant, which is to be located just over the Nottinghamshire border at the former West Burton coal-fired power plant, has reached further milestones since the 2024 LSIP progress report. A shortlist
of five construction and engineering bids for this prototype plant to produce clean energy through magnetic confinement fusion have been submitted and are set for selection during 2025/26. An updated economic impact report for the project states that over 1,000 locally sourced construction related roles will be required and in excess of 2,700 operational roles also are also needed. Given the plant’s location just outside of the Lincolnshire town of Gainsborough, it is highly likely a significant volume of the workforce will be drawn from this side of the border between now and the plant’s expected opening date in 2040.
• The workforce of the British Steel blast furnace plant in Scunthorpe has endured yet more uncertainty this year. The current plant in North Lincolnshire dates back to 1911, with the first furnaces opening in 1876. Currently, it produces 5.6 tonnes of crude steel each year, which is approximately 70% of the UK’s annual steel yield. As such it is a keystone employer in Scunthorpe, employing around 2,700 people across all technical and support roles on the site. In March 2020, just before the UK was placed in economic and social lockdown, the Chinese steelmaker Jingye Group purchased the steelworks. However, on 3 April 2025, Jingye announced it was considering closing the site within just days and cancelled essential cargo shipments of coal and iron ore needed to keep the blast furnaces operational. Due to the need for UK to retain security of steel production and the risk to the North Lincolnshire workforce, Parliament was recalled on 12th April as Government signalled intent to take control of the plant to shore up its short and long-term future. An emergency Bill was granted Royal Assent the same day to approve the emergency legislation for the UK Government to take over running of the steelworks while other options are explored. As of June 2025, no redundancies at the site have been announced. Further to this, 165 roles including 50 apprenticeships are currently open for recruitment, signalling positive news for Scunthorpe’s labour market and wider
economy at least for the short term. Stakeholders including North Lincolnshire Council and the Department for Work and Pensions are in regular contact with the plant’s management to monitor the situation as it unfolds.
• In October 2021, a new working group facilitated by Nuclear Waste Services was established to explore potential for a new Geological Disposal Facility (GDF) on the Lincolnshire coast. A former gas terminal at Theddlethorpe near Mablethorpe was selected as the onshore base from where, nuclear waste would be isolated and stored deep underground or in this case, under the seabed. As well as supporting the UK’s £6.1m nuclear sector, the project was estimated to create 4,000 jobs in the county over the first 25 years of operations, a further 2,000 per year for the next 120 years, and NWS pledged support for training and roles in the local community. However, on 18th March both East Lindsey District Council and Lincolnshire County Council both announced their withdrawal, or intention to withdraw, support from the project due to concerns about shifting the site from the old gas field to brownfield land further inland and community support. The newly elected Reform UK led Lincolnshire County Council confirmed its intentions with full withdrawal from the project announced on 3rd June 2025.
• Since March 2023, plans for intense redevelopment of the former RAF Scampton suite just outside Lincoln were revealed, with the local authority leading the project along with Scampton Holdings Ltd. The project intended to transform the site to become an internationally recognised centre of excellence in Space & Satellite Technology, Aerospace, Defence, Innovative Technologies (Business Incubator), Education and Heritage valued at over £300m. However, in March 2023 the Home Office announced that it would adopt the site for other purposes. A number of oppositions to the Home Office plan were lodged, resulting in am appeal from West Lindsey District Council to the High Court. Most recently, the Home Office withdrew its plans due to the expense of the development.
In April 2025 the Home Office announced its plans to sell the site on the open market rather than agreeing a direct sale to West Lindsey District Council but at the same time, the original plan for redevelopment of the site is still in place.
• North East Lincolnshire, a key portion of the wider Humber region, was one of three areas outlined for a Department for Energy Security and Net Zero (DESNZ) pilot in January 2025. The plan and funding seek to support the generation of jobs and skills in clean energy production. As part of the Government’s Plan for Change, approximately £1.2m has been allocated to upskill and direct residents towards clean energy roles. As of June 2025 consultations about how to roll out the project and recruit local residents to become account holders for the four identified career pathways are ongoing, however the funds must be spent by April 2026 so time is a critical factor here, and the LSIP team is committed to assisting the project, especially as the focus on green skills, industrial decarbonisation and retrofitting are focus areas of the pilot.
Consideration of Skills
England priorities
Since the publication of the 2024 LSIP annual report, Skills England has formed. The body has identified ten priority sectors that it will focus on and where projects like LSIP are likely to increasingly engage with and emphasise in the future. The sectors are the eight “driving growth” sectors - namely Advanced Manufacturing, Clean Energy, Creative Industries, Defence, Digital and Technologies, Financial Services, Life Sciences, and Professional and Business Services outlined in the Industrial Strategy - plus Construction and Health & Social Care. While all of these are locally relevant to the area and its diverse workforce, when looking through the LSIP lens, the coalescent priorities are Clean Energy, Digital and Technologies and Construction.
What has been achieved so far?
Employer and community skills needs
Over the last twelve months, FSB (as the designated ERB) has continued to own and operate a variety of mechanisms to engage and consult with employers, and update them and stakeholders on progress, funding, challenges and collaborative opportunities.
LSIP Partnership
The LSIP Partnership was established in September 2023, immediately after the publication of the LSIP. The group brings together senior representatives - Chief Executives, Heads, Deans, Principals and Deputy/Vice Principals, Heads of Curriculum, Apprenticeships Leads etc - from engaged and contributing providers. These are from Further, Higher and Independent Providers. It also includes those with portfolio for post-16 skills, education or apprenticeships, from local authorities, sector and trade bodies, DWP, the Careers & Enterprise Company, careers advisors and employers. The group meets every six weeks to discuss LSIP and LSIF progress, challenges in advancing any elements, engagement events, research, funding and next steps. This group oversees and authorises the activity of the eight Working Groups.
Working groups
Each of the LSIP’s eight themes has been owned by an assigned Working Group since September 2023. The groups are made up of those from providers, stakeholder and employer groups who either volunteered or were assigned a role on the group by someone from the LSIP Partnership at their organisation. Positions on the group are voluntary.
Organised and facilitated by FSB, the groups have responsibility for collaborating to progress each of the themes across the LSIP, seek funding opportunities, and engage with colleagues, clients and others from their network where required. The groups meet via Teams, however some groups (Local Socio-Economic Conditions for example) have chosen to occasionally meet in person at host venues. Until winter 2024, the groups met monthly. However, due to reduced attendance and engagement from a number of institutions and personnel, the groups were given the option to meet less frequently, typically bi-monthly, to allow staff to meet all their obligations while retaining their stake in the LSIP theme and wider delivery of the Plan. All eight groups took up this option to meet less frequently but with better attended and more productive meetings, however by Spring 2025 it was evident this move had not resulted in improved attendance across the board. This has stymied progress in some areas and frustrated the more committed contributing attendees. This issue was flagged in the 2024 report and must be resolved during the 2025/26 year of activity.
A full account of the Working Groups’ outcomes and successes can be found in Annex A, however some prime examples of 2024/25 progress per group, all directly attributable to the LSIP, is listed below:
Working Group 1 – Work Readiness and Transferable Skills
• John Leggott College has introduced an upskill programme, engaging all year 1 learners, with local, regional and national employers and progression providers on a weekly basis.
• Lincoln College has worked to address the essential need for mental health support among students. To achieve this, the team equipped all
assessment officers - who are trained as Mental Health First Aiders and provide on-campus crisis support to students - with laptops. These devices were pre-installed with essential tools and resources to enable officers to effectively signpost students to the appropriate support pathways.
• TEC Partnership (Grimsby Institute) and Franklin College (both based in Grimsby) are collaborating to deliver a CV template that could potentially be implemented on the Careers and Enterprise website to assist with standardisation of CVs.
• The University of Lincoln has created a Skills for Life wheel which focuses on the essential/ transferrable skills noted in Priority 4. Their next steps are to share this with educational providers to change the language depending on educational level, and to showcase the device to employers.
Working Group 2 – Digitisation and Smarter Working
• Boston College has upskilled new recruits to its workforce with a dedicated digital skills induction as a first step in equipping the academic and support staff with the skills their students will also need.
• North Lindsey College and University Campus North Lincolnshire – both part of the DN Colleges Group – has installed an i-Immersive Streaming Classroom across both sites to create a collaborative learning environment. This initiative aims to connect the sites and introduce students to new digital tools, fostering innovative learning methods.
Working Group 3 – Construction Skills
• CITB is working with partners to delivery at least two careers events in the LSIP geography to promote construction careers to schools to aid recruitment for micro construction firms. CITB has also opened a fund of up to £500k to deliver an innovative program that supports underrepresented groups including women and girls into the construction sector through the EDI priority.
• The Priory Federation of Academies Trust has established a suite of construction Apprenticeships and post-16 courses in construction to support with the pipeline into the sector.
Working Group 4 – Engineering Skills
• CATCH has increased its already extensive outreach and engagement programme, targeting the increase of new entrants to industry to fill critical skills gaps and load resource into the anticipants 20,000 roles in Construction Engineering across the Humber. This includes engagement with schools, forces leavers, the unemployed, ex-offenders and those looking to upskill/reskillto create the community of new entrants required.
• HETA has updated its online listings to better inform entrants to the sector, focusing on real life examples of careers opportunities in Engineering in Greater Lincolnshire, especially in the Humber. This is in response to the LSIP priority which called for up-to-date recruitment guidance for employers in this industry.
• ECITB has updated its course content to align with the core technical skills listed as the most commonly requested in local job adverts. This is across their accredited short courses such as Mechanical Joint Integrity. ECITB is also working closely with CATCH to increase apprenticeship numbers from 100 to 200 using part of their £1m Regional Skills HUB funding.
Working Group 5 – Decarbonisation and Green Skills
• ECITB has launched bite-sized decarbonisation of engineering construction industry courses plus a clean technology e-learning course. Further to this, they have also widened access to their environmental awareness, sustainability and environmental responsibility eLearning courses to local employers, something previously only open to ECITB members.
• In January 2025, Stamford College developed a new low carbon energy training centre to provide 14 new low carbon technology plumbing bays. In turn, this will support the delivery of the low carbon heating components associated with years 3 and 4 of the Gas & Plumbing apprenticeships and has allowed the introduction of the new Low Carbon Heating Technician Apprenticeship.
Working Group 6 – Local Socio-Economic Conditions
• North East Lincolnshire Council (NELC) is currently working with Project Search on a supported internship programme for those living with disabilities. Further to this, NELC has created a SEND Employment Forum.
• A NEET taskforce comprising of representatives from DWP, North East Lincolnshire Council, Priory Academies, Grantham College, Complete Careers, TEC Partnership and Boston College has now been established, meeting the relevant priority and is beginning to research and compare NEET numbers, barriers and issues between the north and south of Greater Lincolnshire on its way to forming a specific NEET strategy.
Working Group 7 – Leadership and Management
• Lincoln College has established a new Construction Employer Board as a direct response to this theme’s only Priority.
• Bishop Grosseteste University has launched a Level 7 Senior Leadership Apprentice, again as a direct impact of LSIP’s recommendations.
Working Group 8 – Local Skills System
• TEC Partnership, North East Lincolnshire Council and Complete Careers have collaborated on a Shared Prosperity Fund project to create a guide aimed solely at local employers on how to understand and navigate the local skills system.
The groups that own themes that had LSIF funding assigned (Work Readiness and Essential Skills, Digitisation and Smarter Working and Green Skills
and Industrial Decarbonisation) have naturally made significantly more progress than those without designated funding. This highlights the need for LSIF (or similar) funding and the LSIP to be as aligned as possible, but this can be a challenge in a large and diverse area like Greater Lincolnshire & Rutland where a wide range of competing factors are at play. Please note that LSIF projects have now been successfully delivered and the funding ceased in March 2025.
Quarterly forums
Employers and other interested parties have again had the opportunity to receive an in-person briefing on the LSIP via a series of free quarterly forum events. Each event was facilitated by FSB’s head of LSIP activity and outlined priorities identified by the LSIP, what this means to local employers and providers, offered the opportunity to understand progress and barriers, and further feed into the iterative process. The 2024/25 forums have taken place in Grimsby (26th September 2024), Boston (2nd September 2024) and Lincoln (12th March 2025). These followed two prior events in Skegness and Rutland in spring and summer 2024. Between these five touring events, employers from across the whole LSIP geography could re-engage or get involved with the LSIP for the first time.
Each LSIP Quarterly Forum included an hour of collaborative workshop time, bringing employers and stakeholders together to discuss critical themes and challenges of the LSIP and ongoing labour market and skills topics.
Attendees were recruited though FSB’s member communications, targeted social media advertising and through open distribution of invitations via key corporate and personal connections, the LSIP Partnership and Working Groups. As a result, these events enabled over 100 employers and stakeholders to remain engaged (or get involved for the first time) with the LSIP process and offer their views on the live LSIP activity, which has been fed back to the Working Groups to ensure no LSIP activity takes place in isolation.
LSIP Conference
Throughout Phase 2 of the LSIP, providers and others from the LSIP Partnership and Working Groups repeatedly voiced their preference for inperson meetings to progress the plan’s priorities. While virtual meetings offer flexibility and efficiency for those involved – especially in the Working Groups – they do not generate the required level of engagement, collaboration and progress for a project as deep, broad, complex and varied as LSIP. FSB – as the ERB responsible – listened to this feedback.
On 17th January 2025, over 140 representatives from across the LSIP project – employers, providers and stakeholders - were invited to Bishop Grosseteste University in Lincoln to attend the first Greater Lincolnshire & Rutland LSIP Conference. As multiple representatives from providers, local authorities and Government Departments are working on the LSIP at any time, in many cases only one or two reps per organisation were required to attend. 64 attended the full day conference.
The day was opened by Hamish Falconer MP (Lincoln) with a speech on the vast importance of collaboration to deliver key skills in the area, the need to raise aspiration and retain more younger people across the counties to meet future skills gaps and associated social issues. The MP wished the assembled LSIP audience luck for their day ahead and for the rest of the project.
The morning session provided the opportunity for each of the eight working groups to present to their peers on the priorities they have been focusing on, where they’ve made progress and where challenges remain. This gave each representative the chance to appreciate the volume of activity that has taken place across the groups and understand where they or their organisation could perhaps play a role in addressing issues. The afternoon session was a peer review activity. Each of the Working Groups were assigned copies of the updated LSIP roadmap (Annex A) theme by theme to review the activity listed as progress against each priority. The groups did not “mark” their own theme to ensure independence of feedback. Teams were encouraged to be constructively critical, to question whether the
listed activities actually addressed LSIPs actionable priorities and if they were directly attributable to the LSIP project or whether those activities would have happened anyway. This was to ensure that this 2025 LSIP report and any subsequent Working Group activity was fair, accurate and up-to-date.
The day generated a significant volume of positive feedback on the power of in-person meetings and also sparked new and valuable relationships between partners who had not previously been aware of each other’s work on skills (e.g. CITB and HMP Lincoln). his demonstrates the value of inperson collaboration and how LSIP really does create dialogue between employers, stakeholders and the skills system.
Local Skills Improvement Fund
Since Autumn 2023, the £3.5million allocation of Local Skills Improvement Fund (LSIF) has been underpinning delivery against three of LSIP’s most substantial (in terms of number of priorities and urgency for reform) themes. Under a new banner of collaborative bidders (named the Lincolnshire Skills Partnership), eleven providers have been engaged in delivering the LSIF, namely Boston College, CATCH, DN Colleges Group, Franklin Sixth Form College, Grantham College, Grimsby Institute (the lead applicant), HETA, John Leggott College, Lincoln College, Riseholme College and IEG Stamford College. They have been carrying out capital and revenue projects across three LSIP themes since the funding was awarded:
• Decarbonisation & Green Skills (Project 1 or P1).
• Digitisation & Smarter Working (Project 2 or P2).
• Work Readiness & Essential Skills (Project 3 or P3).
The 2024/25 year has been solely dedicated to capital spend, as per the LSIF funding guidance. Key achievements across all eleven partners this year include:
• A cumulative 21 new Level 3, 4 and 5 courses aligned to LSIP priorities for P1, 20 for P2 and 1 for P3.
• 232 cumulative forecast learner completions on new level 3, 4 and 5 courses for P1, 286 for P2 and 731 for P3.
• A 2024/25 total of 3,313 learners forecast to undertake learning using new facilities/ equipment created under the LSIF across all three projects.
• A forecast cross-LSIF saving of £765,188.33 through shared costs, including facilities, curriculum design, delivery and other collaboration activities.
• 31 new teaching facilities created (e.g., number workshops/classrooms refurbished/fitted out with new industry standard equipment) for P1, 13 for P2 and 1 for P3.
Annex B features a full breakdown of data and activities across all three projects for 2024/25.
Annex C is the updated Greater Lincolnshire Collaborative Annual Accountability Statement, which features the area’s providers’ ongoing commitment to the LSIP.
Research
As the original research for LSIP took place in winter 2022/23 and a number of key economic issues had arisen during the subsequent period, it became important to not only track awareness and impact of the LSIP among employers to guide the future work of the Working Groups, but also to monitor changes to the workforce, labour market and skills provision. Therefore, Habit5 was once again commissioned to carry out an independent survey among employers and working age residents across Greater Lincolnshire & Rutland in autumn 2024.
236 respondents, mostly sourced via an independent third party to ensure unbiased results, took part in the Employer Survey. 834 responded to the residents’ study.
Key outcomes showed very positive traction of the LSIP:
• 44% of employers feel that provision has improved or improved significantly over the last 12 months, with just 12% seeing any deterioration.
• Employers that are well aware of LSIP, engage with the LSIP even to a limited extent, and/or are a large enterprise, much more widely perceive an improvement in provision, over the last 12 months.
• The proportion of employers with at least one provider relationship, has risen by +16% in Phase 2, to reach 82%. Incidence of relationships with ‘a training provider’ and/or ‘a university’ have both increased in Phase 2.
• In Phase 2, exactly two thirds (up +11% on Phase 1) of employers are not looking to make any changes to their provider relationships, in part due to: Improved communication & proactivity.
• 58% of Residents deliver a rating of under 5/10 for their level of awareness of the GL&R LSIP, with 12% claiming to be ‘Very Aware’ by rating at 9-10. Understandably, individuals Not in Paid Work are very likely to be unaware (71% 0-4 ratings). Having a high level of awareness appears to peak among 30-39 year-olds (19% 9-10 ratings) and among the very senior A socio-economic group (31% 9-10 ratings).
Annexes D (Employer Survey) and E (Residents Survey) contain extensive results from both surveys.
What still needs to be achieved?
Considerable progress has been achieved over the 2024/25 year of LSIP delivery in respect of the majority of both the broader strategic aims and the detailed objectives set out in the LSIP. This is despite a volatile economic background, significant political shifts and future uncertainty, much of which impacts on business and stakeholder engagement required to deliver a project of this complexity and importance.
Actionable priorities
Following peer review of submissions from providers and partners across the LSIP’s eight themes, as of June 2025 only three of LSIP’s 40 priorities cannot be considered as progressed. This is based on activity reported by the LSIF Partners and eight Working Groups and other tracking mechanisms. This means 92% of the actions have been addressed in some way, which is excellent progress given the LSIP has one further year of delivery remaining. All providers, stakeholders, employers, partners, contributors and collaborators have worked together under the guidance of FSB to achieve this goal.
However, also following the peer review session in January 2025, it can be said that some of the activity reported is arguably too shallow, too light on detail or too early to be considered as fully delivering against the priority and therefore need further work over the 2025/26 year to ensure each activity and priority delivers real, material and impactful improvement for the area’s employers and learners. FSB will be meeting with each Working Group over the summer to discuss the level of detail required for LSIP reports and ensuring it is activity that can and should be directly attributable to the LSIP.
The three actionable priorities that have seen no progress, or at least none that has been reported to FSB, are outlined in the table below. The right hand column explains reasons behind lack of progress and potential resolutions.
Table A
Actionable priority
Develop a series of short courses targeted at SME owners who wish to explore and understand how “smarter working” through digital tools and resources could unlock market potential, boost productivity, and win back time for them and their staff.
Details on future progress
As this priority is specifically aimed at SME owners and senior staff, providers have arguably found it difficult to target funding and resource from the LSIF. SPF should have been a prime opportunity here (the People & Skills funnel) and now a 2025/26 extension to SPF has been confirmed and allocated, FSB will direct WG2 to apply for funding here to create provision that aligns with this employer need.
Targeted mentoring/coaching/peer support on business productivity and development using digital solutions.
Assess transport provision with specific focus on underserved areas and identify where this can be improved to remove barriers for students (cost, bus routes, timings).
As above, the LSIF did not extend to peer support programmes. There is strong rationale that this is something that could be delivered by Business Lincolnshire, however funding challenges around provision across the South and East Lincolnshire Partnership would need to be navigated to ensure consistent and fair provision across the whole LSIP area.
Further to this, FSB is hosting a free one-day SME conference in October 2025 focused on “igniting innovation”. ChatGPT, AI, robotics and automation will all be key themes, enabling the 150 SME attendees to begin upskilling for free. Key providers for more in-depth training will be present to recruit learners from the SME community.
The Working Group has not felt able to tackle this until now due to the long-expected formation of GLCCA which now head public transport provision for the area (not Rutland).
Now the Authority is in place, FSB will facilitate discussions and a review project to deliver this in 2025/26.
See Annex A for the full LSIP Roadmap with actions, progress and notes for each actionable priority.
Research
While FSB and Habit5 conducted a thorough programme of focus groups, surveys and interviews during Phase 1 of the LSIP, the fast-changing economic, social and political landscape of the past three years means it is imperative to keep a finger on the pulse of the local employer community and their evolving skills needs. The Autumn 2024 survey (Annexes D and E) generated significant volume of updates on the original Phase 1 research as well as exploring new issues and monitoring awareness and impact of the LSIP. That work is complete, however
there is a final round of focus groups set to take place in later summer 2025 with key demographic groups:
• Women and girls with potential interest in the Construction and Engineering sectors (to generate insight for WGs 3 and 4 with links to WG5)
• Former offenders from HMP Lincoln (again to feed into WGs 3 and 4 due to the large occupational gaps in construction engineering given many men of the 1,200 released from HMP Lincoln each year have undergone initial constriction skills training via the onsite Wilmott Dixon facility. There is also crossover with WG1).
• Ex-forces groups; according to Armed Forces Veterans data from the 2021 census, there were 49,797 people (4.5% of the population) exmilitary personnel living in Greater Lincolnshire alone. Many are clustered around Lincoln, Coningsby, Woodhall Spa and Tattershall, and Gainsborough which aligns with the locations of major RAF bases. RAF Waddington is reportedly currently the most-requested final posting for RAF personnel, meaning there is significant scope for assisting those individuals to use their Individual Resettlement Training Costs (IRTC) grant with local providers to reskill in areas we have known occupational gaps or urgent need to grow in numbers.
• Young people not in education, employment, or training (NEETs) via DWP and Network & the Poverty Truth Commission (feeding into WG6).
These groups require external support to recruit suitable individuals, but this work is in train with FSB and Habit5 facilitating this work.
Next steps
Looking from a June 2025 vantage point, Greater Lincolnshire has just gone through the formation of the GLCCA. This is locally significant, especially for the LSIP given the devolved responsibilities Adult Skills Funding and proposed joint ownership of the LSIP model with FSB (as the Employer Representative Body). These two factors alone will require changes to the structures and mechanisms by which the stakeholders determine strategic and operational priorities. Sound relationships have already been established and in the coming months more detailed arrangements will need to be developed once guidance and funding have been confirmed.
A critical part of this relationship will centre around identifying or at least prioritising local sectors to focus upon ahead of the 2026 LSIP being developed. Under GLLEP, Greater Lincolnshire already had seven priority sectors. It had also highlighted five cross cutting priority themes; Technology and skills programmes, Tailored innovation, Funding and investment, Sector-specific schemes and Areabased schemes. Discussions and decisions will be required on whether these will be the priority sectors
that DfE have indicated are needed or whether fresh research and labour market intelligence will highlight new or different emerging and themes. .
The coming months will see Government publish its Industrial strategy; GLCCA will also be on course to publish its own ten-year Local Growth Plan as per Central Government’s order for devolved areas. The expectation as set out in the ASF Strategic Skills Plan is that the LSIP will play a significant role in identifying higher technical skills to improve regional productivity and meet skills gaps. This will require us to work ever more closely with employers and, vitally, training providers of all types.
A review of engagement patterns and challenges is required over summer 2025. This is both to catalyse better and more consistent input across the Working Groups, and recharge engagement with and advocacy of the LSIP among Greater Lincolnshire & Rutland’s employers. Whilst many large employers are able to sustain this increased level of engagement due to more capacity in the business, it is more challenging for smaller employers and in many parts of the GLCCA and Rutland area small and micro businesses (the latter accounting for 99% of private sector businesses in the area) predominate. Whilst progress is being made to simplify arrangements by which smaller SMEs and micro business can access the skills and employment system, this dimension remains a significant challenge for both employers and providers. This includes in relation to the LSIP itself, where FSB needs to continue its work to raise awareness amongst employers about the LSIP, progress in delivering its priorities, and further enhance the flow of employer insight into skill needs. The autumn 2024 research indicates that where awareness of LSIP is high, businesses are enjoying improved recruitment journeys, not to mention a fifth claim to have modified their approach to training informed by the LSIP, shows the definite momentum LSIP is creating. Over the coming year, this impact must be felt on a wider scale to ensure the 2022 LSIP report and its recommendations really do create sustained and meaningful change.
Greater Lincolnshire & Rutland 2025 Annual Report - Annex A
LSIP Priorities Roadmap
Work Readiness and Essential Skills
Digitisation and Smarter Working Construction Engineering
Decarbonisation and Green Skills Local Socio-Economic Conditions
Leadership and Management Local Skills System
17-year-olds now have limited exposure to the workplace through quality work experience or paid employment outside of education.
Employers need to see a shift here as it is negatively impacting their experiences of recruiting, onboarding and developing staff.
Employers report there is a severely reduced and very “hit and miss” approach to work experience across Greater Lincolnshire. While employers have a role to play in hosting placements, they state they are feeling the impacts of attempting to recruit and develop staff who have any experience of the workforce.
Develop an EmployerProvider Partnership to offer new or extended placements for all vocational courses, especially those where placements are not mandatory. Funding will be critical here, as will consistent delivery at scale across the area.
• The TEC Partnership (The Grimsby Institute) already has a robust work experience programme in place and all Level 2&3 students and are offered external work experience. Their good practice regarding work experience is now being shared across region and in LSIP working groups.
• DNCG (North Lindsey College) has a dedicated team committed to providing students with valuable work and industry experience. During the 2023/24 academic year, 89.72% of non-T Level students participated in some form of work experience which is being built upon during the 2024/25 year.
• IEG (Stamford College) has put in place an IEG Personal Development Programme and IEG Student Engagement Strategy which are dedicated to improving work readiness and transferable skills. All students benefit from a structured Careers Programme Calendar and work readiness skills focussing on local labour market opportunities and areas of emerging technology.
• IEG also now has a rolling programme of Careers information and promotion days with local and regional employer involvement,
• Bi-monthly working group meetings
• Representa tives reporting to ERBs via shared Google docs On track
plus school visits to its campuses where the latest technology is displayed. These are all designed to support the students into the available employment markets and to raise awareness of opportunities with both employers and students. In addition, IEG has an established, robust work placement programme with which all its students engage. Close links with local employers are supporting the arrangements for the work placements required as part of the new T Level programmes.
• Franklin Sixth Form College has been solidly focused on developing students’ skills, introducing a Skills Audit, which is delivered through ASPIRE, a tutorial programme. All student year groups complete this, twice a year to concentrate on key employability skills and evidence how they demonstrate this to deepen understanding. The first cycle was completed September 2024, next in March 2025. This has been agreed to share the audit with TEC Partnership so that they can do this with their students for standardisation, underpinning the cross-provider working recommended throughout the LSIP.
• Also at Franklin Sixth Form College all students completed an online digital work experience using Springpod during reading week in October 2024. This was designed to develop their digital and employability skills. Students also have the opportunity to undertake work experience whilst at this college, with typically over 100 placements available at any time. Students, will also, as part of their course, T Level, do industry placements, preparing them for work. Level 2 students all have a careers triage appointment during November and December with a Level 6 qualified advisor, with the main focus looking at and understanding their next steps after college.
• Further activity from Franklin Sixth Form College includes:
• New for November 2024, students studying creative courses took part in Franklin’s Creative Conference that has workshops being delivered by local creative organisations and universities, with a focus on the key employability skills that are needed to succeed.
• During December 2024 all students did an online work readiness
programme using Bodyswaps, that focuses on key employability skills.
• During March 2025, all students studying STEM took part in Franklin’s STEM conference, with external organisations delivering workshops, aimed at raising awareness of STEM careers and the skills that are needed to succeed.
• In March 2025, Level 2 Franklin students had their annual Employability conference that focuses on key skills needed, with a particular focus on work experience. Following on from the conference, all students take part in work experience within the community.
• DWP – when delivering employability session the local DWP team now offers information, guidance and signpost learners regards part-time entry-Level roles, where to find volunteer opportunities and encourage participation in work experience via school or outside of term time in order to gain basic employability skills and an understanding of the workplace environment.
• At Lincoln College, the team has prioritised addressing the essential need for mental health support among its students. The college has
equipped all assessment officers who are trained as Mental Health First Aiders and provide on-campus crisis support to students—with laptops. These devices were preinstalled with essential tools and resources to enable officers to effectively signpost students to the appropriate support pathways.
• Additionally, with its LSIF funding, Lincoln College has hired an additional Mental Health Counsellor. This critical appointment significantly reduced wait times and provided muchneeded support to students.
• Lincoln College has also invested in a one-year subscription to the Equoo app. This app, developed using psychoeducation and evidence-based techniques, is designed to promote emotional well-being and resilience. Through an engaging, interactive game and storytelling approach, it empowers users to build essential emotional skills and improve their mental health. The app has been rolled out to high-priority students who regularly access support from assessment officers and counsellors.
• Over at Boston College, 90% of the planned work experience program
was successfully completed in this academic year so far. All activities are fully integrated across 16-19 curriculum areas through the college’s World of Work (WOW) program, which directly addresses the essential skills highlighted in the LSIP. Boston College has introduced a revised WOW Preparation Book specifically designed to develop key employability skills identified in the LSIP. This supports development of communication, professionalism, timekeeping and teamwork through structured activities.
• Boston College has implemented several initiatives to significantly increase external work experience, including:
o Employer events to enhance employability support and secure additional placements
o New incentive scheme launched to boost participation
o Digital VR call centre environment developed to provide practice of communication and customer service skills before external placements
o Securing of Turing bid to offer international placements across four curriculum areas
o Boston’s work readiness focus is further supported through commercial ventures where students gain hands-on experience integrated with their studies, practicing essential workplace skills in realworld environments. All work experience activities are now tracked through Grofar and embedded into learning programs, ensuring students develop and demonstrate the essential skills identified as priorities.
• The Priory Federation of Academies Trust has been recognised nationally for its innovation in supporting students to receive high quality experiences of the workplace, by the Careers and Enterprise Company. As schools, the workplace experiences strategy starts within our primary academies, runni ng through to its post-16 education.
• The Priory Federation is also trailblazing a new outcomes
framework for experiences of the workplace with DfE and the Careers and Enterprise Company, which is intended to provide more scaffolding for workplace experiences and provide much greater clarity for employers about what effective and impactful workplace experiences mean. As a T Levels provider, the Trust is also involved in sourcing placements for our students linked to our technical education offer. The Priory team closely with employer partners to understand the barriers they face to workplace experiences, especially in meeting the increasing demands of education, including T Level placements, apprenticeships or careers curriculum involvement – a challenge only likely to increase with the government’s commitment to mandate two weeks’ worth of work experience for all students before the end of Year 11.
• In February 2025, North Lincolnshire Council held the first large scale careers event in North Lincolnshire for a number of years. 1600 students from across North Lincolnshire attended the event which provided information, advice and guidance on potential careers
Employers want to see (and receive) much higher quality CVs from applicants to improve and speed-up successful recruitment. Feedback states that the standard is poor, inconsistent and is too focused on qualifications and academic experience,
Short course or modular provision for CV writing from age 16 which is focused on skills and aptitudes rather than just academic achievement There is perhaps potential for this to become a
and opportunities for students to experience hands on elements of different careers and professions. The zones were aligned to key industries in North Lincolnshire and aligned to the key industries and themes highlighted in the LSIP. Lincolnshire County Council has employed 2 IAG officers to improve work readiness and career information for adult learners on their provision across the county. LCC has also launched a Careers site, 2aspire.org, to improve understanding and knowledge about careers and jobs are available in key sectors in the economy, all in support of the LSIP Priority to provide consistently good careers advice and guidance.
• TEC Partnership and Franklin Sixth Form College - both based in Grimsby - have formed a new 2024/25 agreement to work together to look at a CV template that is ready to be implemented on the Careers and Enterprise website to assist with standardised of CVs.
• Franklin Sixth Form College also has all students during ASPIRE (tutorial programme), especially its module on preparing CV and covering letters. There are also drop-in sessions from universities
• Bi-monthly working group meetings
• Representa tives reporting to ERBs via shared Google docs
not skills and aptitudes. joined-up process whereby local employers can connect with those who upload their CV to a local portal, with the aim of facilitating offers of work experience, taster sessions, apprenticeships, internships, etc to build confidence and awareness of the world of work.
that deliver CV support workshops periodically throughout the year.
• The local DWP team is offering CV workshops with learners, advising on appropriate CV content and structure, where to find CV templates and how to adapt CVs according to varying job roles, showcasing required skills. They also discuss the importance of a cover letter, attention to detail i.e. spelling and grammar, and the importance of showcasing soft and hard skills accumulated through both academic and professional experiences.
• Complete-Careers is developing example materials to Greater Lincolnshire schools with post-16 cohorts. This includes resources for schools and colleges to help learners develop the career readiness competencies.
• Grantham College has a firm focus on employability skills to all students, including CV writing, communication, and interview skills. Individual support is also offered to all students with a dedicated careers officer who will support with CV writing and applications.
• The University of Lincoln has a robust work placement process
which allows all students the option to undertake a yearlong placement between their 2nd and 3rd year of study. They are also assessed which support them articulate learning as part of that placement.
• Like Grantham College, IEG (Stamford College) is delivering employability skills to all students, focusing on CV writing, communication, and interview skills. Individual support is also offered to all students with a dedicated careers officer who will support with CV writing and applications.
• At Lincoln College, all students are provided with weekly Continuous Personal Development. The sessions cover CV writing, interview techniques, front cover letter format, and communication skills. The College also has a designated careers team who are available through appointment for students who require additional support and techniques.
• Boston College has secured Lightcast Career Coach software to improve adult careers guidance, providing a professional platform for CV development that emphasises skills and aptitudes.
Through its World of Work (WOW) tutorial program, all students complete modules focused on CV writing and covering letters. This has been enhanced with industry input to ensure CVs reflect the skills and competencies employers are seeking rather than just academic achievements as per the LSIP’s recommendation.
• Also at Boston College, students are now participating in virtual work experience through its new LSIF VR customer service environment and wider digital employability hub. Students are now able to develop and evidence practical skills that strengthen their CVs. Additionally, direct employer engagement through placements and commercial ventures provides students with tangible workplace achievements to highlight. The planned employer event will create direct connections between students and local businesses, facilitating opportunities for work experience, internships and employment while allowing employers to provide input on CV expectations.
• Application skills are part of the Priory Academies careers curriculum delivery. Focus for our
Essential skills for work were repeatedly and strongly raised in focus groups and the survey by employers. Lack of these skills is contributing to the low standard of “work readiness”.
Specifically, we are focusing on:
• Communications
• Numeracy
• Resilience
• Timekeeping
• Teamwork
• Professionalism
Develop and implement a common employability/es sential skills framework for all publicly funded training programmes.
learners is on broader application skills, incorporating CV writing skills, to account for the increasing breadth in recruitment techniques used by different employers and sectors. This work also starts much earlier than age 16, so that the skill and aptitudes required for application writing are embedded and developed.
• John Leggott College has introduced of a work skills unit via tutorials as part of PSHE delivery. Furthermore, it has doubled the amount of work experience placements undertaken compared to the previous year.
• The team has increased the time allocation for all year 1 learners by 30 mins. It has also implemented an upskill programme which has facilitated the engagement of all year 1 learners, with local, regional and national employers and progression providers on a weekly basis. Each curriculum area has developed a program of study influenced by JLCs relationship building with industries that directly relate to their areas, with skills and attributes necessary to be successful.
• DWP has worked to offer a variety of workshops to mainstream, SEN
• Bi-monthly working group meetings
• Representa tives reporting to ERBs via shared Google docs On track
and alternative provisions, working with learners 12/13 years, up to the age of 24 with an EHCP (critically post-16). The Employability workshop focusses on positive behaviours, employer expectations and transferrable skills. Each session is tailored and appropriate to participant age and capabilities and include interactive elements to increase engagement.
• The local DWP team has also begun delivering workshops that are delivered to learners, aligned with the eight Gatsby Benchmarks and delivery is adapted according to educational Level. Employer engagement is part of the offer, with presentations and site visits a regular feature, with a focus on basic skills and knowledge along with industry specific events based on current curriculum focuses.
• Lincolnshire County Council is using UKSPF funding to roll out a Skills Champion programme across the county to engage with individuals in organisations of all shapes and sizes who are able to promote and encourage the three essential skills of literacy, numeracy and digital to individuals they come into contact with whether colleagues, volunteers or service users. This
Develop a GL&R Skills Passport, where modules across FE and HE providers and other Adult Education contribute points/stamps to this countywide scheme, building on similar programmes run in neighbouring counties.
Employers and ERBs would need to buy in to this scheme and employers especially need the tools and time to
builds on the success of Multiply Champions in developing relationships between community organisations and learning providers to encourage engagement with adult learning and progression opportunities.
• Complete- Careers has submitted an SPF bid to develop 5 x end of key stage Career Passports to a small region of the county. The team is ready to plan and produce county wide passports.
• Grantham College is using Skillsbuilder is a recognised framework which awards students with badges when they reach the required standard in each key skills area. Employers were instrumental in the design of Skillsbuilder and its inherent components, therefore the college is confident they are supporting students to develop highly relevant skills that are sought after by employers. Boston College is also implementing of the SkillsBuilder framework for rollout across programs. This nationally recognised framework focuses on key employability skills including, listening and speaking, problem solving, creativity, resilience (staying positive), leadership,
• Bi-monthly working group meetings
• Representa tives reporting to ERBs via shared Google docs
understand and recognise it.
Providers should engage both employers and other training providers to develop essential skills/employability skills module to effectively prepare students for the Create work readiness Bootcamps targeted at L1 and 2 only. Tailored and flexible to different niche segments, e.g.
teamwork, initiative (aiming high). The framework was developed with employer input to ensure highly relevant content that meets local business needs. It enables the team and students to track progress in developing essential workplace competencies. This also complements the existing World of Work (WOW) program activities and new digital employability hub to provide consistent skills development and evidencing across all our training provision. The framework will be supported through the new LSIF VR environments which provide opportunities to practice and demonstrate these core skills. Implementation will be integrated with Lightcast tools to ensure alignment between framework competencies and employer needs identified through local market intelligence.
• TEC Partnership has used LSIF funding to design employability packages and deliver to L3, 4 and 5 students.
• Grantham College is working with Job Centre Plus and other community organisations to develop courses for key segments, all delivered in 2024/25.
• Bi-monthly working group meetings
• Representa tives reporting to ERBs via shared On track
workforce and support their mental health returners, career changes, disabled people, former prisoners etc. A suitable name needs to be developed however as “work readiness” has potentially negative connotations which could affect engagement and take-up.
• DWP has facilitated a SEND Employability Steering Group in partnership with Lincolnshire County Council that connects learners with employers. This has so far involved employers attending schools to deliver a range of career talks, site visits and work experience placements using a job matching approach. This gives students a greater awareness of the labour market and exposure to real life working environments. DWP also supports a pre-release pathway linking two partners providing skills and opportunities all consolidated with partners via Prison Employment Advisory Boards to reduce risk of reoffending.
• The University of Lincoln has powered up its Career Readiness programme, with students having nine hours of careers & employability teaching during their course, supporting students to explore, develop and apply their work readiness.
• Franklin College’s Employer Advisory Board is freshly focused on skills development. The team is working in partnership with employers to develop a Skills Certificate that is linked to all
Google docs
curriculum areas, that focuses on the key skills needed for employment, and is endorsed and supported by these employers, who will accredit the students at the end of their studies. Each area will be linked to a university who will also validate.
Lincoln College is now hosting a variety of employer events on campus, providing students with the opportunity to hear directly from industry professionals in their specialist subject areas. These sessions are invaluable in offering real-world insights, inspiring career paths, and building connections between students and potential employers. Each year, former students are invited back to "pay it forward" by sharing their experiences and successes with current cohorts. They provide relatable, aspirational content, offering practical advice and actionable strategies for achieving professional goals. Additionally, through commercial ventures, students gain hands-on experience that integrates seamlessly with their studies. This might involve participating in work experience, undertaking paid employment, or
Employers reported that a significant volume of school and college leavers demonstrate poor standards in the workplace in terms of employability skills and behaviours in a professional setting.
Assess provision of current work readiness provision/modul es within FE and develop a consistent programme of delivery for the whole area.
Correlating the themes with those of the Work Readiness Bootcamps will create consistency but rather than simply rolling that exact programme out within FE environments (where funding would be a challenge anyway), this will allow for flexibility for providers to embed the
contributing as part of their formal assessments.
• TEC Partnership’s employability packages produced through the LSIF look to assist participants in updating these skills and ensure that students are well prepared for the workplace. The modules are an accessible way of delivering this information and are an excellent way to prepare learners for the modern jobs market.
• Complete Careers are a Licensed Awarding Body for the national Quality in Careers Standard. This is a quality award framework ‘strongly recommended’ for all schools and colleges to work towards by DfE. The award would provide a standard, recognised and nationally endorsed mechanism to assess current provision.
• Franklin College’s students, prior to going out on work experience, all take part in behaviours and expectations of a workplace. All students, as part of ASPIRE have a session on professionalism that focuses on how to conduct yourselves in a workplace setti ng.
• Lincoln College states that Poor mental health can be a barrier for many students wishing to become more independent and access paid
• Bi-monthly working group meetings
• Representa tives reporting to ERBs via shared Google docs On track
New employees often lacking desired attitudes and behaviours – leading to impacts on service provided, team productivity etc.
refreshed programme into existing courses.
employment. Focusing our need to support this. As mentioned above, we encompass employability into our curriculum.
Develop and implement an essential skills short course programme on workplace behaviour for employed staff, to add value to the induction of a new recruit. In-person delivery of this course will be crucial.
Certification could be key to driving uptake
LSIFLincolnshire Skills Partnership
• Grantham College is delivering such training to employers but reports limited success. Certification has proved to not lead to take up amongst employers. For instance, employers have been keen to obtain training on mental health and wellbeing/resilience type provision that is tailored rather than certificated.
DNCG is emphasising professionalism through PDBA (Personal, Development, Behaviour, and Attitudes) sessions, which support students emotionally, physically, and socially while fostering personal growth. These sessions are intricately linked to curriculum planning, work placements, and enrichment activities. They aim to enhance students' awareness of expectations, responsibilities, and their application in the world of work.
On track
Multiple employers say they need all staff to have digital literacy skills, namely in commonly used professional software such as the Microsoft Office Suite (Word, PowerPoint, Excel) and email platforms. Competencies in such programmes has been specified in over 14,000 recent local job postings in the top 20 occupations.
Improve promotion and communication of the area’s existing Microsoft Office digital skills offer more widely and work with colleges and Providers, as well as GL&R LEP, ERBs and/or similar partners to assess the take-up and effectiveness.
Resource will need to be dedicated to sourcing necessary specialists to teach these skills. ERBs and Universities should consider working in collaboration to support recruitment of these tutors
• TEC Partnership is now offering a General Digital Induction offered to all FE and HE Learners at TEC Partnership, with basic training on Microsoft Office Products offered, including Word, PowerPoint and Excel. TECP has also moved all learning activity and resources to Microsoft Teams, ensuring all learners are using work ready systems. TECP’ is also delivering ‘Digital Inclusion’ entry Level IT courses to adults via NET for unemployed and NMW employees, programme covers basics in Microsoft Office Suite.
• DNCG offers a range of computing courses for adults aged over 19 who are looking to pursue a career in this rapidly-growing and constantly evolving sector. The courses are designed to equip with the practical skills and knowledge needed to succeed in a range of IT and technology roles.
• Boston College has given a Digital introduction to ALL new staff regardless of roles. All teacher and support staff receive a laptop with Microsoft suite on induction. Training is offered on all digital platforms that are required by the member of staff (tailored). Digital development needs are discussed
• Bi-monthly working group meetings
• Representa tives reporting to ERBs via shared Google docs On track
Digital skills integration in education. To keep pace with the rapidly changing digital landscape, education must provide digital skills as a key component of suitable courses.
Each course should have a digital aspect to help individuals
from industry and academia.
Agree and develop content and integrate a digital component into relevant post-16 vocational programmes, including Apprenticeships and AEB vocational courses, where
with key college stakeholders to ensure that they align with the college strategy.
• Lincoln College is providing a number of essential digital skills courses including basic excel to advanced. All college staff get access to Office 365 for free as well as laptops and a training session upon induction.
• Franklin Sixth Form College is offering a new an essential digital skills course for adult learners. It also provides a digital induction for new staff and refresher training for existing personnel, weekly training in our CPD slot, a digital skills booking system for bespoke training and a digital help site for staff.
• TEC Partnership is delivering Microsoft Office Specialist certifications to learners in Access to HE and industry standard certifications in Microsoft Fundamentals, including Cloud Computing, Power Platforms and Azure offered as an additionality within computing subjects.
• From September 2024, Grimsby Institute (along with its sister sites at East Riding College and Scarborough) have installed LSIF funded immersive and virtual
• Bi-monthly working group meetings
• Representa tives reporting to ERBs via shared Google docs
gain a comprehensive understanding of and confidence with digital tools and how they can be applied in a variety of settings. not already present.
reality rooms for all learners to experience immersive and virtual reality. Each college is now able integrate different scenarios. Students across a range of subjects and Levels can now engage with a wide range of skills to support content creation, such as 360 degree photography, 3D modelling and coding.
• DNCG has installed the LSIF funded i-Immersive Streaming Classroom across both sites to create a collaborative learning environment. This initiative connects the sites and introduce students to new digital tools, fostering innovative learning methods. Industry collaboration, VR headsets, and shared learning will play a significant role in shaping the future of DNCG.
• Boston College is developing SOLA (Scheduled Online Learning and Assessment) for the 2024/25 year. All courses have some element of digital skills building embedded. Integration of AI and continued staff support in this ever changing area.
• Lincoln College has purchased a CNC machine which allows students to be taught how to be an effective problem solver using
Assess the volume and take up of digital skills online/short course programmes against priority occupations, or introduce where not present. Formally decide which existing funding schemes could be flexed or utilised to deliver this.
modern fabrication tools. It has created learning opportunities for a variety of skills.
• Franklin Sixth Form College has also installed its LSIF Immersive room. This is further to investment in hardware and software so students can study any subject independently without a digital barrier. Finally, it has developed a digital skills SOW with a focus on how digital skills will be used in industry.
• While an official assessment of course take up is yet to be completed in this year, there have been some valuable additions to local provision, including:
• TEC Partnership now offers funded provision for adults through NET including ‘Digital Inclusion’ and ‘AI Employability’.
• Boston College is delivering various accredited and non-accredited courses to support the LSIP agenda. Utilising Lincolnshire County Council-funded community development learning and the Multiply contract to develop intro to basic IT and Excel respectively. Accredited qualifications are also offered on completion of nonaccredited courses.
• Bi-monthly working group meetings
• Representa tives reporting to ERBs via shared Google docs
On track
Wide knowledge of database systems was also reported as weak. As more businesses move towards automation of tasks, communications etc, understanding and day-to -day use of common platforms such as Microsoft Dynamics, Sales Force and other CRMs is critical for many roles.
Short course and/or evening programmes focused on databases for business. Potential for Bootcamps with employer contribution.
• Grantham College and DNCG have offered Bootcamps in this area, but both report low take-up, but pledge to re-run the course if funding and interest is there.
• DNCG is providing Adult Skills Fund generated online courses in Business management and Digital skills along with short courses through the Workforce Development function.
• Boston College is delivering short course through a non-accredited platform on Excel and Google Sheets. Other Microsoft packages are offered to adults and the commercial sector on an accredited basis.
• Lincoln College is offering digital functional skills up to Level 4, including digital marketing, Excel, word processing and computing technician courses.
• Franklin Sixth Form College is delivering an Essential Digital Skills course and a range of Google and Microsoft funded courses.
• Bi-monthly working group meetings
• Representa tives reporting to ERBs via shared Google docs On track
Social media for business was also identified as a crucial skill that not enough recruits or applicants possess, particularly within SMEs, as the major platforms are not only key communication channels, but they are also used to conduct customer service tasks too.
Short course and/or evening programmes focused on social media for business. High potential for Bootcamps with employer contribution.
Businesses report that they have staff that all have vastly differing Levels of digital skills, knowledge and abilities. Sharing learning within the workplace should naturally take place, but time and resource constraints prevent this.
Establish workplace peer learning programmes and guidance on digital and technology to help employees discuss challenges around digital skills, find digital solutions to problems, and share best practice and experience.
• TEC Partnership had successfully delivered a funded programme to upskill SMEs digitally with a focus on social media for business and Canva. Further funding is needed to expand this offering.
• DNCG’s Digital Marketing course, funded through the CRF in collaboration with the University of Lincoln, has gained a lot of interest previously, and is being reviewed for future roll out.
• Boston College has a new addition to its distance learning suite of qualifications is a Level 2 Digital Marketing course.
• Grantham College is offering selfpaced L2 online courses in cyber security and coding. As it is an Amazon AWS centre, GC can offer the Amazon AWS industrial courses in cloud computing.
• DNCG offers a range of computing courses for adults aged over 19. The courses are designed to equip with the practical skills and knowledge needed to succeed in a range of IT and technology roles.
• Boston College offers new digital courses for adults actively seeking employment but also participants that are in employment and is working with local libraries.
• Bi-monthly working group meetings
• Representa tives reporting to ERBs via shared Google docs
Multiple employers say they see AI and automation technologies as a solution to their resource challenges and to free up staff from other tasks. This aligns with the LEP High Priority Opportunity (HPO) for automation in food production especially – however there is not the right Level of local provision on offer.
Peer programmes can be labour intensive to administer and would require a facilitation exercise from FE and allocation of appropriate funding. A new Local Innovation Fund could prove central to achieving this action.
Explore provision of short courses on Introduction to AI, automation technologies and future technology, and the potential these tools could unlock for SMEs particularly, across priority sectors including food processing and production.
• Lincoln College is providing a range of Adult Skills Fund courses, free online Level 2 courses and is actively training staff on new software.
• Franklin Sixth Form College is delivering Level 2 courses such as digital skills to students and staff.
• Since September 2024, all, TEC Partnership- HE and FE learners across the are now offered a series of short online courses to introduce them to AI a. The AI courses will form part of the online Digital Induction.
• Grantham College is an Amazon Web Service centre and offers the online Amazon AWS Machine Learning course. Can we widened out across the county with coverage of admin costs.
• North Lincolnshire Council’s business team has hosted a number of events relating to digital aimed at educating and upskilling. The events included three AI
• Bi-monthly working group meetings
• Representa tives reporting to ERBs via shared Google docs
On track
workshops aimed at small businesses and leaders to upskill them in AI and develop their knowledge of how to utilise AI to improve business efficiency and increase the effectiveness of their marketing. They have also held a cyber security event to improve awareness and educate businesses on online threats. Cyber security is also part of the startup workshops. Develop a series of short courses targeted at SME owners who wish to explore and understand how “smarter working” through digital tools and resources could unlock market potential, boost productivity, and win back time for them and their staff.
Targeted
hing/peer
• Bi-monthly working group meetings • Representa tives reporting to ERBs via shared Google docs Planned for focus and delivery in 20252026
The top specialist skills stated in recent local job advertisements for exclusively digital roles are:
• JavaScript (Programming Language)
• SQL (Programming Language)
• Cascading Style Sheets (CSS)
• C# (Programming Language)
• Agile Methodology
• Hypertext Markup language (HTML)
• Application programming
• interface (API)
development using digital solutions. As above, peer programmes can be labour intensive to administer and would require a facilitation exercise from FE and allocation of appropriate funding.
Review relevant course content with local employers to check if these key skills are being delivered into the workforce, and if so, what is the quality.
LSIFLincolnshire Skills Partnership Q1 2024 – Q2 2025 Grantham College - ran Bootcamps in these subjects, however did not receive high numbers However, they plan to run all of these courses provided funding is made available.
• Bi-monthly working group meetings
• Representa tives reporting to ERBs via shared Google docs
On track
• Software Development
• PHP (Scripting Language)
• Computer Science Construction firms are much more likely (41%) to be Micro businesses with 1-10 employees. There will be very limited, if any, managerial hierarchy in many Construction firms. Recruitment is often chiefly from among relatives, friends and acquaintances rather than being more strategic. Addressing this, could help open up more junior managerial roles that in time could facilitate succession.
Create a recruitment for 21st Century Construction in GL&R Guide for employers between key industry bodies, ERBs and relevant training providers. This must have a keen local focus, not simply generic national information and guidance. Explore potential collaboration with CITB on local promotion of Go Construct to promote career opportunities across the geography.
• CITB is supporting the development of leadership and management skills within construction CITB are currently fully funding the C-ILM qualification. It is also delivering a short duration L&M standards that is grant supported.
• CITB, in partnership with the local training groups and other partners, has also two careers events promoting construction careers to schools across the LSIP area. Practical activities are encouraged to allow young people the opportunity to have a go at construction trades and plant equipment. Covering professional and technical careers in the sector.
• Grantham College has hosted a 2024 annual open day for local schools to “Have a Go” in Plastering, brick, C & J and plumbing to support future training and employment.
• The University of Lincoln has engaged with a wide range of local companies (mostly architects, interior architecture and specialists
• Bi-monthly working group meetings
• Representa tives reporting to ERBs via shared Google docs On track
Targeted mentoring/coac hing/peer support on business productivity and development using digital solutions.
Explore ways to mentor and coach Business Owners in Construction firms as this could prove key to positively evolving their approach to business and operate and plan more strategically.
44.8% of all achievements in construction related qualifications are in North East Through the Lincolnshire Federation of Colleges, explore
WG3 Q1 2024 – Q2 2025
in fitout, conservation and M&E systems) to attend “speed pitch” and module project presentations to give students a chance to learn networking skills and broker work experience which can lead on to employment offers.
• The Priory Federation of Academies Trust has established a suite of construction apprenticeships, and post-16 courses in construction, to support with the pipeline into the sector. Student interest in construction is consistently high.
• CITB is locally offering its L&M training standards supported by a grant. Further to this, it has made available mentoring training for SME businesses that take on construction apprentices support by the CITB New Entrant Support Team.
• Grantham College is working with key employers to inform the curriculum and support employees. On track
WG3 Q1 2024 – Q2 2025
Priory Academies has begun work to take the lead on this review, to be completed in 2024/25.
• Bi-monthly working group meetings On track
Lincolnshire. Locations of colleges and challenges in recruiting skilled tutors will play a role in this weighting, but there are opportunities across the geography so this must be Levelled out.
how/why North East Lincolnshire is so successful in its approach to delivering achievements in construction and understand if there is potential for tutors from that district to occasionally work in other colleges where practicable.
The gender split in construction is heavily male; in the top 7 growth occupations in this sector are currently 100% male. With the opportunity and demand for growth in this sector and to drive diversity, this must change.
Targeted communications campaign promoting construction careers to females both in FT education and those seeking work.
• CITB has opened an opportunity to apply for up to £500k in funding to deliver an innovative program that supports underrepresented groups into the construction sector through the EDI priority this includes women. Industry Impact
Fund - CITB
• Grantham College is holding open days with KGGS local girl school to promote Women in Construction.
• At the University of Lincoln, it intends to accredit the proposed BSc in Architecture and the Built Environment to three professional bodies (RIBA, CIOB and CIAT) to widen diverse entry to project management and construction
• Representa tives reporting to ERBs via shared Google docs
• Bi-monthly working group meetings
• Representa tives reporting to ERBs via shared Google docs
On track
77% of Construction firms feel that providers have limited or no understanding of their skills needs and challenges, which is 27% higher than the average across all sectors. Creating Employer-Provider partnerships to aid course development and evolution, as well as generating opportunities for recruitment, could change this.
Establish new forums by district with colleges and ITPs, with the opportunity to review course content/standar ds, explore T Level and apprenticeship placements, and for construction firms to put forward staff to step up and become visiting tutors.
WG3 Q4 2024 – Q2 2025
management from entry into architecture which is at 50:50 gender split. This programme should start in 25/26 academic year but is being prepped in 2024/25.
• CITB is actively driving formation of such groups, including a proposed LSIP industry day in Jine 2025. They see an opportunity to support the transition of students from FE into the industry using the CITB £500 ‘into work grant’ plus other grants designed to support new entrants into the sector. CITB has also launched a new team who have a priority of supporting SME businesses with the acquisition of new apprentices and have a dedicated advisor for the Lincolnshire region, the ‘NEW ENTRANT SUPPORT TEAM’.
• Grantham College is working with key employers to inform the curriculum and support employees.
• The University of Lincoln’s Professional advisory Board provides the school with advice from a wide range of companies in the region and have a formal role in reviewing the content of existing and new programmes.
• Bi-monthly working group meetings
• Representa tives reporting to ERBs via shared Google docs
On track
The top specialist skills stated in recent local job advertisements for construction roles are:
· Machinery
· Construction
· Forklift Truck
· Maintenance Engineering
· Risk Analysis
· Warehousing
· AutoCAD
· Metal Inert Gas (MIG) Welding
· Civil Engineering
· Carpentry
Review
Construction course content with local employers to check if these key skills are being delivered into the workforce, and if so, what is the quality.
Feedback from employers in this sector was clear on one issue – awareness of the opportunities for exciting and rewarding engineering careers within the sector. This appeared to frustrate businesses in North and North East Lincolnshire where there is a higher concentration
Key representative groups to collaborate with employers and providers to create campaigns to promote careers in engineering in GL&R.
• CITB are currently working on alternative pathways for entry into the construction sector titled competency frameworks. Employer are invited to co-design each pathway to ensure that they are adequate to meet the minimum requirement of each trade. This is work in progress.
Competence Frameworks - CITB
• Grantham College is working with key employers to inform the curriculum and support employees.
• University of Lincoln is supporting staff to deliver T Levels in a senior school in Lincoln Priory Academy in Design, Surveying and Planning in Construction skills for sustainable design, building regulations, AutoCAD and Revit.
• HETA is a signatory of the armed forces covenant and actively targeted service leavers and reservist to work at HETA.
Prospective learners receive IAG sessions at school, at HETA and from employers via our Open Days
• ECITB has rolled out new videos and information available on its Pathways website, though it
• Bi-monthly working group meetings
• Representa tives reporting to ERBs via shared Google docs
• Bi-monthly working group meetings
• Representa tives reporting to ERBs via shared Google docs
of engineering firms, however this is common across the geography. Engineering firms are much more likely than average to plan to recruit apprentices (72%), graduates (72%), forces service leavers (44%) and college leavers (39%).
should be noted this is nationally available.
• CATCH has a full outreach and engagement programme targeting the increase of new entrants to industry. This includes a huge amount of schools engagement activity but also focuses around forces leavers, unemployed, upskilling and reskilling, ex-offenders and the whole skills landscape to ensure we can target the whole of the community to create the new entrants required.
• Grantham College has invited local employers to hold talks with the students to outline potential careers in different engineering specialisms. As part of the T Level qualification, college engaged with local employers to ask if they could offer a work placement, thus providing an opportunity for students to meet with and understand different engineering firms.
• HETA has updated tits website to better inform entrants to the sector, giving real life examples
• Bi-monthly working group meetings On track
mode over the last 12 months. They are more likely than average (74%) to be actively seeking to recruit, over the next 12 months. However, data suggests that 9% of Engineering companies tried but failed to recruit over the last 12 months (against an average failure rate of 6% across all sectors). Skilled engineering/engineeri ng construction roles rather than other roles within the sector appear to be the very hardest to successfully recruit. These employers are much more likely than other sectors (59% v 30%) to see recruiting employees with the right technical skills as a Top 3 challenge.
Construction in GL&R Guide for employers between key industry bodies, ERBs and relevant training providers. This must have a keen local focus, not simply generic national information and guidance.
of careers opportunities in engineering
• CATCH has created videos with employers to advertise opportunities in the sector, in particular focused around the recruitment of females into industry and the attraction around Carbon Capture & Storage and Hydrogen production.
• Grantham College has engaged local engineering firms to talk to the full time students about opportunities within engineering. Holding employer forums and inviting them to the college The college has a dedicated BDC team to engage with employers and to assess the current trends. Some new Apprenticeship standards have been developed as a result.
• Representa tives reporting to ERBs via shared Google docs
44% of Engineering firms regard the relevance of training and/or the impact of time spent being trained, as among the most significant barriers Given around two-thirds (65%) of Engineering firms recruited more than 5 FTE in 2022. A single Engineering firm may often have enough new recruits or employees at a given level to support a training course in their own right., there is opportunity here for bespoke in-house training.
Explore delivering bespoke, tailored short courses in house for engineering firms. This would naturally need to be communicated within the sector for maximum awareness and take-up. WG4 Q1 2024 – Q2 2025
• HETA has a portfolio of upskilling training for employers. In addition, it offers a service that will design and deliver bespoke course to meet the needs of individual employers.
• ECITB has an upskilling programme for welding/pipefitting/plating that could be replicated in the region.
• CATCH works closely with employers to design short course provision with bespoke elements.
• University of Lincoln works with employers in creation of bespoke courses and has off the shelf credit-bearing content as well. Grantham College has bid for and delivered new Skills Bootcamps in electrical and electronic engineering at L4. The T- Level qualification has been altered following feedback from employers. The new T-Level in Maintenance, Installation and Repair - electrical and Electronic was developed to help meet a shortage. Finally, following meetings with to large utility companies, a bespoke apprenticeship programme has been developed.
• Bi-monthly working group meetings
• Representa tives reporting to ERBs via shared Google docs
On track
The gender split[1] in engineering is heavily male; in the top 10 growth occupations in this sector are currently were 94%99% male. With the opportunity and demand for growth in this sector and to drive diversity, this must change. Targeted communicat ions campaign promoting engineering and engineering construction careers to females both in FT education and, via DWP, those seeking work. WG4 Q4 2023
The top specialist skills[2] stated in recent local job advertisements for engineering roles are:
• Machinery
• Maintenance Engineering
• Mechanical Engineering Review Engineering course content with local employers to check if these key skills are being delivered into the workforce, and WG4 Q1 2024
• HETA is now running a permanent campaign to get more young females into engineering trades and actively recruiting. Current cohort stands at approx 9% of total learner population
• Number of CATCH campaigns running around increasing EDI within schools engagement, recruitment and apprenticeship numbers
• The University of Lincoln has a team that looks to maximise participation from a range of under-represented groups and has previously run girls in STEM events across Science and Engineering.
• Bi-monthly working group meetings
• Representa tives reporting to ERBs via shared Google docs
Q2
• HETA regularly reviews course content with employers and each client has the ability to request specific training elements for their apprentices.
• ECITB also regular updates course content including accredited short courses such as Mechanical Joint Integrity.
• The University of Lincoln’s School of Engineering has an
• Bi-monthly working group meetings
• Representa tives reporting to ERBs via shared Google docs
• Electrical Engineering
• AutoCAD
• Production Line
• Auditing
• Hydraulics
• Risk Analysis
• Computer Aided Design if so, what is the quality. Consult further with employers and work collaboratively with colleges and other providers to develop / grow provision.
industrial advisory board including large companies and local SMEs. The board is currently working with programme teams to review the taught portfolio and ensure relevant knowledge and skillsets are embedded within it.
• The University also The University of Lincoln has expanded its apprenticeship provision to include Level 4 and level 6 awards with opportunities for traditional degree learners to switch mode to an apprenticeship within their studies. This will support employers in the recruitment to apprenticeships as well as enhancing traditional learner experiences through exposure to a broader engineering context. The courses were developed in conjunction with the School's Industrial Advisory Board and form one element of its industrial engagement.
• We are working across the country with provide training providers (CATCH and HETA)
The top common[3] or transferrable skills stated in recent local job advertisements for engineering roles are:
• Communications
• Management
• Customer Service
• Problem Solving
• Detail Orientated
• Operations Review Engineering course content with local employers to check if these common or transferrabl e skills are being delivered into the
and the FE colleges to consider progression routes that have previously been underdeveloped.
• Grantham College has run two employer engagement boards to identify skill shortages but to also help with the development of the engineering curriculum. Several skill shortage areas were identified and resulted in courses being offered - Skills Bootcamp in Electrical and Electronic Engineering; utilisation of welding equipment. Identification of different apprenticeship standards to meet the local needs and identified shortages.
• HETA utilises an Employability passport to deliver and reinforce transferable skills that are required for the world of work. This follows the CBI 7 Skills for Employability.
• Grantham College actively promotes the use of SkillsBuilder for all full time students. Every student within the engineering department has to complete benchmarking activities to identify areas of development. Following the engineering forums, local companies offered to conduct
• Bi-monthly working group meetings
• Representa tives reporting to ERBs via shared Google docs On track
• Self- Motivation
• Planning
• Mathematics
• Packaging and Labelling Engineering firms most widely select ‘Management or Supervisory Skills’ as a priority development area for their workforce. workforce, and if so, what is the quality. This will cross over with actions noted in the Work
Readiness and Transferrabl e Skills section, but it is worth being explicit here for this sector.
Basic climate literacy needs to be improved in both the education system and places of work, including employers. Assess and develop programmes where there are gaps with a focus on priority occupations (see below). Develop and implement industry specific ‘Achieving net
‘mock interviews and discussions’ with the students to help them understand the importance of developing the transferable skills. The full-time students have guest speakers who come in to outline what they do and what they look for in their candidates.
• Boston College’s ecollege have set up and implemented decarbonisation and green/sustainable energy programmes for full time, adult and commercial offers within the Built Environment. These are awarding body quals, college certs and AR/VR packages. This is further to a brand new air source heat pump training centre.
• CATCH has fully developed plans for a decarbonisation centre at its
• Bi-monthly working group meetings
• Representa tives reporting to ERBs via shared Google docs
zero’ online / workshop-based programmes for staff and managers with a focus on priority occupations –IEMA’s All Jobs Greener package for example.
Stallingborough site. Curriculum plans for the site were completed in March 2025.
HETA has developed modules for Carbon Capture and Storage and Hydrogen production and deployment in the area.
ECITB has launched four bite sized decarbonisation of engineering construction industry courses, plus a clean technology elearning course and further elearning courses on awareness, sustainability and environmental responsibility delivered by a number of its 50 providers.
• Also at ECITB, they have rolled out a full suite of training, courses, information and groups to support Net Zero activity for its industry members.
• Grantham College staff have attended Awareness of Environmental Technology System training, Air source heat pump and solar/thermal courses to offer. It is currently training staff to offer Retrofit . A Renewable Energy apprenticeship is offered as standard.
• Lincoln College has created a full training suite to offer advanced manufacturing techniques including 3D parametric modelling which
allows learners to create components digitally before actually manufacturing them - this allows to check for inaccuracies, try to physical manufacturer to save both time and resources.
• IEG (Stamford College) is committed to the development of skills around low carbon technologies, insulation, decarbonisation and hybrid technologies. As such, the Stamford site has:
o carbon energy training centre to provide 14 new low carbon technology plumbing bays ready, in use from January 2025. In turn, this will support the delivery of the low carbon heating components associated with years 3 and 4 of the Gas & Plumbing Apprentic eships and has allowed the introduction of the new Low Carbon Heating Technician Apprenticeship.
o Across IEG to date, 63 staff have been trained in new low carbon technologies including: modular construction; drone technology; hybrid vehicles; thermal imaging; CAD/CAM software & CNC; Ground Source and Air Source Heat Pumps; Solar PV training. These
courses/modules are now being rolled out to students.
o Expanded its Hybrid Motor Technology training equipment, including second hand hybrid cars and new Toughbook diagnostic equipment, to support the delivery of hybrid technology training to its Level 3 students. It is anticipated that the hybrid skillset will open doors to jobs in traditional repair shops, dealerships, research labs, and emerging electric vehicle companies.
o Promoted new training in low carbon technologies to its local employer network, raising awareness and engagement, seeking to equip the workforce with the traditional and emerging skills for this industry.
• A specific focus on Green Skills with clear signposting provided to students, especially with the introduction of the following new T Levels developed with employers which include industry placements: Electrotechnical, Plumbing and Heating Engineering New Plumbing Standard 9289 - renewable pathway.
40% of SMEs and 67% of large employers think it is likely or very likely that they will seek training related to sustainability / net zero skills and capabilities within the next three years. This is even more prevalent in employers in Wholesale & Retail, Construction and Education & Childcare businesses.
Development and implementation of industry specific Net Zero online module programmes.
Greater Lincolnshire & Rutland has a higher than national average of ageing housing and non-domestic stock (only Lincoln and North Kesteven[i] are under the average for below C grade EPCs). This presents huge opportunities for retro-fitting to upgrade and improve energy efficiency.
Cross over here with construction priorities, but there is opportunity to develop a GL&R wide Retro-Fit Steering Group where businesses, construction firms and Providers can collaborate on a plan for retro-
• CATCH are working with various employers to establish what courses and skills are required for not only stand alone courses but ones which enhance current provision.
• Boston College is now delivering a Net Zero course and has already completed a cohort of external clients through this programme..
• Lincoln College purchased the Retrofit license to be able to deliver these courses. It is including the Level 2 within its study programmes. Staff in construction are now Level 2 qualified. Lincoln College has also purchased a number of modern methods of tooling equipment to train students on more environmental ways to do tasks.
• Grantham College has begun to train staff and offer Retrofit qualifications during the 2024/25 year. College works with SKDC to fulfil work experience with students.
• Lincoln College has trained staff for Level 2 and we are in the process of training 2 Level 5 staff members in Retrofit. It also now offers Level 3, 4 and 5 courses for employers.
• Boston College is, this 2024/25 year. It is working towards retro fit qualification within the built environment. Also working closely with local employers including National Heritage on site.
• Bi-monthly working group meetings
• Representa tives reporting to ERBs via shared Google docs •
• Bi-monthly working group meetings
• Representa tives reporting to ERBs via shared Google docs On track
fitting, with students working on the plans and eventually the fit out.
The plans to decarbonise the Humber area will place increasing prominence of and demand for sustainability skills, particularly in construction, energy and engineering.
Specific industrial decarbonisation training provision for engineering and construction, specifically in NE Lincs but there is likely to be increasing demand for this across GL&R over the next three years as Net Zero targets for 2030 and 2050 approach. As with other priorities however, colleges are suffering from a lack of skills tutors in this area.
• IEG (Stamford College) now offers Retrofit Courses at Levels 2, 3, 4 and 5 for employers. Students are offered the Level 2 Retrofit Awareness Course as part of their core programme. Stamford also provides specialist Retrofit training for other colleges to upskill their staff.
• CATCH’s Engineering Technician programme will now include curriculum that focuses on net zero alongside existing modules for CCS & Hydrogen. It is also developing learning modules for both learners and employers around Industry 4.0 that will contribute to lower emissions and working on capacity building of key decarbonisation/clean/green energyrelated roles.
• Boston College has attended external events and conferences, embracing industry 4.0 within the built environment. The college has taken an approach to introduce apprenticeship tutors that have focused CPD to ensure that net zero training is part of their continued professional development, whilst also working with employers on external construction projects and sites.
• Lincoln College has prioritised upskilling staff on CNC and other
• Bi-monthly working group meetings
• Representa tives reporting to ERBs via shared Google docs
Due to the size and rurality of Greater Lincolnshire and Rutland, transport to access training is a challenge. Public transport is patchy in provision and can be a barrier. Some colleges provide transport for students, but this is not consistent.
There needs to be better and increased employment prospects for disabled people in GL&R, taking into account travel, access and workplace barriers.
Assess transport provision with specific focus on under-served areas and identify where this can be improved to remove barriers for students (cost, bus routes, timings). WG6 To be progress ed during
Offer short courses to employers that highlight barriers to employment for people with disabilities in priority occupations and provide training for employers accordingly. Employers may
advanced manufacturing techniques. These areas will be included in apprenticeship and full-time study programmes.
• Also at Lincoln College, they are currently in the process of launching Lincoln’s Green College which will focus on achieving Net Zero targets.
• Bi-monthly working group meetings
• Representa tives reporting to ERBs via shared Google docs
Planned for focus and delivery in 20252026
• Grantham College are offering short courses such as Life Skills, Everyday Wellbeing and the BBF Project for individuals struggling to access employment due to barriers and disabilities.
• North East Lincolnshire Council is currently working with Project Search on a supported internship programme. As part of this it has established a SEND Employment Forum, and has schemes with the local hospital and shortly to start, Humberside Police with the LA.
• Bi-monthly working group meetings
• Representa tives reporting to ERBs via shared Google docs On track
Lincolnshire also has a falling number of NEETs for 16 -17 but continued action must be taken to sustain this trend and target NEETs up to age 24.
need an incentive to stimulate takeup and to be shown examples of existing initiatives and their successes.
Establish a NEET task force populated by DWP, providers with particular success of attracting former NEETs and ERBs from priority occupations to link up labour market opportunities with training.
• North East Lincolnshire reports it currently does not have a falling number of NEETs, as an LA it currently have a small team of NEET practitioners who hold caseloads of our NEETs to support them back into EET. It does have a well-established Employability Forum made up of post 16 providers, DWP and the voluntary sector. This year, it has started linking in with other LAs across the Humber region to understand more about common themes and sharing good practice. Such as NELC’s own NEET scorecard.
• DWP’s Youth Offer includes specialist Youth Employability Coaches (YEC) in each Job Centre, specialising in working with NEETs and young people with complex needs. YEC’s work alongside other specialist partners and stakeholders around housing, education and managing health and disabilities in order to offer a
• Bi-monthly working group meetings
• Representa tives reporting to ERBs via shared Google docs
full and coordinated package of support. DWP’s School Advisor is currently working with LCC and is in conversation with Lincolnshire Police to implement early interventions. Both schemes offer/aim to offer information and guidance on employability, FE, labour market information and facilitate meaningful interactions with employers i.e. site tours, WEX, supported internships with the long-term strategic aim of avoiding NEET status.
• Priory Academies Trust has developed its own Destinations and NEET Strategy locally as a Multi Academy Trust, to mitigate challenges in NEET tracking and securing long term, sustained and positive destinations for students. There is a need for enhanced leadership and management skills. This was flagged most frequently by those in the construction sector, giving us a steer on prioritising upskilling in one area before broadening out.
Assess current provision and develop bite sized courses / modules to provide flexible delivery.
Potential to explore opportunities with high quality
• Lincoln College has established a Construction Employer Board, attended by a variety of construction employers who corroborated LSIP’s recommendations. It is also now developing two Level 3 qualifications, with feedback on the courses sought from the Employer Board.
• Also at Lincoln College, and as part of LSIF funding, it has begun to offer subsidised Human Alchemy
• Bi-monthly working group meetings
• Representa tives reporting to ERBs via shared Google docs
Survey showed that 61% of employers plan to conduct ‘Management development and leadership’ skills training over next three years and 75% say these are priority areas for development over the same timescale.
Improving Management or supervisory skills regarded as widely selected priority over next three years
leadership providers for bite sized courses / modules.
Providers to collaborate with CITB where possible.
Leadership and Management training to leaders and managers operating in the construction sector. This training aims to target those in particular who become “accidental managers” and lack the training needed to fulfil their roles to their full potential.
• Grantham College held construction employer engagement groups in 2024/25. They are also actively recruiting and delivering a Business Administration Bootcamp at Level 3. Within the Bootcamp Leadership and Management is covered. Further to this, distance learning courses and full time courses at Level 2 in Team Leading, Lean Organisation, Management Techniques and Understanding Business Techniques along with Diploma in Business at Fevel 2. Guest speakers have been into the college to talk with Engineering and Business students, this included, opportunities, business structures and leadership structures.
• BGU has developed and launched a new Level 7 L&M course directly as a result of the LSIP.
More meaningful collaboration between the local business community and colleges is needed to ensure that the pipeline of skills and competencies students emerge with from FE colleges aligns with roles available.
The region’s colleges should work together to bid for funding. This collaboration will be
Explore/increas
e collaborative bidding and delivery partnership with the region’s FE colleges region’s universities, GLLEP and partners. This area has seen particular success in collaborating –SDF2, IOT, LEEP, GAIN and
• Branston Potatoes has made moves to upskill its staff in this area, including:
o Commenced a new ILM Level 3 course with Lincoln College in March 2025
o Commenced a Skills Bootcamp with Lincoln College in March 2024 over 13 weeks.
• North Lincolnshire Council has implemented a Digital Skills and Leadership and Management Skills. Through the UKSPF, NLC funded courses in digital skills at basic, intermediate and advanced level and ILM courses in Leadership and Management at Level 3 and Level 5.
• Successful collaborative bidding and delivery of LSIF has set a new standard here. This new way of working has become permanently cemented as the Lincolnshire Skills Partnership.
• NELC guidance on UKSPF People & Skills theme clearly set out that collaborative bids, especially with key sectors, were welcomed and projects were assessed on this. Some examples include Colleges working with Hospitality businesses to provided training to upskill staff. An Engineering construction project with a college,
• Bi-monthly working group meetings
• Representa tives reporting to ERBs via shared Google docs
On track
increasingly important going forward, including work with the region’s universities, Greater Lincolnshire LEP and key partners. Need to foster greater collaboration, improve funding and enhance course delivery methods.
Greater Lincolnshire employer base report that they find training provision and options, including information on Levels, course lengths, eligibility and funding confusing.
Improve relationships between businesses and training providers – of the employers who have an existing relationship with a training provider, a quarter are working with an enterprise outside of the LSIP area.
College improvement fund have all worked well. However, this collaboration could be widened to include sixth form colleges.
Provide a service to employers to demystify the skills system and communicate training courses, Levels, different provision, funding, maximising the levy and how providers can help employers to understand and meet their needs.
A website focused solely on communicating
WG8 Q1 2024 – Q2 2025
ITP, Local Authority, Private Sector and ECITB.
• NELC, TEC Partnership and Complete-Careers have collaborated to provide a new highly localised guide to “demystify the local skills system”, the first time these three parties have worked together. The collaboration sourced SPF funding to generate the proj ect.
• TEC Partnership work collaboratively with stakeholders in the region to ensure course offer is not duplicated or over saturated and instead offers complimentary skills mapping. TECP’s Business Engagement Team are launching TEC Future Partners to offer employers a skills mapping service linking with partners in the local / regional area.
• North Lincolnshire Council has piloted its NL Skills Pledge. The
• Bi-monthly working group meetings
• Representa tives reporting to ERBs via shared Google docs
On track
Need for clear, targeted information on the role of local skills provision, what they can do for local businesses and how funding can and does work.
this to employers is a good start.
pledge gives employers one route to find out more about the skill's initiatives in North Lincolnshire; recognise organisations already working to improve skills and encourage others to get involved and formally pledge to invest in the skills of people living and working in the area. The pledges employers can make cover giving young people meaningful encounters of the workplace to support work readiness, apprenticeships, upskilling and reskilling, workplace initiatives such as Disability Confident and Workplace Wellbeing and linking in with DWP to get people back into work through initiatives such as skills bootcamps and sector work-based programmes. The pilot was developed with partner organisations who are also responsible for supporting employers to achieve their pledges.
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