Nikita Somma is already making waves in the butchery world. With a sharp eye for detail, a passion for her craft, and an unstoppable work ethic, she has transformed her apprenticeship into a launchpad for national recognition and ambitious future plans.
Nikita, 24, began her journey in butchery through an in-house apprenticeship with her previous employer. Wanting a formal qualification and the chance to push her skills further, she moved onto a certified Level 2 apprenticeship at Leeds City College.
A typical week for Nikita is busy and hands-on. She is currently stationed in the lamb department, fulfilling customer orders and preparing stock for larger clients. Throughout her apprenticeship, she developed essential technical skills, including knife skills, health and safety, food safety, and her Level 2 Butchery Qualification.
Her manager, Kyle Linley, says: “Nikita is exceptionally dedicated, with outstanding attendance and engagement. She consistently produces high-quality work and demonstrates a genuine passion for butchery, often going above and beyond the programme requirements.”
Nikita completed her 21-month apprenticeship in just 15 months, achieving several elements at Pass with Excellence – a remarkable accomplishment, particularly given she had no prior experience in the trade.
Nikita’s talent has also been recognised nationally. In 2025, she competed in the Battle of the Butchers at The Dalziel Apprentice Butcher Competition, earning the Golden Cleaver Award, as well as Best Innovative Lamb Product and Best Innovative Beef Product. Most recently, her outstanding achievements were celebrated at the Luminate Apprenticeship Awards, where she was named Leeds City College’s Learner of the Year.
On her award, Nikita said: “Winning the Golden Cleaver Award at the Great Yorkshire Show was a huge moment for me. Competing against so many talented apprentices and being recognised was an honour.”
The apprenticeship has had a transformative effect on Nikita’s confidence and career prospects. Initially unsure of her abilities, she says: “Learning alongside people my age and experimenting with different cutting techniques at college made me feel a lot more confident at work.” Support from her team was crucial, ensuring she had access to practical sessions and guidance, which helped her complete the programme ahead of schedule.
Looking ahead, Nikita has ambitious plans. She has applied to join Team GB Butchery, aiming to compete at the World Butchers Challenge in Australia in 2028, and hopes to establish her own educational platform to support women in the butchery industry, creating equal opportunities and mentorship for the next generation.
Reflecting on her apprenticeship, Nikita is a strong advocate for the programme: “Apprenticeships provide invaluable learning opportunities, especially when employers may not have the resources to teach everything in-house. Being able to gain knowledge from tutors, peers, and practical experience is an amazing feeling.”
Nikita’s story is an outstanding example of dedication, skill, and ambition. Her achievements showcase the value of apprenticeships in developing the next generation of industry professionals, while her passion and drive make her an inspiring ambassador for butchers everywhere.
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Phoebe’s journey into apprenticeships is a story of creativity, determination, and rapid professional growth. After graduating from stage school in 2022 and working professionally as a performer for two years, Phoebe moved to Leeds in early 2025 seeking a career path that combined creativity with organisation and offered financial stability. That search led her to a Level 4 Project Management Apprenticeship with Luminate Education Group, alongside her role as a Projects and Events Assistant at Somerville House.
“I never saw myself doing an apprenticeship,” Phoebe reflects. “After working in administration alongside performing, I was looking for something that combined creativity and organisation, which led me to this apprenticeship.”
In her role, Phoebe creates and oversees events and projects on campus, helping learners develop skills alongside their curriculum work. Despite being one of the youngest in her cohort, she has embraced the challenge with energy and enthusiasm. “When I started the apprenticeship in October 2025, project management and apprenticeships were new concepts to me, and I was reluctant to speak during sessions for fear of being wrong. After only three months, I’ve found my feet and feel much more confident putting forward ideas to my assessors and classmates and taking every opportunity to learn.”
Phoebe’s contributions have already made a significant impact. She has managed events including a Macmillan bake sale raising over £150, a Culture Day celebration promoting diversity and inclusivity and the setup of a campus Museum of Inclusion showcasing learners’ work from Black History Month.
Her manager, Alisha Brown, says: “Phoebe is an outstanding member of the Events and Projects Team. Her attention to detail, creativity, and ability to juggle multiple projects are beyond anything I’ve seen before. She’s a pleasure to work with and always brings positive energy to the office. Phoebe is working at an extremely high level and has created a range of creative and practical ways to encourage our learners to engage in education, building positive relationships and inspiring them to reach their full potential.”
The apprenticeship has also been a key opportunity for Phoebe’s professional development. She has gained knowledge of project management principles, project lifecycles, and the 17 Sustainable Development Goals, and has developed critical thinking skills directly transferable to her career in events and projects. Shadowing different departments at Luminate Education Group has been a particular highlight, giving her a broader perspective on organisational operations.
Phoebe emphasises the support she has received throughout her apprenticeship: “Everyone I’ve come into contact with at Luminate has been supportive, especially my team at Somerville House. I have protected time each week for apprenticeship sessions and portfolio work, and my team are always on hand to answer questions or give advice.”
Looking ahead, Phoebe is confident her apprenticeship is paving the way for her long-term career in events and projects. Her experience leading Industry Week in December 2025, managing stakeholders and coordinating a week-long event, was a standout moment that affirmed her skills and ambition.
Her advice for anyone considering an apprenticeship is simple: “Don’t ever rule it out and don’t feel like you are too old to start! At 25 years old, I am learning something new every day, and it is hands-on learning that is helping toward my new career goal.”
Reflecting on her journey so far, Phoebe sums it up perfectly: “As an apprentice, I feel supported in every aspect, I love the work I do, and every day is a new challenge and opportunity to learn.”
Phoebe’s journey demonstrates how apprenticeships can combine hands-on experience with personal growth, transforming creativity and organisation into tangible impact for learners and teams alike.
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Kobe McGill began his career in adult care with no prior experience in the field, yet his dedication, empathy, and natural ability to support others quickly set him apart. Now having successfully completed his Level 2 Adult Care apprenticeship, Kobe has progressed into a Level 3 Health Support Worker role. He works as a support worker in a supported living service for adults with learning disabilities, providing care in their own homes and out in the community.
Choosing an apprenticeship allowed Kobe to gain a recognised qualification while applying his learning directly in practice. “I genuinely care about the people I support and want to make a positive difference,” he explains. His journey began with a rigorous interview process, where he impressed the panel – including individuals with learning disabilities he would later support – with his maturity, empathy, and commitment to person-centred care.
From the start, Kobe demonstrated natural strengths in building relationships, de-escalating challenging situations, and providing thoughtful, personalised support. His calm and empathetic approach enabled him to gain the trust of the individuals he worked with, making a meaningful impact on their daily lives.
Throughout his apprenticeship, Kobe consistently met his targets, completed assignments to a high standard, and engaged actively in classroom and practical learning. He developed key skills in person-centred care, safeguarding, understanding relevant laws and legislation, and recognising his responsibilities and boundaries within his role. His apprenticeship tutor, Rosemary Parker, says: “Kobe was highly engaged during teaching sessions, contributing thoughtfully to group and individual activities and demonstrating reflective practice.”
Kobe also made a significant contribution to his peers, offering guidance and reassurance to those experiencing anxiety or struggling with their work, helping to create a supportive and positive learning environment. His commitment and hard work were recognised when he achieved a Merit overall in his End Point Assessment, received an award from his Trust for specialised support and life skills, and most recently, was presented with the Adult Skills Advancement Award at the Luminate Apprenticeship Awards.
Reflecting on his apprenticeship, Kobe says it has had a profound effect on his confidence and professional development: “It helped me develop my decision-making, approach my role more thoughtfully, and see how much I’ve grown in my work.” The experience has strengthened his ambition to progress within adult care and mental health, and his move into a Level 3 Health Support Worker role marks an exciting next step in that journey.
Kobe is a passionate advocate for apprenticeships: “They allow you to learn on the job, build confidence, and gain a recognised qualification at the same time.” His journey demonstrates how dedication, empathy, and structured learning can transform both personal growth and professional practice, making him a valued member of his workplace and an inspiring example for others entering the care sector.
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Valeriia’s journey is a story of extraordinary resilience, determination, and courage. Fleeing the war in Ukraine, she arrived in the UK with no English, leaving behind her family, friends, and everything familiar. Despite the challenges, she embraced her new life with courage, staying with a host family and determined to rebuild her career.
Soon after arriving, Valeriia secured a part-time role in a primary school, and in November 2023 she began her Level 2 apprenticeship at Leeds City College. “Coming back to the education sector in the UK felt like a big achievement,” she recalls. At that time, she had limited understanding of the UK system and professional English, but she approached every challenge with positivity and perseverance, taking online lessons in her own time to improve her skills.
Valeriia’s dedication and talent quickly became apparent. She progressed into a Level 3 apprenticeship in the Special Educational Needs and Disabilities (SEND) Department, supporting the rollout of a new module within the Navigate system – a platform designed for educational institutions to manage and track non-academic activities for learners with Education, Health and Care Plans (EHCPs). Her line manager, Emma Valente, notes that her attention to detail, thirst for knowledge, and willingness to challenge poor practices have already made a tangible impact, including improving legally governed processes involving Local Authorities.
A typical week for Valeriia involves audit checks, creating reports, team discussions, and providing administrative support across multiple campuses, alongside her study commitments. “I’ve learned so much about SEND – how the system is organised, different job roles, EHCP plans and reviews, risk assessments, and the importance of values in practice,” she explains. “At first, I doubted myself a lot, but over time I started trusting my skills and my place in the team.” Her apprenticeship has helped her build confidence, trust her working environment, and develop skills that will support her future career.
Valeriia’s perseverance has been recognised both professionally and personally. Her team describe her as hardworking, generous, and kind, with a commitment that extends beyond work – she even spends weekends weaving nets to support her country.
Reflecting on her journey, Valeriia says, “The apprenticeship has shown me that I can be accepted and valued, that I am part of a team, and that it is worth moving forward and exploring opportunities.”
Looking ahead, Valeriia plans to continue her career within education, exploring ways to combine her interests in education, art, and psychology. She is also a strong advocate for apprenticeships: “It can be a pivotal point for starting your career. The support from the team and assessor makes it possible to grow, even if you feel hesitant or face challenges. An apprenticeship allows you to learn, contribute, and explore yourself with the right guidance.”
Valeriia’s journey exemplifies courage, resilience, and the transformative power of apprenticeships. Her achievements highlight not only her personal determination but also the importance of inclusive support and opportunity, making her an inspiring example for anyone navigating a new country, career, or challenge.
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We are proud to share that Leeds City College’s High Needs campus, The Vine, has been recognised for its rebound therapy provision and accredited as a Centre of Excellence in a testament to the outstanding dedication of staff and learners.
The recognition comes during a time of significant strain for the special educational needs and disabilities (SEND) system across the country and the region, with rising numbers of young people with Education and Health Care Plans and lack of specialist provisions and staffing to deliver appropriate education and care.
Rebound therapy is an intervention that uses specialised trampolines to stimulate movement, balance and sensory benefits. It is part of a tailored provision offered by a handful of other centres as part of the ‘Leeds Local Offer’.
Sarah Simpkins, Deputy Director of SEND and Inclusive Provision at the centre said:
“Rebound therapy continues to play a transformative role in our provision.
“The gentle, rhythmic movement of the trampoline helps many students develop improved muscle tone, body awareness, and balance. For others, the calming sensory experience promotes relaxation, regulation, and reduced anxiety.
“The recognition for The Vine provision shows the power of specialised provisions, where every learner, regardless of complexity, is given the opportunity to thrive.”
In December the Government announced £3 billion in funding to create around 50,000 new specialist SEND places, though policy attention remains broadly on early intervention and localised mainstream school-age places.
Centres like The Vine, offering post-16 bespoke, therapeutic and specialist provision are rarer, however, and demand for specialist post-school age provision remains high from families of SEND children.
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On Thursday 11 December, level 2 and level 3 learners from seven colleges across Yorkshire descended on Leeds City College’s Printworks campus to participate in the first Yorkshire Student Hairdressing and Barbering competition.
Founded by Leeds City College teacher, Tracy Mangan, the competition aims to create a landmark event that celebrates emerging talent within the hairdressing and barbering industry.
Learners were tasked with performing in the categories: Creative Styling, Fade, Hair up/hair down, Scissor Work, Creative Colour, Textured hair, and were judged by an expert panel.
During the day, they also had the opportunity to see live demonstrations from hairdressing and barbering professionals, and speak with them about their techniques.
With sponsors ranging from respected regional leaders to international industry titans, including Wella Professional, the competition also allowed learners to discuss career pathways and network with employers.
Thanks to the support of the competition sponsors, the event raised over £8,000 in sponsorship prizes, ensuring students were rewarded with high-quality tools and products to support their future careers.
The event’s founder and organiser, Tracy Mangan, said:
“Bringing seven Yorkshire colleges together under one roof was incredibly powerful. The standard of work, the enthusiasm of the students, and the support from industry exceeded all expectations. This is just the beginning. The aim is for this to become a regular fixture that continues to raise aspirations and create real opportunities for learners.”
Diana Bird, currently the Principal and CEO at Shipley College, is to succeed Bill Jones in the role. The move follows an earlier announcement that Jones will take over as CEO of the college’s parent organisation, Luminate Education Group, from January – following the retirement of current chief, Colin Booth, at the end of this year.
Bird, who was born and raised in Leeds and has more than 20 years’ experience in further education, is relishing taking up her next challenge – and has a strong vision for the role.
She said: “I’m driven by creating environments where students and colleagues can genuinely thrive. Leeds City College’s values of kindness, aspiration, collaboration, respect, inspiration and celebration of individuality really resonate with me – they are things I try to live through my own leadership.
“I’m very much looking forward to meeting new colleagues from across Luminate Education Group, and to reconnecting with those I have worked with in previous roles.
“The group is entering a period of change within its leadership team. My focus will be to provide steady, values-led leadership through this change, building on the excellent work already underway across the group.”
Bird’s educational career started as an ESOL (English for Speakers of Other Languages) tutor, when she taught for two hours a week at her local FE college. That quickly transformed into a full-time role in community based adult education.
She went on to hold a variety of roles – including Lead for Initial Teacher Education, Director of Education and Head of Department for English, maths and ESOL – which included spells in higher education and the voluntary and community sector.
Her heart, however, ‘definitely belongs to FE’ and she says she is excited to be joining Leeds City College (and Luminate) at a time when ‘the sector is finally being recognised by the government as central to economic growth and opportunity’.
She said: “The Post-16 Education and Skills White Paper and qualification reforms addressed in the Curriculum and Assessment Review present real opportunities, and as one of the largest education groups in the country, Luminate has a responsibility to help shape the national response.
“My focus will be to ensure the college supports the group to play a strong, confident role in these conversations.
“I am really looking forward to having the opportunity to be an ambassador for the college and to nurture really strong partnerships that expand opportunities for individuals, businesses and communities.
“One of the things that most attracted me to this role is that I will have responsibility for teaching, learning and assessment (TLA) at executive level. I believe that every student deserves the very best experience we can give them and outstanding TLA is at the heart of that.”
Jones, who has been the college’s executive principal and group deputy CEO since 2015, said: “We are really looking forward to welcoming Diana, who demonstrated a clear vision for the future of the college during our rigorous interview process, to the Luminate family.
“As a passionate advocate for FE with a wealth of experience, we are certain she will help guide the college as it rises to the challenges – and opportunities – that lie ahead.
“We are confident she has all the attributes needed, working in collaboration with our campus principals and industry partners, to align our vision and culture with Leeds and the region’s ambitious growth plans to ensure we are producing students equipped with the skills our employers need.”
Luminate Education Group teaches more than 30,000 students across its three FE colleges, and also has two sixth form colleges and two higher education institutions.
The group maintained its ‘Good’ Ofsted rating following its latest inspection earlier this year
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On 12 December 2025, we were delighted to have Alex Sobel MP and Councillor Helen Hayden visit our Future Pathways provision to learn more about how we support learners with Special Education Needs and Disabilities (SEND).
Leeds City College’s Future Pathways provision is dedicated to boosting the employment opportunities of students with education, health and care (EHC) plans and High Needs.
As well as providing a safe and supportive environment for learning, the department also works closely with employers to facilitate work experience opportunities for learners.
Saffy Blellock is taking her next step towards an IT career after excelling in her Cyber Security and Networking T Level.
Saffy recently completed her course with us, which included a rewarding industry placement at DWP (Department for Work and Pensions) Digital, in Leeds. She also enjoyed being one of our T Level and STEM Ambassadors, taking the lead in talking about the benefits of T Levels and technology-based careers to younger students and schoolchildren.
Now in the first year of her Degree Apprenticeship in Technology Services with Accenture and BPP University, she is convinced she was right to take ‘the T Level route’ after school.
She said: “I have always loved problem-solving and knew that I wanted to do something in cyber security or along those lines, and had heard about Leeds City College before, so I looked at the college’s IT courses as a ‘stepping stone’ to doing a degree apprenticeship later on.
“The course was great and the placement with DWP Digital was really nice, everyone was very welcoming. I got to work on a few different projects there, things involving data analysis and data trends, and once we even created an online knowledge article to tell people how to install different Adobe applications.”
Saffy is hoping to pick up a similar ambassadorial role during her time at Accenture’s Leeds base, where she now works four days a week, using the remaining weekday to study remotely with her university.
She said: “I’m aiming to become a Cyber First ambassador as part of my degree apprenticeship, which will involve promoting cyber security in schools. I’m really looking forward to starting that.”
As for her ultimate career destination, she is keeping that open for now – but knows it will be in the technology sector.
She said: “My degree is very broad to begin with and then lets you specialise in the final year, which is great, as it gives me a chance to learn a wide range of skills.
“Everyone at Accenture has been really welcoming and they arranged a meeting with people from all the different areas of the business, and the projects they’re working on, so I could find out what they were involved in.
“Whatever I end up doing I definitely want to stick to IT, perhaps going down the cyber security route but I like all sides of IT really – I enjoy problem solving!”
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One of our former Games Development students is celebrating winning a national award.
Larissa Radka, who completed her Level 3 course with us in 2025, has been named the 2025 TIGA BTEC Learner of the Year.
The annual TIGA Awards showcase excellence in games development, service providers and education. Nominees are judged based on an existing portfolio of work.
We spoke to Larissa about what it means to be an up-and-coming game developer.
Larissa’s fascination with games began at primary school, where her interest in game development quickly led her to decide that she wanted to work in the industry.
“Growing up during the 2010s felt like the golden age of gaming, with incredible technical breakthroughs. Batman: Arkham City completely blew me away. It was the first game that made me think, ‘I want to be part of something that makes people say wow’.”
Larissa’s love for games continued, but it wasn’t until she started her Level 3 course in Game Development at the college that she was able to dive deeper.
In her first year, she learned key skills including animation, narrative, sound design and importantly, 3D modelling — now her method of choice.
“The course made me realise just how much goes into making a game and how many different talents are needed. It also taught me how important self-motivation is in creative work.”
During a team project in her second year, an unexpected event saw Larissa step up to become her team’s programmer.
Despite her lack of experience in this role, they finished their game and were even selected for the Sheffield Game Republic Student Showcase, where they presented it to industry professionals.
Throughout, Larissa enjoyed the close encouragement of her peers and tutors, including her best friend, Patricija. She credits Level 3 Games Course leader Peter Mitchell, meanwhile, for ‘inspiring me a lot, often in funny, unexpected ways and really pushing me to grow’.
Peter said: “Larissa has been a standout student from day one, excelling in both technical skills and teamwork. Her projects even caught the eye of a game developer. Her success is a reflection of her hard work.”
So, as an award-winner, what advice would Larissa give to those who are just starting out in games development?
“Stay curious and open-minded. Don’t be afraid of challenges; they often lead to your biggest growth. Most importantly, enjoy the process and keep creating, even when it gets tough.”
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This month, we welcomed Mark Sewards MP to our 14+ Academies at Leeds City College.
He toured the facilities, met learners, and heard first-hand the impact that attending the 14+ Academies has on students’ confidence and future aspirations.
Our 14+ Academies provide a different environment and level of support for young people to achieve GCSEs alongside vocational studies.
The different environment, culture and level of support on offer have proven particularly effective in engaging young people disenfranchised by a more traditional approach to 14-16 education.
For many students, this provision is a lifeline that offers a route through education that traditional schooling could not.
Learners of all ages have been celebrating their GCSE results.
Hundreds of our students, ranging from teenagers keen to progress to work, A levels or university to adults aiming to change careers, picked up their results on Thursday 21 August.
Nana and Kobbie Owusu were both celebrating GCSE success after only one year in the UK.
The brothers moved to the country from Ghana last summer and enrolled at Somerville House to begin their new educational journey with us.
Neither had any GCSE grades or equivalent so they each began our Personal Social Development Course. Both excelled in their class, so they were quickly moved up to Level 2.
It soon became apparent that they would far exceed their predicted English and foundation maths GCSE grades, too – and on results day, that is exactly what happened. Kobbie achieved a grade 4 in both his English and maths, while Nana got a 4 for English and 5 for maths.
Student Relations and Behaviour Lead, Jake Ripton, hailed those results and declared that both brothers – who are talented footballers – were ‘destined for greatness’. He said: “It has been an absolute privilege to work with Nana and Kobbie this year.
“Their attitude to learning has been fantastic and they have been thoroughly engaged both in class and with extracurricular activities.
“We will be sad to see them go from Somerville House, but we look forward to seeing what they achieve in the future.”
Kobbie and Nana both now plan to progress to an electrical engineering course at our Printworks campus.
Many adult learners have to juggle caring responsibilities with their studies. For Sabina Wasik, who studied for her maths GCSE while looking after her six year old autistic daughter, there was also a significant language barrier to overcome.
Despite those challenges, Sabina – who moved to the UK from Poland ten years ago – excelled and achieved a grade 8, a result she and her teachers were delighted with.
She said: “I’m very happy! I never thought I’d get a grade 8, I thought maybe a 5 or 6!
“It was hard because I had to manage every lesson and everything around my daughter, Madia, so I had to find someone to take care of her because my partner works Monday to Friday.
“And I was doing Level 1 English Functional Skills at the same time as studying for the maths GCSE. It was really complicated but I tried to learn when Madia was at school and in the evenings.
“My college teachers were very patient and always happy to help, everything was explained really well. I’m now going to do an online class for GCSE English, and then we’ll see – maybe I’ll apply for university.”
Deputy Head of Community, Wendy Lane, said: “Sabina has demonstrated a commitment to studying as an adult learner.
“She has had 100 percent attendance in both her maths and English courses this year, and has developed the skills to complete the independent homework tasks.
“She didn’t believe she could achieve these grades but never gave up trying.”
Twenty two year old Holly Freemantle has had a lot on her plate this year – and had to balance studying with parenthood, moving into her first home by herself, and taking on her first part-time job.
Despite all those other responsibilities, single parent Holly was pleased to achieve a grade 5 in her English, a significant increase from the grade 2 she achieved at high school.
She also got a grade 3 in her maths exam, and is coming back to us next year to continue her studies with the ultimate aim of starting a career in nursing.
For Abbie Stephenson meanwhile, relief was the overriding emotion when she discovered she had got the grades she needed in maths and English.
Abbie will be staying with us as she goes on to study Level 2 Animal Care.
Abril Priganica has completed her time as a 14+ Academies student in fine style, achieveing a clutch of terrific grades (including two 8s and three 7s) in her maths, English language, English literature and Science GCSEs.
She said: “I’m super happy, really joyous, it’s so good to know that all of the hard work I’ve done has really paid off.”
She singled out the mental health support that the 14+ Academies provides for praise, and for helping students get through exam times.
She said: “Most mainstream schools wouldn’t have that.
“GCSEs and exam season is such a stressful time where students can eat themselves up and get super-stressed. The fact that 14+ has staff that are trained in mental health support who you can go to and be like ‘look, I’m worried, can you help me out?, has definitely helped in terms of my process mentally during exam season.”
Abril is now going on to study a BTEC Level 3 course in musical theatre.
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Our students are looking forward to brilliant opportunities in the worlds of work and learning after achieving some great results.
Learners on our T Level and other Level 3 vocational courses found out how they had fared on Thursday 14 August.
Among those delighted with their results was aspiring animator Lita Leikarte, who achieved triple Distinction stars in her Animation course.
She said: “I’ve really enjoyed learning animation over the past two years, it’s such a big industry and there’s so much you can do with it.
“I’ve also made so many great friends that I don’t think I could have met if it wasn’t at this college; the teachers here are really supportive and the courses are fun.
“Today was about proving that I’m great! I want to go into an animation studio but, for the time being, I’ll focus on building my portfolio.”
Plenty of T Level students were celebrating too, including Phebe Firth who has achieved a Distinction grade in her Health T Level.
Phebe is now preparing to head off to the University of Bradford to study paramedic science.
Fellow Health T Level learners Zoe Holmes, Emily Wilman and Isabella Holmes are also excited to have gained the grades they needed to secure work and study opportunities.
Zoe, who achieved a Distinction, will be studying midwifery at the University of Leeds while Emily, who got a Merit, is going to work as a trainee clinical support worker in the operating theatres of St James’s University Hospital.
And Isabella, who also achieved a Merit, will soon be joining the University of Leeds to study nursing.
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‘An incredible experience’.
That’s how our School of Animal Care and Land Management students have summed up an adventure-packed Turing Scheme placement with Tuli Wilderness, in Botswana.
Ten Level 3 students, plus two members of staff, got to put their training into practice during the trip – by tracking and observing wild animals in their natural habitat.
The visit included night-time safaris, trips out to see ancient cave paintings, a litter pick along a dried-up riverbed and even a fun session teaching local children the Hokey Cokey.
Student Scarlett Hartshorne said: “This has been an experience I will remember for the rest of my life!
“On one of the days, we hiked up Eagle Point and studied Bushmen paintings, and the guides taught us about how they lived.”
For Keavie Kelliher, the trip exceeded her expectations. She said: “It was my dream to be able to do something like this.
“It has been an incredible experience that has prepared me for a future career in conservation.”
For many of the students, the wildlife they encountered and observed, which included a pack of lions, was the highlight.
Damien Brown said: “We took part in a night game drive so we could observe some of the nocturnal animals and develop our night-time tracking skills.”
Kayleigh Bentley said: “It was really interesting to see animals in their natural habitat; watching the lionesses make their kill and observing how long it takes for them to eat the animal.”
Charlie Farr, meanwhile, was fascinated by contrast in the behaviour of the animals in the wild compared to those he has watched in British zoos.
Tia Battle-Lewis really valued experiencing a new culture within the context of animal conservation. She said: “One of the aspects I enjoyed the most was visiting the village and learning how the differences in money and funding can impact the way the children learn in the school.”
Maison Worral echoed those sentiments: “I loved seeing all the wildlife, experiencing the culture and learning all about the locals’ lifestyle.
“Participating in this project has inspired me to seek further social impact opportunities.”
Lucy Turnell, who was one of the accompanying staff, added: “It has been lovely to watch the group experience a wildlife safari, which is a dream for most animal care students.
“They got to use knowledge from their course in a real, wild situation.”
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At the Joseph Priestley Centre, students have been putting their skills into practice by preparing freshly made dishes using ingredients partly grown on site. These student-grown vegetables and herbs are also incorporated into food preparation courses, giving learners hands-on experience in sustainable food production.
The college’s commitment to the wider community is further demonstrated through the Emergency Food Support Programme. Operated by Public Services staff and students, and supported by the GMB Union and Too Good To Go, the programme provides weekly food supplies to those in need.
In addition, initiatives like our Free Fruit and Veg for All campaign helps redistribute surplus food to students and staff, helping to reduce waste while supporting those facing food insecurity. These projects combine practical learning with community impact, fostering social responsibility and sustainability among students.
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Our Public Services students have been gaining hands-on experience working with emergency and armed forces professionals in Italy.
The learners, accompanied by staff, spent two weeks in the Borgo region where they learned emergency essentials from Vigili de Fuoco (Fire and Rescue), Carabinieri (Police), and Alpini (Army Mountain troops) teams.
Funded by the Turing scheme UK and delivered in collaboration with Vasulgana C Sport, the trip also gave the Levels 1 -3 Entry to Uniformed Services Diploma students a chance to learn Italian, visit high-profile sporting events and explore the country’s cities.
To kick the trip off, the group travelled to Borgo Valsunguna and visited a local branch of the Carabinieri, the military arm of Italy’s two police forces. While there, they learned about the history of the 200-year-old force, which carries out domestic and foreign policing duties, and had a Q&A session with the station’s captain and marshals.
Level 3 student Jack Huddart was impressed. He said: “My visit to the Italian police station has inspired me to pursue my goal of being a police officer further. I am thankful for the opportunity as I now have a wider understanding of international policing.”
During their stay, the students also took part in weekly self-defence classes led by a trained police officer, who demonstrated how to protect yourself while on duty.
Their meeting with the Alpini, meanwhile – the Italian army’s specialist mountain infantry – gave them a chance to speak to the troops and find out what it takes to join.
Another highlight was spending an action-packed day at a local fire and rescue service, where the students participated in exercises that simulated real-life fire rescue work. Those included taking on obstacle courses and ladder climbs while wearing full protective gear, complete with oxygen tanks and masks.
Level 3 student and aspiring firefighter, Emily Dunn, said: “Being able to participate in these activities has given me an insight into what my future career could look like.”
Our students got to observe the Vigili del Fuoco and Red Cross in action, too, during a collaborative training exercise that simulated a car crash – with some of our learners playing the casualties.
There was also time for some leisure activities, including orienteering, swimming, volleyball and trekking.
One of the trip’s sporting highlights came in the second week when students travelled to a lake in Trento and learned rowing techniques before competing in a dragon boat race with students from Northwest Regional College.
The group also got to enjoy a basketball match featuring Aquila Trento, and a Serie A football match between Hellas Verona and Genoa.
There was plenty of cultural entertainment too, including trips to historical landmarks like Verona, Levico, Fort Benne, and the Pompieri Bogo Caserman, along with Italian language lessons.
Coach Sidra Choudhary, who accompanied the group, said: “The students gained practical knowledge and skills that could easily be transferred to public services in the UK. “They were also able grow in confidence, maturity and independence.”
Level 3 student Molly Smith added: “I found this experience very useful, especially for future employment. I have also made lasting memories with the group of people I was with.”
At The Vine, home to our specialist Profound and Multiple Learning Disability (PMLD) provision, students recently took part in an exciting digital inclusion project exploring new ways to support communication. Using BrightSign Gloves – an innovative tool that translates sign language into speech – learners were able to experiment with technology designed specifically to break down communication barriers for deaf individuals.
The project gave students the chance to build their digital skills, confidence, and problem-solving abilities, while also deepening their understanding of how assistive technologies can transform everyday interactions. By engaging with tools that promote accessibility, learners were able to see first-hand how inclusive design can empower people and expand opportunities.
This work reflects our belief that inclusion should be embedded into every aspect of curriculum design. It’s not just about using technology – it’s about fostering awareness, independence, and respect for diverse communication needs.
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Students from Leeds City College have been making a real difference in their local communities through a series of volunteering and fundraising initiatives designed to promote wellbeing, connection, and social responsibility.
As part of the Feel Good Factor (FGF) Community Wellbeing Project in Chapeltown, students dedicated their time to improving local green spaces. Their efforts included building a community pond, planting wildflowers, maintaining outdoor areas, and supporting biodiversity initiatives – creating more welcoming public spaces for residents and wildlife alike.
Beyond the environmental impact, the project fostered intergenerational learning, with students engaging in meaningful conversations with local residents of all ages. These interactions helped learners build empathy, communication, and teamwork skills while deepening their understanding of the diverse needs and perspectives within their community. The experience encouraged students to recognise how small, hands-on actions can have a lasting social and environmental impact.
Alongside this, English for Speakers of Other Languages (ESOL) students at North Street showcased leadership and creativity through a student-led fundraising project supported by the Park Lane Foundation. Their initiative raised over £1,400 for local charities, demonstrating how collaboration and civic engagement can make a tangible difference.
Together, these projects highlight Leeds City College’s commitment to nurturing socially responsible learners – equipping them with the skills, values, and confidence to contribute positively to their communities and beyond.
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One of our Barbering students has proved he’s ‘a cut above the rest’ by winning a major award.
Kian Dixon triumphed in the Barbering Level 3 category of this year’s Concept Hair Learner of the Year competition – a prestigious event that attracts thousands of entrants from across the UK.
The contest is a platform for students to showcase their talent and creativity and Kian, who was up against five other Barbering finalists, did just that to secure his win.
Level 3 Barbering tutor, Tracy Mangan, said: “Always striving for excellence, Kian has demonstrated the qualities of a future industry leader. His ability to stay focused and maintain such a high standard of work has earned him this well-deserved recognition.
“I am incredibly proud of him and look forward to seeing what his bright future in barbering holds.”
Delighted with his win, Kian was also keen to credit the college – where he studies at Printworks Campus – for the support and training he has received.
Kian, second from right, with his award
He said: “It felt amazing to win, I felt lucky just to get down to the finalists, never mind winning it.
“I’ve really enjoyed my course, I have learnt a lot and made some good friends. My tutor is very good and creates an enjoyable learning environment.
“I am already working part-time at a barbers, so when I finish college I’ll be going full-time.”
His fellow barbering students have been celebrating, too. One said: “It was pure joy to see one of my pals go and win it after all the effort he has put in.”
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At Leeds City College, empowering young women to pursue careers in technology is a priority.
Throughout the year, female students have engaged in a range of enriching experiences that showcase the opportunities available in the sector. From industry masterclasses to international learning experiences, students have connected with leading tech organisations, gaining valuable skills and insights.
Leeds City College has collaborated with major industry players to provide students with valuable exposure to the tech sector. Events such as a KPMG masterclass for Digital and IT students, a visit to Sky as part of Women in Tech Week, and an International Women’s Day activity with Ahead Partnership have given students hands-on experience and networking opportunities. Additionally, a female PTEC student had the exciting opportunity to travel to New Zealand as part of their course thanks to the Turing Scheme, gaining international insights into the tech industry. These initiatives have helped female students understand different career paths, develop technical skills, and gain confidence in their abilities within the industry.
One of the standout experiences was a Health Tech Hack, attended by student Flora Boateng. This event, organised by Leeds Digital Health, brought together developers, healthcare professionals, and innovators to create technological solutions aimed at improving healthcare. Participants worked collaboratively on developing apps, devices, or software designed to enhance patient care, reduce costs, and improve access to medical services.
The event involved brainstorming, rapid prototyping, and testing innovative ideas. Students were divided into groups, encouraging teamwork and idea-sharing while solving real-world healthcare challenges. Flora said, “Taking part in the health tech hackathon was an eye-opening experience. It challenged me to think creatively and work collaboratively to solve real-world healthcare problems. I didn’t fully appreciate how technology could transform patient care until I saw the innovative solutions teams developed in such a short time. It’s definitely made me consider a future in health tech.”
Another inspiring student making strides in the tech industry is Saffy Bellock. She has actively participated in multiple Hackathons with AQL, gaining hands-on experience in digital problem-solving and innovation. Additionally, Saffy has attended two Women in Tech networking breakfasts and last year’s Digital Ball, connecting with industry professionals and expanding her network.
As both a T Level and STEM ambassador, Saffy has dedicated her time to volunteering for several events within the college, including the Leeds Apprenticeship Fair and the Digital Careers Fair. Her passion for technology extends to cybersecurity and digital technologies, having attended multiple events centered around these fields.
Currently, Saffy is gaining valuable industry experience through her work placement at DWP Digital. Her involvement in various events and initiatives showcases her commitment to inspiring other young women to pursue careers in technology.
Anita Emeribe has also been a strong advocate for women in technology at Leeds City College. She was selected to represent the Digital and IT department in a meeting with Ofsted, where she joined students from other departments to provide insights into their learning experiences. Her participation in this meeting reflects the college’s dedication to student representation and ensuring that young women in tech have a voice at the highest levels.
These initiatives are part of Leeds City College’s broader commitment to bridging the gender gap in the technology sector. By offering access to masterclasses, industry visits, international learning opportunities, and hands-on innovation challenges, the college is ensuring that female students are equipped with the skills, knowledge, and confidence needed to succeed in tech careers.
Through continued collaboration with industry leaders, Leeds City College remains dedicated to fostering an inclusive and dynamic learning environment where women can thrive in technology.
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Councillor James Lewis, Leader of Leeds City Council, visited Swinnow Community Centre to witness the incredible work of students from Leeds City College participating in The King’s Trust programme. This initiative supports young adults in developing skills and gaining valuable experience to help them transition into employment.
During the visit, Councillor Lewis met with students and staff, observing their contributions to the community. The students took on various tasks at the centre, including cleaning, painting, and planting, all aimed at enhancing the space for local residents.
Peter, a current student on the programme, said: “I’ve really enjoyed my time on the programme so far – since we’ve started, we’ve undertaken team-building exercises, icebreakers and went on a residential at Kingswood. Throughout the programme, I’ve gained confidence, developed communication skills, and worked on a number of community projects. I’ve also got a two-week work placement coming up which I’m really looking forward to.”
“This programme has helped me set goals for the future, and my end goal is to work in IT. It’s been great to be a part of this cohort – we all come from different backgrounds, and I’ve made some really good friends along the way.”
The King’s Trust programme offers a hands-on approach to learning, providing young people with the confidence, practical skills, and sense of achievement needed for future employment. This 12-week course, designed for young adults aged 19-25, combines team-building exercises, community projects, and work placements. In its final week, participants celebrate their achievements with a presentation.
King’s Trust Programme Leader, Jonathan Benton, highlighted the impact of the course: “The personal development our learners have demonstrated throughout the programme has been fantastic. They’ve taken real ownership of their projects – identifying who in the community they can support, reaching out to key stakeholders, and organising meaningful initiatives. Alongside the Swinnow Community project, this cohort has created an allotment at Southroyd Primary School to grow their own produce, supported the park ranger in developing the rose garden at Gotts Park, and contributed to the Vineyard Food Pantry. It’s incredible to see them giving back to their community while building the skills and confidence that will support them in their future careers.”
This visit reinforced the power of community-driven initiatives in fostering personal and professional growth. The King’s Trust programme continues to be a vital stepping stone for young people looking to build meaningful careers while making a tangible difference in their communities.
Councillor Lewis expressed his appreciation for the programme, highlighting the positive impact it has on both the learners and the wider community.
“It’s been great to be here in Swinnow to see the work that is happening and how it’s supporting the young people of our region. The positive impact of the work that happens here through a Combined Authority not only benefits the people but the community as a whole.”
Luminate Education Group, of which Leeds City College is a part of, has a longstanding relationship with The King’s Trust. This partnership has helped countless young people gain essential skills and work experience, advancing their career goals. Through initiatives like this, Luminate Education Group remains committed to supporting learners in their personal and professional development, ensuring they are well-prepared for the future.
Our College Parliament has met in Leeds Civic Hall again for the first time since the pandemic.
The Members of College Parliament (MCPs) assembled in the Council Chambers to discuss our student community’s main concerns with senior members of staff.
During the event the MCPs reported back on the results of Make Your Mark: a scheme which asks young people to vote for three issues – from a list of seven – that are most important to them.
This year’s consultation, held during UK Parliament Week in November, marked a milestone for our college in terms of participation, with more than 3,100 students casting their vote.
The ‘top three’ topics chosen by learners at each of our campuses then formed the agenda for December’s College Parliament.
Access to mental health support, getting more opportunities for work experience, volunteering and jobs, and crime and safety were all highlighted as pressing concerns.
In response, Wellbeing Team Leader Jason Charles said he would be visiting each campus in the new year to raise awareness of mental health support services and to discuss new wellbeing initiatives.
The MCPs also reported on students feeling unprepared for job-hunting, with international learners facing additional barriers.
Business Engagement Officer Holly Dewing was grateful for the feedback. She said: “We’ll engage with students to determine the best ways to communicate and make workplace access more accessible.”
Social Action and Student Voice Lead Lindsey Topham-Whitton, meanwhile, who organised the event, emphasised the importance of open communication between staff and students. She said: “It can help us make better and more informed decisions, as a group, going forward.”
Our Executive Principal Bill Jones, who also fielded questions, echoed those sentiments. He said: “Hearing where we need to improve is really important.
“Most of all, we want your education to be outstanding and for you to be inspired by your teachers.”
Thanking the student representatives from each campus for their contributions, he added: “I’m really happy to know our MCPs have gone through a democratic process to get where we are.
“Democracy is precious. What you’re doing is democracy, and it cannot be taken for granted.
“Carry on being political, carry on being interested: you can and will change the world! Don’t be apathetic. If you don’t like something, change it – you have that power.”
Students’ Union President Qasim Shaik agreed: “Democracy is a very important thing, and it’s the reason I’m here and you guys are here. Your feedback really does make a difference.”
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