Students across Capital City College took part in a series of welcome events to mark the start of the new academic year.
A series of Welcome Fest events took place at various Capital City College (CCC) campuses in September. The events, which were organised by the college’s enrichment officers during the first few weeks of the new term, set a positive tone for the start of the year and provided a memorable welcome for both new and returning students.
During the event, students were invited to engage with a whole host of external organisations and internal departments to access information and advice on a number of matters. Representatives from local community organisations, charities and universities joined CCC’s welfare, sport and careers teams to welcome students across different college campuses.
With hundreds of students attending each event, the atmosphere was one of excitement and engagement. Students eagerly made their way around the different stalls, interacting with representatives from organisations such as Brook, Shout Out UK and Friends of the Earth to ask thoughtful questions and learn more about their work or activities. To add to the celebratory feel of the Welcome Fest events, there were a variety of snacks and treats on offer including fresh popcorn, pancakes and sweets.
The welcome fairs at CCC
Delicious food at the CCC Welcome Fests
A busy Welcome Fest event at CCC
Aleena Sharif, Enrichment Officer at CCC, talked about the Welcome Fest at CCC’s Angel campus: “The Welcome Fest was a fantastic event that gave learners the chance to engage with different organisations and discover more about them. The students at Angel were enthusiastic and actively involved, confidently approaching the organisations throughout the event. By the end, the organisations were very impressed with the students’ level of engagement and evident confidence, it was a well-rounded event enjoyed by both learners and staff.”
The Welcome Fest events form a key part of the college calendar, offering students the opportunity to build confidence in interacting with college staff and members of external organisations, while also allowing them to learn more about the different departments that they can turn to for guidance when needed.
The start of a new academic year can be an exciting and intense time. If you’re a CCC students looking for support or information on different aspects of college life, take a look at the following pages on our website:
We shine a spotlight on Capital City College’s invaluable Learning Support Assistants and hear more about how their work impacts our students.
On Friday 26 September, schools across the UK celebrate National Teaching Assistants’ Day. At Capital City College (CCC), our teachers are helped by an incredible team of Learning Support Assistants (LSAs) who work tirelessly to support our students throughout their courses.
We heard from four of our wonderful LSAs, Ama Robinson, Zandra Robson, Claudia Popescu and Ashley Quinnell, who took some time in between classes to tell us more about what they do and why providing academic support is just the tip of the iceberg.
What inspired you to become a Learning Support Assistant, and what do you enjoy most about the role?
Ama: In secondary school, I was diagnosed with Dyslexia, and had the opportunity to work with some wonderful Learning Support Assistants who completely transformed my experience of education. Through them, I was able to understand my learning style, and develop strategies that helped me to overcome the difficulties I was facing. When I reflected on my time in education, it was working one-to-one with an LSA that most helped me to be successful in education and in later life. When I had the opportunity to train and work with the Additional Learning Support team at Capital City College, I felt like I had discovered a way to pursue my passion. I’ve been working with the college for six years, and have been rewarded every day.
Ashley: I wanted to become a teaching assistant in Supported Learning as I have a passion for helping people. I love watching students reach their potential and build confidence in themselves.
Zandra: I wanted to become a Learning Support Assistant as I felt it would be rewarding to support students in the classroom, especially those who have particular barriers to learning, and help them achieve their goals. What I enjoy most about the role is building rapport with the students and seeing them develop over the year.
What I enjoy most is being there for them, not just as “students,” but as human beings who deserve to feel seen, valued, and cared for.
Claudia: I never imagined myself working in education. My background is artistic, and later, after moving to London, I studied Psychology. That’s when I realised how much I wanted to support young people who face difficulties in life. As a child, I went through hard times myself and had no support, and I promised myself I wouldn’t stand by and watch others feel the same way. What I enjoy most is being there for them, not just as “students,” but as human beings who deserve to feel seen, valued, and cared for.
Can you share a moment when you felt you made a real difference in a student’s life?
Zandra: I worked with a student who was really struggling with various Maths topics. It was having a huge impact on her self-confidence and causing her a lot of stress. After working with her on a one-to-one basis and trying different techniques and methods, she eventually grasped a particular subject. She was so pleased with herself, and once she realised she could learn something that had previously seemed impossible, her confidence grew. Her engagement in Maths lessons significantly improved and she achieved her grade 4 that year.
Ama: Learners that work with LSAs have sometimes had difficult experiences in education prior to joining college. Some have only recently received a SEND diagnosis and fear the stigma a diagnosis can be associated with. I find it very rewarding when working with learners, having the opportunity to listen to and validate their experiences can encourage that learner to find a stronger sense of self-acceptance and pride within themselves.
Claudia: It’s often the small moments that show me I’ve made a difference, when a student who felt invisible begins to believe in themselves, or someone who was closed off starts to open up. One message I received from a former student touched me more than anything else. A year after graduating, she wrote to tell me that she had gone through a really hard time and felt lost but eventually found the strength to keep going and enrol at university. She said she had learned from me that it’s okay to fall, as long as you get back up every time, and that it felt wrong not to try, because I had taught her better than that. Reading her words reminded me why this work matters so much, and how the care and belief we give can stay with someone long after they leave our classroom.
Ashley: I had one student who had difficulty spelling simple words. I would sit with him and encourage him to try and sound words out slowly. We would practice every lesson and to see him complete spelling work and get more and more right each week was great. It was very rewarding to see the progress he made and the confidence it gave him, which led to him speaking up in class more – to know I had a part in that brings a smile to my face.
What’s one thing you wish more people knew about the role of a Learning Support Assistant?
Zandra: I wish more people knew that the role is about far more than simply providing academic support. We help students build confidence and develop independence. LSAs are often the people students trust and turn to for more than just help with college work.
Ashley: It’s not just sitting with students and helping them complete their work, it’s having lots of patience, giving guidance, celebrating the little wins and just being someone they can rely on to listen. Every day is different, and it has its challenges, but it is worth it.
Ama: For an LSA, it’s not just about supporting learners academically. We have to develop unique strategies to support an individual’s diverse range of needs, including social and behavioural needs.
Claudia: That it’s not just about academics or following a provision file. Those things are important, but they don’t tell the whole story of a person. I don’t have a fixed method – my way of working is to first build a bond, to get to know the young person, and then figure out what really helps them. Maybe that means finding the right way to encourage them with maths, or maybe it’s simply making sure they feel safe and understood. Many of the young people I work with carry heavy challenges in their personal lives and, for some, college is the only place they feel accepted. They need to know that someone genuinely cares for them, not just as learners, but as people.
How do you support students in building confidence and independence in their learning?
Zandra: The first step is to build rapport and trust with a student. Once they feel comfortable working with you, they’re more open to learning and more likely to listen to your guidance. Each student is different so, by maintaining open communication and working together, we can find methods that suit them best and tailor support accordingly. This is often achieved by breaking tasks into manageable steps, encouraging them to try things independently and then praising their efforts. It’s also important to help them understand that making mistakes isn’t failure but a key part of learning.
Ashley: I help students build confidence and independence by breaking their tasks into smaller more manageable steps, so they are more achievable, praising the effort put in and reminding them that we all make mistakes and without making them we would never learn. Once they have built some confidence I step back so they work more independently and develop both skills and self-belief.
Claudia: For me, it starts with connection. I see them first as people, and when they feel understood and cared for, confidence grows naturally. From there, I encourage them step by step, celebrate the small victories, and remind them that it’s okay to make mistakes along the way. Over time, they begin to trust themselves more and discover their own strength, and that’s when independence really takes root.
What’s the most rewarding part of working in education, especially in an LSA role?
Ama: In my role, I can dedicate my time to making a tangible difference in a learner’s journey. I have the opportunity to foster an inclusive and ambitious learning environment for our SEND learners. It feels great to see learners exceed their expectations of themselves.
Zandra: The most rewarding part is helping a student overcome a particular challenge and seeing them feel proud of what they’ve achieved. Working within a team of like-minded people is also very fulfilling. When a student thanks you for your help, that feels really special.
Ashley: Personally, it is the moments a student achieves something they said they could not do and progress onto the next level, and you see the pride and smiles on their faces – knowing I had a helping hand in that is incredibly rewarding and fulfilling.
We’re incredibly proud of our marvellous team of Learning Support Assistants, and we see the positive impact of their hard work and dedication to supporting students in achieving their personal and academic goals on a daily basis.
At Capital City College, we believe that every student should have the opportunity to pursue their studies and career path to the fullest. Find out more about our commitment to Student Support and Wellbeing.
I’m originally from Jamaica and, from the age of around eight, I used to crochet swimming costumes to sell to the tourists. My godmother paid me for them, I’m sure she paid badly, but when you’re eight and you’re getting any kind of income you think, “Yes, I’m onto something here.”
When I left university, I did a placement in New York just behind Times Square working for a textile mill. They sold fabric to almost everybody in the fashion and textile district and that was my first real insight into the fashion industry. My main job was to prepare and deliver swatches and I started to get excited by the different kinds of materials. I’d also get a sneak peek into the studios and see the garments coming off the rail and I thought it was incredible. That’s where it started really.
I then worked for another textile company that represented a number of textile mills in India and China before moving into home furnishings, making fabrics for interiors. I was working on interior design products for Cath Kidston and Ralph Lauren. I left that and started to do my own swatches before I moved into teaching.
What do you like most about teaching?
For me, teaching is a little bit like planting – you’re planting and hoping, and you’re trusting that if you throw the right stuff in the soil, it’ll come out. There’s normally a point when a student suddenly gets it and it all makes sense. You don’t always see when the shift happens, but it’s there. I call it “the before and after”. In those moments, I feel like I’m skipping because the magic’s happened. My students sometimes say, “You’re doing that thing again. You’re doing the dancing thing when you get excited.”
Sometimes we have students for whom life is complicated, and life doesn’t always pause to allow you to do the things you need to do. It’s a privileged position when you can support a learner through those things and see them flourish at the end. There are moments when I see young people going to great lengths just to progress. I remember those moments and they fuel me to support other young people facing challenges, whether it’s a lack of motivation or a lack of ideas, or something else.
Do students need to have specific skills to enrol on your courses?
I think we’re becoming more open-minded in terms of how we enrol and what’s required for students to come and do our courses. One of the unfortunate things we’ve seen is a real trend in the amount of young people who no longer have access to creative subjects at schools. A lot of young people are being expected to choose at 14 between, for example, music and textiles, and if they’ve chosen music, it’s harder to find their way back. We’re trying to take a more lateral view and offer more flexibility in response to that, and we’re offering portfolio workshops and setting summer projects.
What are some of the key skills that students might learn on your course?
One of the things we’ve held onto on our Foundation pathways and on many of our Level 2 and Level 3 courses is the importance of the fundamentals. We take the view that you become innovators and ground-breakers once you know the rules. This means that we get students to learn key construction skills and really explore the formal elements. We get them to understand how colour works, how to pull concepts and ideas from even the humblest of starting points.
We encourage our students to play. Play is a big part of being creative and really important for enjoying the design journey, because sometimes it can be difficult. We remind students to look around at their everyday lived experience to pull ideas from their environment. It’s about how you keep generating ideas as a designer, and what tools you can use to be able to constantly reinvent yourself – because you’ll have spent years imagining what your first collection is going to look like, but what about your 12th collection?
What recent projects have your students worked on?
Earlier this month, during our first in-person session together on the Level 3 Foundation Diploma (UAL) – Fashion/Textiles Pathway, I told the students that we had the opportunity to take part in the Camden as a Catwalk Project with a runway show on 21 September. In an incredibly short time frame, we managed to create a series of outfits for the show. We had lots of teachable moments along the way around how we collaborate, how we communicate and how we make things work with limited experience. I’m hoping that the students got a real sense of achievement out of it.
We’ve already had a conversation about the fact that they’ve achieved this in a matter of days, so what will they achieve moving forward? It’s that distance, that journey that we really hold on to during the course. I’m not so interested in your starting point. I’m interested in the progress you make on your journey, because that’s when the magic happens.
Modelling a CCC student design
A design in the CCC workshop with the fashion students
Close-up of a CCC student fashion design
CCC student designs for the LFW catwalk show
CCC student design
What techniques can students learn with you?
We teach a lot of traditional techniques. My background is in woven textiles, so I do lean towards constructed textiles such as knitting and macrame. There’s a natural element of theatre in those techniques, and they complement flat pattern cutting and construction, giving it an interesting kink or an irregularity. For students who aren’t natural pattern cutters, they can lean into the properties of yarn and other materials by having an understanding of how those materials behave.
Sometimes there’s the tendency to focus on the designers and not the package that comes with the industry. There are a whole host of jobs that are needed to create the collection. Someone might not be a natural fashion designer, but maybe they’re more of a garment technologist or a surface pattern designer or a lace maker. The course allows them to explore all of those disciplines that sit under the umbrella of fashion and textiles.
What trends have caught your eye this season?
I do keep an eye on the trends, and I like the luxury faux fur that still seems to be a key element with lots of browns (they say brown is still the new black). I like that sense of luxury with a feeling of opulence – I call it “quiet opulence”.
Trends such as lace and faux fur remind me of the 90s where there was a quiet simplicity, and things were more lasting – and that seems to be a current focus. It might be a reflection of where we are as societies, where we’re wanting to make things that feel more timeless. I think designers are wanting to play a greater role in terms of creating things that are more sustainable, things that are versatile and can be easily paired up with other items.
There’s a sense of classic garments and silhouettes that are beautifully draped or tailored, which can be dressed up or down with other looks so they’re much more versatile. There’s an awareness that we need things that are not going to just end up in landfill, and that coincides with a massive shift in companies selling second-hand things online.
What do you like about London Fashion Week?
I like London Fashion Week because you tend to see more groundbreaking designs and it feels more original – and I like the surprise. If you look at other Fashion Weeks where designers are more established, we know what we’re going to get in most cases, because there’s a signature style.
Whose collection are you looking forward to seeing?
This year I’m keen to see Mark Fast’s collection. He does really interesting knits and woven pieces. But then I’m always on the lookout for a new name – I quite like it when there’s a designer that I’ve never heard of.
What advice would you give to people thinking about studying fashion?
If you’re someone who wants to study fashion, the team we have at CCC is possibly the most nurturing team you will ever encounter. I often think “I wish I studied here”. The teachers really care, and they really instil a culture of care into the students. For those thinking about a future in design, I think you have to live it, breathe it, sleep it, and you have to put the hours in to make it work. It’s not an easy industry, but it’s rewarding and it’s one that you can do well in but you have to be prepared to put the work in.
Dr Neil Alexander-Passe, Exam Access Assessor at Capital City College (CCC), has published a book examining autism awareness and crime.
Dr Neil Alexander Passe, Exam Access Assessor at Capital City College (CCC), has published a new book exploring Autism Spectrum Disorder (ASD) and examining how a lack of understanding, awareness and training in schools and within the criminal justice system increases the likelihood of subsequent criminal behaviour. Autism Awareness and Crime: Investigating the School-to-Prison Pipeline is the third in a series of books written by Neil examining the relationship between neurodiversity and crime.
The book looks at the type of offences that young people with autism are commonly arrested for, and the contributing related autistic traits which can be identified as risk factors. He examines criminal offences such as stalking, arson and cyber-crimes in detail while also considering how individuals with ASD are treated by the criminal justice system.
In addition to his research and writing work, Neil currently works at CCC’s Camden Campus as an Exam Access Assessor, assessing students for possible allowances for their GCSE, A levels or BTEC exams. We spoke to Neil to find out more about his role, his research and his writing.
How did you get into your current role?
I was a school SENCO (Special Educational Needs Coordinator) for about 10 years, working in primary and secondary schools. During that time, I trained to be an exam assessor – it’s a post-grad training.
What do you like most about your role?
One of the reasons for changing from my previous role to this one is that I can affect change and give students the support I wasn’t able to give them in school because of time constraints. This is a more targeted role, allowing us to give the students what they need to be successful in their learning journey.
What led you to write this book?
This is my 18th book, so I’ve written a lot. My PhD is in dyslexia, school based trauma and post-school success. This book is the third title in a series looking at the school-to-prison pipeline. The first book was on dyslexia, neurodiversity and crime, and the second book was on ADHD and crime, and this most recent book is on autism and crime.
Each group fails for very different reasons, and I wanted to develop my knowledge of autism – this book allowed me to do that. I was also able to look at specific areas such as meltdowns within schools, which often lead to the police being called. A meltdown is when a child or a young person with autism gets dysregulated. This can be triggered by noise or change and leads them to the point where they lose consciousness of what they are doing and they may push with their hands or throw things. Where this is deemed to be violence, and the police are called, it can lead to them being thrown out of school.
Working within schools, I’ve seen that kids are being failed. They’re not being tested for various learning needs and are then being forced out of schools and expelled. This leads them to be referred to a Pupil Referral Unit (PRU), where they are vulnerable to drugs, gangs and crime – and this can set them on a pathway to crime as a career.
Who is the book aimed at?
The book is ideal for students, researchers and practitioners working within special educational needs, social work, criminology and forensic psychology. It’s likely to be used on higher education courses such as degrees and master’s courses. It’s going down really well and there are a lot of people who would like it to be sent out to schools and used at crime units.
What are you working on next?
I’ve just sent my publisher my latest book on neurodiversity on entrepreneurship, so that should be out in three or four months. It’s based on a paper I previously wrote that looked at the management strategies used by well-known entrepreneurs such as Elon Musk, Bill Gates, Jeff Bezos, James Dyson and Richard Branson. The book is built on that paper and also incorporates a large survey talking to another 32 business people with either ADHD, autism or dyslexia.
I’m currently finishing a book on dyslexia, art and school-based trauma. A lot of dyslexic people struggle with reading and writing and turn to art as a career. It’s the trauma that they’ve felt just going through school that has led to them making art as a means of really talking about their lives.
Professor Sir Simon Baron-Cohen, Director, Autism Research Centre, Cambridge University, said: “This valuable book highlights how autistic people are at increased risk of becoming involved in the criminal justice system. In most cases, this is for reasons related to their disability, and where they had no intention of breaking the law. Neil makes the powerful case that with greater support at school, autistic people can avoid this pipeline to prison altogether.”
Professor Amanda Kirby, Emeritus Professor at the University of South Wales, Honorary Professor at Cardiff University, and Visiting Professor at Trinity College, Dublin, said: “Autism and Crime is a thought-provoking and essential read that illuminates the systemic barriers faced by autistic individuals in education, society, and the criminal justice system. With its blend of research, lived experiences, and actionable recommendations, it is a vital resource for anyone committed to equity, understanding, and reform.”
At CCC, we believe in offering every student the opportunity to learn and pursue their career path to the fullest. We warmly encourage applications from individuals with diverse learning needs and are committed to providing the necessary support. You can learn more about the Support and wellbeing resources available at CCC contact the relevant Additional Learning Services (ALS) team for more information.
In a special treat for fashion lovers in England’s capital, a catwalk show for London Fashion Week featured designs from fashion students studying at Capital City College (CCC).
Held on Sunday, 21 September, as part of Camden Council’s 18-month trial pedestrianisation of Camden High Street, CCC students took part in an open-air catwalk show for London Fashion Week held on the popular high street, which also featured pop-up sections from Stuart Trevor, founder of AllSaints, and Atelier Tamman.
Students were given a brief to create designs that showcase moments from 60 years of Camden’s history, tracing the different fashion genres that have influenced Camden through the decades, while demonstrating a commitment to environmental responsibility.
CCC fashion designs on the LFW catwalk
Teenagers Ruby Hollier and Jayah Dos Santos are in their second year, studying Level 3 Fashion and Communication at CCC. Inspired by koi fish and yin and yang, they repurposed denim materials to create a monochromatic outfit made of a corset top, skirt and a jacket featuring koi fish patterns in red velvet and embroidery.
Ruby said: “I liked using scrapped fabrics and everything else. I hope sustainable fashion practices stay around, especially because with this project, it was so much fun using jeans to make a corset.”
Modelling CCC fashion student designs on the catwalk
CCC student designs at LFW
Catwalk designs from CCC students
CCC student designs on the catwalk
Models in CCC fashion student designs
A few of the designs from CCC students on the catwalk
Gender swapping fashion
Another student team, Matteo Zhabina and Matthew Smith, Level 3 Fashion and Communication students at CCC, honoured gender fluidity in their designs. Taking inspiration from Cristóbal Balenciaga, sharp tailoring and 1990s power dressing, the pair decided to gender swap garments, using donated materials originally meant for men or women to creating two unique unisex outfits for the show.
Matteo said, “One design will feature a long coat with a train, based on tailored jackets. Using second-hand clothes, our second look is a long tight skirt and sleeveless jacket with three layers of lapels. We use techniques of hand sewing and machine stitches, which lets us have more experimentation with the look.”
CCC catwalk designs for LFW
The art of sustainability in fashion at CCC
Arts Curriculum Manager Julie Gillespie at CCC’s King’s Cross campus and Rebecca Tristam, Group Head of School for Art at CCC, worked with the students for this project, providing the second-hand materials for the students.
Julie Gillespie said, “Sustainability is something we value highly at CCC. From the moment our students enter the classroom, we’ve removed sketchbooks. We provide some basic materials for them to work from, but we educate them on how essential it is to use, reuse and repurpose materials and avoid waste.”
Rebecca added: “It’s what makes this opportunity so great, seeing what original and sustainable designs our students can create working toward a set brief. It’s one thing to create a design in the privacy of the classroom, but another to see it on the catwalk.”
“This is really a fantastic opportunity for our students, and we’re so proud of them to have achieved so much so early on in their careers. We are grateful to Camden Council for inviting our students to take part in the show, and can’t wait to see where this leads.”
Isatu Taylor, Curriculum Leader (Centre Schools) at CCC’s Holloway campus, added: “London Fashion Week in particular reveals some of the most original designs and themes that we see across the industry each season, and with Camden’s rich heritage, this brief with a focus on sustainability comes at the perfect time. With the fashion industry at risk of becoming less inclusive than before, it’s wonderful to see our students jump at this opportunity and really bring this brief to life.”
This week, Ethos Universitas has recognised Capital City College (CCC) for ethical leadership in academia, and has bestowed Honorary Companionship status on the College.
Ethos Universitas is an international initiative that recognizes universities and higher education institutions committed to ethics, integrity, and responsibility as core academic values. It the global initiative of the University Platform PCU Committee of Panathlon International, the association recognised by the International Olympic Committee.
With nearly 150 academic institutions in more than 30 countries, the initiative highlights academic institutions that act as ethical beacons, shaping new generations not only through knowledge, but also through fairness, inclusion, and responsibility.
CCC has been acknowledged by the Ethos Universitas as an Honorary Companion, and will receive an official Ethos Universitas Seal and Certificate, symbolising ethical leadership in academia. CCC will also have the opportunity to attend the annual Ethos Universitas Awarding Summit, held during the week of United Nations Day (October 24), to join other organisations in sharing achievements, exchanging best practices, and celebrating leadership in education.
Being recognised as an Honorary Companion of Ethos Universitas affirms an institution’s dedication to ethical leadership in education and connects it to a global community of academic leaders. This network brings together vice-chancellors, academic executives, international officers, and institutional representatives who collaborate to strengthen ethical standards in further and higher education around the world.
Prof. Dr. Em. Francis Van Loon, Baron, Honorary Rector of the University of Antwerp, Initiator and President of Ethos Universitas, said: “Higher education institutions must be more than centres of knowledge; they must serve as ethical beacons, guiding new generations with integrity, fairness, and responsibility.
“Ethos Universitas affirms this mission and unites institutions worldwide in their commitment to academic values. We are therefore proud and honoured to welcome Capital City College as part of Ethos Universitas.”
Angela Joyce, Chief Executive of CCC, said: “We are delighted to receive this honour, and are proud to be part of this initiative. The link to the International Olympic Committee promoted values of excellence, friendship and respect align greatly with our ethos and ambition. By joining this esteemed international network, we hope to connect with fellow leaders in academia and broaden our standards of best practice in further education.”
Brianna Neville, a former professional roller-skater and student at Capital City College (CCC), has accepted a highly-paid degree apprenticeship with Santander Corporate & Investment Banking (CIB). She is one of the first five apprentices ever hired by the global division.1
With the average university student debt reaching £53,000, 2 more Gen Z students are choosing apprenticeships as debt-free routes into professional careers.
Brianna currently studies at CCC for a BTEC Extended Diploma in Business. She joined the Lloyds Junior Scholars Programme, earning a competitive summer placement at Halifax, and completed work experience at KPMG and Deutsche Bank. Last year, she joined the Career Ready programme , gaining a mentor and securing a two-month internship with Santander CIB.
At age fifteen, during the COVID-19 pandemic, Brianna began roller-skating, posting content online and quickly joining a professional team. Her career took off with brand campaigns for Adidas and GANNI, and a hashtag trend she started now has nearly 15,000 videos and over 100 million views. Her biggest campaign, with Gatorade, involved managing invoices and coordinating skaters for international trips, sparking her interest in finance.
Following her experiences, Brianna received two paid degree apprenticeship offers which will allow her to train as a qualified accountant. This includes full sponsorship of her Level 4 ACCA qualification, with the potential to progress to Level 7 and become a chartered accountant by her early twenties. At an age when many university graduates will apply for jobs, Brianna will already have valuable experience and qualifications on her CV.
Being headhunted, offered a high apprenticeship salary, and in appreciation of the company’s investment in her, Brianna chose Santander CIB over a Russell Group university offer.
Brianna explained how the “investment and attention to detail is what I really appreciate from the company altogether the way they were so intentional about me returning really attracted me.”
“I would recommend that if anyone isn’t sure about what you want to do for a career, then take some time out to think about it. Don’t go left, don’t go right. Don’t do what everyone else is doing just because you think you have to. But don’t just sit down and do nothing. Roller-skating for me meant I could travel the world, and come face to face with other people, other cultures, and figure out what I wanted to do next.”
Sherwyn Atkins, HE and Careers Advisor at CCC, said: “We are extraordinarily proud of Brianna and all she has achieved in such a short time. It’s not every day you meet someone who has travelled to more than seven countries and is also a professional roller-skater. I can’t wait to see what Brianna does next.”
Anouskha Cooppen, Senior Project Manager for International HR Portfolio Delivery at Wells Fargo, and mentor of Brianna, added: “Mentoring Brianna through the Career Ready Program over the course of a year was an incredibly rewarding experience. From the outset, she brought a strong sense of ambition, independence, and tenacity, combined with a genuine openness to learn – truly a dream mentee.
“Our monthly sessions focused on building her understanding and skills for the world of work, including CV writing, interview preparation, and presenting herself professionally. We also explored broader topics such as how businesses operate, financial literacy, the importance of mental health, and the value of networking, connecting her with key industry professionals both within my organisation and externally. Brianna’s confidence grew steadily, and it was inspiring to see her take ownership of her career direction, ultimately securing two competitive degree apprenticeships . It was very much a two-way relationship – I learned a great deal from her perspective and drive, and couldn’t be more prouder of the effort and growth she demonstrated throughout our time together.”
Santander Corporate & Investment Banking (CIB) is a global division headquartered in Spain. Brianna’s apprenticeship will take place in London.
Chef Souto was awarded the BASC Prince Philip Distinguished Service Award at The Game Fair which took place at Ragley Hall on 26 July. We caught up with Chef Souto, who currently teaches second and third year students on Professional Chef Diploma courses, to find out more about his passion for game and his recent award.
Do you have a favourite dish to cook using game?
I like all game, that’s why I specialised in it – but I’d say anything that’s in season as there are dishes that fit with certain times of the year. Because of the season we’re in now, today I’d say it would be a partridge dish, but if you asked me later in the season, it might be a pheasant dish, or a venison dish – I cook a lot of venison as it’s very versatile. It really depends on what part of the year we’re in.
What are the challenges and benefits of cooking with game?
It is quite a challenge for chefs to cook with game, as it’s a little bit outside the norm. Chefs need to understand a little bit more about the background of the product they’re using. Game meat is very low in fat, so it’s very healthy, but that presents challenges in terms of how you cook it, so you have to bear that in mind. It’s really nutritional and has lots of vitamins and minerals, so it’s great for a healthy diet. Also, it’s a natural product that’s produced by the countryside around us rather than being forced or fed chemicals or steroids to make it grow. It’s a slow growing, very natural product.
Game suffers from lots of misconceptions, and some of the old recipes were a little unforgiving for the product. Nowadays we tend to understand the product so much better and when we’re looking at ethical, sustainable meats that are healthy, game tops that list.
How do you feel about receiving the BASC Prince Philip Distinguished Service Award?
I was really honored. I got the letter earlier in the summer but I couldn’t tell anybody, and then I received the award at the Game Fair in July, where it was presented to me by the chairman of BASC. It’s great to be recognised for all the hard work that we’ve done. Over the 20 years that I’ve been with the college, we’ve worked hard to highlight the benefits of eating game and its various uses. We’ve incorporated it into our curriculum as a seasonal product and given so many students a background in game that they would not otherwise have had. We’re making sure that our students understand those products and can use them, which is important as they’re very much on trend at the moment.
Prince Phillip himself was a great advocate of eating natural produce such as game. I remember speaking to him once about it, and he was so enthusiastic about using natural ways of cooking like barbecuing and grilling because he really enjoyed it, so it was a real honour to be highlighted with the award.
What do you like about teaching at Capital City College?
Well, the college is the place where I was taught so, after spending some of my career out in the industry, working abroad and in the UK, it’s a way of bringing back some of that knowledge to the students that we teach.
In addition to his work educating the chefs of tomorrow, Chef Souto has also written two cookbooks, Venison: The Game Larder and Feathers: The Game Larder. He also delivers regular Game Seminars at the college where members of the public can learn more about the animal husbandry, preparation and cookery of game.
Curious about a career in the culinary arts? From Professional Chef to Patisserie and Confectionery, take a look at our expert-led Hospitality and Culinary Arts Courses and take the next step towards a culinary career.
Capital City College announces the appointment of two new board members, Michelle Cuomo Boorer and Gillie Abbotts-Jones.
Michelle Cuomo Boorer and Gillie Abbotts-Jones
Capital City College is pleased to announce the appointment of two new board members, Michelle Cuomo Boorer and Gillie Abbotts-Jones. They officially became part of the Capital City College Board on 1 September 2025, joining a rich collection of industry professionals across multiple sectors, college staff members and students, and community representatives.
Chaired by Michael Davis, CEO of the National Centre for Social Research (NatCen), the board meets regularly to oversee the strategy, finances and policy direction of the college.
Michelle Cuomo Boorer
Michelle is Managing Director – Strategy at London & Partners, the growth agency for London working to deliver sustainable and inclusive economic growth. Michelle is a senior leader with extensive experience in public sector strategy, business growth, and skills development. Her work includes leading Grow London Local – a free online platform supporting London’s small businesses in accessing support through resources, consultations and events. Previously, Michelle was Director of Skills and Employment at the Greater London Authority, and she has also held senior roles at the London Development Agency, the Learning and Skills Council, and Rolls-Royce Plc.
Gillie Abbotts-Jones
Gillie is Senior Data Privacy Director at Diageo, the multinational alcoholic beverages company. Before taking on her current role, Gillie was Group General Counsel and Head of Privacy at global marketing agency T&P. She is a qualified lawyer and previously advised on data protection, intellectual property, commercial and business integrity matters for creative transformation company WPP plc.
Find out more about our governors as well as meetings, board minutes, plans and reviews on our governance page.
The exercise room facilities at CCC’s Enfield campus
Capital City College’s top-tier sports facilities at its Enfield campus are now available to the public through SchoolHire, offering easy access for local sports teams, fitness enthusiasts, and community groups.
SchoolHire’s user-friendly platform streamlines the booking process, allowing users to browse, book, and manage sessions online—removing the need for back-and-forth emails and making it easier to discover other venues across the Trust.
The Enfield site boasts a wide range of professional facilities, including a fully ventilated multi-purpose sports hall with configurations for basketball, netball, badminton, volleyball, dodgeball, and futsal. Outdoor options include a meticulously maintained full-size grass pitch, now with 9-a-side markings, and a FIFA-approved 3G pitch equipped for 5, 7, and 11-a-side football, now upgraded with energy-efficient LED floodlighting.
Indoor fitness is also covered, with a modern gym offering cardio machines, weights, bodyweight and suspension training equipment, and more. Personal trainers can hire the space for individual or small group sessions, while casual users can opt for pay-per-day access or monthly memberships.
In addition to traditional sports, the campus features a cutting-edge Esports Hub and immersive studio, ideal for team-building events, gaming tournaments, and has hosted national governing bodies including Middlesex FA, England Athletics, and England Netball for training courses and development programmes.
The indoor courts at CCC’s Enfield campus
The FIFA-approved 3G pitch at CCC’s Enfield campus
The football pitch at CCC’s Enfield campus
Rob Murphy, Sports Development Manager at CCC, said: “The college is immensely proud of its sports facilities, which are among the best in London. The sports centre was completely rebuilt in 2014, and in 2017 the college, in partnership with the Football Foundation, added a state-of-the-art 3G football pitch.
“Our facilities are widely used during the day by students for curriculum studies and by our growing sports academies. Since opening to the community in 2017, the centre has welcomed local groups, grassroots football clubs, and a range of national governing bodies to host coaching programmes, training, and competitions. With highly competitive prices, the centre has become home to numerous sports clubs and continues to play a key role in supporting sport at both college and community level.”
Chris Morgan, Commercial Director at Capital City College, added: “Opening up our Enfield sports facilities through School Hire is a fantastic step toward making high-quality spaces more accessible to the local community. Whether you’re a grassroots club, a personal trainer, or just someone looking to stay active, we’re proud to offer our state-of-the-art venues that will support health and well-being.”
To book a facility, visit Capital City College’s Enfield campus page on the SchoolHire website.
Busan National Mechanical Technical High School students visit CCC
A group of 20 students from Busan National Mechanical Technical High School in South Korea visited Capital City College (CCC) in August as part of a unique summer programme.
The students, who were accompanied by two teachers and their principal, took part in a specially-designed course which ran from 4 to 15 August. During morning sessions, the group completed the AI Starter Piscine module with 01Founders, a unique coding school with an emphasis on collaboration and creativity, based at the college’s Regent’s Park campus. They were able to gain experience of coding using HTML, CSS, and JavaScript while simultaneously building their understanding of AI technologies, developing their knowledge of its practical applications, limitations, and role as a human tool.
In the afternoons, the students enjoyed a number of cultural and academic activities, including trips to the Science Museum and the British Library as well as a friendly game of football in Regent’s Park with the 01 Founders team. The students also visited Mosaic@Soho, CCC’s world-class digital creative education hub situated in the college’s Soho campus, where they had the exciting opportunity to use industry-standard equipment in the TV and Film Studio, Green Screen Studio and Virtual Production Suite.
The visit also strengthened the relationship between the two educational institutions, with Carl Boyd, Assistant Principal at CCC, and Wonjun Choe, Principal of Busan National Mechanical Technical High School, coming together to sign a Memorandum of Understanding (MoU) to mark the start of their educational collaboration.
Busan National Mechanical Technical High School students testing out Mosaic@Soho’s facilities
Signing of a Memorandum of Understanding (MoU) between Busan National Mechanical Technical High School Principal Wonjun Choe and Carl Boyd, Assistant Principal at CCC’s Mosaic@Soho campus
Busan National Mechanical Technical High School students completing the AI Starter Piscine module with 01 Founders
Busan National Mechanical Technical High School students visiting Mosaic@Soho
Ihan Ju, a student from Busan National Mechanical Technical High School, said: “I have gained strong problem-solving skills, better coding abilities, and a deeper understanding of AI concepts. I enjoyed the opportunity to work on real projects and collaborate with other students the most. Thank you to all the instructors and the international team for their support. This programme has been a valuable and inspiring experience for me”.
Seungeun Chang, Head of International at CCC, said: “This is the beginning of an exciting new partnership with Busan National Mechanical Technical High School. Over the two weeks, the students achieved so much – not only in learning the foundations of coding and AI, but also in developing their English language and intercultural communication skills. The growth in their confidence was evident each day, and it was inspiring to see them engage with new ideas, new people, and a new culture. We look forward to building on this success and welcoming more students in the years ahead.”
If you have an interest in coding, take a look at the innovative courses offered by 01Founders, a free peer-to-peer coding school and apprenticeship skills training provider.
Keen to learn more about computing and digital technologies? Take a look at CCC’s wide range of Computing and IT Courses for learners of all levels.
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211 Gray’s Inn Road
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