plumbing Archives - Capital City College Group

Institution of Civil Engineers London chair praises ‘excellent’ teaching at Capital City College Group

Posted on December 21, 2022April 27, 2023 by Hannah Fenton

One of the UK’s most influential women in Engineering and Construction has praised the high standard of teaching after studying with Capital City College Group (CCCG).

Phebe Mann, who is Chair of the Institution of Civil Engineers London for 2022-23, achieved an overall Distinction on a Plumbing Level 2 Diploma at the College of Haringey, Enfield and North East London. She also took a short course in Home Repair and Maintenance for Women at Westminster Kingsway College.

Phebe studied both courses having already established an illustrious engineering and legal career spanning more than three decades and gaining a PhD and four Master’s Degrees.

She is a chartered engineer, chartered surveyor, chartered construction manager and a member of the Chartered Institute of Arbitrators. She was named in the Women in Engineering Society’s Top 50 Women in Engineering 2018.

She has a PhD Collaborative Design, MSc Bridge Engineering, MSc Construction Management, MA (Cantab) Computer Science, LLM Construction Law and is a qualified barrister.

Phebe has worked as a Specialist Judge for the Upper Tribunal and General Regulatory Chamber and has completed engineering projects for Westminster City Council and Cambridge County Council, as well as being a Senior Lecturer at the University of Westminster, University of Reading, University of East London and Open University.

Phebe decided to enrol on both courses to develop her practical construction skills and increase her awareness of the trades to enable her to better address a national shortage of workers in the UK.

She said: “The students were very enthusiastic in their learning. The lecturers were excellent and devoted to sharing the skills of their professions and we learnt a great deal from the exercises and the feedback they gave us. They also provided high-quality videos of each topic, which we could view repeatedly until we understood the requirements of the course.

“My lecturer for the practical class, John Nosworthy, was very patient and empathetic to his students as he explained the steps we needed to take and health and safety requirements for each of our tasks. He had a genuine understanding of his students and adapted his teaching to meet their individual needs.”

Phebe is passionate about encouraging and inspiring more women to follow in her footsteps and pursue engineering and construction careers.

She said: “Girls tend to do better than boys in GCSE and A Level results including science, mathematics and computing. These are all important skills for engineers and construction. Women excel in skills such as good communication, innovation, creativity and analysis. They should not be intimidated by working in a male-dominated industry.”

According to Engineering UK, there is a shortfall of 173,000 workers in the STEM sector, while the Construction Skills Network says 266,000 new workers are needed by 2026

“If you are passionate about engineering, discover your potential, seek opportunities, equip yourself, develop a positive learning attitude and be determined to be successful,” said Phebe.

“Don’t be discouraged by failures. Every success is built on many failures. Don’t give up if you believe you can do it.”

Apply now for Engineering courses here and Construction courses here.

The SEND Review: Why can’t the Government get it right?

Posted on July 22, 2022August 10, 2022 by Hannah Fenton

The Government’s SEND and Alternative Provision Green Paper and subsequent consultation, published in March 2022, are a missed opportunity for improving SEND and Alternative Provision.

The proposals are quite vague, but the fundamental problem with them is that they are more focused on changing the current system for children, young people and their families.

On the face of it, that may seem like a good idea, but as we see it, the current system is not the problem – it’s how it is implemented that is our main concern.

For example, the Green Paper makes proposals for developing new national standards to ensure improved outcomes and experience for children and young people. However, there is already a clear national SEND framework in place. The problem is local authorities do not fulfil their legal duties in providing the adequate support and assistance required of them. What difference will a new national standard structure make, where many local authorities already struggle to deliver the current one? How will they be held accountable for their failures to prevent thousands of families who are forced to go to tribunal every year?

We have 3,239 (10.8%) students aged 16 plus with SEND, with 600 learners with an education health and care plan (EHCP), and we’re proud of our provision. We work with 35 local authorities, which refer young people with SEND to us. The quality of the EHCPs that we get from local authorities – which are a vital component of their referrals – varies. Some of them are great, while others are less so. So, we know that accountability is key to improving the SEND system. What we need is an accountability framework which will force a change in local authorities. The Green Paper’s acknowledgment of accountability is poor at best – of the 22 questions in the consultation, not one addresses accountability. It also fails to offer ideas for what additional measures need to be put in place to ensure the accountability procedure is sound.

There are a range of ways that local authorities can be measured and held accountable for how they support children and young people with SEND in their areas, but the Government are looking to providers for ideas. Will Quince MP, Minister for Children and Families, has admitted that the Government must improve accountability but urged responders of the consultation to push him further on this and suggest additional approaches.

Clarity and consistency are essential – the SEND system will never work unless all local authorities deliver their legal duty. What we need is a cultural change; from teachers and local authorities to the general public, and that starts with the Government. Attitudes to SEND must change to ensure that there is a universal understanding of the lived experience of people with SEND so that their needs can be properly met.

The Green Paper also proposes a national banding system to education provision and its funding, but the proposal is incomplete and doesn’t go far enough. What about those students with the most complex and multiple needs, how will their requirements fit within a banding system? Care needs to be taken to ensure that any national banding and tariff system is flexible and does not cap support for children and young people with the most complex needs. The name says it all – ‘special educational needs’ – it is special. It is unique. It is individualised. A one-size-fits-all approach will not work.

The Green Paper discusses supported internships. These help SEND students into work and we think they are really valuable, as long as they are properly run and managed. We run fully-funded supported internships with good quality employers (read about supported intern Otis Smith here.), where SEND students get support from a job coach – this is a very good model for employers to follow and would help more SEND students make a successful transition from college to work.

However, not enough people with SEND benefit from a supported internship. Employers can claim £1,000 for taking on an apprentice, but nothing for a supported intern, so, to make supported internships more popular, we think that employers should be similarly rewarded.

The purpose of the SEND system is to ensure that children and young people with SEND are prepared for adulthood, – the Green Paper is too school-centric and as a further education college group this raises significant concern. In the 100-plus page document, only 2 pages mention further education and the preparation of children and young people for adulthood. This is disappointing as the country’s colleges play an important role supporting 16-25-year-olds with SEND and helping many get ready for the world of work.

Further education has long struggled with a lack of funding relative to schools, but they must be given the same backing and investment as schools to ensure they can best meet the needs of all their students, especially those with SEND.

Many further education colleges also run alternative provision, educating school-age children who would otherwise be excluded from school or be in a pupil referral unit. We feel that its focus should be on attempting to understand why a child cannot stay in a mainstream school, rather than managing behaviour which may have been as a result of their SEND needs not being met. We strongly feel that no child should be excluded or moved to alterative provision without first having a full education health and care assessment of their needs and the right provision made for them.

We feel that this would significantly reduce the number of exclusions from school, because those students – with an EHC assessment of their needs – would instead be able to receive the funding and support they need to remain in a mainstream setting. This is a stated aim of the Green Paper.

But as with many elements of current SEND provision, the primary challenge to alternative provision is that the frameworks in place are not being consistently monitored and adhered to. Any new frameworks must be rolled out nationally and supported by a monitoring and measurement regime which holds local authorities and providers to account.

It’s this measurement, monitoring and accountability – and how it is implemented – which hold the key to SEND success. Rather than the Government attempting to cover the cracks of the system, they need to address the root causes of the issues – particularly better monitoring and accountability, and the need for better and earlier intervention. These will only be achieved if local authorities and health care professionals and schools have the necessary knowledge and resources.

Ultimately the Green Paper leaves more questions unanswered than answered. We hope the Government listen to children and young people with SEND and their families, to understand what they need from the system, and not just use these reforms as a way to cut costs and continue to let down those who need it most.

See Capital City College Group’s response to the SEND and Alternative Provisions Green Paper here.

CCCT and CONEL highly commended in Women into Construction awards

Posted on July 20, 2022July 20, 2022 by Hannah Fenton

Capital City College Training (CCCT) and the College of Haringey, Enfield and North East London (CONEL) have been highly commended in three Women into Construction awards.

Both education providers were named runners up in the Partners with Purpose Award, for their work running a five-week programme to help women find on and offsite jobs in the industry.

Jasmine Anthony, 39, from Islington, who undertook the Women into Construction programme with CCCT in August 2020 was also highly commended in the Women’s Champion of the Year Award.

Rutuba Zala, Delivery Manager for Adult Education, and Shiv Emmimath, Head of Employability and Trade Union Education, collected the awards on behalf of CCCT and CONEL respectively.

Rutuba said: “We always look to go the extra mile to help people realise their dreams regardless of their background, race or gender. Women into Construction is a perfect example of this, which has helped give many women the opportunity to enter the industry and start new careers.

“This programme enables women, who otherwise would not get the opportunity, to pursue and acquire skill that set them up for success in an industry where women are still under-represented.

“Women make up just 11 per cent of the construction workforce in the UK, but this number is only set to rise with more women gaining the skills they need to progress in the industry.

“CCCT is a very proud partner of Women into Construction, to help bring about this change.”

Shiv added: “We’re delighted to be highly commended by Women into Construction. At CONEL we’re committed to working with developers and contractors to support women from our communities to get the skills and support they need and help change the face of construction by getting more women into the sector.

“The programmes we’ve delivered for Women into Construction are a fantastic way to help improve women’s job prospects and for employers to find new workers with each programme, aligned to actual job vacancies.

“Women on these programmes are fully supported with skills training and given the opportunity to spend valuable work experience on sites with different employers with a range of vacancies.

“In this way, we have been able to shape our programmes to deliver a positive impact on women going into this sector. We’re very pleased to be recognised for the work we have done.”

The Women into Construction programme includes 15 days’ work-focused training followed by two weeks’ work experience.

This includes five days’ construction-related training leading to a Level 1 Health and Safety Level 1 Diploma and a CSCS card test which they need to pass to work on site. The women also receive support with overcoming barriers to employment, writing CVs and interview skills.

Jasmine began working as an electrician for BW Electrical Contractors after impressing on her placement at a 1,000-home development in Bromley-by-Bow being built by Henry Construction.

At the time, she said: “Working as an electrician was always something I had a passion to do, but I never saw it through until now. I didn’t think I would be able to do it, but the programme gave me the confidence I needed. When I was told I’d got a job, I couldn’t stop smiling. I didn’t think it would happen so quicky.”

Jasmine added that she had been “treated with a lot of respect” by her male colleagues and urged women not to hold back and to join the programme.

The awards were presented at Women into Construction’s Celebration Event attended by 200 guests at Carpenters’ Hall in the City on 15 June.

Women into Construction has now supported more than 1,000 women into jobs.

Find out more about the Women into Construction here.

Apply for Construction and Plumbing courses at CONEL here.

CONEL joins forces with Building Heroes to train ex-military personnel for new construction careers

Posted on July 11, 2022February 14, 2023 by Hannah Fenton

The College of Haringey, Enfield and North East London (CONEL) has teamed up with Building Heroes to offer free construction training to former members of the Armed Forces.

Since April, 22 ex-military personnel have completed a five-week course with the college in partnership with the charity and construction giant Regal London.

Building Heroes was established in 2014 and works with the education sector and employers to provide construction skills training and employment support for service leavers, veterans, reservists and their families.

CONEL is providing onsite training for a Construction Skills Level 1 Diploma an a Health and Safety Level 1 Award along with training to gain a CSCS card, which they need to be able to work on building sites.

Training is taking place at a Regal London construction site in Clarendon Road, Watford, where a new 25-floor residential development comprising 168 homes is being built.

The first two groups completed their training in May and July, with a third group expected to start in September.

Ade Jerry, 40, joined the Army in 2004 and served for 10 years but left on medical grounds, which included severe post-traumatic stress disorder.

“I wanted the opportunity to learn new skills and better myself in life. I received full support from the Building Heroes team, which really helped me in finding a new direction,” he said.

“The tutor was fantastic and provided me support in both the theoretical and practical side of the course. The academy provided me some experience working on site and a fresh perspective.

“Both Building Heroes and CONEL helped me with any difficulties I had and helped me create a different perspective within myself. It has left me feeling positive about the future.”

Ross Gordon, 21, left the Army after deciding it was not the right career for him. He turned to Building Heroes having gained some construction experience during his service, building the first NHS Nightingale Hospital during the pandemic.

He said: “The course content enabled me to practice different skills and work out what areas I liked/didn’t. It pushed me in the right direction. I couldn’t have asked for a better tutor and felt fully supported throughout the duration of the course.

“I enjoyed the variation of the course content and the extra extended projects. We were able to see other sites and get some perspective of all the trades we were learning about.”

Both Ade and Ross have both gained contract work with Regal London and are looking at other courses to advance their skills and careers.

Last month, to mark Armed Forces Week from 20-25 June, the most recent group won a Construct a Cake competition, set by Building Heroes, to make a cake out of building materials.

Gary Lee, Curriculum Manager for Construction, Plumbing and Electrical at CONEL, said: “Our Armed Forces do so much for our country, and we felt it only right that we give something back to those who have served in conflict or more recently assisted and provided support during the pandemic.

“Regardless of their starting point and the challenges they have faced, all the ex-services personnel who have signed up have all shared a military attitude and determination to achieve.”

According to Building Heroes, 15,000 people leave the Armed Forces each year, with the percentage of working age veterans expected to increase from 37 per cent in 2016 to 44 per cent in 2028.

The Construction Industry Training board (CITB) has reported 217,000 new workers are needed in the construction industry by 2025 to meet the demand for new housing in the UK.

Brendan Williams, CEO and founder of Building Heroes, said: “Building Heroes is excited to be working with CONEL at our new Regal London onsite training academy in Watford.

“The college’s flexibility in finding a way to support us and the quality of leadership and tuition has been exceptional, and we’ve received excellent feedback from our first cohort of learners.

“We look forward to continuing this relationship and looking for innovative and exciting ways to extend this partnership.”

If you are a former member of the Armed Forces interested in how Building Heroes can help you get the skills for a career in construction, you can find out more here.

CONEL also runs Construction courses in brickwork, carpentry, plumbing and electrical installations at its centres in Tottenham and Enfield, and has partnered with leading industry employer Ardmore on the London Welding Academy in Enfield.

Find out more and apply here.

Transforming the Story Garden

Posted on February 24, 2020February 21, 2023 by Hannah Fenton

With Westminster Kingsway College’s help, a desolate patch of wasteland in the heart of London has been transformed into a vital and beautiful space for the whole community. In the process, more than 150 young college students have gained invaluable work experience working on the site.

The 1-acre site, between the British Library and The Francis Crick Institute to its north, was derelict, unused and unloved until The British Library (the site’s owners) and the developers Stanhope worked with the charity Global Generation (a charity that specialises in ecological education and urban food growing as a foundation for connecting people to nature) to plan a temporary urban community garden, while The British Library consults on its longer-term redevelopment of the site.

The garden is somewhere for people to come and plant and cook together; a space for people and the natural world. The garden has growing space in planters, an orchard, a community kitchen and office in converted containers, a supported community allotment, a straw bale roundhouse and a MAKE space (in partnership with UAL Central St Martins and Somers Town Community Association). The garden enables both Global Generation and teams from the British Library to deliver projects for the local community of Somers Town.

Kim Caplin, Westminster Kingsway College Principal, explains: “Our involvement in this fantastic project started when Georgia Jacob from the University of the Arts London contacted me to see how the college could support the garden’s creation. The college is always looking for real work opportunities for our students and this provides an amazing opportunity for students to demonstrate the skills they have learnt on their courses. We are delighted to be able to participate in such a worthwhile community project.”

It became apparent that a lot of work was needed to get the Story Garden fit for use by the public, including new paths; fully plumbed-in sinks, both inside and outside; lights and other electrical installations.

Enter Dean Gibson, the Programme Manager for our Plumbing, Electrical Installation and Construction courses for 14-19 year olds. He decided to harness the skills of his Construction Skills Level 1 students to help get the Story Garden up and running for the local community.

Around 150 young people are on the college’s Construction Skills courses and Dean and his staff put the students into teams, each with specific skills. For example there were construction teams (painters, carpenters and bricklayers) and teams of plumbers and electricians. The work that was carried out included: ground work (paving and concreting), plumbing appliances into the toilet areas, painting rooms, sanding and varnishing floors, and fixing fence panels.

Each team of students did a two-week rotation at the site, which is just a 15-minute walk from the college’s King’s Cross campus, where they usually study. And, just like on any other building site, the construction team did their two week rotation first, and only when their work was complete, could the other student teams like plumbers, electricians, and painters and decorators, do their work.

Westminster Kingsway student laying a path

The college was careful to ensure that the students got the maximum benefit from their time on-site, with the minimum possible disruption to their studies. As Dean explained: “We made sure that each team’s two weeks of work experience fitted into the timetabled practical elements of their course, so they could do their work experience around their usual studies. It’s been great for the students to be able to use the skills that we’ve been teaching them, in a real practical situation, and to benefit local people.”

The college’s work is now complete and the Story Garden is ready for use. As Kim Caplin says: “The result is a beautiful garden that everyone can enjoy. The students and Dean’s team have done a wonderful job and I know they learned a lot in the process, as well as gaining really useful work experience.”

To find out more about the Story Garden, please visit their website.