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Previous recorded events available on the T Level playlist

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T Level training events

You can register for our upcoming T Level events and training, and find previous training available on our T Level playlists:

Prepare to Assess events

The aim of these events is to develop your confidence and understanding of grading criteria when assessing your students' responses to the internally assessed, externally moderated assessments.

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You can register for our upcoming T Level events and training, and find previous training available on our T Level playlists: Prepare to Assess events The aim of these events is to develop your confidence and understanding of grading criteria when assessing your students' responses to the internally assessed, externally moderated assessments.

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T Level provider E-bulletins | NCFE | NCFE

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Last updated: 06/09/2023

Changes to Speaking, Listening and Communicating (SLC) assessments: Between March and May 2023, Ofqual consulted on changes to the qualification level conditions for T Levels, following a Department for Education (DfE) decision to change the way in which students can take the core exam and core employer set project (ESP) in their first attempt.

Previously, students were required to attempt both core sub-components (the core exams (both papers) and the core ESP) in their first attempt. However, following this consultation decision, students are now able to decouple the two core sub-components, allowing them to take only the core exam (both papers), or only the core ESP in their first attempt.

Key Dates Schedule for 2023-24 and 2024-25: Following two periods of provider consultation, between April and June 2023, we're pleased to share with you our T Level Key Dates Schedule for 2023/24 and 2024/25, along with a comprehensive tailored response to points raised by providers throughout the consultation process.

T Level insights survey: Complete our latest survey to feedback on your experience with T Levels, which will inform us on how we can best support you going forward. The survey will close on 28 September 2023.

Registration reminder: We wanted to share some important information about registrations, as all new 2023-24 students need to be registered before 1 November 2023.

Occupational specialism (OS) bookings for moderation: See the process for booking your students on their OS.

Administration training: This mandatory training will be available from the end of September for the OS moderated components.

Standardisation training: This mandatory training will be available from 1 October 2023 to 29 February 2024. Materials will be made available to providers on the Portal once their students have been booked onto the OS.

New Cyber Security OS: We're pleased to inform you that the Cyber Security OS is now available for registrations against the T Level Technical Qualification in Digital Support Services (Level 3) (delivered by NCFE) (603/6901/2) qualification. Assessments will be available in line with the Key Dates Schedule.

Digital events: We're running a number of events in the coming months to support your delivery.

Important actions and reminders Supporting your delivery Digital specific updates Education and Childcare specific updates Health, Healthcare Science and Science specific updates Supporting our T Level development work

Important announcement please read

Important actions and reminders

Post results services

Accessing assessment materials and submitting learner evidence for moderation

Sharing marks with students prior to the assessment window closing

Submitting learner evidence for moderation

Learning resource offer update

Use of third-party suppliers

Education and Childcare T Level route and pathway name change

Learner marks and sampling for Education and Early Years

Assessment window for moderation of the Occupational Specialism Early Years Educator and Assisting Teaching

Upcoming events

Record your Practical Activity Assessment (PAA) schedule

* Standardisation training - these sessions are now completed. To access the recording register here.

Help us to connect with employers in the Digital, Education and Childcare and Health sectors

T Level examiner vacancies

June 2023 Updates:
Last updated: 14/06/2023
Important announcement please read

Assessments and reviews

Supporting your delivery

T Level week with Linking London: Join Linking London for their first ever T Level week. They'll be hosting a range of online events aimed at T Level students, parents, carers, as well T Level staff.

Digital updates

Submitting approval for Digital Production T Level: We want to remind you if you're currently offering Digital Support Services or Digital Business Services T Levels and want to offer the Digital Production, Design and Development T Level, you'll still need to seek approval from Pearson to deliver this qualification.

Education and Early Years updates

Health, Healthcare Science and Science updates

Supporting our development work

July 2023 Updates:
Last updated: 11/07/2023
Important announcement please read

Wave 4 update: Craft and Design, and Media, Broadcast and Production

Last week, the Institute for Apprenticeships and Technical Education (IfATE) confirmed that NCFE will be transferring our T Levels in Craft and Design, and Media, Broadcast and Production to Pearson. The technical content already developed by NCFE and the contribution of our expert stakeholders will form a key part of this transition. This decision has been taken jointly by IfATE and NCFE, to ensure we are able to focus on our existing provision.

NCFE will continue to deliver the T Levels in Education and Early Years, Health, Healthcare Science, Science, Digital Support Services and Digital Business Services, and support the best interests of students, as well as the overall success of the T Level Programme.

Arrangements are still being finalised with regard to the future delivery of the Hairdressing, Barbering and Beauty Therapy T Level, and an update will be provided on this in the coming months.
We're here to support you and your students, so please email [email protected] with any queries.

Important actions and reminders

Approvals window is now closed: The approval window for September 2023 delivery for T Level qualifications is now closed. The approval window for September 2024 delivery will open from February 2024 to June 2024.

Resolving queries - evidence and paperwork: We're still working through a number of urgent queries regarding assessment evidence and paperwork. Please ensure you check your emails regularly and respond to our questions as soon as you can, so we can resolve any issues and your students can receive their results this summer in a timely manner.

Looking ahead to results: Results will be released to providers on 16 August in preparation for students receiving these on 17 August, and we're here to support you every step of the way. They will be available on the Portal in the 'Results' area.

Assessments and reviews

Updates to qualification materials for T Levels following annual reviews: You'll find information on the qualification specifications that have been updated, the support available for you and more.

Exams department support: Our exams officer webpage includes key information for assessments to support your exams department, please remember to share this link with them.

Supporting your delivery

Preparing for moderation: View information on the next steps after submitting marks and evidence.

Digital updates

Submitting approval for Digital Production T Level: We want to remind you if you're currently offering Digital Support Services or Digital Business Services T Levels and want to offer the Digital Production, Design and Development T Level, you'll still need to seek approval from Pearson to deliver this qualification.

Education and Early Years updates

Students are now able to use 'onsite' facilities for some industry hours: Providers' on-site facilities can be used for a maximum of 105 hours of a SEND student's placement. This will enable students to prepare for their placement with an external employer, alongside pastoral support. This period of on-site provision may also identify non-visible disabilities in some students that may require extra or ongoing pastoral support.

Find out more in the Department for Education's T Level industry placements: delivery guidance.

Health, Healthcare Science and Science updates

Upcoming Health, Healthcare Science and Science events: View our upcoming events to support your delivery.

Updates to the Health specification: This specification has been more extensively updated to ensure that the full depth of content covered is relevant to Health. Please follow the link to learn more about the updates and what they mean to you.

We need your thoughts: In our communication about the new qualification specification for the T Level in Heath, we asked for your views on the approach to resits for the new specification and the use of a responsive manikin as a resource. We want to ensure we hear from as many of you as possible and therefore we've extended the deadline for the survey until Friday 21 July to allow more time for responses.

Supporting our development work

Teaching Assistants, can you support our development work? We're always looking to collaborate with experts in our qualification sectors and we're particularly interested in hearing from Teaching Assistants to support with some development work on our Education and Early Years T Level, and its Assisting Teaching pathway.

Employer support needed: If you have employers in your network who support industry placements, we'd like to speak to them about T Levels. This will enable us to continue to shape and validate the content, ensuring it is relevant for the future workforce. Please encourage any employers you work with to get in touch with us using the form.

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Last updated: 06/09/2023 Changes to Speaking, Listening and Communicating (SLC) assessments: Between March and May 2023, Ofqual consulted on changes to the qualification level conditions for T Levels, following a Department for Education (DfE) decision to change the way in which students can take the core exam and core employer set project (ESP) in their first attempt.

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Support, assessment and teaching materials

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Support, assessment and teaching materials

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T Level Technical Qualification in Science (Level 3) (Delivered By NCFE) | NCFE

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The technical qualification (TQ) forms part of the new T Level study programme.

The purpose of the level 3 technical qualification is to ensure students have the knowledge and skills needed to progress into skilled employment or higher level technical training relevant to the T Level.
UCAS points
The T Level study programme is eligible for UCAS points. Please check the UCAS website for more information.
Performance points
The TQ is eligible for performance points.
Who is it suitable for?
This qualification is suitable for post-16 students looking to develop both knowledge and practical skills in the science sector.

This technical qualification will support students onto a range of progression routes including employment, higher education and higher apprenticeships.
What are the entry requirements?
This qualification is designed for post-16 students.

There are no specific prior skills/knowledge a student must have for this qualification. However, students may find it helpful if they have already studied at level 2.
How is this qualification structured?
The technical qualification is split into 2 component parts:

Core component:

* route core component
* pathway core component

Occupational specialism components:

* Technical: Laboratory Sciences
* Technical: Food Sciences
* Technical: Metrology Sciences

Students will only complete one occupational specialism.

The occupational specialisms provide students with knowledge and skills required to enter employment or further study in the specific occupational area.
How is it assessed?
Core component:

* paper A written examination
* paper B written examination
* employer set project

In order to achieve a grade for the core component, students must have results for both sub-components (the core (written) examination and the employer set project).

The combined results from these sub-components will be aggregated to form the overall core component grade (A* to E and U).

If students fail to reach the minimum standard across all sub-components, they will receive a U grade. No overall grade will be issued for the core component until both sub-components have been attempted.

Occupational specialism component:

* synoptic assignments

The student is also required to successfully achieve a distinction/merit/pass grade in one of the occupational specialism components. If the student fails to reach the specified level of attainment, they will receive a U grade.
What related qualifications can you progress to?
Students who achieve this qualification could progress to the following, depending on their chosen occupational specialism:

* employment
* higher education
* apprenticeship
Career opportunities
Entry level role in the science sector.
Which type of job roles can you apply for on completion?
Science technician (for example, food technologist, laboratory technician, metrology technician).
Funding for our qualifications
Find out more about funding for this and other qualifications on our funding page.
Key dates
Please see the Key Dates Schedule below for a timeline of the key dates for this qualification.

T Level Technical Qualifications Key Dates Schedule 2022/2023 and 2023/2024
Useful Links
Regulations for the Conduct of External Assessment

Qualification Specific Instructions for Delivery (QSID)

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T Level Technical Qualification in Science (Level 3) (Delivered By NCFE) | NCFE

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The technical qualification (TQ) forms part of the new T Level study programme. The purpose of the level 3 technical qualification is to ensure students have the knowledge and skills needed to progress into skilled employment or higher level technical training relevant to the T Level.

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Information about T Level in Science for students and teachers, including the specification, key documents and the latest news.

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Support package to maximise student success in – Health, Healthcare Science and Science

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An overview of our resource offer for Employer Set Projects (ESP)

ESP masterclass videos : These short 10-minute videos provide top tips, supporting teachers in breaking down the requirements of the core skills to structure the ESP. The videos also provide further advice to students on the core knowledge and skills required in response to the ESP brief:

ESP student packs : These were designed to support students in preparing for their ESP, supplementing their classes with guides and activities - English writing, reflection, key terms, applying the core skills and more:

ESP provider checklists : These checklists will enable you to consider administration requirements, considerations for IT equipment, delivery planning and assessment requirements:
Additional sample materials for ESP
We know from your feedback how important it is for you to be able to access additional sample materials for the ESP and these have now been published on the relevant qualification pages on our website which can be found via the links below, under the assessment materials tab :

Health:  Mark scheme, pro formas, brief insert, project brief and tutor guidance

Healthcare Science:  Mark scheme, brief, provider guide and proformas

Science:  Pro formas, provider guide, statistical techniques, briefs and materials for laboratory sciences context, food science context and metrology science context.

Standardised patient - Health T Level ESP (for students) :  This 7-minute video  is intended to support individuals who are taking on the role of the standardised patient in the Health ESP. It provides ideas and tips related to what is a 'standardised patient', how to prepare for the role play activity, what to be mindful of and how to use appropriate language and the brief effectively.

Standardised patient - Health T Level ESP (for teachers): will explore the role of the standardised patient in Health education. It will prepare teachers for delivery of the T Level ESP and explore how to incorporate this role into delivery.

ESP core skills : These resources provide support to students around core skills, embedding them into practice and how they link to the ESP:

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Teaching and delivery support for the core exams and the ESP

Preparing students for the core exams and ESP: T hese sessions explore the content of the exams and ESP and identify strategies to support students' revision.

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Overview of our resource offer for core exams

Maximising core exam success: These short 10-minute videos provide top tips, supporting teachers to break down the requirements and techniques relating to exams. The videos will also provide further advice to students on exam preparation:

Core exam student packs: We understand that exams can feel daunting. That's why we've created this support pack, containing guides and activities that will help with exam preparation, supplement classroom learning and enhance independent study. It's important to note that there are English and maths examples contained within the core exam packs that are also reflected in the ESP student packs. The purpose of this is to provide students that are not resitting the ESP, the opportunity to explore English, maths and reflective practice, which will further develop their preparation for everyday life and employment:

Models of reflection: This video will support the development of reflective practice skills and explore the use of models of reflection in a professional capacity and / or industry relevant setting.

Using Models of Reflection

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Preparing for the occupational specialism in Health

We have a range of useful video resources to support you in preparing for the Occupational Specialism (OS) in Health:

Preparing students for year assessments: T hese sessions involve an overview of the synoptic assignments with a focus on teaching and delivery strategies to incorporate in year two delivery.

Teaching and delivery strategies in the Occupational : This session explores teaching and learning activities and formative assessment and how to incorporate these in the delivery of the Occupational Specialism .

eading and writing: T hese sessions explore developing students' academic skills to effectively level up for y ear 2 synoptic assignments and to succeed and excel in their chosen discipline.

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Support package to maximise student success in 2022-23 - Health, Healthcare Science and Science.

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Spreadsheets shared by providers detailing how they have utilised their SEA funding. These can be used as a point of reference or for comparison for your own plans

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Draws on the expertise of specialist teachers, employers and professional bodies to develop free teaching resources, commission research and host events to support subject-specific pedagogy and sharing of practice.

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The Technical Education Networks programme supports teachers to deliver an engaging and enriched curriculum for their students in an evolving education landscape. The programme draws on the expertise of specialist teachers, employers and professional bodies. With insight from these groups we develop free teaching resources, commission research and host events to support subject-specific pedagogy and sharing of practice.

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A wide range of T Level resources produced by providers under the guidance of ETF. Includes lesson plans, assessment materials, schemes of learning, and more to support T Level preparation and delivery

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A Day in the Life Learning Resource

Organisations involved: Activate Learning and South Devon College

Brief: Working with employers from a particular sector produce an employer endorsed 'day in the life' account to showcase to students real working environments and activities. Produce a high-quality, accessible, and detailed account of working within a particular sector, providing access to a range of useful information and visual experiences of different working environments. Develop lesson plans and associated learning materials to demonstrate how this resource could be used effectively in T Level delivery.
Resources
Communities of Practice - Developing pathways from T Levels to local HE

Organisations involved: East Sussex College Group and University of Brighton

Brief: This project was created to support staff to better understand how T level and Degree programmes can align to provide clear progression pathways for students and offer an enhanced student experience.
Resources:
Holistic planning and delivery

Organisations involved: Hopwood Hall College

Brief: This project produced resources to enable a holistic approach to delivery of the Health T Level. Holistic assessments throughout the resources mean that different areas of the specification are covered in a single task, which supports the structure of assessment for T Levels. Development of wider skills, such as digital, presentation and communication skills, was incorporated in the resource development. The resources produced are easily adaptable, can be used in a range of ways and can be supplemented, which will support different teaching styles and learner needs.
Resources:
Pan Leeds Health T Level

Passport to Placement toolkit for Health T Level

Organisations involved: Bolton

Brief: This project will improve teaching practice for the delivery of T-Levels through the creation, development and evaluation of an employer informed and endorsed passport to placement 'tool-kit' for T Level practitioners.

Each partner will engage with health and social care employers in their area and use draft matrix as a baseline for employers to identify skills, behaviors and attributes needed for a learner to succeed in placement. Standard statements and schemes of learning will be divided between partners and will be presented to trust partners for final amendment. A working group will steer the project.
Resource
Sequencing year one - A collaborative approach to planning

Organisations involved: New College Durham, Sunderland College, Hartlepool College and Education Partnership North-East

Brief: This project was designed to help inform the sequencing of the core content for year one of the T Level in Health, including how to prepare learners for the key assessment points and how to best prepare learners for industry placements.
Resources:
Coming soon: Developing strategies to support CEIAG for vocational learners

Organisations involved: East Sussex College Group, East Sussex County Council, SCTP and Plumpton College

Brief: This project was aimed at conducting a systematic review and mapping across East Sussex of existing careers education, information, advice and guidance (CEIAG) arrangements and needs in relation to technical education. The review was driven by key stakeholder feedback, specifically employers, young people and their parents, carers and teachers.
Resources coming soon.

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Health and Science TRIPs - The Education and Training Foundation

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T Level Resource Improvement Projects (TRIPs) are an opportunity for providers and other stakeholders to work together to produce resources that will support the planning and delivery of T Levels.  Below you will find resources created to support the planning and delivery of the Health and Science T Levels: If you are interested in participating [...]

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Example Industry Placement objectives template

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Example Industry Placement objectives template

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Making links between healthcare and Further Education

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Making links between healthcare and Further Education

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This guide has been developed in collaboration with NHS England and the Association of Colleges. It supports health and care and further education to create a strong relationship to work collaboratively on workforce supply issues.

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Key points

A strong relationship between health and care and further education (FE) is crucial for identifying workforce supply gaps and ensuring students are supported in their career aspirations.

Health and care organisations are typically the largest employers in an area, providing significant economic development and serving as the primary source of talent for recent graduates.

Working together health and care and FE can support those from diverse backgrounds, providing opportunities for individuals to realise their potential.

This guide has been developed in collaboration with NHS England and the Association of Colleges. It supports health and care and further education to create a strong relationship to work collaboratively on workforce supply issues.

Background

In most towns and cities, the health and social care sector is the largest employer and FE colleges are the largest education providers. By working collaboratively there are opportunities to share knowledge, skills and experience to create a strong offer to the local population. That will enable more graduates to train, enter employment and continue to learn throughout their careers.

This document has been designed as a conversation starter to support the building blocks of initial engagement and continued relationship building.

Where can FE and health and care work together?

By working together health and care and FE organisations can support work vital to their communities. Below is a selection of qualifications and programmes you may wish to consider when forming these relationships.

Developing and inspiring

Functional skills

Careers advice and guidance

Adult education

Access to courses

Sector based work academies

Bootcamps

How do I start building a relationship?

To know where to start building a relationship, healthcare and FE will need to find out what relationships and connections already exist in their area. Understanding the current state of the workforce from both sides will set the tone for discussions on what could be useful for future demand. Health and care organisations can use their own networks to identify suitable contacts if a relationship is not already in place.

Once a relationship into FE has been established, it's recommended that a single point of contact is determined, as given the likely status of a health and care organisation as an anchor in the local community they will be one of, if not the sole, large local employer in an area.

At the start of the relationship organisations may wish to ask to view relevant policies and strategies, as this may frame how best to work together moving forward.

Which publications can inform our work?

The below documents set out ways of working that are expected from each sector as well as plans for their futures. Its worth having them in mind when meeting as they can inform both sides of the conversation.

Due to the size of both health and care and FE institutions, it can be difficult to determine the appropriate person to contact to establish a relationship. Below are some suggestions of the types of job titles to look out for.

In NHS organisations: learning and development teams, apprenticeship leads, organisational development leads.

In FE organisation: business development team, apprenticeship teams, employer relations teams.

In primary care: practice managers or leads for the relevant Primary Care Network.

In social care: care manager.

Top tip: General mailboxes or switchboards can be useful in finding the right individual, as internal staff will have a greater understanding of the most suitable contact.

You could explore with your contacts whether a local community of practice exists, to work collaboratively to address workforce supply and opportunities available to students. These communities of practice usually meet quarterly to discuss offers available, current and future demand, and how to work more effectively together. Attending these meetings will have many benefits, including identifying gaps in provision and working together to fill these and build relationships in the area.

Relationships should be established on multiple levels. Whilst a relationship with those involved in facilitating work experience or placements is vital, it is also crucial that those at a senior level are engaged to guide strategic decision making. Communities of practice are the perfect space to facilitate this.

NHS Employers have developed a range of infographics to help employers and providers understand how they can develop a sustainable talent pipeline for a variety of different staff groups.

What makes for a good working relationship?

This relationship should be based on openness, transparency and trust. By using the resources of both parties issues can be identified, and concerns addressed. Regular contact should be the norm for both health and care and FE, with semi-regular formal meetings alongside an ongoing dialogue. The placement organiser from the health and care organisation could spend some time on campus to integrate further with FE staff and college tutors and vice-versa.

Health and care organisations can serve as a conduit for relationships with organisation affiliated with their work. Including sub-contractors they use to provide services, or those working in the third sector to support health and care goals.

By using established networks of staff working in these areas the education institution can benefit students seeking placement or career support. External contacts can be maintained through a strong employer-provider relationship alongside internal connections including business development teams, apprenticeship teams and other employer-facing teams.

Working as a system lead

Be the influencer - you will have a clear understanding of workforce priorities across the system, this can be used to influence the direction of travel for both providers and employers.

Creation of opportunities - working at a system level you will be able to create opportunities for colleagues to come together to overcome obstacles and share expertise. This may manifest as a stakeholder working group or providing timely workforce updates to further education. This may be the perfect opportunity to work at a strategic level, engaging with colleagues at that higher level which in turn will influence operational delivery.

Understand the expertise already available - there will be a wealth of experience available across health and care and FE. Make sure you bring those with expertise together and support them in developing their relationships.

Consider organisations in the system - some NHS trusts may already have strong relationship with FE, however smaller organisations, such as social care organisations and primary care may benefit from more support.

Top Tip: To formalise the relationship between health and care and FE a memorandum of understanding can be used to ensure that all parties involved are aware of their obligations, how disputes will be resolved, and what data will be shared. We would recommend speaking with your organisation's legal team to understand the format to use.

How do we plan for the future?

Employers and providers need to identify present and future workforce needs, to inform the discussions with FE.

This should be done mindfully as there is limited capacity for work placements. Several different models can facilitate placements more effectively, for example only placing students on certain days, or higher education placements are shifted to school holidays. Providers and employers should start the conversation around placements early, to ensure that capacity is available.

Health and care providers and FE organisations should monitor attrition rates to prevent students from leaving their qualifications. A high attrition rate can affect workforce planning in the short-term, but longer-term students may change their career plans and leave healthcare completely. Having these conversations early can ensure that both parties can put in place interventions that could encourage students to consider alternatives to leaving their courses.

A strong relationship between health and care and FE will discuss resilience, wellbeing and pastoral support available for students.

The busting myths on recruiting under 18s into the NHS guide addresses the myth that placements in health and care are only accessible for students over 18. It includes cases studies of employers hosting younger students, and top tips to help alleviate any concerns.

A strong relationship can also facilitate a joined-up experience for students, moving some of the classroom teaching into the health and care organisation, by having staff enter the classroom to share teaching.

This can be further supported through working with multiple FE providers and health and care organisations, to offer support to different cohorts simultaneously. To supplement this, or where co-teaching isn't feasible, health and care organisations should be invited to have a vested and ongoing interest in curriculum development. If the curriculum is closely linked to the needs of the employer, the students will have a greater understanding of how to achieve success in their placements and have the necessary skills and attributes to pursue a career directly after finishing their education.

Health and care careers: With over 350 careers on offer in health and care finding information on a career pathway can be difficult. The Health Careers website allows individuals to explore the vast array of roles available and potential pathways.

The Institute for Apprenticeships and Technical Education (IfATE) have created progression profiles for T Level learners that outline career pathways on completion of their course. They have also created apprenticeship occupational maps that look at the range of qualifications suitable for each level of study.

How do we ensure we're widening participation?

Widening participation can take many guises and involve working with several different organisations. This could be a focus on employment opportunities for young people, care leavers, those from disadvantaged backgrounds, individuals who are long-term unemployed, people with lived experience of homelessness and older workers to name just a few groups.

The Department for Work and Pensions (DWP) can be a source of support for both healthcare and FE. The support they offer, both directly and through JobCentre Plus can encourage individuals to consider qualifications and support them with the transition from training to work. Some suggestions are outlined below:

Employers and providers could advertise their development opportunities at free job fairs that are directly advertised through the JobCentre. This could involve FE institutions sharing details on qualifications, or employers providing information on how further education can support them into a role.

JobCentre Plus has a network of employer advisers who can work with employers to provide services such as CV advice, promotion of vacancies and the selection and interview of priority candidates.

One of DWP priority groups is the 50+ workers. Employers and providers should be working with the DWP to support older workers into health and care, which may involve training and reskilling that would be provided by FE.

Top tips for trusts and colleges

This is a symbiotic relationship, working well with FE will benefit talent pipelines into health and care organisations and support FE in providing the best support and guidance to their learners.

Ask colleagues from other organisations for the best contact details to establish a relationship and meet with colleagues to discuss concerns and resolution.

Put in standard review meetings, with other conversations taking place on an ad hoc basis.

Honesty is key to a strong working relationship, share concerns early and work together to resolve them.

Stay local, working with local providers is helpful in facilitating a stronger working relationship.

Key contacts allow relevant delegation rather than communication channels being confusing. For smaller organisations a single point of contact is best, for larger organisations multiple points of contact may be more useful.

Get involved, relevant people from health and care organisations may wish to be on curriculum boards, and employer boards and be involved in other aspects of developing the further education offering.

If you're a system lead, be the influencer, set up opportunities for organisations then encourage them to take it forward.

As a system lead, don't negate the expertise that is already within the system, there may already be strong relationships developed rather than starting from scratch.

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Making links between health and care and further education

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Health and care and further education should work together to build better links to ensure a strong talent pipeline.