www.871candwep.co.uk

SKILLS &EDUCATION PLAN

871 SQUARE MILES OF OPPORTUNITY

OUR AMBITION: TO PUT EMPLOYERS AT THE HEART OF INSPIRING AND INFORMING ALL OUR RESIDENTS ABOUTCAREER AND PROGRESSION OPPORTUNITIES AND MAKING THE CURRICULUM FIT FOR PURPOSE.

Cheshire and Warrington is a highly successfuleconomy. Our economic output is greater than thatof the core cities. We have world leadingbusinesses, in world leading sectors such asAstraZenica, Bentley Motors, Unilever andJungheinrich. However, challenges lie ahead. If weare to maintain productivity we need to replace ourageing highly skilled workforce (230,000 jobs by2025) and address the deficit of up to 60,000graduates and the challenge of 25% of workersearning below the living wage and many working onunstable low hours contracts.

We are losing 5,000 graduates each year and wehave a clear mis-match between the skills employersneed and the skills individuals choose to acquire. Thisis because not enough people get the information

they need to make informed decisions about thesubjects to study and the careers to follow. This isparticularly true for STEM and Digital skills.

This is the Skills and Education Plan that has been

developed by the LEP’s Employers’ Skills and

Education Board in consultation with local partners.

The Skills and Education Plan sets out plans for

working with businesses and skills and learning

providers to ensure that our businesses have the

skills they need to grow and individuals have the

skills they need to progress. The Plan is a working

document. It builds on the good practice that is

already happening in Cheshire and Warrington but

also proposes a more innovative approach that

puts employers at the heart of the plan.

The Plan will evolve over time as we make progressand will be delivered in partnership with the localauthorities and local training and educationproviders including delivery partners such asWarrington & Co and the Skills and GrowthCompany.

The LEP will also focus the use of its investmentfunds on our skills, learning and educationpriorities and identify opportunities for jointinvestments between the public, private andvoluntary sectors. Skills and learning cannot betackled in isolation. Individuals with the greatestchallenges and further from the labour marketneed to be offered a holistic service as part of theinclusive growth and reform of public servicesprogrammes.

Much work has been undertaken with employers toaddress our skills, learning and educationchallenges and to integrate these outcomes withthe other enablers of inclusive growth.

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EXECUTIVE SUMMARY

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In delivering a step change, we will:

• Ensure everyone in Cheshire and Warringtonis fully informed about the career andprogression opportunities open to them byputting employers at the heart of inspiring andcommunicating to young people, parents andteachers, other professionals that work withyoung people and individuals seeking work orto progress in work.

• Improve the overall quality of education,learning and skills provision, by supportinggroups of employers in key sectors to worktogether with training, learning and educationproviders, local authorities and other partnersto develop coherent packages of training,education and skills development with a focusinitially on STEM and digital skills and the keysectors identified in the Strategic EconomicPlan. This would include progression into workand into higher skilled jobs.

• Establish a communications hub to providecoherent messages about jobs, careerpathways and progression opportunities andskills development, training and educationoffers across Cheshire and Warrington.

In order to achieve this we will look to:-

• Reduce the duplication of effort acrossnational initiatives ensuring a more coherentapproach and a requirement for nationalprogrammes to work in partnership withCheshire and Warrington.

• Secure a more flexible approach to the use ofthe Apprenticeship levy so that groups ofemployers working together can use the levyto support up-skilling, side-skilling and re-skilling current workers as well as supportingapprenticeships.

• Provide more support for work placements inSMEs.

• Support our approach to delivering anInstitute of Technology initially focussed ondelivering STEM and digital skills.

• Guarantee a replacement for the EuropeanStructural Fund programme that is flexible, ofthe same value and encourages co-investment by employers as well the publicsector.

• Work with Cheshire and Warrington to devolvethe 19+ Adult Education Budget.

• Appoint a Regional Schools Commissionerthat is co-terminus with our sub-region.

• Undertake a structural review of student loansand the impact they are having on industriesthat cannot pay off or pay the salary andpackage level that lawyers and bankers areoffering our students.

Some of these issues will require a conversationwith government.

...and create an economy that works for all

1. ECONOMIC CONTEXT OF SKILLS

Background to refresh of StrategicEconomic Plan

The refreshed Strategic Economic Plan (SEP) setsout our ambition to drive the economy forward,capitalising on our unique strengths andopportunities. It is a strategy to support growthand economic development over the next 20years, doubling the size of the economy andsetting out the key economic, environmental andsocial strengths on which the growth will befounded.

The SEP is a high-level, ‘living document’ that willbe updated to reflect and respond to key changesin national and local policy as and when theyhappen. The LEP is planning an early review of theSEP in 2018 and regular reviews after that.

The high-level SEP is underpinned by a robustevidence base and a series of more detailed plansfor transport, skills and education, science andinnovation, energy, digital, housing and placemarketing.

This document is the skills and education plan.It has been informed by the robust evidence baseand a range of discussions and consultations withemployers, education, learning and trainingproviders, local authorities and other key partners– listed at Annex A. It complements and supportsthe delivery of the Industrial Strategy, the DigitalStrategy and the Post-16 Skills Plan. It alsocomplements the work of Cheshire andWarrington’s “Into Work Board” which addressesthe challenges of individuals with complex barriersto work.

Headlines and key messages

The Strategic Economic Plan (SEP) confirms therevised growth ambition shared across theCheshire and Warrington sub-region: to grow oureconomy’s GVA to at least £50 billion per annumby 2040. Our ambition is founded on the bedrockof being consistently the most successful economyin the North, supported by a vibrant private sectorbusiness base and public-sector partners that are

proactive, business-friendly and which desire tocreate great places for their residents andbusinesses to live, work, invest and relax.

During the refresh of the SEP the following issuesthat are particularly relevant to our skills andeducation plan emerged:

• We�have�a�mismatch�between�the�skills�employers

need�and�the�skills�individuals�choose�to�acquire.

This�is�because�not�enough�people�get�the

information�they�need�to�make�informed

decisions�about�the�subjects�they�choose�to�study

and�the�careers�they�follow.�This�is�particularly

true�for�STEM�and�Digital�skills.�

• There�are�demographic�challenges�ahead.�Our

population�growth�is�well�below�the�UK�average

and�we�have�a�markedly�smaller�proportion�of

20-35year�olds�than�other�areas.�As�a�result,�our

workforce�is�ageing�and�pressure�on�public

services�is�increasing;

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2. INTRODUCTION TO SKILLS AND EDUCATION

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• We�have�a�highly�skilled�resident�workforce,though�much�of�these�skills�reside�in�olderworkers.�Skills�levels�in�younger�age�groups�arelower�than�in�other�areas�and�we�face�problemsattracting�and�retaining�graduates;

• Whilst�we�have�relatively�low�unemployment,�wehave�a�large�number�of�adults�who�areeconomically�inactive,�who,�with�the�right�support,could�enter�and�sustain�employment.

• Cheshire�and�Warrington�is�a�highly�productivemanufacturing�economy�which�is�a�net�importer�ofemployees�with�a�net�126,000�people�commutinginto�Cheshire�and�Warrington�every�day.�Our�areais�responsible�for�around�a�quarter�ofmanufacturing�output�in�the�North�West,�by�value,and�manufacturing�as�a�share�of�our�overalleconomy�is�around�2½�times�greater�than�thenational�average;�

• As�well�as�manufacturing�and�engineering,�we�havestrengths�in�Chemicals,�Life�Sciences�(includingpharmaceuticals),�Energy�and�Environment,Finance�and�Business�Services�and�Logistics�andDistribution.�Growth�potential�has�also�beenidentified�for�the�Agritech�and�Digital�sectors;

• Our�economic�activity�is�not�confined�to�towns�andcities�–�the�rural�area�is�home�to�a�wide�range�ofbusinesses�beyond�‘traditional’�land-based�activities;�

• Creating�an�excellent�‘Quality�of�Place’�is�anessential�component�underpinning�economicgrowth.�High�quality�urban,�suburban�and�ruralplaces,�housing,�leisure�and�retail�offer�and�visitoreconomy�are�key�to�attracting�and�retaining�theskilled�workers�and�their�families�who�we�need�tosupport�our�businesses.�We�need�to�ensure�thatyoung�people�and�individuals�looking�for�work�inthese�places�are�aware�of�the�career�andprogression�opportunities�that�are�available�tothem�locally�as�well�as�more�widely.

The SEP is intended to be a high-level, strategic roadmap to achieving our growth ambition. The strategyhas been designed to be flexible and provide abroad framework within which different areas andgroups can align their activities. The SEP reflects theimportance of inclusive growth and the need toimprove public services through the Public-SectorReform agenda in Cheshire and Warrington.

Why are skills and education important toCheshire and Warrington?

Skills, learning and education are key drivers ofthe economy. They enable businesses to grow andinnovate and individuals to get jobs and progress.A strong and resilient talent pool is essential tothe successful delivery of the Strategic EconomicPlan (SEP) in Cheshire and Warrington. It will helpto deliver inclusive growth.

In Cheshire and Warrington, a highly skilled andresilient workforce will:

• help�to�retain�and�grow�the�outstandingbusinesses�that�we�already�have

• improve�productivity

• attract�new�investors

• attract�more�people�and�businesses�into�the�area

• enable�our�residents�to�find�good�quality�jobsand�progress

• ensure�we�will�remain�competitive�in�newglobal�markets

Skills and Education Challenges

The number of initiatives and the quality oftraining and education provision

In Cheshire and Warrington, we have lots ofactivity and plenty of good practice but manybusinesses, educators and individual learners areconfused by all the initiatives and the lack of clearinformation and coherent messages. Theycomplain that the landscape is confusing and notenough people get the information they need tomake informed decisions about the subjects theychose to study and the careers they follow – inCheshire and Warrington we have over 180business support programmes and around 200training providers. There is so much noise, keymessages are not getting through. We need towork smarter and develop a more coherentand co-ordinated approach.

The quality of primary and secondary schools inCheshire and Warrington is generally very goodalthough we still have some schools that needfurther improvement. We also have UniversityTechnical Colleges in Warrington and Crewe, twooutstanding sixth form colleges and good generalfurther education colleges with outstandingfeatures. Reaseheath College is a leading regionalspecialist land-based college and ChesterUniversity has strategic links with the Universitiesof Lancaster and Liverpool. South CheshireCollege, Priestley College and BeaumontCollegiate Academy have Science, Technology,Engineering and Maths (STEM) assured status. Inaddition, Beaumont Collegiate Academy runs aCoder Dojo programming club and has a FAB Lab.We also have a local outstanding private trainingprovider. However not all training and educationprovision in Cheshire and Warrington is good oroutstanding.

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What people in Cheshire and Warringtonare choosing to study

In Cheshire and Warrington, we have lots of goodpractice where businesses are inspiring andworking with young people - but we need to domore. Too many people in Cheshire andWarrington are unaware of job and progressionopportunities and are making poorly informedchoices about the subjects they study and theskills they acquire. Too many do not linkeducation, skills development and training withfuture job and progression opportunities.

A survey of 600 young people in Cheshire Eastreported that 87% of the young people surveyeddid not receive sufficient information about locallabour markets.

Unless individuals have regular contacts with localemployers and sufficient knowledge about job andprogression opportunities they will notunderstand the world of work and will make ill-informed decisions about the qualifications andskills they need to acquire.

In Cheshire and Warrington nearly 25% of oureconomy is based around manufacturing

compared with 10% nationally. Manufacturing andthe other key sectors identified in the SEP areheavily dependent on attracting individuals whohave a sound foundation of STEM and digitalrelated qualifications as well as a range of theemployability skills that all employers need (teamworking, resilience, problem solving, etc).

Despite this strong STEM and digital-relatedbusiness base, we have a number of challenges:

• we�need�more�young�people�to�gain�the�basicEnglish�and�maths�skills�that�would�enable�themto�progress�into�STEM�and�digital�careers.�

• we�have�relatively�fewer�students�taking�STEM�anddigital�related�A�levels�(26%�compared�with�29%nationally)�and�at�least�88%�of�ourapprenticeships�are�non-STEM�or�digital�relatedcompared�with�85%�nationally.�

• we�do�well�in�terms�of�the�total�numbers�ofapprenticeship�starts�(approx.�9,000�in�2014/15)but�only�4.7%�of�apprenticeship�starts�werehigher�level�apprenticeships�and�most�of�these(92%)�were�in�non-STEM�and�digital�relatedsubjects.

• only�4%�of�the�training�and�education�funding�foradults�not�training�for�apprenticeships�was�inengineering�and�manufacturing�technologies�andonly�2%�in�science�and�maths.

• we�need�to�secure�our�share�of�the�Government’starget�of�3�million�apprenticeship�starts�by�2020–�this�would�equate�to�around�43,200�starts�by2020.

Although Cheshire and Warrington has relativelyhigh numbers of workers with degree levelqualifications, many of these individuals are olderworkers. The proportion of people aged 20-39with degree level qualifications increased by only1.5% between 2004 and 2012 compared to 9.6%in the UK. This is exacerbated by 5,000 youngpeople from Cheshire and Warrington each yearchoosing to go to Universities outside the area.

Job and progression opportunities inCheshire and Warrington

Cheshire and Warrington is already a successfuleconomy. We have a wealth of high performing,productive businesses with internationalreputations as well as a strong base of small andmedium sized businesses. In total, we have over70,000 businesses including sole traders.

The SEP sets out the ambition to grow oureconomy to at least £50 billion per annum ofgross value added, create 120,000 net additionaljobs and be 20% more productive than the UKaverage by 2040.

As well as ensuring that we have sufficient highlyskilled and adaptive people to fill the new jobs wealso have replacement demand from over230,000 jobs by 2025. This is the highest driver offuture labour demands in Cheshire andWarrington – particularly for manufacturing (35%of the workforce are 50+), public administration(33% of the workforce are 50+) and transport andcommunication (27% of the workforce are 50+).This replacement demand alone suggests a deficitof up to 60,000 graduates.

Finding suitably qualified and resilient individuals tofill new jobs (120,000 by 2040) and replace thoseretiring (230,000 by 2025) will be a major challengewith a current population growth rate of 4.2%(barely half the national rate) and around 160,000young people aged 5 to 18 years old in ourschools. We are already a net importer of workersfrom surrounding areas with around 126,000people commuting into Cheshire and Warringtonevery day.

Localised areas where residents areunemployed or economically inactive andwanting work or earning below the livingwage

In Cheshire and Warrington, compared with thenational averages, we have relatively few peoplethat are unemployed but we still haveapproximately 19,000 unemployed people and afurther 19,400 that are economically inactive dueto long-term ill health. Many of these individualshave complex social and health problems thatprevent them training and learning and movinginto employment.

Although we have one of the highest proportionsof workers qualified to National VocationalQualification Level 4 (NVQ4) and above (39.7%)and lower than average numbers of residents withno qualifications (7.3%), 25% of our workers(118,000) earn below the living wage - they are inwork, on benefits and not progressing. We alsohave 870 young people who are not in education,employment or training (NEET) who are known tolocal authorities and many more who are at risk ofbecoming NEET. These residents are notbenefiting from the growth in our economy

For these residents skills and learning need to bepart of a holistic service utilising every engagementopportunity to enable them to move into work andprogress. There are also significant numbers ofindividuals with complex problems that preventthem from being ready for work. For theseindividuals training and education might be one ofthe key components of a support package designedto bring them closer to the labour market.

In identifying the key challenges and developing ourfuture priorities we have consulted extensively witha range of employers, training and educationproviders, local authorities and other key partners.As part of the discussions we have identified lots ofexisting good practice but also a large number ofpoorly co-ordinated activities.

Throughout the initial consultations and discussionshighest priority was given to reducing the numberof initiatives and addressing the mismatch betweenthe skills and education needed for the job andprogression opportunities in Cheshire andWarrington and the skills and qualifications beingstudied by local residents. We also recognise theimportance of integrating skills and education withthe other enablers of inclusive growth.

Our three priorities for action are:

• To�ensure�everyone�in�Cheshire�and�Warrington�isfully�informed�about�the�career�and�progressionopportunities�open�to�them�we�will�ensure�thatemployers�are�at�the�heart�of�inspiring�andcommunicating�to�young�people,�parents,�teachers,professional�youth�workers�and�individuals�seekingwork�or�who�want�to�progress�in�work�about�newtechnologies,�career�and�progression�opportunitiesin�Cheshire�and�Warrington.�We�will�build�on�thegood�practice�of�the�pledge�model�which�acts�asthe�‘glue’�to�bring�employers�together�with�thecurrent�plethora�of�careers�advice�and�guidanceinitiatives�both�in�school�and�in�out�of�schoolactivities.

• To�improve�the�overall�quality�of�the�curriculumoffer�by�supporting�groups�of�employers�in�keysectors�to�work�together�with�training,�skillsdevelopment�and�education�providers,�localauthorities�and�other�partners.�Working�togetherthey�will�pool�expertise�and�resources,�establish�acritical�mass�of�learners�and�develop�coherentpackages�of�training�and�education�with�an�initialfocus�on�STEM�and�digital�skills�and�the�key�sectorsidentified�in�the�Strategic�Economic�Plan.�Thiscollaborative�work�could�work�through�a�virtualInstitute�of�Technology�to�ensure�all�our�learnersare�able�to�access�outstanding�lifelong�teachingand�learning�that�enables�them�to�access�jobs,

progress,�and�benefit�from�economic�growth.�

• To�support�these�priorities,�we�will�establish�acommunications�hub�to�provide�coherentmessages�about�jobs�and�progressionopportunities�across�Cheshire�and�Warrington.�

The Employers’ Skills and Education Board believethat if we focus our actions and investments onthese three priorities, we will deliver our otherpriorities of:

• retaining�and�attracting�graduates,�

• increasing�the�number�of�STEM�and�digitalskills�and�

• enabling�individuals�to�find�a�job�and�progress�inemployment�or�start�a�business.�

Underpinning these priorities is the importance ofdeveloping a more coherent and ‘outstanding’curriculum offer across Cheshire and Warrington.Because of the speed of change in the nature ofjobs and the levels of innovation the education,skills development and training system must beflexible and resilient.

We will continue to encourage a more innovativeapproach to the curriculum offer, but it will be builton existing good practice where businesses are atthe heart of working with training, skillsdevelopment and training providers to design anddeliver the training, education and employabilityskills that employers need.

During the development of our priorities manybusinesses and key partners also stressed the needto ensure a coherent approach to skills andeducation across all aspects of the StrategicEconomic Plan including responses to innovationand inward investment opportunities andinfluencing housing and transport policies. Forexample, transport to access education and learningand affordability of travel and provision of buses.

To facilitate the delivery of these priorities the LEPwill want to focus the use of public sector fundsincluding the Local Growth Fund, EuropeanStructural Investment Funds, Adult EducationBudget, the Apprenticeship Levy and the WorkforceDevelopment Fund.

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3. OUR FUTURE PRIORITIES

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4. DELIVERY PLAN FOR THE NEXT EIGHTEEN MONTHS

The Delivery Plan will focus initially on thethree key priorities:

- A coherent programme of action aroundemployers inspiring, informing andcommunicating via a network of pledges

- A more coherent curriculum offer

- A communications hub

This is not just an issue about students, skillsproviders and colleges. It is also about employers.If we can make young people and individualsseeking work or wanting to progress in workaware of the future opportunities available, thentheir demands of training institutions will change.

To address the mismatch, it is critical that weensure that young people, their teachers, otherprofessionals that work with young people, andparents and individuals who want a job or want toprogress in work make informed decisions aboutthe subjects they need to study to enable them to

access jobs and progression opportunities. Toachieve this, we will put employers at the heart ofinspiring, informing and communicating aboutnew technologies, job opportunities andprogression pathways.

Employers say they have skills gaps and shortagesand complain about college provision but notenough employers are offering jobs, placementsor apprenticeships. As a result, the skills andeducation people are demanding from colleges donot match the skills employers want.

Employers working with schools and theircommunity is also important because we knowthat young people who have at least fourmeaningful contacts with employers are less likelyto become not in education, employment ortraining (NEET) and more likely to increase theirearnings when they start work.

The pledge model has been identified as anexample of good practice that puts employers at

the heart of inspiring, informing andcommunicating with young people. It provides anopportunity to develop a coherent, more strategicprogramme of sustainable, action based around anetwork of pledges and a communication hub.

The pledge model provides a “glue” to bringtogether all careers education based initiatives.This provides a more coherent and joined upapproach to careers education and reduces thenoise for all stakeholders.

The Cheshire & Warrington pledge model wouldbe a network of local pledges that puts employersat the heart of inspiring, informing andcommunicating with young people to supporttheir exploration of future career opportunitiesand to become work ready. Businesses provideinspiration and information to help young peopleidentify their career options while developing theirworkforce of the future.

The pledge model is not yet another initiative.Crewe and Macclesfield are already working with

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existing initiatives in Crewe and Macclesfield toencourage and support a more coherent serviceto local schools, youth organisations, employersand communities from the range of differentcareers, advice and guidance initiatives on offer.

Working in partnership, the pledge model alsohelps to ensure individuals seeking work orseeking to progress in work have access to theinformation they need to develop the skillsemployers are seeking.

The Employers’ Skills and Education Board haveinvited local partners to develop a business planto expand the pledge model across Cheshire andWarrington. To date, the following programme ofactions involving employers has been identified:

• Show-casing�career�pathways�and�progressionopportunities

• Exciting�young�people,�their�parents,�youthprofessionals�and�teachers�and�people�seekingwork�about�new�technologies

• Offering�work�experience,�apprenticeships�andjobs

• Working�with�education,�youth�professionals�andskills�providers�to�support�the�delivery�of�thecurriculum�

• Co-coordinating�activities�an�simplifying�theoffers�by�encouraging�collaboration�betweendifferent�organisations�(Careers�EnterpriseCompany,�Inspiration�Advisors,�All�About�STEP,Colleges,�Jodrell�Bank,�Daresbury,�Alderley�Park,National�Apprentice�Service,�National�CareersService�etc.)

In developing the programme of actions, it will becritical to ensure it is coherent and tailored to thespecific needs of key groups (young people –primary and secondary, unemployed people,people in work who want to progress, teachers,youth professionals and parents).

It will also be important to articulate theopportunities and benefits to employers,teachers, youth professionals and local providersof careers, advice and guidance of workingtogether to share resources with each other andwith schools and local communities, sharing goodpractice, challenging stereotypes and establishingand communicating with networks of alumni.

A more coherent and ‘outstanding’curriculum offer – an ‘Institute ofTechnology’ for Cheshire and Warrington

The speed of change in the nature of work andthe increasing levels of innovation means that weneed employers to be at the heart of a skills andeducation system that is flexible and resilient.Employers need to have closer relationships withtraining, skills development and educationproviders to help shape the curriculum andensure that it is resilient. This is in line with theapproach adopted by the current Sector Deals.

We also need to improve the overall quality ofprovision and the curriculum across Cheshireand Warrington – we want all our learners to beable to access outstanding learning and teaching.

The Area Based Review of FE provision hasencouraged some rationalisation but more work isneeded to encourage greater collaboration andstronger partnership working between training,skills development and education providers – weneed a more coherent and high quality curriculumoffer that provides easier access and clearerprogression routes.

In June and September 2017, the Employers’ Skillsand Education Board hosted two workshops toconsider how to develop a more coherent andhigher quality curriculum offer across Cheshireand Warrington built around a virtual Institute ofTechnology.

An Institute of Technology in Cheshire andWarrington could build around our outstandingbusinesses and our USP:

• Strong�business�base�(manufacturing�contributes22%�of�the�economy�c.f.�9%�nationally)

• Strongest�GDP�per�capita�outside�London�–�andgrowing

• Part�of�the�Northern�Powerhouse

• Links�across�to�Wales

• A�strong�rural�economy�(32%�of�the�business�basein�West�Cheshire�is�in�rural�areas)

We want to establish a more coherent and‘outstanding’ curriculum offer – initially buildingaround key groups of employers with STEM anddigital skills needs in key sectors (manufacturingand engineering, pharma and life science, energyand environment, chemicals, finance and

professional services, logistics and distribution)and around key geographies ( Jodrell Bank,Daresbury, Alderley Park, HS2 and theScience Corridor). This could create a hub andspoke model of an Institute of Technologyfocused on STEM and digital skills and the prioritysectors identified in the SEP. The hub and spokemodel could also be supported via thecommunication hub.

We will focus on the strengths and specialisms ofour employer base and look to align them withthe strengths/specialisms of each of thecolleges/universities e.g. aerospace inMacclesfield College, automotive in South andWest Cheshire, agritech and animal genetics inReaseheath, pharma and health in Warringtonand energy, health and engineering at theUniversity of Chester.

Groups of employers will work together with theirsupply chains, groups of local authorities, colleges,UTCs and the University of Chester to build on theArea Based Review and develop the single ‘huband spoke’ based model around our strongemployer base. Employers must be at the heart ofthe plans that will focus on levels 3, 4 and 5technical skills with clear progression routes on tohigher education and higher skills.

The Institute would enable groups of large andsmall employers to work together with training,skills development and education providerspooling knowledge and resources, establishing acritical mass of learners and developing coherentpackages of training and education initially with astrong focus on STEM and digital skills and the keysectors identified in the SEP. Packages mightinclude:

• Distance�learning�and�blended�learning

• Specialised�equipment�facilities�(in�businesses�andin�colleges�or�schools)

• Developing�skills�and�refreshing�skills�for�newtechnologies

• Retraining�and�skilling�to�meet�local�employmentopportunities

• Developing�generic�training�packages�that�canthen�be�tailored�to�different�businesses�or�sectors

• Workforce�development

We aim to create a network of ‘outstanding’training, skills development and educationprovision with strong working relationshipsbetween employers working in partnership withtraining, skills development and educationproviders across Cheshire and Warrington.

We could focus on the need to support our70,000 businesses, enabling them to continue togrow and to create new jobs by improvingconnectivity (distance learning and digital) and thesupply of science, technology, engineering andmaths and digital technical skills.

We will explore the scope to develop a cocktail offunding using private and public-sector fundinge.g. the Apprentice Levy, Local Growth Fund,European Funds and Adult Skills Budget.

There is also scope to part fund the Institute ofTechnology by bidding for Central Governmentfunds.

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Communications Hub

A network of pledges and groups of employersworking together to develop a more coherentcurriculum offer across Cheshire and Warringtonwill require an effective communication strategysystem delivered via a communication hub.

Employers are currently working together and withkey partners on plans to develop and maintain acommunication ‘hub’ with easy access for keytarget groups (employers, young people,unemployed people, people in work who want toprogress, teachers, youth professionals, parents,etc). Information could be ‘owned’ and kept up todate by the contributors to the communicationhub.

It is important that local information is presentedthrough town websites at a local level. Each localpledge website will have access to Cheshire &Warrington information connecting all pledgestogether and sharing knowledge and data.

In developing a communications hub, it will beimportant to understand:

• Who�will�use�the�hub�and�why�it�will�be�used;

• The�core�functionality,�the�technical�design�andlegal�responsibilities;

• How�people�will�be�drawn�into�using�the�hub;

• Who�owns�the�hub�and�how�it�will�be�maintained–�contributors�will�need�to�have�vested�interests�inensuring�the�information/content�is�up�to�date;

• The�nature�of�customer�journeys�and�the�key�‘painpoints’�which�make�progress�difficult�orimpossible;

• The�minimum�viable�proposition�–�what�must�bedelivered�and�when�should�it�delivered�to�achievereal�impact.�

The hub should address a number of key issues.

• Need�to�inspire�individuals�to�consider�andunderstand�all�the�career�and�progressionopportunities�open�to�them;

• Must�connect�to�information�about�localeconomies�and�local�businesses�that�is�up�to�dateand�engaging;

• Be�sustainable;�

• Have�tangible�benefits�to�employers�–�for�exampleenabling�businesses�to�recruit�from�a�bigger,more�diverse�talent�pool;

• Develop�positive�messages�and�case�studies;

• Contain�data�and�stories�that�are�built�aroundmaterial�that�employers�have�already�developed�–it�is�important�not�to�try�to�‘straight�jacket’employers�into�providing�standardised�content;

• Reduce�and�rationalise�the�multitude�ofinformation�that�is�already�being�transmittedabout�careers�and�progression�opportunities�–there�are�currently�so�many�initiatives�that�keymessages�are�not�getting�through.

As a first step, it has been agreed that furtherinformation is needed about current customerjourneys (including those of young people oradults seeking advice about career opportunitiesand progression pathways, parents andemployers). A number of focus groups of youngpeople will be run to establish a betterunderstanding of what drives and influences theirdecisions about the careers and progressionpathways they choose to follow. Information aboutthe current practices of employers is also becollected.

Links to the Strategic Economic Plan

Skills and education are key components of theStrategic Economic Plan (SEP) and must be closelyintegrated with the other key components of theSEP. The skills and education priorities forbusiness growth and employment need torespond to innovation and inward investmentopportunities and influence housing and transportpriorities. For example, particular concerns havebeen expressed around the need to ensure thatthe transport and housing delivery plans addressthe importance of being able to travel to learn orto work experience and the access to affordablehousing for young people who want to studyand/or take up new job opportunities withinCheshire and Warrington.

Over the next year we will work with the regularrefreshes of the SEP and with the development ofthe supporting delivery plans for transport,housing and innovation.

Over the next few months we will develop business plans for:

• the�delivery�of�a�network�of�pledges,�

• the�development�of�an�Institute�of�Technology

• the�development�of�a�communication�hub.

The plans will be costed and will draw on investments from the public and private sectors.

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5. NEXT STEPS

Measuring Impact

Measures of success are currently beingdeveloped for the network of pledgess, thecommunications hub and the Institute ofTechnology. It will be important that the measuresare agreed with all our key partners. The followingsummarises the current thinking about measuresof success.

Network of pledges and communication hub– measures of success

Baselines will be established and SMART targetsagreed in the following key areas:

• Numbers�and�range�of�people�using�the�pledgenetwork�

• Levels�of�satisfaction�of�people�who�use�thepledge�(employers,�young�people,�parents,teachers,�youth�professionals,�individuals�lookingfor�work�or�wanting�to�progress�in�work)

• Levels�of�satisfaction�of�local�providers�whocurrently�work�with�young�people,�employersand/or�schools,�voluntary�organisations�thatwork�with�young�people�outside�school,�andcolleges�-�have�they�benefitted�from�a�morecoherent�offer?

• An�increase�in�the�number�of�schools�achievingthe�Gatsby�benchmark.

• Increases�in�the�numbers�of�young�peoplechoosing�to�study�for�STEM�and�digital�skills�andqualifications�and�acquiring�the�relevantqualifications�at�key�stage�3,�4�and�5.

• More�young�people�showing�clear�progress�andapplication�of�key�employability�and�citizenshipskills�and�fewer�employers�complaining�aboutthe�lack�of�employability�skills�and�reportingskills�shortages�and�gaps.�

• More�curriculum�being�developed�and�deliveredin�collaboration�with�groups�of�employers.

Institute of Technology

Baselines will be established and SMART targetsagreed in the following key areas:

• More�curriculum�being�developed�and�deliveredin�collaboration�with�groups�of�employers�

• Improvement�in�overall�quality�of�training�andeducation�in�Cheshire�and�Warrington�withmore�‘outstanding’�training�and�educationprovision.

• Levels�of�satisfaction�of�employers,�learners�andtraining�providers

• More�highly�skilled�people�being�trained�to�meetbusiness�need�–�in�particular,�more�technicalskills�and�more�graduates�in�STEM�and�digitalsubjects

• Reduction�in�the�number�of�isolated�initiativesand�more�coherent�packages�of�education,skills,�and�learning�with�clear�progression�routes

• More�in�business�training�and�developmentincluding�continuous�professional�development.

Evaluation and Review

Monitoring and evaluation protocols will beagreed with the governing bodies of the pledgesand the Communications Hub and the Institute ofTechnology.

Progress will be reviewed regularly by theEmployers Skills and Education Board that advisesthe LEP Board in consultation with localauthorities, colleges and other training providers.

8. MEASURING IMPACT, EVALUATION AND REVIEW

The priority actions will be overseen by the Employers’ Skills and Education Board that advises the mainLEP Board.

The Employers’ Skills and Education Board will work collaboratively, in partnership with the localauthorities, colleges and other training and skills development providers to ensure we build on existinggood practice and monitor and evaluate our progress and overall impact.

6. GOVERNANCE

The aim is create a system that is sustainable and the LEP Board is committed to working with partners tofocus the Local Growth Fund and other public and private sector funds on the skills and educationpriorities that have been identified. Where there is this strategic fit there may be scope to match theinvestments with European Structural Funds.

7. FUNDING

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9. LOOKING AHEAD

We could achieve even more if we could, in

agreement with Government:-

• Reduce the duplication of effort across

national initiatives ensuring�a�more�coherent

approach�and�a�requirement�for�national

programmes�to�work�in�partnership�with

Cheshire�and�Warrington.

• Secure a more flexible approach to the use of

the Apprenticeship levy so�that�groups�of

employers�working�together�can�use�the�levy�to

support�up-skilling,�side-skilling�and�re-skilling

current�workers�as�well�as�supporting

apprenticeships.�

• Provide�more support for work placements in

SMEs.�

• Deliver�an�Institute of Technology initiallyfocussed on delivering STEM and digital skills.

• Secure a replacement for the European

Structural Fund programme that�is�flexible,�of

the�same�value�and�encourages�co-�investment

by�employers�as�well�the�public�sector.

• Work�with�Cheshire�and�Warrington�to�devolve

the 19+ Adult Education Budget.

• Appoint�a�Regional Schools Commissioner that

is�co-terminus�with�our�sub-region.�

• Secure�a structural review of student loans and

the�impact�they�are�having�on�industries�that

cannot�pay�off�or�pay�the�salary�and�package

level�that�lawyers�and�bankers�are�offering�our

students.�This�is�discouraging�qualified�and

skilled�graduates�to�join�the�industries�where�we

need�them�–�e.g.�biochem,�engineering�–�the

packages�in�these�industries�are�not�attractive

enough.

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ANNEX A - MEETINGS, DISCUSSIONS AND WORKSHOPSHELD DURING THE PREPARATION OF THE SKILLS ANDEDUCATION PLAN

The SEP sets out the intervention priorities and, interms of skills and education, made it clear thatwe are seeking to increase the numbers oflearners with STEM skills and bring employersmuch closer to the design and delivery of skillsand education, as well as inspiring our learners.

The SEP was the subject of extensive consultation.Since the publication of the SEP, the LEP'sEmployers' Skills and Education Board hascontinued to lead the design of this work inconsultation with a range of partners including:

• Meetings�with�each�member�of�the�EmployersSkills�and�Education�Board�(list�of�members�atAnnex�B)�individually�and�collectively�at�meetingsof�the�Employers�Skills�and�Education�Board�inMarch,�April,�May,�June,�July,�September�andOctober.�

• July�and�September�meetings�of�the�EmployersSkills�and�Education�Board�were�extendedworkshops�with�invitations�issued�to�CollegePrincipals,�Local�Authorities,�additionalbusinesses�and�other�training�providers.

• Meetings�of�the�Cheshire�and�Warrington�LocalEnterprise�Partnership�Board�in�June�andOctober�and�Strategy�Board�in�October

• Meetings�with�a�range�of�employers�includingBarlow�Electricals,�Tiger�Trailers,�Thor�Chemicals,Atkins,�Robertson�Construction,�Mid�CheshireHealth�Trust�and�Unilever.�

• Meetings�with�local�authorities�including�Skillsand�Growth�Company,�West�CheshireEmployment�and�Skills�Board�meetings,�WestCheshire�and�Chester�Skills�Commission�meetingon�4�July,�Warrington�Employment�and�SkillsAction�Group�(March),�Constellation�Partnershipand�secretariat�to�‘Into�Work�Board’.

• Meetings�of�Cheshire�and�Warrington�CollegePrincipals�and�Association�of�Colleges�–individually�and�collectively�in�April,�May�and�July.�

• Meeting�with�College�Chairs�in�September.

• Chester�University�Strategic�EconomicDevelopment�Stakeholder�Steering�Groupmeetings�in�February�and�April.

• Meeting�at�Thornton�Science�Park,�Alderley�Park,Jodrell�Bank�and�Daresbury.

• Meetings�with�Crewe�and�Warrington�UTCs.

• Meetings�with�ECITB�in�May�and�July�and�withCITB�in�July

• Meeting�with�Growth�Hub.

• Meeting�with�Antoinette�Sandbach�MP�andMike�Amesbury�MP

• Meetings�with�Cheshire�Business�LeadersExecutive�Group.

• Meetings�with�Chairs�of�Warrington�and�CheshireWest’s�Secondary�Schools�network.�

• Meeting�with�Cheshire�and�Warrington�LordLieutenant.

• Meetings�with�North�West�Business�Leaders�Chairof�Skills�Group�and�Chief�Executive.

• Meetings�with�Careers�Enterprise�Company,National�Apprenticeship�Service,�InspirationAdvisors.

• Meetings�with�Total�People�in�April�andSeptember�and�LTE�in�April.

• Meetings�with�Federation�of�Small�Business�inMarch�and�September.

• Cheshire�and�Warrington�Sub-Regional�AnnualSummer�Conference�on�Inclusive�Growth�withworkshop�on�skills�and�education.

• Meetings�with�Universities�of�Liverpool,Lancaster,�Staffordshire,�Keele,�Sheffield,Wolverhampton.

ANNEX B – MEMBERS OFTHE EMPLOYERS SKILLSAND EDUCATION BOARD

• Clare Hayward (Chair)

• Neil Warren ( Jungheinrich)

• Jim Carroll (Mobica)

• Dame Pat Bacon (Health sector)

• Lynne Williams (Bentley)

• Paul Taylor (Taylor Business Park)

• Paul Colman (South Cheshire Chamber ofCommerce and Industry)

• Fraser Kearney (Cheshire and WarringtonGrowth Hub)

• James Richards (Network Rail)

• Margaret Cheshire (Essar Oils)

• Phil Atkinson (Daresbury)

• Jo Tipa (National Skills Academy Nuclear)

• Jenny Clucas (Cogent Skills)

• Meredydd David (Representing Providers)

• Jane Ingram (Halifax/Lloyds Bank)

• Mark Livesey (LEP)

• Pat Jackson (LEP)