Cornwall College Camborne

Cornwall Manufacturing Group Academy
The Cornwall Manufacturing Group Academy partnership with Cornwall College plays a pivotal role in addressing the region’s engineering and manufacturing skills gap and LSIP (Local skills improvement plans) priority, supporting the local industry.
By combining Cornwall College’s educational expertise with the CMG’s industry-led initiatives, the partnership provides a collaborative programme that equips our Pre-16 students from key local feeder schools with the technical skills and knowledge required by local employers, delivered through an innovative Level 2 programme.
This collaboration helps bridge the gap between academic learning and industry needs, ensuring that the next generation of workers is well-prepared for the challenges of contemporary manufacturing. It also enables businesses in Cornwall to access a skilled workforce, enhancing productivity and fostering economic growth within the region. Furthermore, the partnership encourages innovation and job creation, positioning Cornwall as a hub for advanced manufacturing and skilled talent.
The programme has also won local and national awards, sandwiched between Rolls Royce and McLaren.
Since its creation, the Academy has now been replicated at our St Austell campus and has led to other sectors implementing the academy model. The impact for our first cohort of Cornwall Manufacturing Group learners has been impressive, with 40% securing apprenticeships with members of the Cornwall Manufacturing Group.
This success highlights the strong industry links and tailored support provided by the College, helping students transition smoothly into rewarding career opportunities within the local manufacturing sector.
The remainder of the cohort, with the exception of one learner (who has progressed on to A level study), have all continued studies within engineering and manufacturing, either with TCCG on full time study programmes or with other local providers.

A & P Falmouth
Our partnership with A&P Falmouth shipyard has proven to be a valuable collaboration. We work closely with the shipyard to evaluate the skills and potential of their apprentices before they join us, ensuring they are placed on the right training programmes that align with both their abilities and the shipyard’s needs. In response to identified skills gaps in welding and machining, we have developed a tailored curriculum that equips apprentices with the expertise required to excel in these vital areas, which are also an LSIP priority especially identifying the potential opportunity linked with offshore wind.
The relationship with their Apprenticeship Training Manager is well-established, with ongoing communication and a shared commitment to improving industry standards.
Their active involvement in our Stakeholder and Employer Advisory Board for Engineering further strengthens our collaboration, ensuring that we remain responsive to the evolving demands of this priority sector for Cornwall.

Motor Vehicle
In response to the growing demand for electric vehicles (EVs) and the increasing integration of hydrogen technologies, we have updated our full-time motor vehicle programmes to include both Hydrogen Awareness and a Level 1 Electric Vehicle Awareness. We also ensure all of our apprentices leave having completed a Level 1 Hydrogen Awareness and a Level 2 Electric Vehicle safety course. This addition ensures that our apprentices and full-time learners are fully compliant with industry standards and equipped with the necessary skills to meet the evolving needs of the sector.
By incorporating these specialised modules, we are aligning our training with the significant shift towards electrified transportation. As a result, our apprentices and full-time learners – from entry level through to Level 3 – will graduate with enhanced knowledge and practical expertise, prepared to thrive in a rapidly changing automotive landscape. Not only have we met the needs for our students, we have delivered countless electric vehicle courses to the commercial sector, including the British Army.

Ink Fish Salon
Cornwall College Camborne’s Hair and Beauty curriculum area has established a valuable partnership with Ink Fish Salon, run by award-winning Vidette Chivers, who is also a key member of our Stakeholder and Employer Advisory Boards. Vidette plays a vital role in reviewing and critiquing our curriculum to ensure that it aligns with the latest industry standards and technological developments, as well as providing master classes. Through this partnership, we work closely with current apprentices and full-time students, ensuring that they are equipped with the essential knowledge, skills, and behaviours needed for success in the ever-evolving professional world of hair and beauty. An exciting aspect of this collaboration is the annual competition, where the winning student is awarded an apprenticeship at Ink Fish Salon, providing a fantastic incentive for student engagement and motivation within the College. This partnership not only strengthens our curriculum, but also enhances the employability and career prospects of our students.

Site carpentry
The Stakeholder and Employer Advisory Board within the construction industry has played a crucial role in enhancing our site carpentry practical training environment. By bringing together experienced industry professionals and employers, the board has provided invaluable insight into the current needs and standards of the sector.
This collaboration has directly influenced the development of a more industry-standard training setup, ensuring that apprentices are equipped with the skills and knowledge needed for real-world carpentry tasks. Moreover, feedback from our current apprentices was integral to shaping the layout of the training space, with their preferences helping to create an environment that fosters greater engagement and learning. As a result, the practical training area now mirrors the dynamics and expectations of the construction industry, making it a more effective and relevant space for skill development. Previously the leaners were working on independent training rigs, exposed to the elements, which didn’t replicate the true environment. The lecturers and apprentices then developed a new facility which replicates the real environments they will be facing on site, such as working in confined spaces (replica bathrooms, kitchen and loft space). This has increased their employability by creating real world scenarios in which they can develop their skills.

Oak Tree School
Oak Tree School specialises in providing tailored education to children aged 7 to 16 who face social, emotional, mental health, and communication difficulties, along with associated challenging behaviours. Recognising progression as a significant challenge, the school sought a partnership with the College to integrate their learners into our Experiential Academy model. Typically, the Experiential Academy focuses on immersive learning experiences without emphasising qualifications or assessments. However, Oak Tree School specifically requested our assistance in implementing the AQA Unit Award Scheme to facilitate structured progress for their students.
As a valued stakeholder, we were eager to support this initiative and worked responsively at short notice identifying relevant opportunities within our curriculum that enable Oak Tree School students to generate the necessary evidence for their AQA Unit Awards, thereby aiding their future educational and career choices. This collaboration underscores our commitment to providing inclusive education and fostering the academic and personal growth of all students.

Hospitality and Catering
In response to feedback from local employers, significant changes were made to the professional cookery courses offered by the College. Employers emphasised the critical need for chefs who possess the versatility to handle multiple aspects of kitchen operations rather than specialising in a single area.
Previously, the College offered a separate Level 3 course in Patisserie, focusing exclusively on the specialised skills required for pastry chefs. However, employers highlighted that within the Cornish culinary landscape, there is a limited demand for chefs with such narrow specialisations. Instead, they expressed a strong preference for chefs who are proficient across all areas of kitchen production, including both savoury and sweet culinary disciplines.
Consequently, the College has restructured its curriculum to integrate patisserie training within a broader professional cookery programme.
This holistic approach ensures that graduates are well-equipped with a diverse skill set, making them more adaptable and employable in the dynamic and multifaceted environment of contemporary kitchens.

Western Counties Roofing
Western Counties Roofing recently approached St Austell College to serve as their new apprenticeship training provider, following dissatisfaction with their former training provider. Their specific industry requirements necessitated a block week training model due to the dependency on third-party services, such as scaffolding providers, which often result in delays. Understanding these unique challenges, we have accommodated their request by implementing the block week model. Consequently,
Western Counties Roofing now enrols their apprentices in full-week training sessions at St Austell College. This new arrangement has also enabled us to recruit an exceptional roofing instructor, whose expertise not only enhances our training programme but also allows him to balance his professional commitments in the roofing industry with his educational role, thanks to the flexible block week schedule. This collaboration has thus far proven to be highly beneficial for all parties involved, ensuring that apprentices receive consistent, high-quality training while meeting the logistical needs of the industry.
Cornwall College St Austell

Carpentry and Joinery
Our employer partners within the joinery and site carpentry trades provided valuable insights, emphasising the importance of students being acutely aware of various elements when fitting skirting boards.
Specifically, they highlighted the need for students to consider the presence of pipes, insulation, and flooring. In response to this industry feedback, our staff have taken proactive measures to enhance the training environment.
They have constructed realistic skirting board rigs that accurately replicate these real-world conditions, incorporating elements such as embedded pipes, insulation materials, and diverse flooring types. This hands-on approach ensures that students gain practical experience and develop the necessary skills to navigate and address these complexities effectively.

St Austell Brewery
The St Austell Brewery Group – a diverse multi-million pound enterprise operating across a wide geographical expanse in the South West – faces considerable challenges in recruiting staff due to the remoteness of its picturesque coastal locations.
Many Cornish families traditionally view hospitality as merely a seasonal low-skilled role or temporary job before university, rather than a viable long-term career. In an effort to change this perception, and highlight the rewarding nature of careers in hospitality, the Brewery sought the College’s assistance. Collaborating with Fowey River Academy during the first year, the College established a successful Pre-16 Academy group, sponsored by the Brewery and guided by their expertise in curriculum delivery.
Students in this programme benefit from direct engagement with the Brewery through visits, talks and participation in food festivals as representatives of the Brewery as well as their school.
Now in its second year, the Academy’s success has prompted its expansion to include additional schools and the introduction of a second cohort at the Cornwall College Camborne campus. This initiative is playing a crucial role in reshaping the perception of hospitality as a rewarding and respected career path and supporting meeting local skills need.
Bicton College

Bicton Arena
The partnership between Bicton College and Bicton Arena manager Andrew Fell, along with his partner Helen West, former Chief Executive of British Eventing, is an excellent example of where multiple curriculum areas benefit from innovative collaboration. For example, the formal part of the partnership includes advice and guidance on the direction of the equine curriculum area, course design and sequencing, informing skills and best practices within the equine industry. Andrew also advises the team on facilities. Students are able to use the 4 and 5* facilities for practical sessions and also take part in international events as a demonstration team. Work experience is also provided in course building, gaining valuable insights from one of the few 5* course builders in the country, and students also get the opportunity to groom for international riders on request. The second part of the partnership allows the much wider curriculum areas to benefit, as curriculum areas are given briefs from Bicton Arena to experience real world work opportunities. For example, the Arboriculture teams supported with the management and removal of trees on their estate. The Progression Pathway students have supported with clearing courses ready for events, the Construction Team has support with maintaining paths and drainage systems, and the MaPS Team has acted as stewards during international events.

Devon County Show Agricultural Association
We work closely with Lisa Moore, Chief Executive of Devon County Agricultural Association, as well as the Devon County Show Agricultural Association Team, and they have helped sequence and shape the Agriculture Department’s curriculum. Learners support events at the Westpoint showground, and gain valuable enrichment and skills beyond their qualification by taking on various roles such as setting up stands, stewarding, talking to the public whilst on displays and supporting with livestock. Through Lisa, learners also gain valuable knowledge about the Devon County Council Stewardship Schemes and are exposed to numerous employers when supporting with the Agrifest South West show. These are all sequenced into the curriculum as a result of this partnership. Working with our students, Lisa has identified the ‘soft skills’ that require development, related to behaviours and attitudes, which in turn has allowed learners to engage in public facing roles such as stewarding.

Exmouth Community College
Tom Inman, Head teacher at Exmouth Community College, is a new stakeholder supporting Bicton College to shape our 14-16 offer through both experiential academies and qualification pathways, with the target of launching our first 14-16 academy at Bicton in the new year.
The initial academy will allow learners at Exmouth Community College, who have expressed a keen interest in land-based studies, to experience a range of subject areas within the Land and Environment and Animal curriculum areas; supporting the Devon Agri-Tech LSIP priority and skills shortage area.

Animal Science
Through the Stakeholder and Employer Advisory Boards for Animal Science, key employers at animal parks and zoos, both locally and out of county, gave feedback that new staff – not only those progressing students from Bicton College or undertaking work experience – have the qualifications required to work and the biological understanding of how to look after a wide range of animals, but lacked the skills to do other vital practical tasks.
This included using tools to build/repair enclosures or develop new environments for animals, which are key skills for this sector. As a result of this feedback, students now have this embedded into their programmes and are taught the safe use of a range of tools to build and adapt the enclosures for the animals on site here at Bicton Zoo.
Last year, students took pivotal roles in designing, making and providing the enrichment for the 13ft boa at Bicton Zoo. This category 1 animal had outgrown its previous enclosure and, as a result of the new enclosure, the snake is now thriving and visible health improvements can be seen.

Agriculture
An example of how content has changed, and a stakeholder has directly influenced a programme, would be with the Level 1 Agriculture students who all complete a module on teambuilding during the Agrifest South West event at Westpoint.
Learners use this experience as preparation for their assignments and get exposure to range of employers and opportunities in the sector. Learners also use real life briefs, such as setting up enclosures for livestock or organising show displays.
Within this, they take on a variety of team roles and are stretched beyond teamwork when asked to lead on team projects, showing skills such as decision making, timekeeping, supporting others, and recognising how to overcome challenges.
Resilience, confidence, and autonomy all develop as a consequence.
Falmouth Marine School

Pendennis Shipyard
Pendennis Shipyard is one of the world’s leading superyacht refit and custom-build facilities renowned for its diverse sailing and motor yacht projects. Based in its 14-acre waterfront location in the thriving maritime town of Falmouth, Pendennis employs more than 550 highly skilled tradespeople and has seen its people-based ethos rewarded with over 30 awards since its foundation. Pendennis’ heritage and experience include more than 350 refit projects and over 30 custom-made build projects, and has been involved with some of the most iconic yachts in the world.
Pendennis Shipyard has partnered with Falmouth Marine School and Cornwall College Camborne to deliver a comprehensive apprenticeship programme tailored to their specific marine industry skills needs. First year apprentices attend college three days a week as part of a bespoke programme, studying marine engineering and marine electrical subjects at Falmouth Marine School on Mondays and Tuesdays, followed by heavy engineering and welding at Cornwall College Camborne on Wednesdays. Thursdays and Fridays are dedicated to workplace learning, where apprentices enhance their skills under the guidance of experienced professionals. Additionally, during half terms and holidays, apprentices rotate through various trade areas, ensuring they gain a broad range of experiences. This structured approach prepares them for their second year, where they specialise in a trade-specific apprenticeship, equipping them with the targeted skills required for their future careers. This apprenticeship programme has been designed in a collaborative partnership with Pendennis to ensure that the curriculum is planned and taught effectively, so that apprentices learn the skills they need to succeed and achieve.

Falmouth Harbour Commissioners
Falmouth Marine School maintains a strong partnership with the Falmouth Harbour Commissioners, with the Head of Campus actively participating as a member of the Harbour User Group.
This group includes stakeholders and employers from the Environment Agency, local shipbuilding business A&P, Cornwall Inshore Fisheries and Conservation Authority, Pendennis Shipyard, Falmouth Town Council and the RNLI, as well as various small businesses and sailing clubs operating within the harbour.
Together, they discuss and address local issues and necessary changes in Falmouth Harbour. This collaboration enables the Head of Campus and the Falmouth Harbour Commissioners to plan for future developments, such as the Celtic Sea Offshore Floating Wind project and the expansion of Professional Superyacht course which was designed in close partnership with the Falmouth Harbour Commissioners.
Falmouth Harbour Commissioners are currently working on a feasibility study supported by Falmouth Marine Schools, to develop an area in the harbour to support identified skills shortage areas, ensuring the local workforce is equipped for future opportunities.

Engineering and Boat Building
In response to valuable input from stakeholders and employers, we have made significant updates to the Level 2 Marine Technology course to better prepare learners for the demands of the industry. Pendennis Shipyard emphasised the importance of being able to use scheduling and calendaring software as well as writing articulate emails. We therefore increased the integration of IT skills development, ensuring our learners are proficient in the latest digital tools and software essential for working in a digitally managed company.
Pendennis Shipyard and Mylor Marine Team personnel frequently interact with customers and requested that we place a stronger emphasis on developing soft skills, including punctuality, consistent attendance, self-motivation, and appropriate communication skills, which are crucial for professional success and highly valued by employers. Smith’s Boatyard highlighted that there was a continuing lack of skills around tightening nuts, bolts, and screws.
We have now introduced more hands-on training in basic use of wrenching and driving tools, providing learners with a thorough introduction to torquing nuts and bolts. This practical experience is designed to build confidence and competence in essential maintenance and repair activities. These responsive updates ensure that our Level 2 Marine Technology learners are developing the necessary foundation skills to meet the evolving needs of the marine sector. By incorporating these enhancements, we are preparing our learners to thrive in their careers, from entry-level positions through to advanced roles, with enhanced knowledge and practical expertise.

Celtic Sea Power – Crown Estate
Through collaboration with Celtic Sea Power and the Crown Estate, Falmouth Marine School has been able to introduce a Pre-16 sponsored Academy with learners from Helston Community College. This innovative programme focuses on marine engineering and provides young learners with hands-on experience in techniques and processes relevant to the offshore wind sector through a Level 2 technical programme. This partnership not only supports the development of essential skills in an LSIP priority area, but also fosters early interest in careers within the renewable energy industry. The Crown Estate, which manages the seabed around England, Wales, and Northern Ireland, plays a crucial role in facilitating the development of renewable energy projects.
The Crown Estate’s responsibilities include leasing areas of the seabed for wind farm developments, ensuring that projects are carried out sustainably and in harmony with the marine environment. By providing the necessary infrastructure and regulatory support, the Crown Estate enables the growth of the offshore wind sector, which is essential for meeting the UK’s renewable energy targets and reducing carbon emissions.
The introduction of the Pre-16 Academy at Helston Community College aligns with these advancements, providing learners with unique insights into the field of floating offshore wind. This programme ensures that learners are well-prepared for future opportunities in marine engineering and the renewable energy sector, equipping them with the skills and knowledge needed to contribute to the growth and sustainability of the industry.
By engaging with local schools and providing early exposure to cutting-edge technologies, Falmouth Marine School is helping to create a pipeline of skilled professionals ready to support the Celtic Sea’s renewable energy projects. This collaboration highlights Falmouth Marine School’s commitment to innovative education and its role in driving forward the development of sustainable energy solutions.

Marine Science
Based on valuable input from stakeholders and employers such as such as the Marine Management Organisation, ERM Environmental Consultancy, Seagrass Project, and Falmouth Marine Conservation, through the Advisory Board process in our marine science subject area, we have made several key enhancements to our curriculum to better prepare our learners for the demands of the industry.
These developments include the integration of comprehensive digital record-keeping skills, including proficiency with systems like ZIMS, and advanced computer skills covering Excel, Teams and data inputting. We have also placed a strong emphasis on employment and career preparation by focusing on the development of interview techniques, CV preparation, and competency-based interview strategies.
Additionally, we ensure that learners can recognise and articulate their own skills and experiences effectively through verbal presentation mock interviews based on areas requiring development identified through the Advisory Boards.
The Marine Science curriculum also includes an in-depth study of relevant legislation, regulations, and dynamic risk assessments, preparing learners to apply these principles in real-world scenarios as requested through our stakeholder and employer Advisory Boards.
Development of essential soft skills such as communication, teamwork, and understanding workplace regulations have also been further developed within the curriculum.
These tailored stakeholder and employer-led skills improvements ensure that our learners are exceptionally well-prepared, adaptable individuals who are equipped with the necessary skills and knowledge to excel in their future study or careers and meet the evolving needs of the industry.
Duchy College

Camel Creek Family Adventure Park
The Animal Science curriculum area works closely with Camel Creek Family Adventure Park allowing learners to access and benefit from working with a range of animal facilities and resources. This collaboration enables learners to gain valuable experiences in a commercial setting.
A key benefit of the partnership is the opportunity for learners to gain work experience whilst also engaging with the public in a real-world commercial setting, additionally developing and building confidence, resilience and communication skills, key attributes required within this industry as identified through the Advisory Board process. This industry experience not only benefits learners, as the Animal Science curriculum staff also engage in ‘back to industry’ days at Camel Creek. This supports staff to keep current in their own husbandry skills, in turn ensuring that this is passed on to learners, and also enables them to experience the ever-changing challenges of the commercial sector. As a result, the curriculum is constantly redeveloped and sequenced to suit the needs of a dynamic industry. In addition to this experience, learners also benefit from in-college visits by staff from Camel Creek.
This dedicated time allows learners to again gain valuable up to date knowledge and also allows them to take part in a question-and-answer sessions with sector experts in a safe, supportive environment.

Animal Science
Stakeholders and employers with the Animal Science and Management sector provided valuable feedback about newly qualified staff entering the area.
They specifically highlighted that many new recruits had good knowledge of animal husbandry practices and excellent understanding of a range of animal biology but lacked skills and confidence in animal enclosure maintenance, adaptation and repair, and within care and welfare standards in a zoo setting.
As a result, the curriculum has been adapted to enable learners to develop maintenance skills, for example the safe use of tools, including power tools, to build and adapt animal enclosures.
Dedicated estate/maintenance sessions are now in place for all learners within the Animal Science curriculum area, and welfare standards are a key development area within practical sessions.

PGL
PGL is one of the UK’s largest commercial providers of Outdoor Adventure Education and works closely with the Outdoor Adventure Department at Duchy College. The partnership has been forged between PGL’s Talent and Acquisition Specialist, Dave Jury, and the College, to enable learners to seamlessly transition from their programme of study straight into employment.
The collaboration allows for learners to have regular visits to one of PGL’s large residential facilities, based in Devon. This enables students to develop a greater understanding of the skills required within the sector in a commercial setting.
The next step of the collaboration enables learners to take part in work experience in a residential setting. As a result, learners not only develop up-to-date industry skills but also gain first-hand experience of what is expected of an outdoor adventure instructor. From this, learners develop resilience and the skills required to work with the public in a challenging adventurous environment.
The collaboration with a key employer in the sector also gives the learners the opportunity to gain employment with PGL in a variety of Outdoor Adventurous occupations.

The British Army
This important collaboration with the British Army allows the Military and Protective Services curriculum area to shape and sequence the curriculum offer across all programmes. Learners have regular exposure to British Army teams who deliver career-based sessions within their specific specialisms on site at the College. For example, 29 Commando Regiment, Royal Artillery, support the learners through their programmes final challenge which allows students to demonstrate the skills and knowledge learned throughout their course for final assessment. In addition to this collaboration, the recruitment team from the British Army have regular visits to ensure that there is a smooth transition from education to military life.
The Army Recruitment Team works closely with learners to develop their knowledge and understanding of the recruitment processes. For example, the learners are supported, by this team, with interview techniques and selection requirements for a range of roles within the British Army. The benefit to the British Army in this collaboration is not only to ensure that new recruits start their careers with an excellent skill set, but also to ensure that potential recruits are fully informed with the advice and guidance needed to ensure they have high retention levels.
The collaboration also provides all learners on programme with the opportunity to attend a week-long residential at an Army base. The ‘Look at Life’ programme gives learners an invaluable experience of what it’s like to be a recruit within British Army. This has also developed recently to a bespoke ‘Look at Life’ programme aimed at increasing the number of female recruits within the Royal Engineers.

Military and Protective Services
Working in close partnership with the multiple British Army teams has enabled the Military and Protective Services curriculum area to significantly adapt the content of the programmes they offer and how they are sequenced.
The Army Recruitment Team emphasised the need to not only ensure that the fitness levels of the learners were at or beyond the entry requirements but also ensure potential recruits were specifically fit for the differing roles within the British Army. As a result of this feedback and regular interaction with the recruitment teams, the Duchy Stoke Military and Protective Services Team mimic the recruitment process and have increased the amount, variety and intensity of the fitness sessions throughout the week.
They also stated that resources and facilities for fitness activities should replicate the industry standard, particularly removing the reliance on ‘sterile’ gym environments used for the fitness test preparation. As a direct result of this feedback, the MaPS Team has rebuilt the practical training area in collaboration with stakeholders, to replicate that used in the real British Army.
The outdoor facility created allows students to develop key muscle memory and resilience, replicating the challenging real British Army practical environment and thus better preparing them for successful transition.