Education and skills improvement plan 2022 to 2031

Prosperity Index 2022

Ashfield District rankings

The UK Prosperity Index is an annually populated document, developed by the Legatum Institute. It consists of detailed data on levels of institutional, economic, and social well being across the 374 boroughs, council areas, local government districts, and unitary and local authorities that encompass the 4 nations of the UK. The Index is specifically designed to be a transformational tool that allows citizens, local authorities, regions, and government to sharpen their understanding of what is working, track their progress over time, and hold leaders to account.

The aim is to see immediately where each district is under-performing, indicating where to focus bids for investment to make improvement in these areas. It also should be used to see where performance is higher (and celebrate its success with communities), and how best practice and collaboration can help the districts that have aspirations to improve.

The UK Prosperity Index 2022 outlines Ashfield's ranking as 257 out of 374 local authority areas in the UK, a 40 place decline from the UK Prosperity Index 2021 ranking (217 out of 374).

Pillar of prosperity (breakdown)	Ashfield District 2022 ranking (out of 374 UK local authorities)
Safety and security	205 (up from 247 in 2021)
Personal freedom	281 (up from 315 in 2021)
Governance	274 (up from 300 in 2021)
Social capital	257 (up from 260 in 2021)
Investment environment	239 (down from 124 in 2021)
Enterprise conditions	96 (up from 206 in 2021)
Infrastructure	43 (up from 121 in 2021)
Economic quality	229 (up from 296 in 2021)
Living conditions	174 (down from 74 in 2021)
Health	249 (down from 163 in 2021)
Education	328 (down from 310 in 2021)
Natural environment	252 (down from 204 in 2021)

As you can see from the rankings, Ashfield has its areas of strength (e.g. Infrastructure – ranked 43, enterprise conditions - ranked 96, and living conditions - ranked 174), which should be celebrated and best practice should be used to support other districts that are under performing in these areas. However, the ranking within the education pillar for the district is low.

Therefore, there is reason for this plan to be delivered in order to improve education in Ashfield across all sectors (pre-primary education, primary education, secondary education, higher education, further education, and adult education).

Our 10-year Education and Skills Improvement Strategy will drive the need for investment within Ashfield’s education sector, hence improving our rankings on a year by year basis.

East Midlands ranking

UK Prosperity Index 2022

The East Midlands are currently ranked 7th out of 21 regions within the UK, averaged across all pillars of prosperity.

Levels of prosperity differ across the East Midlands. As a whole, the region has good enterprise conditions, living conditions, and social capital, while it is particularly weak in the natural environment, infrastructure, and education. There is a wide variation within the region. Rural local authorities, such as Rutland, are much more prosperous than those in urban or dispersed urban clusters.

Overall, this ranking should be celebrated, especially across pillars where the East Midlands have ranked highly (including enterprise conditions - 1st, and living conditions - 6th).

Ashfield ranking in the East Midlands

Ashfield are ranked 27 out of the 35 districts within the East Midlands region. This plan will support our aspiration to move up the rankings within the East Midlands, on a year by year basis.

Education

Education is a building block for prosperous societies; the accumulation of skills and capabilities contributes to economic growth and education provides the opportunity for individuals to reach their potential, and live more fulfilled and prosperous life. A better educated population also leads to greater civic engagement and improved social outcomes – such as better health and lower crime rates.

East Midlands is ranked 15th out of the 21 regions in the UK, across all stages of education. Only Rutland, Rushcliffe and Broxtowe districts are in the top quartile nationally. Less than, pupils in 40% of low income households pass GCSE English and Maths, which is one of the lowest rates in the UK. Furthermore, adults in this region have low levels of qualifications. The most successful aspect of education in this region is the progression of school leavers to both apprenticeships and further education courses.

Ashfield ranking - Education pillar

In the UK Prosperity Index 2022, Ashfield is ranked 328 out of 374 local authorities within the education pillar, so there is a need for this action plan to help improve education within the district.

Education sector rankings in Ashfield

Areas of focus in the plan will be to improve primary education (ranked 316 out of 374), secondary education (309 out of 374) and adult skills (ranked 300 out of 374) within the Ashfield district.

Having a 10-year Education and Skills Improvement Strategy will give us a desired focus, which will allow us to work towards our aspiration of being a highly ranked district for education in the region, and assist in improving East Midlands ranking within the UK for education. The plan will also give us the desired focus to improve our local authority ranking for education within the UK.

The full UK Prosperity Index 2022 document, including more information on each pillar of prosperity, is no longer available online.

Education sectors analysis explained:

• Pre-primary education - 10%

Captures how well early education is attended and the educational outcomes of early childhood education. It supports the development of linguistic, cognitive, social, and emotional skills.

• Primary education - 30%

Captures the provision and outcomes of primary education in a local authority area, including core literacy and numeracy skills

• Secondary education - 30%

Captures provision and outcomes of secondary education in a local authority, including core literacy and numeracy skills. Attaining level 2 qualification in English and Maths are an important step in an individual’s educational journey.

• Tertiary education provision - 10%

Captures the extent to which students from a particular local authority will go onto further education, either through apprenticeship or university.

• Adult skills - 20%

Captures the level of skills in a local adult population, by measuring the number of adults with different level of qualifications.

Detailed breakdown of industry clusters in Ashfield
(ranked by job count)

The Office for National Statistics (ONS) populate annual surveys to capture how many employees are in each sector within an area. The latest survey was conducted in 2023 for Ashfield.

2026 Ashfield industry cluster table

(By job counts)

Industry	Job count	Percentage
Human Health and Social Work	17,462	30.13%
Manufacturing	9162	15.81%
Wholesale and retail trade, repair of motor vehicles and motorcycles	7372	12.72%
Transportation and storage	6217	10.73%
Education	4248	7.33%
Accommodation and Food Service	3533	6.10%
Construction	2858	4.93%
Professional, Scientific, and Technical Activities	1651	2.85%
Public administration and defence, compulsory social security	1358	2.34%
Administrative and Support Services	1305	2.25%
Information and Communication	1302	2.25%
Arts, Entertainment and Recreation	429	0.74%
Real estate activities	352	0.61%
Other service activities	310	0.53%
Financial and Insurance activities	131	0.23%
Water supply, sewerage, waste management and remediation activities	95	0.16%
Agriculture, Forestry and Fishing	94	0.16%
Mining and Quarrying	38	0.07%
Electricity, Gas, Steam and Air Conditioning Supply	34	0.06

Ashfield's job count is high in industries such as:

• Human Health and social work activities - 17,462 employees
• Manufacturing - 9162 employees
• Wholesale and retail trade, repair of motor vehicles and motorcycles - 7372 employees
• Transportation and Storage - 6217 employees
• Education - 4248 employees
• Accommodation and food services - 3533 employees
• Construction - 2858 employees
• Professional, scientific and technical activities - 1651

This plan will ensure that residents have the skills to successfully pursue a career within these industries.

Key Performance Indicators to improve during the lifetime of the plan

1) Business start-up rate

Business start-up rate	2020	2021	2022	2023
United Kingdom	10.5%	11.2%	11.1%	10.4%
Ashfield district	11.8%	17.1%	15.2%	14.5%

Source: D2N2 Data Centre

This table shows the rate at which new businesses are being formed in Ashfield district, it is expressed as the ratio of new businesses being created to established businesses. For example, if there were 100 businesses, a rate of 10% a year would mean that there were 10 new businesses created each year.

As the table shows, rates have increased in Ashfield with a decrease of 2.6% between 2021 and 2023. In 2023, the start-up rate in Ashfield was 4.1% higher than that of the UK.

2) Resident qualification level

Resident qualification level	2019	2020	2021	2022	2023	2024
No qualifications	9.8%	8.4%	6.7%	10.2%	10.6%
NVQ1 and above	85%	89.1%	86.5%	88%	83%	89.5%
NVQ2 and above	72.4%	76.9%	70.5%	85.2%	78.3%	83.1%
NVQ3 and above	47.5%	50.2%	50.1%	54.1%	53.5%	53.9%
NVQ4 and above	21.2%	24.3%	29.7%	30.4%	29.2%	32.7%

Source: NOMIS

This table shows the proportion of Ashfield residents with NVQ qualifications. Someone who has an NVQ4 will also have NVQ 1-3 level qualifications.

Looking at qualifications held by our residents - while we can see some decrease in those with NVQ1 and above, there has been strong growth in both NVQ3 and 4 and above. From 2019 to 2024, the proportion of people with NVQ3 or above grew by 6.4%, and the proportion with NVQ4 and above grew by 11.5%.

3) Key Stage 4 (KS4) and Key Stage 5 (KS5) destinations

KS4 destinations	2018	2019	2020	2021	2022	2023
Sustained education	79.7%	81.2%	84.6%	77.6%	80.8%	80.1%
Employment	5.5%	5.4%	4.2%	5.1%	3.1%	3.2%
Apprenticeships	8.4%	6.8%	5.3%	8.2%	5.4%	5.6%

 

KS5 destinations	2018	2019	2020	2021	2022	2023
Sustained education	44.5%	44.5%	47.2%	57%	46.9%	46.6%
Employment	26.7%	26.7%	21.5%	21%	29.9%	33.4%
Apprenticeships	12.7%	12.7%	8.7%	10.5%	8.9%	9.6%

Source: Department for Education

This table shows the destination of students in Ashfield finishing KS4 and KS5. This is data that tracks where students go after finishing compulsory education. Where the total of data does not add up to 100% the remaining percentage is those who did not continue to either sustained education, employment, or apprenticeships.

From this data we can see that most of those continuing from KS4 and KS5 continue into education, though this amount is higher at the KS4 Level. In Ashfield, the percentage of 16 to 18-year-olds (KS5) continuing into either sustained education, employment, and apprenticeships increased from 83.9% to 89.6%. This was because of the growth in those continuing into sustained education.

4) Participation in FE and training; apprenticeships starts, participation, and completion

Per 100k residents	2020	2021	2022	2023	2024
Participation in FE and training	6339	6595	7101	7786
Apprenticeship starts	1144	1177	1359	1186	1143
Apprenticeship participation	2744	2628	2752	2734	2615
Apprenticeship completions	599	612	553	587	670

Source: Department for Education

This table shows that the rate of apprenticeship starts in Ashfield has been decreasing from 2022, following an increase between the 2020 and 2022 figures.

The table also shows that apprenticeship participation rate has remained fairly static between 2020 and 2024. The completion rate has been slowly increasing over a 5 year period from 2020 to 2024.

5) Claimant rate and 50+ claimant rate

Claimant rate (yearly average)	2018	2019	2020	2021	2022	2023	2024	2025
East Midlands	1.8%	2.3%	4.7%	4.6%	3.3%	3.3%	2.8%	2.8%
Ashfield	2.0%	2.7%	5.3%	5.2%	3.9%	3.8%	4.0%	3.8%
Average number of claimants (Ashfield)	1588	2099	4214	4087	3067	2994	3138	3044
50+ claimant rate (yearly average)	2018	2019	2020	2021	2022	2023	2024	2025
East Midlands	1.4%	1.8%	3.5%	3.6%	2.5%	2.3%	0.9%	0.9%
Ashfield	1.6%	2.0%	3.7%	3.8%	2.7%	2.6%	1.3%	1.1%
Average number of claimants (Ashfield)	404	509	976	1000	725	681	842	587

Source: NOMIS

This table show the percentage of people who are working ages (16 to 64) in Ashfield and the East Midlands claiming unemployment benefits, as well as the percentage in the 50+ demographic. The Ashfield rate is consistently higher than the East Midlands in both the total available workers and the 50+ demographic. The growth in this gap was larger in the overall percentage, growing from 0.2% higher in 2018 to 0.5% higher by 2023, to a full 1% in 2025. The difference in the rate of over 50 claimants between Ashfield and the East Midlands grew from 0.2% in 2018 to 0.3% by 2023.

6) Rate of employment

Rate of employment	2018	2019	2020	2021	2022	2023	2024	2025
East Midlands	74.7%	76%	76.2%	75.1%	76.8%	78%	77.8%	76.7%
Ashfield	70.1%	74.5%	78.2%	82.7%	76.4%	64.4%	72.4%	70.2%

Source: NOMIS

7) Levels of economic inactivity

Rate of employment	2019	2020	2021	2022	2023	2024	2025
East Midlands	20.5%	20.4%	21.6%	22.4%	22.2%	19.3%	20.3%
Ashfield	23.2%	20%	18.2%	20.2%	29%	22.3%	21.2%

Source: NOMIS

The term ‘economically inactive’ means people who are not in employment and have not looked for work in the last 4 weeks and/or are unable to work in the next 2 weeks. Some examples of economically inactive people are students, people with long-term health issues and retirees. In the table above we can see in the regional figures there is not much change in the percentage of economically inactive, reducing by 2% between 2019 and 2025.

8) Stem vacancies and jobs

STEM jobs and vacancies	2018	2019	2020	2021	2022	2023	2024	2025
Number of jobs	21,899	22,097	21,225	22,846	23,097	22,815	22,996	23,395
Compared to UK average	+20%	+22%	+20%	+19%	+17%	+18%	+18%	+18%
Average monthly STEM vacancies	167	140	179	223	265	347	265	272
Average monthly vacancies	333	288	373	485	644	857	695	738

Source: LightCast

This table shows the number of STEM (science, technology, engineering, and maths) jobs in Ashfield and how this compares to the UK average. It also shows the average number of monthly STEM vacancies being advertised in Ashfield.

The gap in the number of STEM jobs between Ashfield and the UK average has been growing. This seems to be because of a slower recovery from jobs lost because of Covid-19 in Ashfield, as well as there being a skills gap among Ashfield residents. We see that although there is a growth in the average number of vacancies being advertised, there is not a similar growth in the number of employees, suggesting that these jobs are not all being filled.

With the number of STEM jobs in 2022 still less than before the pandemic, only growing by around 100 from 2019 to 2022, and the gap between Ashfield and the UK average growing by 10% it seems that losses from the pandemic have not been recovered in Ashfield. This is consistent with other measures that show one of the main issues facing Ashfield, especially in relation to the clean/green economy, is a skills gap.

Additionally, we can see that despite the increase in the number of post-Covid STEM vacancies, this growth is slower than the growth of the overall monthly vacancies. This suggests that the STEM employment market is growing at a slower rate than the overall Ashfield employment market.

9) Primary and Secondary OFSTED performance

Primaries rating	2018	2019	2020	2021	2022	2023	2024	2025
Inadequate	0.0%	0.0%	0.0%	2.9%	2.8%	2.7%	2.6%	2.6%
Needs Improvement	22.9%	22.9%	22.9%	14.3%	11.1%	5.4%	7.9%	10.5%
Good	62.9%	62.9%	62.9%	71.4%	80.6%	86.5%	81.6%	81.6%
Outstanding	14.3%	14.3%	14.3%	11.4%	5.6%	5.4%	7.9%	5.3%
Average rating	2.9	2.9	2.9	2.9	2.9	3.0	3.0	3.0

Source: OFSTED

The above table looks at the OFSTED performance of Ashfield’s primary schools. We can see from 2018 to 2022, there has been an overall improvement in the quality of primary schools that is demonstrated by the rise in the average rating.

In this table each rating has been given a number value, where an Inadequate rating is counted as 1 and an Outstanding rating is counted as 4. Using this scale, we can see the average rating for Ashfield primaries rose above 3 in 2023, making the average score 'Good', which continued into 2025. From the individual level breakdown, we can see this has been driven by the increase in the number of schools being rated as good, rather than a growth in the number of outstanding schools.

Between 2018 and 2025, the percentage of primaries rated as inadequate has increased to 2.6% in 2025, however this increase has been offset by the number of schools improving from “Needs Improvement” to a “Good” rating. 

Secondaries rating	2018	2019	2020	2021	2022	2023	2024	2025
Inadequate	14.3%	28.6%	28.6%	28.6%	28.6%	28.6%	14.3%	0.0%
Needs improvement	0.0%	14.3%	14.3%	14.3%	14.3%	14.3%	28.6%	42.9%
Good	85.7%	57.1%	57.1%	57.1%	57.1%	57.1%	57.1%	57.1%
Outstanding	0.0%	0.0%	0.0%	0.0%	0.0%	0.0%	0.0%	0.0%
Average rating	2.7	2.3	2.3	2.3	2.3	2.3	2.4	2.7

Source: OFSTED

The above table is laid out in the same way as the previous table covering the primary school performance. From 2018 to 2025, the average rating attained by secondary schools dropped from 2.71 to 2.29 before improving to 2.68 as of 2025, meaning the average rating is 'Needs Improvement'. Despite significant improvement over the period, the 2025 score is still 0.03 below the 2018 high.

This is because of the increase in the percentage of 'Needs improvement' schools and a decrease in 'Outstanding' and 'Good' schools. Overall, it is a positive trend over historic years however is still below the peak.

SEND rating	2018	2019	2020	2021	2022	2023	2024	2025
Inadequate	0.0%	0.0%	33.3%	25.0%	25.0%	25.0%	25.0%	0.0%
Needs improvement	0.0%	0.0%	0.0%	0.0%	0.0%	0.0%	0.0%	0.0%
Good	66.7%	66.7%	66.7%	75.0%	75.0%	50.0%	50.0%	75.0%
Outstanding	33.3%	33.3%	0.0%	0.0%	0.0%	25.0%	25.0%	25.0%
Average rating	3.3	3.3	2.3	2.5	2.5	2.8	2.8	3.3

Source: OFSTED

SEND provision within Ashfield has shown a stronger image in recent years in comparison to the primary and secondary schools’ data, with a score of 3.3 in recent years or “Good”. Despite a blip between 2020 to 2024, 2025’s improvement has rectified this concern showing an overall improving prospect. 

Introduction

It was outlined as an action in our Economic Recovery Plan to create an “Education and Skills Improvement Strategy”. Ashfield’s Education and Skills Improvement Strategy has been developed with partners from across the district to improve the local careers and advisory services, align skills provisions to local employment needs, and ensure that residents are able to access the opportunities on their doorstep.  

Our vision is that by 2031 Ashfield will have a high quality, local education and skills offer that is accessible and responsive to resident and employer needs. This offer will support all residents to build resilience and develop valuable workplace skills for a strong local economy now and in the future.

The skills landscape is changing. Our Education and Skills Improvement Strategy is also a local response to the findings of the data that emerged from the UK Prosperity Index 2021 – putting education as an area for improvement and investment within the district (you can see more from the UK Prosperity Index 2022 findings in Part 1 - Annex of indicators). Our local Education and Skills Improvement Strategy will help us form new partnerships with local stakeholders and take new approaches to skills delivery.  The strategy will enable the district to speak with one voice to current and future investors about the needs of businesses, residents, and local providers, ensuring that our local providers are well positioned to access resource in the future.

• link: Part 1 - Annex of indicators

Education and Skills Improvement Strategy themes

The Education and Skills Improvement Strategy was adopted by the council in February 2022. It sets out the district’s ambition on skills and sets out the priorities and ambitions under the following themes:

• talent attraction and retention
• skills to meet demand
• skills for future growth.

The purpose of this delivery plan is to detail how our local Education and Skills Partnerships will work together to achieve our skills priorities. It identifies the activity that is already taking place to achieve our goals and ambitions, the impact we want to have, and the activity we commit to undertake collaboratively.

The lifetime of the Education and Skills Improvement Strategy will be for 10 years, where we will identify key objectives that we want to achieve. However, the strategy is a flexible document that can change over the time.

We are keen to undertake a review after 5 years, celebrate our achievements, and amend the strategy based on the economic data and what our key objectives will be for the remaining 5 years.

We will break down the objectives in the strategy by creating a separate action plan of activities. The action plan will be set out into short, medium and long term activities, outlining what skills provision we currently have in the district, with associated actions on what we commit to undertake collaboratively. The action plan is designed to provide flexibility, so our local skills offer is able to respond and adapt to new challenges and take advantage of resources and opportunities that become available over the lifetime of the strategy.

Our identified short term activity will be the areas we want to focus on as we start to recover from both the economic impact imposed by the COVID-19 pandemic, as well as the challenges we will face as we fully transition from the European Union exit. This will be delivered over the next 1 to 2 years, recognising that identified activity won’t all be achieved in this time, but we commit to start work towards the achievement focusing on priorities that are set within the strategy. Medium term activity will take place in both year 3 to 4 and year 5 to 6 of the delivery plan, and long-term activity in both years 7 to 8 and years 9 to 10 of the strategy.

At the end of each term we will review our progress against the actions, mark the actions that have been completed, and agree and display our priorities and actions for the next term.

We will also capture intelligence from 'skills needs surveys' that partners send to businesses towards the end of each term, which will help shape our priorities to focus on for the next term. The data in the 'Annex of Indicators' part of the plan will be revisited and celebrated if an improvement has been made. We will also collate case studies from businesses and residents that have been impacted positively from the action plan of activities.

Managing the delivery plan – Ashfield’s Education and Skills Partnerships

Though led by us, this strategy is intended to be delivered in partnership to ensure that there is a consistency in vision and ambitions across our district and that the available resources are maximised.  In order to continue the partnership arrangements, 'Ashfield’s Education and Skills Partnerships' will be formalised.  These partnerships will include members from schools, the Department of Work and Pensions, further education, higher education, adult skills providers, businesses (including business forum members) and colleagues from across Ashfield District Council and Nottinghamshire County Council. 

The purpose of Ashfield’s Education and Skills Partnerships are to:

• ensure ongoing cross partnership support
• endorse and support the delivery of activity
• oversee the progress of the delivery plan and review outcomes
• advise on future skills activity and support effective prioritisation
• influence and inform sub-regional, regional, and national decision makers, ensuring that Ashfield’s voice is heard.

Ashfield’s Education and Skills Partnerships

It is proposed that Ashfield’s Education and Skills Partnerships will perform a prominent role in the delivery of the strategy, providing a useful mechanism to advise and inform formal decision making processes across the partnerships.

The 3 partnerships that will play a prominent role within the delivery of the strategy are:

• Love Where you Live: Primary Schools Network
• Succeed in Ashfield: Secondary Schools Network
• Succeed in Ashfield: Adult Skills Strategic Partnership.

Organisations within the Love Where you Live: Primary Schools Network:

• Abbey Hill Nursery and Primary School
• Broomhill Junior School
• Butlers Hill School
• Craft Primary School
• Greenwood Primary and Nursery School
• Hillside Primary and Nursery School
• Hucknall Academy
• Hucknall National
• All Saints C of E Infants School
• Leamington Primary Academy
• Mapplewells Primary and Nursery School
• Morvern Park Primary School
• Orchard Primary School
• Priestsic Primary School
• The West Park Academy.

Organisations within the Succeed in Ashfield: Secondary Schools Network:

• A Better Life (ABL) Health Ltd
• Ashfield District Council
• Ashfield School
• ATTFE College
• Bracken Hill School
• Compassionate Voices CIC
• Derbyshire and Nottinghamshire Collaborative Outreach Partnership (DANCOP)
• Department for Work and Pensions
• Direct Education and Business Partnership (DEBP)
• Diverse Academies Trust
• East Midlands Combined County Authority (EMCCA) Careers Hub
• East Midlands STEM Ambassador and STEM Enrichment Partnership
• Fountaindale School
• Holgate Academy
• Ideas4Careers (UK) Ltd
• Inspire: Culture, Learning, and Libraries
• King's Trust
• Mid-Notts Place Based Partnership NHS
• National Church of England Academy
• Nonsuch Studios Ltd.
• Nottingham Forest Community Trust
• Nottingham Institute of Education
• Nottinghamshire County Council
• Nottinghamshire Police
• Outwood Academy Kirkby
• Portland College
• Quarrydale Academy
• Selston High School
• Sutton Community Academy
• Thrive Together
• Volunteer it Yourself
• Westbourne School

Organisations within the Adult Skills Partnership:

• Academy Transformation Trust Further Education (located at Sutton Academy)
• Althaus Digital Ltd
• Amazon EMA2
• Ashfield District Council
• Citizens Advice Central Nottinghamshire
• Construction Industry Training Board (CITB)
• Department for Work and Pensions
• Direct Help and Advice (DHA)
• Diverse Academies Trust
• East Midlands Chamber of Commerce
• East Midlands Combined County Authority (EMCCA)
• Everyone Active
• Futures
• Heroux-Devtek UK Ltd
• His Majesties Prison Service (HMPS)
• Inspire: Culture, Learning and Libraries
• NHS Foundation Trust
• Nottingham Trent University
• Nottinghamshire County Council
• Nottinghamshire Health Informatics Service
• Sherwood Forest Hospitals NHS
• Skills People Group
• Standguide Group Ltd.
• University of Nottingham
• Van Elle Ltd
• Vision West Notts College
• Volunteer it Yourself

Be Healthy, Be Happy: Ashfield Wellbeing Network

In addition to the 3 Education and Skills Partnerships, we have a Health and Wellbeing team which includes a “Be Healthy, Be Happy: Ashfield Wellbeing Network”. The aims of the network is to encourage and provide opportunities for residents within the Ashfield area to lead a healthy, active lifestyle. This groups leads on the 'Be Healthy, Be Happy' element of Discover Ashfield.

Organisations within the network include:

• A Better Life (ABL) Health Ltd
• Academy Transformation Trust
• Active Notts
• Age UK
• Ashfield Voluntary Action
• Citizens Advice Central Nottinghamshire
• Department for Work and Pensions
• Everyone Active
• National Church of England Academy
• Nottingham & Nottinghamshire Clinical Commissioning Group
• Nottingham Trent University
• Nottinghamshire Carers Association
• Nottinghamshire County Council
• Nottinghamshire Independent Domestic Abuse Services (NIDAS)
• Nottinghamshire Mind
• Nottinghamshire Police
• Portland Pathways
• Primary Integrated Community Services (PICS)
• Self Help UK
• Sutton Community Academy
• Transform Notts
• Your Health, Your Way.

This network is working collaboratively to meet the objectives within Ashfield’s Health and Wellbeing Strategy . In relation to their part in improving education and skills within the district, this network will work collaboratively to bid and deliver community related projects that will improve social inclusion in the area, and help vulnerable residents remove particular barriers that are preventing them in conducting work related activity. The impact of these projects should inform a reduction of economically inactive residents within the district.

• link: Ashfield’s Health and Wellbeing Strategy 

Adult skills partnership organisations based in Ashfield

Inspire: Culture, Learning and Libraries

Inspire provides courses for young people aged 16 to 24 in Health and Social Care and Construction, from their specialist centre in Sutton in Ashfield. Inspire is a charitable community benefit society that delivers cultural, learning, library, and heritage services across Nottinghamshire for the county council.

Nottingham Trent University (NTU)

Nottingham Trent University (NTU) is an award-winning university (University of the Year 2019, Times Higher Education Awards). Close proximity to a university is recognised as a driver of innovation, with an active NTU presence in the area this can lead to an increased number of partnerships with local businesses, to develop new products and processes, and increase efficiencies. Delivery of NTU economic programmes can help to stimulate the demand for higher value jobs in the local area and working with Vision West Notts College, helping to create a growing pool of highly skilled local people who can work in growth sectors helping to re-balance Ashfield’s economy towards higher value and skilled jobs, making it more resilient and more able to capitalise on higher value opportunities to attract investment.

Sutton Community Academy

Sutton Community Academy (Academy Transformation Trust - ATTFE), provides vocational qualifications for young people and adults, including Construction trades with an emphasis on progression routes for learners with lower prior attainment.

Futures

Futures are a not for profit organisation that specialise in careers advice and vocational training for both adults and young people. They are an OFSTED Outstanding provider of the National Careers Service, offering fully funded careers advice to adults within the East Midlands region. They have offices in both Mansfield and Nottingham with satellite centres in the Ashfield district.

Van Elle construction training centre

Established in 2017 the Van Elle Construction Training Centre based in Kirkby in Ashfield, Nottinghamshire, delivers a wide range of training specifically for the construction sector.

They build long-term relationships by providing outstanding service and first-class advice. They can deliver a variety of plant training such as forklift, telehandlers, slingers and more. Plus, health and safety training including a range of construction related NVQs.

The team at Van Elle Construction Training Centre provides holistic support, engaging with you, advising on, or helping to manage your training matrix.

Vision West Nottinghamshire College

The Vision West Nottinghamshire College main campus in Mansfield is on the Ashfield boundary, with specialist centres for construction and engineering located in the Kirkby and Sutton area. The Vision University Centre at the main campus operated by Nottingham Trent University delivers Higher Education including Nursing and Allied Healthcare. Local Growth Fund investment is over £3 million, with £600,000 recently committed to an Automation and Robotics training facility to address the risk of automation impacting on employment.

The partnership between the College and the University has significantly enhanced skills provision and includes a wide range of foundation degrees to increase accessibility for local people to achieve key and higher level skills, including social care, paramedic training, business and computing and technology. The programme reflects the current and forecast employment growth in the key sectors for the area.

East Midlands Combined County Authority (EMCCA) area

The EMCCA area in Nottinghamshire and Derbyshire is the Advanced Manufacturing capital of the UK, with more manufacturing jobs than other Combined County Authority areas and the second highest manufacturing GVA (Gross value added) = (£8.1 billion). Kirkby in Ashfield has large clusters of manufacturing and distribution businesses located principally to the north of the town centre, where there is good access to the A38 and Junction 28.

• Sherwood Business Park is located to the south of Kirkby in Ashfield, off Junction 27 of the M1, with office and distribution space for over 70 businesses, including multi-nationals such as Dell, Eddie Stobart, and L'Oréal
• Sutton in Ashfield accommodates substantial industrial and distribution sites with large clusters of manufacturing close to Junction 28 of the M1 and alongside the A38
• with the exponential growth of online sales during the pandemic lock down, distribution is predicted to be one of the fastest areas of economic growth, an Amazon distribution centre opened in autumn 2020, creating up to 1800 jobs.
• large companies are attracted by the proximity to strategic transport links, combined with a competitive labour market
• the health sector is a large-scale employer with King’s Mill Hospital part of the local NHS Trust, which employs 4300 people. Other areas of employment include Romo Fabrics and furniture makers and pharmaceuticals companies Brightwake, Fresenius and Alloga.

Development of sector specific training centres

Through successful investment there is confirmed development of 2 sector focused training centres in the area. This will ensure there is a route for residents to gain the skills needed to progress into two high profile sectors within the Ashfield District:

Ashfield Construction Centre

Artists impression of Ashfield Construction Centre

A partnership project with Vision West Nottinghamshire College (VWNC), Inspire, Portland College and Sutton Academy to provide a new Level 1 construction facility at a gateway site in Sutton which complements VWNC higher level courses at its campus in Kirkby. It also builds on the success of the current offer at the academy and Inspire in engaging with more disadvantaged learners. The Portland College campus will provide a satellite education centre for students with complex disabilities.

The facility will deliver training to young people aged 16 to 18. For learners with an Education Health and Care plan (up to the age of 24) a satellite centre will be developed at Portland College to provide a fully accessible and challenging entry to construction in a bespoke, purpose-built environment. This will cater for additional needs including positive behaviour support, access to a multi-disciplinary therapy team and a specialist delivery team. This intensive work on education, independence and employability skills provides the foundations to progression to the Ashfield Construction Centre.

Means for progression will be built into the designs for the centre, reinforced through active management to ensure managed transition between the varied provisions offered by the partner organisations. Support staff and a minibus fleet are in place to support staged transition.

Our ambition is to take a leading role in providing outstanding education and training within the construction, building services and engineering sectors and to lead the way in raising standards within industry, with a focus on sustainable construction methods. The centre will provide courses in all construction professions such as bricklaying, carpentry, joinery, and plastering; building services including electrical installation, plumbing and heating, as well as motor vehicle mechanics and functional skills/GCSEs in English, maths and ICT.

There is also the potential for expansion for future delivery in more specialist areas, such as principal learning for construction and the built environment, construction and design management (CDM), BIM, concreting, form work, steel fixing, and scaffolding.

Rationale:

Skills provision needs to be responsive to the demand for jobs in the local economy, helping to address constraints on economic growth in the region. Construction labour demand is forecast to grow significantly over the next 5 years and the new centre will help to meet this demand by increasing the number of qualified learners. 

An increase in learner numbers this academic year has and the impact of the pandemic have led to an increase in space demands for VWNC and Portland College. In addition one of the colleges is required to find an alternative site to operate from within the next 2 years. Collaboration between the colleges:

• more people educated to a higher level and have high value jobs
• less young people classed as NEET
• more older people having second career
• more disabled people in work
• attractiveness and perceptions of the area improved will improve outcomes for learners and also attract young people who would otherwise be at risk of becoming NEET.

Ashfield Civil Engineering Centre

Vision West Nottinghamshire College (VWNC) requires additional capacity to develop a new curriculum area with a focus on trades related to civil engineering, transport and environmental engineering.

The project involves the acquisition of a site in Sutton in Ashfield, in close proximity to the existing construction and engineering centres. The development of this site will allow the provision of a new curriculum area, increasing progression and job opportunities for local people. The vision is to replicate an outdoor working site which will provide real world experience for young people, better preparing them for work in these industries. A small facilities building will provide toilets, showers, lockers, kitchenette and office.

Developed in partnership with national employers such as A Plant, the site will offer provision within ground works, scaffolding, plant movement, rail and highways operations.

The curriculum would complement the new curriculum being developed for the Ashfield Construction Centre project and is a key component of the vision to create a regional skills hub in Ashfield.

The principles of site and project management would be embedded across the broad spectrum of construction offering, enabling students to add significant value to multi-disciplinary teams in industry.

New courses would span the following areas:

• construction engineers - transportation of materials and site development, evaluating logistical operations, reviewing contracts and coordinating contractors
• structural engineering - bridges, flyovers and other buildings
• transportation engineering - construction and maintenance of all forms of public transportation systems including roads, railways, ports and airports
• geo technical engineering – understanding soil science and material science as well as the mechanics and hydraulics involved in safely designing a range of structures and buildings
• environmental engineering - solid waste treatment/management, treatment of water sources and improving the quality of water and air. Understanding of atmospheric sciences and hydrology.

Rationale:

Due to site constraints at the existing engineering and construction centres in Kirkby in Ashfield and Sutton in Ashfield, an additional facility is required to expand the number of learner spaces. This is part of VWNC’s development programme to support the future requirements for skills for specialist construction areas and seeks to address the skills shortage in a rapidly changing construction industry.

The development of HS2, significant planned construction on development sites across the region as well as skills shortages within the rail and highways industries make the case for such a development compelling. An ICE report commissioned in 2018 highlighted that more than 25% of senior managers overseeing projects reported significant challenges on projects as a result of skills shortages. Major areas of weakness were cited as specific technical skills, the ability to work on multi-disciplinary projects and an understanding of the broader context of a project. The report also highlighted that 50% of employers were unable to fill job vacancies due to skills shortages.

Data analysis of job opportunities within the East Midlands projects a 14% increase in job openings to 2023 within the skills areas that will be provided at the new centre.

There is a risk to the local area of significant migration of skilled workers to significant projects in the south of England, which will create greater skills deficit in the Midlands region. This project will help address this threat by increasing the number of learners and the breadth of the skills offer.

Key skills needs for the future

Strategy focus

Higher level skills

In regard to attracting highly skilled talent into Ashfield, there is a cluster of higher education institutions with 13 universities within the East Midlands region, producing world leading research and 56,060 skilled undergraduates each year:

• website: Higher Education Statistics Agency (HESA) data 2022 / 2023

Ashfield has an aspiration to ensure more residents who have higher level skills are working within the district. We are therefore working with local universities to ensure their careers teams are aware of the local labour market and can effectively match their postgraduates to job opportunities in Ashfield. We are also offering work experience incentives for local businesses to take on graduates, with the hope that the opportunity for the graduate will progress them into a sustainable career.

To help inspire residents to progress into the Science, Technology, Engineering and Mathematics (STEM) sectors we have secured investment to improve the Sherwood Observatory Science Discovery Centre by adding a new planetarium to the site. 

Sherwood Observatory science discovery centre and planetarium

A unique education and landmark visitor attraction within the existing observatory building has been extended and refurbished to create a new planetarium, utilising a half submerged brick built Victorian underground reservoir. The new centre delivers inclusive and innovative community and educational programming with a focus on promoting astronomy to visitors of all ages and engaging people in STEM related subjects. The centre is bringing science to life in fun, entertaining and informative ways and support the skills and knowledge essential for future employment.

Information of the project can be found on their website:

• website: Sherwood Observatory and Planetarium

Rationale:

This project provides the opportunity to create a unique visitor attraction, generating income and employment through the visitor economy and helping raise the profile of the area as a place to visit. Visitor demand at the observatory is already high, and is increasing year on year. The project will utilise a redundant structure, and will allow visitors access to a hidden heritage asset. The focus on STEM related subjects will raise awareness of the opportunities a career in STEM can unlock, which will support projects within the 'Succeed in Ashfield' theme.

As the UK enters the ‘Fourth Industrial Revolution’, a time of significant technological, and economic shift, STEM will be one of the accelerating forces for economic growth. Research undertaken on behalf of the British Association of Planetariums shows that people from deprived areas are under-represented in the visitor statistics for planetariums.

Business start-up skills

Ashfield has high aspirations of ensuring there is enough skills support and opportunities for individuals that would like to set up their own business in the area. Ashfield are keen to support newly redundant individuals that have an entrepreneurial spark, be successful in opening a new business in the district.

Ashfield are keen to ensure there is a support pathway for local entrepreneurial talent, making them successful in starting a business in the area. Ashfield will ensure there is enough business support services in the area that can help these new businesses grow and bring in prosperity and revenue into the district.

Key business start-up project

We have invested in a new Business Hub at High Pavement House in Sutton in Ashfield. From the hub, the “Headstart” programme is being delivered by Nottingham Trent University, giving new entrepreneurs the skills they need to start their own business.

• website: Enterprising Ashfield's Headstart programme

In the business hub is also:

• A Maker Space – allowing members to use equipment, learn new skills, invent, and build whilst socialising and collaborating with other businesses
• Commercial units - for new and existing businesses in the creative industries, with communal kitchen facilities, meeting space, and breakout areas. These units are available to rent, at affordable prices.

Digital skills

Digital skills are a paramount requirement for individuals in the modern world. They are how we store and process data, research relevant opportunities, configure artificial intelligence, and allow us to communicate on a universal scale through platforms such as instant messaging, emails, telephone calls, social media, and video chat.

Data shows that in Ashfield there is a relatively low level of digital skills, affected by factors including:

• access to equipment
• skills and connectivity
• age
• cost and access to assistive technologies (for people with disabilities).

Digital skills contribute to productivity across Nottinghamshire and Derbyshire, and 32% lower for the information and communications sector.

Nottinghamshire and Derbyshire research shows that vacancies for ICT in the area result in the highest level of lost income after public sector nursing and education roles of £396 million.

In May 2020, Citizen’s Online undertook an analysis of digital inclusion across Ashfield. The results show that 27% of residents have no laptop at home, 12% have no internet access at home, and 30% don’t have the digital skills required to complete day-to-day activities online such as paying a bill or connecting with a friend or family member.

To improve residents’ digital skills across the district we have secured investment to refurbish both Sutton in Ashfield and Kirkby in Ashfield Libraries, to make available as “Digital Hubs” for local residents. 

Library innovation centres

A multi-use hub for a range of information, digital, cultural and community services is being developed in order to support a wider range of activity to facilitate innovation, learning, cultural programmes, and community activity with a focus on digital skills.

The main Innovation Centre at Sutton in Ashfield will provide a venue for small business conferences, seminars, and networking through the refurbishment of a disused lecture theatre and re-purposing of adjacent areas.

The innovation centres at Kirkby in Ashfield and Sutton in Ashfield will provide digital access and access to technology, a job seeker/ employability hub / information advice and guidance services, and adult and family learning and skills programmes as well as community led activity – Inspire ‘community makers’ coffee and chat.

Rationale

The project will help to address digital exclusion across the area and support people to gain digital foundation skills. People can go on to gain more advanced digital skills through the provision at Vision West Notts College, providing a clear pathway for development.

Functional skills

Functional skills are essential for further studies and are applicable in most jobs. Most people need these vital skills to work, learn and contribute to society effectively. Functional skills enhance proficiency in numeracy and literacy, which is essential in daily trade and service transactions. Learning material for functional skills qualifications is based on practical and real-life situations. Developing functional skills can increase confidence and improve both work performance and productivity.

In addition to foundation digital skills, there are 2 other types of functional skills that are an imperative requirement that residents need in order to progress into employment:

Functional skills – English

Functional skills qualifications in English provide students with fundamental skills to use the English language in personal and work situations. The entry level functional skills qualification in English teaches students phonics and vocabulary to read and spell correctly. These qualifications test a student's listening, speaking, communicating, writing, and reading skills.

These skills help students with punctuation, spelling and correct grammar rules in written communication. The qualification ensures that students can spell and apply punctuation and grammar rules without using computer aids or dictionaries. Communicating efficiently improves confidence and effectiveness in the student's work performance, which should enhance their career prospects.

Functional skills – Mathematics

The mathematics section of functional skills covers 4 separate elements; data handling, numbers, measurement, and shapes. The purpose of the mathematics section is to strengthen students' knowledge of mathematical concepts without using a calculator. The mathematics examination requires students to perform numerical reasoning tasks with practical life situations. Depending on the functional skills qualification level, however, students may be allowed to use a calculator during the examination.

Key skills programmes in Ashfield – ASF functional skills

Many educational organisations in Ashfield have funding to deliver the Adult Skills Fund (ASF). Functional skills English, Mathematics and Information Technology courses are available for residents and businesses to access for free through the Adult Skills Fund (ASF). These courses need to be offered to all residents that currently have no qualifications.

Human-Robot collaboration skills

Automation and Robotics are now being manufactured and are operating within businesses around the world. The benefits of using automation and robotics within business operation are:

• to enhance productivity and efficiency
• they don’t need to rest or sleep so are able to work 24 continuous hours a day, for 7 days per week
• they are able to complete detailed and arduous tasks, with minimal mistakes
• removes workers from conducting dangerous tasks
• minimising material waste.

The big question is, will automation replace human employment? Research and surveys state the answer to this being no. In fact, it can be the exact opposite - it can create jobs. But the importance of educating the workforce is key to its success. Although robots can work 24 hours a day, 7 days a week, business leaders are doubtful that robots could be as creative and emotionally intelligent as human beings. Therefore, skills that revolve around social relationships, responsibility, creativity, imagination and leadership will continue to be in the hands of human beings. It is up to the organisational leadership, HR departments, and workplace strategists to re-arrange working environments in a way that allows individual employees to bring these unique skill sets to life, side by side with automated technology.

These lists offer a concise summary of the key skills categorised into technical, soft, and emerging skills:

Category - Technical skills

• Programming and software development - Skills in coding languages such as Python, C++, and PLC programming
• Robotics and automation operation - Expertise in operating and maintaining industrial robots and automation systems
• Machine learning and artificial intelligence AI) - Understanding and application of AI and machine learning algorithms
• Data analysis and interpretation - Skills to analyse data and derive insights for process optimisation
• Cyber security skills - Expertise in network security, data protection, and risk assessment
• Industrial internet of things (IIoT) - Knowledge of integrating IoT devices to connect systems for automation
• Additive manufacturing (3D Printing) - Skills in 3D printing technologies and production
• Automated guided vehicles (AGVs) - Operation and maintenance of AGVs for material handling and logistics
• Condition monitoring - Monitoring equipment conditions to predict and prevent failures
• Maintenance and repair of automated systems - Skills required for maintaining and repairing automation and robotics systems
• Control monitoring - Managing and monitoring control systems for efficient operations
• Process automation (ERP Systems) - Expertise in automating business processes using ERP and related systems
• Equipment operation - Skills in operating machinery and automated systems
• Materials handling and intralogistics - Managing automated systems for moving and handling materials
• Advanced manufacturing systems (CNC machines) - Operating CNC machines for precision manufacturing
• Cloud-based automation solutions - Knowledge of cloud platforms for managing automation workflows
• Collaborative robots (Cobots) - Working with collaborative robots that interact with humans in shared spaces
• Quality assurance and control - Ensuring product quality through automated systems and checks
• Inventory management - Managing inventory through automation technologies
• Production planning - Skills in planning and optimising production schedules with automation tools
• Health and safety compliance - Ensuring safety in automated environments.
• Process optimisation - Using data and automation to improve processes and efficiency.
• Project management - Managing automation projects, from design to implementation.

Category - Soft skills

• Problem solving and troubleshooting - Critical thinking and creativity to solve automation-related problems
• Adaptability and flexibility - Ability to quickly adjust to new technologies and environments
• Teamwork and collaboration - Working effectively with teams in an automated environment
• Communication - Clear and effective communication of automation processes and tasks
• Critical thinking - Analytical thinking to solve complex automation challenges
• Time management - Efficiently managing time to maximise automation output
• Leadership and decision making - Leading automation projects and making informed decisions
• Change management - Managing resistance to change during automation adoption.

Category - Emerging skills

• AI-Driven Analytics and machine learning - Managing resistance to change during automation adoption
• Smart factories - Knowledge of fully automated and connected factories (Industry 4.0)
• 5G and IoT integration - Using 5G and IoT for seamless communication and connectivity in automated systems
• Augmented reality (AR) and virtual reality (VR) - Skills to use AR/VR for training and process simulation in automation environments
• Advanced robotics and automation systems - Expertise in advanced robotics for manufacturing and logistics.

We are keen to give local businesses the flexibility of adopting artificial intelligence into their operations. We however, want to ensure the employees have the skills to successfully work with automation and robotics in the workplace. We have invested in 2 large capital projects that will give business leaders and their workforce the skills required to successfully adopt artificial intelligence into their organisation.

Automated Distribution and Manufacturing Centre (ADMC)

The Midland’s distribution, logistics and specialist manufacturing community, along with many parts of the UK, are at risk of being left behind by overseas competitors due to the slow adoption of automation.

Through consultation with this sector, the concept of a purpose built innovation facility has been developed, targeted at improving international competitiveness and inward investment attractiveness.  The ADMC will support the adoption, integration and expansion of automated technologies for businesses locally and across the Midlands region in a sustainable manner. The ADMC will be focus on providing:

• automation equipment technology and solution demonstration to businesses considering adopting or expanding automated processes/systems and who want to gain insights into how automation is employed and the barriers to implementation they may face
• a prototyping and test facility, where businesses can work with equipment suppliers, systems integrators and university partners to develop solutions to the automation challenges; without having to reduce their own capacity or invest in staff resource
• an early stage innovation capability where businesses already using automation can work with researchers, equipment suppliers and systems integrators to test the potential of emergent technologies
• access to skills training to meet the increasing need for talent and upskilling by employers to meet the requirement of automation technology. This will link to Vision West Nottinghamshire College’s (VWNC) Automation and Robotics programme and the emerging higher level education programmes being developed by Nottingham Trent University (NTU).

400 businesses have been contacted regarding the ADMC and their feedback has helped shape ADMC provision. The Manufacturing Technology Centre (MTC), part of the High Value Manufacturing Catapult (HVMC), have also contributed to its outline design.

The ADMC is the first of its kind in the UK. It will be the centrepiece of inward investment activity within Ashfield, will support aligned activity in other Towns Fund bids (including the Smart Innovation, Supply Chain and Logistics Zone proposed in Newark), be a key element of the forthcoming D2N2 Local Enterprise Partnership (LEP) and Leicester & Leicestershire Enterprise Partnership (LLEP) Freeport bid, as well as being a sentinel project for the economic levelling up agenda across the Midlands region.

“There is a lack of skilled people within the automation industry in the UK. Centres like this will only improve the situation. It is also a great place to showcase advanced automation technologies and invite multiple companies for open days. Plus work with companies on specific automation projects”.

ADMC is “aligned to our priorities on improving skill and employment levels and on promoting digital skills and low carbon industry. ADMC has potential for international reach and will be a flagship project for the whole region”

- D2N2 LEP

“We are developing batteries for use in robotics and automated systems. The new centre would be an invaluable testing ground with potential new customers”

- Local company

Automation and robotics courses from the Engineering Innovation Centre (Vision West Notts College)

West Nottinghamshire College are running level 2 and 3 courses in Automation and Robotics from their new Engineering Innovation Centre. The 2 year courses will equip students with a range of skills, including:

• electro-pneumatic circuits
• programmable logic controllers
• maintenance of automation – Mechanical and Electrical
• fault finding and diagnosis for automation and robotics
• robot processes and functions
• automated control systems
• machine software design principles
• robot programming
• simulation engineering
• process optimisation.

Beyond the formal course, there are opportunities for the upskilling of existing employees and knowledge transfer into smaller local businesses.

• website: Engineering Innovation Centre - West Notts College

The benefits

• A group of local young people equipped to be able to support businesses in their automation and robotics infrastructure, ready to develop their skills further
• the transformation of the conversations around automation from one of fear and trepidation to one of development and opportunity
• the potential to attract the brightest young people to see their futures in the local area in jobs with great potential within their own community.

West Nottinghamshire College have secured a mobile training facility in the shape of an electric vehicle that will be able to visit employer premises across the area to deliver tailored training in new technologies in this sector. The touring vehicle will also be visiting partner colleges, local schools and community centres (including Kirkby in Ashfield and Sutton in Ashfield libraries) to introduce individuals to this developing area of engineering. The investment will be integrated to support businesses across the East Midlands to successfully embrace automation and robotic technologies. Residents will be able to practice on automation and robotics equipment as a part of their learning, complimenting any “code clubs” that the centres may want to run.

Green growth skills

The UK Office for National Statistics definition of Green Skills is:

"Employment in an activity that contributes to protecting or restoring the environment, including those that mitigate or adapt to climate change"

In the lead up to COP26 and beyond, the government, businesses, and wider stakeholders have a big focus on the UK’s progression towards net zero. In 2020, the government launched their 10 point plan for a green industrial revolution, and throughout this year (2022) they were looking to support policies to accelerate decarbonisation and build a sustainable future for the UK. A huge part of this will mean ensuring that the right skills and training is available to support both individuals and businesses in the transition to a low carbon economy.

The Confederation of British Industry (CBI) engaged with members and stakeholders across 3 key areas undergoing transition - home efficiency, automotive and electric vehicles, and clean energy; to identify the opportunities and challenges to delivering the skills and training on the path to net zero. They found that the ‘green economy’ is going to require a range of different skills that goes well beyond what many consider to be specific ‘green skills’. The paper delves into each of the 3 key areas to assess the job opportunities available and how skills and training can support the transition of workers into new green jobs.

The paper identifies 3 challenges that apply to all sectors of the green economy which the government needs to consider:

1. Lack of awareness of the green economy – at present there is a huge task in educating the public about the path to net zero to support the growing consumer market and stimulate demand. Without a stronger brand, individuals are less likely to consider career opportunities in home efficiency, automotive and clean power.
2. Stability and direction through government policy - the government’s "Ten Point Plan for a Green Industrial Revolution" sets a broad vision for the priority sector transitions needed to achieve net zero emissions. This direction is helpful for business and policy makers, but it stops short of offering a full net zero strategy from government, and businesses are looking for more certainty to help invest with confidence. The threat of changing government policy, particular support schemes such as grants and funding, is a risk to business, which can be offset by long term policy commitments and goals.
3. Transitioning into changing industries and new jobs – industry will have a major role in preparing their workforce's for change, meaning huge amounts of upskilling. However, anticipated changes also likely to see some people leave the industry rather than retrain, and new workers with better matched skills join. There is an important role for government to support more fundamental retraining that keeps people in work, and to support transitions between industries.

There is opportunity for our region to have a better paid workforce, developing and implementing solutions for the low carbon transition and beyond.

The transformation to sustainable energy systems requires new skills growth, upskilling and reskilling in order to provide this growing sector with carbon literate expertise and leadership. We must keep pace with emerging skills requirements as technologies shift.

Our region’s large scale coal stations have long been responsible for meeting a significant proportion of UK power generation. The transition from carbon intensive to zero carbon will provide a valuable opportunity to reskill the existing workforce and create high value new jobs to meet the low carbon energy skills needs of the future.

Across the Midlands, there could be an estimated 194,000 jobs working in low carbon sectors by 2050. Key to this in the Midlands are the retrofitting of homes and buildings and the heat and automotive sectors. There is also an opportunity to focus on small to medium sized enterprises (SMEs) and their business needs, since SMEs make up 99% of the regional economy.

As technologies develop, skills requirements will change, and we must adapt quickly and flexibly in our skills provision. The region’s skills providers must work collaboratively, building on our world class higher education and further education network, to provide progressive pathways to residents at all stages of their careers. Having a curriculum focused on net zero ambitions is key and it will be important to provide opportunities and facilities to learn on the job, trialling new technologies and hands on experience at large scale demonstration sites across the region.

The energy sector remains one of the least diverse sectors, both in the UK and internationally. This poses a significant risk to the future workforce, in terms of limiting creativity and restricting access to talent, at a time when both will be in high demand to meet the needs of the sector in rising to the challenge of net zero carbon. Diversity is also important in addressing the socio-technical challenges that the UK faces; a diverse team has a better understanding of how change will impact a wider sector of society, along with a broader set of perspectives to approach a problem. In Ashfield we plan to develop reskilling programmes with diversity and inclusion at their heart.

Soft skills

Soft skills are non-technical skills that relate to how you work and include how you interact with colleagues, how you solve problems, and how you manage your work. Soft skills are the personal attributes, personality traits, and communication abilities needed for success on the job and characterise how a person interacts in his or her relationships with others.

Soft skills include:

• Adaptability 
• communication 
• creative thinking
• dependability
• work ethic 
• teamwork
• positivity 
• time management 
• motivation 
• problem solving 
• critical thinking
• conflict resolution.

Unlike hard skills that are learned, soft skills are similar to emotions or insights that allow people to “read” others. These are much harder to learn, at least in a traditional classroom. They are also much harder to measure and evaluate.

That said, some job skills programmes do cover soft skills. They may discuss soft skills, so job seekers know what they are and the importance of highlighting them on their CV.

Due to the impact that the coronavirus pandemic has caused for children’s education, their soft skills may have also been affected. So it is important that schools embed social inclusion into their curriculum by connecting their students to the community projects that are available for their students in order to develop their soft skills. Activities through programmes such as the National Citizen Service and the Prince’s Trust Team Programme will help students improve their soft skills and make them more confident in being successful in the workplace. Businesses working with schools can offer their support through schemes such as work experience and T Levels, giving students the opportunity to put their developed soft skills into practice.

The coronavirus pandemic will have also impacted adults’ soft skills as their in-person communication skills would have been affected; especially for those that live on their own with no access to digital devices. So employability and confidence building courses are important, as well as ensuring there are enough community projects in the local area for adults to engage in. The Health and Wellbeing Partnership will play a role in ensuring there is enough provision to improve social inclusion within the district.

Ashfield’s education and skills improvement strategy

1. Talent attraction and retention

We want to develop a new demand-led skills programme in close collaboration with employers, offering innovative pathways to high quality jobs and curating bespoke training, recruitment, continuing professional development and progression solutions that will increase productivity and sustain growth by:

Objectives:

1. Creating an infrastructure that ensures all communities within the Ashfield District can play an active part in the economy, unlocking talent and inspiring all people, regardless of ages, into meaningful careers. Showcasing the district outside of Ashfield as the natural place to excel within our educational and business communities.
2. Supporting our sectors by providing their leaders with the ability to introduce and embed best practice, technology advancement and innovation that drive competitiveness and productivity.
3. Providing the ability to recruit, progress and develop workforce capability and productivity that meets immediate needs – unlocking expansion and investment in new services and capacity – closing the existing productivity gap.
4. Ensuring there is a support pathway for budding entrepreneurs that want to set up business in Ashfield, as well as supporting established small to medium sized enterprises (SMEs) that have aspirations for growth.
5. Ensuring there is enough support available for businesses to overcome the challenges imposed by both Brexit and the COVID-19 pandemic.
6. Working with Ashfield’s Health and Wellbeing Team to ensure there is an effective support pathway for vulnerable residents, ensuring they have every opportunity to remove particular barriers in order to be able to undertake work related activity, and eventually progressing into employment.

Outcome / impact:

• Increased number of vacancies over time
• HE/FE/Training Providers attracting students and participation, number of residents starts and achievements, number of apprenticeship starts and achievements
• careers programmes are embedded into all stages of education, improving Gatsby Benchmark grading for local secondary schools
• residents progressing into STEM careers within Ashfield
• improved key stage 4-5 destinations (percentage in sustained education/apprenticeship/employment by level)
• outcomes for apprenticeships by level (percentage sustained employment/sustained learning/any learning)
• improved business start-ups and SME growth
• higher employment, reduced unemployment and reduced economic inactivity residents
• increased qualification levels
• feedback from business needs surveys.

2. Skills to meet demand

We want to develop skills innovation and inclusion by working with business leaders, education, skills support and research, development and innovation (RD&I) institutions, to support the concept of an Ashfield ‘total skills solution’ through:

Aims:

1. Working with Primary and Secondary schools to help them to secure the investment needed to allow them to provide “Outstanding” education provision to Young People, helping to inspire our future generations into meaningful careers.
2. Ensuring we are helping our older residents develop the skills needed for prolonged careers within our high profile sectors.
3. Ensuring there is also an inclusion programme which will target Ashfield’s most deprived communities.
4. Helping our residents address critical labour demand by improving their skills set priorities.
5. Working with the Government, national, regional and local organisational bodies to secure skills budgets that work for our businesses and residents, align with government initiatives and develop innovative funding opportunities.
6. Supporting our employers to adopt and successfully implement the use of artificial intelligence within their operations.
7. Supporting our employers with implementing low carbon initiatives into their business operations.
8. Ensuring that data will be used more intelligently to better understand people’s destinations, identify gaps in training provision and ensure interventions meet the needs for learning and progression routes.

Outcome / impact:

• Improved outcomes for apprenticeships by level (percentages sustained employment/sustained learning/any learning)
• improved quality assurance reports of local schools
• young people employment/unemployment rate
• young people sustainable employment rate
• local schools are engaging with the community projects within the area; improving social inclusion and student soft skills
• reduced “Not in Education, Employment or Training (NEET)” data and “not known” data.
• improved healthy life expectancy (proportion of life spent in good health)
• improved employment rate for residents aged 50+
• improved proportion/number of STEM vacancies in Ashfield
• improved number of 25+ apprenticeships
• improved low carbon and green growth skills for residents, businesses and their workforce
• feedback from business needs surveys.

3. Skills for future growth

We want to work with emerging businesses, their supply chains, academia and skills providers, to prepare a comprehensive future skills programme through:

Aims:

1. Creating the relevant mechanisms by which the emerging sectors and institutions can share common expertise, capacity and innovation, supporting the development of hubs of knowledge and expertise, that can benefit the wider business community and inform Education and Skills Improvement Strategy development.
2. Ensuring we have meaningful digital skills programmes that support business diversification and hybrid working opportunities, as well as allowing residents to obtain the skills needed to work in the new digital age.
3. Extending investment and scope in the local academic centres of innovation and research expertise and developing a new level of collaborative partnerships that embed the needs of future industry at all academic levels. Creating placements and project opportunities that deliver solutions and a future talent pool.
4. Aiming to build skills development programmes, collaboration networks and infrastructure that enables and supports the local supply chain capacity and capability to develop as natural partners in new growth clusters. Understanding how skills can accelerate the cross-fertilisation of priority clusters leading to a network of supported supply chains and an economy of scale for Ashfield.
5. Aiming to build the specialist skills to support leadership, expansion, finance collaboration and research and development that will support new business growth.
6. Working with our local Universities to develop 'graduate retention' programmes to support our graduates in progressing into higher skilled jobs within the district.

Outcome / impact:

• improved proportion of STEM vacancies, and STEM achievements at further and higher education
• increased number of graduates in employment
• improved digital skills qualifications for residents
• partners are working collaboratively to meet the objectives within the strategy
• partners are working collaboratively to bid for the funding in order to complete the activities within the action plan
• improved quality assurance reports for local educational partners
• feedback from business needs surveys.

Future residents data aspirations

At end of the 10 year plan:

• reduce claimant count from 3.8% (January 2026) to lower than the percentage for the region (East Midlands), which is currently 3.4%
• ensure economic inactivity in Ashfield (20.8% in September 2025) to lower than the percentage for the East Midlands, which is currently 21.6%
• reduce “no qualification” percentage from 7.2%, in 2024, to lower than the percentage for the East Midlands, which is currently 5.4%
• “No foundation digital qualifications” has decreased from 12% to below East Midlands average, which is currently 9%
• increase “NVQ Level 3 or above” from 54.5% (December 2024) to higher than the percentage for the East Midlands, which is currently 65.4%
• increase gross weekly pay for full time workers from £675.90 in 2025 to higher than the gross weekly pay for the East Midlands, which is currently £720.80.

Top industry wages

In order to meet our aspiration of Increasing the gross weekly pay from £675.90 (NOMIS 2025) to higher than the gross weekly pay for the East Midlands, which is currently £720.80, we need to ensure that there are skills programmes to support residents to move into employment within the top sectors, such as:

• electricity, Gas, Steam and Air Conditioning Supply
• information and Communication
• construction
• manufacturing
• financial and Insurance Activities

Last updated: 27 February 2026

Here is the action plan for education and skills activities in the district that offers an assessment of progress on key indicators, as well as initiatives currently underway.

Education and skills improvement

Ashfield's Education and Skills Action Plan focuses on three areas including: Talent attraction and retention; Skills to meet demand; and Skills for future growth. In Talent attraction and retention, the aim is to develop a new demand-led skills programme in collaboration with employers.

In Skills to meet demand, the aim is to develop skills innovation and inclusion by working with business leaders, education, skills support, and research, development, and innovation (RDI) institutions to support the concept of an Ashfield ‘total skills solution’. In Skills for future growth, the aim is to work with emerging businesses, their supply chains, and academia and skills providers, to prepare a comprehensive future skills programme. 

We want to develop a new demand-led skills programme in close collaboration with employers. This will offer innovative pathways to high-quality jobs and curate bespoke training, recruitment, and continuing professional development and progression solutions that will increase productivity and sustain growth.

1.1 Action plan aim: Drive down levels of economic inactivity within the district.

What we already have and do

• Economic inactivity increased in Ashfield during 2023 - 2024
• Covid-19 impact has been major cause for this increase
• mental health is a big contributor to those out of work due to ill health
• school holidays present issues for lone parents when it comes to taking time off work etc.
• transform your future programme is currently being ran to support with this..
• NHS offering support with how to get into the NHS and roles. How to apply, how to fill out the necessary forms, advice and guidance
• Futures deliver sector-based work academy programmes (SWAPs) with Nottingham University Hospitals – supporting with applications
• Individual placement and support (IPS) has a referral scheme through the NHS (Buddy Scheme), business support service, and has training providers operating in Ashfield.

What we need to do

Long term health conditions

1.1.1 Confidence building / issues to support recover to job market, what are their skills what roles do they want?

1.1.2 Can GPs promote and raise awareness of support. Integration of a referral process. Social prescribers.

Ex-offenders

1.1.3 Education on employers on the DBS for this group to not just say no to this type of applicant.

1.1.4 Skill matching and transferable skills advice

50+ Retirees 

1.1.5 DWP targeting this group and deed to engage to increase awareness and knowledge.

1.1.6 Raise understanding of what training is available and transferable skills

Lone parents

1.1.7 Nottinghamshire County Council have been supporting this group through the Family Hub

1.1.8 More accessible childcare for lone parents.

Overall

1.1.9 Access to retraining courses for those that want to switch careers.

1.1.10 Understand the breakdown of those considered to be economically inactive.

• Date completed: 22 May 2025

1.1.11 Students should be identified separately from the group of economically inactive.

• Date completed: 22 May 2025

1.1.12 Clarity of the pathways that are available.

1.1.13 Diagnostic tool through the career boost portal

• Date completed: 30 April 2025

1.1.14 Grant funding to support employers who would employ economically inactive as training people comes with an associated cost.

1.1.15 Careers portals to demonstrate salaries for positions clearly.

• Date completed: 7 November 2025

1.2 Action plan aim: Ensuring new businesses are supported to achieve sustainable growth within the district:

What we already have and do

• Currently lower than East Midlands average
• EU exit has been a major cause due to change to funding structures, leaving gaps in provision and lack of awareness
• complicated business support structure
• not all businesses are aware of offerings.
• Ashfield District Council delivers a business support service and has a business support information website.
• Nottingham Trent University runs Enterprising Ashfield programme until 31 March 2026
• West Notts College deliver sector specific training programmes for businesses including Construction, Engineering, and Healthcare.

What we need to do

Offer support to businesses to ensure they continue trading after 1 year from their incorporation date.

1.2.1 Ensure the new High Pavement Business Hub in Sutton has available space for partners such as East Midlands Chamber of Commerce, Nottingham Trent University, and the Department for Work and Pensions (DWP) to deliver their business support services. 

• Date completed: 10 October 2025

1.2.2 Ensure partners that deliver business start-up programmes are referring their customers to a business support service after the course, delivered by Ashfield District Council and partners such as the East Midlands Chamber of Commerce.

1.2.3 Ensure manufacturing businesses are linked up with manufacturing skills offer, including the development of the Automated Distribution and Manufacturing Centre.

1.2.4 Ensure there is enough fully funded “Digital Marketing” provision available for employers.

1.2.5 Explore how employers can have more involvement with Colleges and Universities.

1.2.6 Develop the membership of local employers into Ashfield District Council’s “Succeed in Ashfield” social media platforms and local business networking events.

1.2.7 Work with partners to make languages provision available for small to medium-sized enterprises as well as unemployed adults. Virtual delivery allows businesses to work with international partners.

1.2.8 Work with partners to help more businesses create and develop a website and / or e-commerce platform. Opportunity to “level up” in the digital age and access new markets. Through grant funding/training programmes

1.3 Action plan aim: Supporting residents to develop their skills to level 3 or above.

What we already have and do

• Current demand for courses outstrips the supply
• costs associated with level 3+ qualifications provide a barrier
• skills must be matched to roles
• courses must be up to date and reflect current need
• Free courses for jobs (FCFJ) is a funding stream which which sits within the Adult Skills Fund but is managed as a distinct delegated allocation and is part of the Lifetime Skills Guarantee. The funding is aimed at enabling those without a level 3 qualification or higher to achieve a recognised qualification fully funded. Those who already hold a level 3 but earn below the national living wage, and those who are unemployed are also eligible for FCFJ
• The purpose of free courses for jobs is to reduce sector skills shortages, support individuals in enhancing their career prospects within their current industry and enable individuals to reskill within a new sector. Eligible courses are available in sectors such as health and social care, childcare and early years, hospitality and catering, accounting and finance, and construction. As part for the 2022 / 2023 DFE changes, non-devolved and devolved authorities can fund up to 50% of their allocation on non-national approved level 3 qualifications and develop local level 3 provision to meet local needs and priorities
• Skills boot camps - Boot camps are free, flexible courses of up to 16 weeks for adults aged 19 or over. They give people the opportunity to build up valuable sector-specific skills based on local employer demand and provide a direct path to a job on completion. Skills boot camps are primarily aimed at delivering flexible training at levels 3-5 (medium to higher level technical skills), and level 2 in some sectors. They are co-designed or shaped with employers to respond to their skills shortages
  This training is for adults who are either in work, self-employed, unemployed or returning to work after a break.

What we need to do

1.3.1 Level 3+ courses need to align with industry demands.

1.3.2 Raise the awareness and promotion of those courses that are available.

1.3.3 Ensure that West Notts College Construction Training Centre are linked up with partners that focus on delivering construction sector skills provision (e.g.: CITB and Van Elle Training Centre). Ensure there is a vocational route way for residents wanting to progress within the Construction sector. Capture good news stories from the Construction Training Centre.

1.3.4 Ensure that Ashfield’s Civil Engineering Centre are linked up with partners that focus on delivering civil engineering sector skills provision. Ensure there is a vocational route way for residents wanting to progress within the civil engineering sector.

1.3.5 Explore the vocational route way for the residents wanting to progress within the Healthcare sector, through partners that focus on delivering Healthcare sector skills provision (e.g.: Care4Notts, AEB providers and Think Ahead)

1.3.6 Engage with the East Midlands Combined County Authority (EMCCA) to ensure Ashfield businesses are accessing the “Skills boot camps”.

1.3.7 Further Education providers to provide FE Collaboration Group updates

1.4 Action Plan aim: Support the DWP to reduce the claimant count figures within the district.

What we already have and do

• Claimant rate is currently quite high when compared to the rate of the East Midlands.

What we need to do

1.4.1 Partners to continue promoting opportunities they have across:

• training and courses
• careers advice and support
• inclusive recruitment practices
• educating employers and individuals on the opportunities available.

1.4.2 Explore funded provision to offer community-based careers guidance to all adults in Ashfield.

1.4.3 Work with Nottinghamshire County Council and the Department for Work and Pensions (DWP) to develop their job matching services, improving traffic from residents and businesses.

1.4.4 Department for Work and Pensions to develop their redundancy support “Triage” package for Ashfield residents

• Date completed: 8 December 2025

Last reviewed: 12 December 2025

We want to develop skills innovation and inclusion by working with business leaders, education, skills support, and research, development, and innovation (RDI) institutions to support the concept of an Ashfield ‘total skills solution’.

2.1 Action plan aim: Growing the amount of Science, Technology, Engineering and Maths (STEM) vacancies and ensuring they are being filled locally.

What we already have and do

• Lack of courses to meet the current demand.
• low access to resources and awareness of opportunities
• low aspirations of students to see themselves in STEM roles.
• lack of parental knowledge of STEM roles meaning children aren’t being guided.
• Automated Distribution and Manufacturing Centre (ADMC) will help up skills residents in these sectors and help inspire others take up roles in STEM sectors also.
• Sherwood Observatory Science Discovery Centre and Planetarium will help inspire young people to think about a career in science, astronomy, or engineering.
• West Notts College's Engineering Innovation Centre is available to individuals looking at progressing into the engineering sector.

What we need to do

2.1.1 Can STEM courses at level 3 and above be funded for students.

2.1.2 Raise awareness of alternate routes to STEM

2.1.3 Engage with students at primary level to raise awareness.

2.1.4 Work with the HE sectors to engage with students, offer placements and bring in graduate skills.

2.1.5 Engage with FE institutions to bring in T-levels in STEM.

• Date completed: 7 November 2025

2.1.6 Foster collaboration between employers and local schools to increase awareness of jobs, in demand skills and career pathways.

2.1.7 Support currently employed to change roles or to up skill into STEM.

2.1.8 Assess whether available courses and qualifications are addressing the need of available roles and jobs.

2.1.9 Promote the Sherwood Observatory and Planetarium project with the Education and Skills partnerships. Measure the impact of the project and showcase.

• Date completed: 10 October 2025

2.1.10 Ensure that the Automated Distribution and Manufacturing Centre (ADMC) is linked up with provision that focuses on skills development within the manufacturing and distribution sectors. Ensure there is a vocational route for residents wanting to progress within these sectors.

2.1.11 Engage with Vision West Notts College to see how many Ashfield businesses have enrolled their workforce onto new Automation and Robotics courses at the Engineering Innovation Centre.

2.1.12 Ensure the Automation / Robotics mobile provision is travelling to local schools.

• Action completed: 12 February 2025

Last reviewed: 12 November 2025

Organisations that were exhibiting at the Ashfield Career Fair 2022 started to network and they agreed to work together in order to develop a training programme that will help local residents move into HGV driver roles. One is a training provider and another a transport and logistics business. This collaboration has resulted in creating HGV driver jobs within the Ashfield district.

Matthew's story:

"I didn’t get my Maths GCSE at school as my grades were low. I find that jobs ask for a GCSE and as my boss is very supportive, he suggested a course. I did the 3 sessions of Multiply ‘But Less Scary’ in March 2023 at my local library. The tutor was really good and explained it to me in a way I understood. After the course, I received an Inspire leaflet through the door and decided to enrol on the Maths Functional Skills course so I can work towards getting my Level 2. I had my first session yesterday"

Alison Whitton, Partnership and Community Lead at ATTFE College, had this to say about two customers she has supported through Ashfield's Digital Skills Programme:

"A gentleman has attended 3 sessions with me as he didn’t feel confident using Indeed for job applications.

In the first session, we discussed the issues he was facing. Although he was applying for roles he believed matched his skills and experience, he wasn't receiving many responses. We reviewed his profile, and after some discussion, he made changes to support his applications.

In the second session, we used Microsoft Word to update his CV, incorporating the new content into his Indeed profile. He also ended up with an updated CV that could be printed.

In the last session, we ensured he had downloaded the app to his phone and addressed any changes or potential issues he might have in using the technology.

After the three sessions, he felt confident and was happy to end the support.

Another gentleman I assisted had recently left prison and was living in sheltered housing. He didn’t know how to create a CV, so we looked at his previous experience and produced an up-to-date resume.

He admitted that his digital skills were poor, and although he only attended one session, he was very pleased with what he’d learned. I also signposted him to our digital skills courses"

"I arrived in the UK in 2022 with my young daughter with the hope of setting up a stable life for us but no none wanted to employ me.

I worked with Futures on the Transform your Future project and from that I have secured a full-time job, have made new friends, and now I am financially independent and my daughter is doing well at school.

Customer aged 52, Ashfield"