The State of Education Technology…eighteen months on

National survey reveals schools’ top priorities as well as the current barriers to technology in education post-pandemic


A new report, which provides guidance to educators and school leaders on the latest trends in EdTech, has revealed social and emotional learning (SEL), staff training, and collaboration are among schools’ top priorities with budgets and student engagement also being at the forefront of discussion. For the first time in seven years, ‘attainment’ was not first on the list of schools’ priorities.


The sixth Promethean® State of Technology in Education UKI Report asked educators from across the country to share their experiences and comment on their schools’ priorities from budgets to strategies and training. Conducted by global education technology company, Promethean, the 1580 participants for the 2021-22 survey included teachers, school SMT, members and IT staff.


Social and emotional learning (SEL) was given the top spot by 44 percent of educators, but few believe it will actually feature in next year’s spending. Just two percent of schools said they will be able to invest in wellbeing for 2022/23. Collaboration and communication were reported as the highest priority when it came to technology in the classroom – a dramatic increase and its highest level in five years.


Teachers said they are not receiving adequate training and support they need to utilise EdTech effectively, with 55 percent saying classroom tech training is lacking and nine percent claiming that they received no training at all. With budget and time constraints being named as barriers, only 15 percent of respondents felt they received “full training” when it came to technology. The report also highlighted gaps in staff training strategies, with 33 percent of respondents saying teacher training was not a funding priority.


The biggest reported hurdle to training was budget. “Lack of budget and lack of time” was outlined by a department head as a preventative force at their North West secondary school, “I do my own training and upskilling in my own time.” This view was echoed in many responses, as time constraints was listed as the second most common roadblock to training. 


Still, attitudes towards tech use in the classroom remain consistently positive, with 77 percent believing that EdTech is a great way to engage students, and 76 percent saying it enables them to do their job better. A London primary headteacher commented, “Technology gives us a great opportunity to rethink teaching and learning. We need to have time to take this opportunity rather than rush back to just fulfilling the national curriculum.” 


The majority of respondents anticipated that budgets (57 percent) and government policies (50 percent) will influence the future of education more than Covid (at 47 percent) over the next three years. Most respondents (58 percent) also predicted that in the long-term, all classes will be taught in person where possible, with a blend of digital and analogue resources. Regardless, responses did not downplay the lasting effect that the switch to remote learning has had on their school’s EdTech usage, and 95 percent believe they are better equipped for distance learning when needed.


Perhaps explaining why Covid came third on the list of future impacts to education, schools no longer need to adapt to accommodate digital learning: “The facilities put in place during the pandemic are now ready to be used whenever required,” said one IT staff member. Another primary head of faculty agreed: “We were well prepared this time – we’re ready should we need to go again!”


As for where educators feel the biggest trends are in the future of EdTech:


  • 61 percent responded with online content and resources will see the biggest growth in the future
  • 52 percent said online assessments
  • While augmented and virtual reality (AR/VR) was seen as a fad [citation needed].


“Responses from our latest survey show not only how important the role of technology in education is, but how we must give greater support to teachers so they may continue to innovate through technology,” said Jim Wallis, Head of UKI Markets at Promethean. “We always try to delve deeper than technology in these reports, to get at the heart of the conditions that educators are facing today. Now it’s time to look at the right tools to help teachers connect to students in engaging ways. We will continue to listen to the voices of educators and strive to inspire through EdTech solutions.”


To learn more about the trends identified in the Promethean State of Technology in Education UKI Report 2021/2022, please visit


Codelocks releases its third generation KitLock with NetCode

The new KL1000 G3 NetCode allows remote generation of temporary access codes


Newbury, UK, 08 December 2021Codelocks announces availability of its new KitLock, the KL1000 G3 NetCode. The new locker lock combines the style and functionality of the popular KL1000 G3 KitLock with the convenience of Codelocks’ NetCode technology – enabling administrators to generate temporary date and time-sensitive access codes.

The KL1000 G3 NetCode can be set up to provide either short or long-term access for users and includes all the features introduced with the KL1000 G3 – including a key override function, easy access to the battery compartment and the option to include Slam Latch for fast ‘push shut’ closure. However, this new addition to the KitLock by Codelocks range boasts Codelocks’ NetCode technology.

The NetCode Function enables lock administrators to generate a single-use code via the online Codelocks Connect Portal or by utilising the Codelocks Connect Application Programming Interface. The code can then be sent by text or email – giving the recipient access to the locker on a specified date and for a set period of time.

Colin Campbell, Managing Director at Codelocks said: “The KL1000 G3 NetCode has been designed through the evolution of our best-selling KitLock, the KL1000, and comes with all the popular features of the KL1000 Classic+. The KL1000 G3 was a hugely popular addition to our KitLock range – so it made sense to add NetCode capability to its existing functions.

“NetCode works by using time and date-based algorithms, synced between the lock and software upon initial programming. WiFi isn’t required – this helps customers to generate NetCodes and manage access control wherever they are, even in the most remote locations.”

Private and Public Functions make it ideal for schools, offices, and leisure facilities where lockers may be allocated on either short or long-term basis, and the NetCode Function makes it perfect for visiting service engineers, delivery personnel and venues where staff might want to grant short-term access via a simple text or email.

KL1000 G3 NetCode has a modern chrome effect finish that reflects the locks surroundings –giving it a slimmer, subtle aesthetic. Customers can choose to add Clean by Codelocks, an optional antibacterial finish which protects against viruses, bacteria, and environmental toxins. The clear coating has been shown to be highly effective at eliminating the SARS-CoV-2 coronavirus and can reduce bacterial growth by 99.96%*.

The KL1000 G3 NetCode is available now and, shares the same fittings and fixings as the KL1000 Classic+, so existing installations can be easily upgraded and retrofitted.

For more information on KL1000 G3 NetCode, visit


*Clean by Codelocks is a brand name operated by Codelocks Ltd. to describe products that have been treated with the LumaCleanTM Multipurpose Photocatalytic Coating manufactured by USA Nanocoat “the Manufacturer”. All test results, certifications and claims are those applied for or of the Manufacturer. Clean by Codelocks should not be considered a replacement for an overall cleaning and disinfection strategy. No claim is made or implied that Clean by Codelocks provides infallible protection against agents that may be harmful in part or whole to humans or animals.


  • Monitors carbon dioxide and features proprietary risk alert system for use in schools, restaurants and other indoor spaces
  • Alerts users to take steps to proactively improve indoor air quality to help decrease the potential risk of transmitting airborne viruses among building occupants


Honeywell yesterday announced a new, user-friendly monitor that alerts users when indoor air conditions may present an increased risk of potentially transmitting airborne viruses in schools, restaurants and other spaces.


The Honeywell Transmission Risk Air Monitor is an easy-to-deploy, portable device that measures carbon dioxide and features a proprietary risk alerting system based on user-selected activity levels within a room. This helps customers be aware of when to proactively improve indoor air quality, which according to the U.S. Centers for Disease Control and Prevention, can help reduce the spread of certain diseases and decrease the risk of exposure among building occupants.


The new monitor incorporates a proprietary algorithm developed by Honeywell based on research conducted at the University of Colorado on the influence of aerosols on the transmission risks of airborne viruses. Users are alerted when conditions are present that indicate a certain air risk factor level is reached so they can increase ventilation with outdoor air and/or improve air filtration, which the U.S. Environmental Protection Agency recommends as important components of a larger strategy for indoor air quality.


“The importance of indoor air quality isn’t going to go away once we have the pandemic behind us. People are more aware of and cognizant to the potential impact that indoor air quality can have on well-being and productivity,” said Mary Furto, Chief Marketing Officer of Honeywell’s Gas Analysis and Safety business. “Our monitor provides an efficient and simple way for users to be alerted if their indoor spaces present increased risk factors by analyzing breathable air. This can enable users to understand when to take appropriate actions such as increasing ventilation in a room.”


Honeywell’s monitor uses CO2, temperature and humidity sensors and offers three pre-programmed activity level settings. It features a green, yellow or red light to alert users about the potential for increased indoor air risk factors. It incorporates an easy-to-read digital display, a rechargeable battery and is Bluetooth®*- and WiFi-enabled to allow for connectivity between the device and its mobile application and online dashboard.


Depending on the number of devices an individual or organization uses, Honeywell created unique user experiences to easily monitor certain indoor air risk factors. For schoolteachers or small business owners who use one or a few monitors, they are encouraged to use the Transmission Risk Air Monitor application from a mobile device. For organizations with several monitors, such as schools or school districts, they can access an online dashboard to monitor certain indoor air risk factors across devices from one centralized location.


Scientific evidence suggests using air monitors1 to measure indoor environmental air can be an efficient method2 to assess the potential risk and exposure to airborne viruses, which can fluctuate based on CO2 concentration levels and how active people are in a space.


“Our research has shown a close correlation between the likelihood of transmitting airborne viruses and increased carbon dioxide levels. Effective monitoring solutions can indicate that fresh air is sufficient and circulating properly in an enclosed space,” said Jose-Luis Jimenez, Professor of Chemistry and CIRES Fellow, University of Colorado-Boulder. “Our recommendation is to display a real-time carbon dioxide monitor in all public indoor spaces so people can learn quickly what environments are safer or less safe for a given activity. Going forward these monitors can be useful as a metric of indoor air quality to indicate when conditions could present an increased risk of exposure to airborne viruses.”


In addition to potentially reducing risk of exposure to airborne viruses, indoor air quality adjustments can be beneficial for student health and academic performance. While adverse effects have been reported for elevated levels of CO2 in classrooms, studies have shown that increasing ventilation can help students with decision-making, attention, concentration and memory.3


For more than 50 years, Honeywell has developed innovative gas detection solutions and analytics software to protect workers in challenging conditions across a wide range of industries. The company’s portable BW SOLO CO2 detectors are being used by workers handling large amounts of dry ice to package and ship certain COVID-19 vaccines.


The Honeywell Transmission Risk Air Monitor complements Honeywell’s Healthy Buildings solutions, which integrate air quality, safety and security technologies along with advanced analytics to help building owners improve the health of their building environments, operate more cleanly and safely, comply with new guidelines, and help reassure occupants as they return to the workplace. Honeywell has an advanced indoor air quality portfolio that can help improve occupant well-being, meet energy efficiency goals, and importantly, change the way that occupants experience a building. 



The Honeywell Transmission Risk Air Monitor (HTRAM) analyzes specific air quality conditions and alerts the user when conditions are present that may increase the risk of exposure to airborne viral transmission. It does not prevent or reduce virus transmission nor mitigate viruses that may be present, nor does it detect or warn against the presence of any virus, including but not limited to COVID-19. The HTRAM does not repel or destroy any microorganism, viruses, bacteria, or germs.


* Bluetooth is a trademark of the Bluetooth Special Interest Group.

1 Exhaled CO2 as COVID-19 infection risk proxy for different indoor environments and activities, Sept. 2020,

2 Monitoring carbon dioxide to quantify the risk of indoor airborne transmission of COVID-19, April 2021,

3 Foundations for Student Success – How School Buildings Influence Student Health, Thinking and Performance, Jan. 2021,



Honeywell Safety and Productivity Solutions (SPS) provides products, software and connected solutions that improve productivity, workplace safety and asset performance for our customers across the globe. We deliver on this promise through industry-leading mobile devices, software, cloud technology and automation solutions, the broadest range of personal protective equipment and gas detection technology, and custom-engineered sensors, switches and controls. For more information, please visit:

Honeywell ( is a Fortune 100 technology company that delivers industry-specific solutions that include aerospace products and services; control technologies for buildings and industry; and performance materials globally. Our technologies help aircraft, buildings, manufacturing plants, supply chains, and workers become more connected to make our world smarter, safer, and more sustainable. For more news and information on Honeywell, please visit

“Strong start” for Cambridgeshire and Peterborough Teaching School Hub, as 800 teachers and school leaders are supported in opening quarter

Nearly 800 Early Career Teachers (ECTs), mentors and school leaders have already been supported by Cambridgeshire and Peterborough Teaching School Hub, one of 87 Hubs designated by the Department for Education (DfE), in its first three months of operation.


The Hub officially opened on 1st September to provide high-quality training and professional development to support teachers and leaders at every stage of their career, with the objective of raising teaching standards and contributing significantly to school improvement.


It supports schools in Cambridgeshire and Peterborough – primary, secondary and alternative provision – with the Early Career Framework (ECF), National Professional Qualifications (NPQ), Initial Teacher Training (ITT) and Continuous Professional Development (CPD).


360 ECTs and 341 mentors (school teachers overseeing the ECTs) have attended local group sessions on the ECF, which gives all new teachers a funded entitlement to a structured two-year package of high-quality professional development at the start of their careers, and feedback from delegates has been hugely positive.


93% of ECTs and 89% of mentors rated the quality of their training as ‘good’ or ‘very good’ and 92% and 89% (respectively) ‘agreed’ or ‘strongly agreed’ that they would be able to apply their learning to their practice. These sessions have been undertaken by ECT lead provider partner, Education Development Trust (EDT), and now plans for ECT and mentor regional conferences in January 2022 are being finalised.


The Hub is also offering all six NPQs for teachers and leaders via its lead provider partners Teach First and the Church of England, and 43 school professionals having signed up to programmes beginning in November. And with the DfE’s confirmation on 1st December of reforms to ITT courses, including the role of Teaching School Hubs “to support training providers, especially locally and in disadvantaged communities”, Cambridgeshire and Peterborough Teaching School Hub will step up its work with the three School-Centred Initial Teacher Training (SCITT) providers in the area.


Meanwhile, a range of wider DfE and Hub approved CPD opportunities, including those with specialist Curriculum Hubs around subject-specific knowledge, have been accessed by around 40 primary and secondary school teachers.


“Our first quarter supporting teacher development from EYFS to Key Stage 5 has brought a strong start for Cambridgeshire and Peterborough Teaching School Hub,” said Hub Lead Lynne Birch. “We have had a high level of engagement with schools in the area and actually exceeded the number of ECTs and mentors we were anticipating to support by around 160. Initial Teacher Training has been provided by our partners: CTSN SCITT, The Cambridge Partnership SCITT and Teach East SCITT, which is a wonderful example of expertise being drawn together through the Hub model. Recruitment to NPQs has also been very pleasing indeed and we are moving forward with all other areas. Our children deserve high-quality education and by being a centre of excellence, working collaboratively through strong, supportive partnerships which promote and value fairness, equality, inclusion and diversity, we can achieve our stated objectives.”


The Cam Academy Trust has engaged with Cambridgeshire and Peterborough Teaching School Hub on several levels. “We hope and expect that both the support for ECTs and the access to NPQs will be important and significant professional development for many of our staff,” explained Chief Executive Stephen Munday CBE. “All our ECTs are registered with the EDT, the named provider for ECF support for ECTs, which has been sorted out through Cambridgeshire and Peterborough Teaching School Hub and is a crucial area of teacher support for us. Many of our staff will be registering for NPQs through Cambridgeshire and Peterborough Teaching School Hub, as well as other Teaching School Hub providers. These are an important source of leadership development.”


Mr Munday added that he was looking forward to exploring other opportunities with Cambridgeshire and Peterborough Teaching School Hub. “We hope that we will be able to engage with further and wider areas of staff professional development, including contributing to the delivery and even design of these,” he said. “These would go beyond NPQs and ECT support. We will also continue to play a central role in overseeing a major SCITT that will provide much ITT in the area. Positive working relationships with key people in Cambridgeshire and Peterborough Teaching School Hub mean that we can work well and appropriately with seeking to move forward with the Hub.”


Cambridgeshire and Peterborough Teaching School Hub, which was awarded to Histon and Impington Junior School (now Histon and Impington Brook Primary School) in January, is part of a strategic partnership called Iceni Teaching School Hubs alongside Saffron Teaching School Hub (Braintree, Chelmsford, Epping Forest, Harlow, Uttlesford) and Unity Teaching School (Forest Heath, Mid Suffolk, St Edmundsbury, Suffolk Coastal). It also works with Alpha Teaching School Hub, Chafford Hundred Teaching School Hub, Inspiration Teaching School Hub and Julian Teaching School Hub, as well as local authority partners Cambridgeshire County Council and Peterborough City Council.


Launched today: Schools STEM challenge to build accessible flight simulator


The Royal Aeronautical Society (RAeS) has today launched a new competition, Falcon2, aimed at young people aged 6-19 to design and build an accessible mobile flight simulator.


The Falcon2 challenge builds on the success of the previous RAeS build-a-plane challenge which was designed to enable young people to develop and demonstrate key skills which future employers and training providers look for and to learn more about opportunities in STEM (science, technology, engineering and mathematics) and aviation.


Alongside the Royal Aeronautical Society the partners in Falcon2 are Boeing, the disabled flying charity, Aerobility, and Middlesex University.


We are today inviting young people aged 6-19 to use their science and engineering skills to design, develop and build a real-life mobile flight simulator which will travel to Special Educational Needs and Disability (SEND) schools and public events around the UK to introduce people from all backgrounds to the wonder of flight.


For many people, the opportunity to fly a plane may seem impossible, particularly to those with disabilities. However, Aerobility has developed a range of programmes and aircraft adaptations that allow many disabled people to do just that – learning to fly an aircraft and gain their pilot’s licence, providing the ultimate feeling of freedom, pride and independence.


The challenge is split into two phases:


PHASE 1 – The Design Brainstorm Challenge

A poster competition to present design and technology ideas for an accessible flight simulator, with the chance to win prizes for school or youth groups. Prizes include fully funded educational visits and vouchers for schools and groups.


There are two age categories for Phase 1 – one for primary ages 6-11 and one for secondary ages 11-19.


PHASE 2 – The Big Build

The winning build teams will take on one or more fully funded work packages for the flight simulator, culminating in the final assembly FlightSimCamp at Blackbushe Airport in Hampshire in summer 2023 where teams will integrate the different components which they have worked on into the flight simulator.


This phase is open to secondary ages only, and we particularly welcome entries where mainstream schools, colleges or youth groups along with industry representatives team up with SEND schools whether virtually or face-to-face.


There are ten work package which break down the flight simulator build into key engineering and technology projects which schools or youth groups can bid for, for example creating accessible seating for the motion platform, visual displays, flight controls or leading the build of a roadworthy trailer to safely transport the simulator around the UK once it is complete.


David Edwards FRAeS, Chief Executive of the Royal Aeronautical Society, said,

“Falcon2 is a great opportunity for schools and industry to get involved in a really unusual, but incredibly interesting project. Not only will young people be able to work on and possibly even build a mobile flight simulator, but they will be helping to encourage disabled people to get involved in aviation and change lives.”


Prof Mehmet Karamanoglu Head Design, Engineering and Mathematics at Middlesex University, said:

“We are very proud and privileged to be part of the Falcon2 programme. This is such a great project, providing inspiration and opportunity for all to get involved and help those who would not otherwise have the chance to experience the joy of flying. Our team of experts can’t wait to see the new entries and get stuck in to advise and assist the budding engineers, scientists and innovators of tomorrow.”


Mike Miller-Smith MBE FRAeS, Chief Executive of Aerobility, said:

“Disabled people don’t always get the chance to access fun and educational activities such as flying a flight simulator. This competition will not only deliver a first-class simulator which will be accessible to all, but all the competition entrants will be considering and learning about inclusive design – a key part of STEM. The Big Build also promises to be great fun!” 

How EdTech can help facilitate better mental health support

Al Kingsley, CEO, NetSupport

According to the Centre for Mental Health, the state of the nation’s mental health is at a “tipping point”. And, following a recent UK government report which found that one in six children in England suffer from poor mental health and that two-fifths of children experienced a decrease in their mental wellbeing from 2017 to 2021, the organisation is calling for greater investment to urgently prioritise mental wellbeing support for students.

Exacerbated significantly by the impact of the pandemic, a similar picture can be seen amongst school staff with rates of burn-out, depression and anxiety soaring and a growing exodus from the profession.

Ahead of World Kindness Day on 13th November, which encourages us all to prioritise genuine moments of kindness and connection in the face of the current mental health crisis, EdTech presents an opportunity for us to be mindful of the real and substantial benefits for students and teachers as they use it to connect and collaborate.

Supporting teachers

When introducing any EdTech solution into the classroom, it is key that it is accessible and user friendly; teachers can do without the stress of having to get to grips with complex or hard-to-navigate platforms. By ensuring that new systems are co-produced with teachers, schools can be confident the solution will make teachers’ lives easier whilst supporting students’ learning and engagement.

Easy-to-use EdTech tools such as classroom management platforms and online learning resources can play an important role in reducing multiple areas of operational stress for teachers whilst still prioritising students’ academic and wellbeing needs. These tools can save time and help to reduce teachers’ workloads. For example, automated online assessment tools can make marking work and providing feedback to students a much simpler and faster process than marking tests individually. In the same way, being able to send work out to selected students in a single click (and collect it back in after it is completed), show the teacher’s screen to everyone in the class to help with explanations, or simply monitor students’ screens to gauge progress and engagement with the lesson activity, all help teachers to make incremental time gains to make their lessons more efficient, effective and less stressful.

Supporting students

Using EdTech solutions to build a trusted rapport and reinforce connections not only helps to better engage students in lessons but allow teachers to support their academic and mental wellbeing. This is particularly true for those students who may respond better to the teacher directly on a one-to-one basis via chat or messaging tools, rather than speaking out in front of their peers. And let’s not forget the value of such tools when students are learning remotely; they create a vital connection to the teacher and play a significant role in ensuring learners are supported, even when they are not all together in school.

Support in and outside the classroom 

Technology-led assessment and feedback systems help teachers to recognise areas where students may be struggling. With a report from youth mental health charity, stem4, finding that academic stress is the number one cause of mental health distress amongst young people, schools can use these tools to proactively identify and support students before the academic pressure becomes overwhelming and impacts their wellbeing.


In addition, cloud-based solutions can host learning resources that allow students to access them outside of school hours and in a manner that suits them. This helps to support each student’s preferred way to learn – improving their understanding of topics and helping to further reduce academic stress.

For students with wider mental health or wellbeing struggles, some edtech solutions can provide an additional avenue to gain support from trusted teachers. Not only this, but the inclusion of lists of external digital mental health and wellbeing resources empowers them to ask for help when they need it, even outside of school hours. This option offers students more privacy and anonymity and can be a lifeline for those who feel embarrassed or unable to talk to someone they know.

EdTech for good

EdTech processes, platforms and resources, when accessible and easy to use, provide an effective support mechanism that can reduce stress for teachers and students. With the help of technology to make classroom management easier, staff members can better focus on engaging with and supporting students. Digital learning systems also help to reduce students’ academic stress by ensuring they can learn in a way that suits them, for example, enabling them to look at resources as many times as they need to.

With skilful application, intuitive classroom management tools can help to free up teachers’ time and allow them to build stronger relationships with their classes, as well as encourage a more positive learning environment where students and teachers can thrive, academically, professionally and emotionally.


National recruitment and training provider Qube Learning partners with The Prince’s Trust to help thousands of young people into employment

Qube Learning: Get Started with Healthcare, in partnership with The Prince’s Trust


Leading national recruitment and training provider Qube Learning has partnered with youth charity The Prince’s Trust to recruit and place young people into care sector roles. Through a scheme funded by the Department for Health and Social Care and in partnership with Health Education England, the charity and education organisation are aiming to fill a large number of vacancies over the next three years.

The number of roles available in the social care sector increase by around 1% per year (an average of 17,000 new roles per annum) and Skills for Care have noted that there are at least 112,000 social care vacancies that need to be filled on any given day. Consequently, both organisations are committed to driving employability within such an important sector, providing more sustainable opportunities for young people, vitally contributing also to driving down the average age of those working within the sector as a result.

The youth charity founded in 1976 by His Royal Highness, The Prince of Wales, helps vulnerable young people get their lives on track. Supporting young people 11 to 30-year-olds all over the UK to build their confidence and skills to support them into jobs, education and training. Qube Learning, an expert in the further education sphere, is a seamless fit for the charity as they look to assist in kickstarting the careers for those looking to work in the healthcare and adult social care industry. Qube Learning will provide essential careers guidance and the development of employability skills for people, linking them to Employers who have live job vacancies.


Joe Crossley, CEO of Qube Learning, says:

“We are thrilled to be working with The Prince’s Trust. Working with such a reputable charity, we are keen to nourish this relationship, move it forward and engage and recruit talented people with a desire to succeed through the scheme. It isn’t about who they know or where they are from, it is about what they can give to a role in an area of work that is crying out for gifted, brilliant people. We look for raw talent, to nurture someone’s abilities, we want them to be successful and see a future in care, while learning and building on their skill set. This is an exciting opportunity for us, we have a huge amount of knowledge in this space and look forward to seeing the results.”


Rebecca Price, Senior Head of Service Delivery of Health and Social Care at The Prince’s Trust, says:

“We are excited to be collaborating with Qube Learning on such an important initiative, giving young people the opportunity, skills and necessary support to start meaningful careers within the care sector. Our work will give more young people access to the right opportunities to fulfil their potential and into sustainable careers they can be proud of; at a time when both the sector and young people need us the most.”

With many roles available, all jobs and Apprenticeships within health and social care organisations and their supply chains are within scope for the programme. The encouraging partnership looks to place people in healthcare assistant, support worker, IT support, catering, finance, administration, facilities management, and health logistics roles, to name a few.


About Qube Learning

Qube Learning is proud to be an OFSTED grade 2 (Good) Training Provider and works with hundreds of Employers across the country to deliver a range of training and qualifications to a multitude of Students. If you are interested in finding out more about the positive opportunities an Apprenticeship or Traineeship can bring, either as a Student or an Employer during the pandemic and after, then speak with the experts at Qube Learning.


About The Prince’s Trust 

The Prince’s Trust helps young people all over the UK to build their confidence and skills and supports them into jobs, education and training. Founded by The Prince of Wales in 1976, the charity supports 11 to 30 year-olds who are unemployed, struggling at school and at risk of exclusion.  

Many of the young people helped by The Trust are in or leaving care, facing issues such as homelessness, mental health problems, or have been in trouble with the law. The courses offered by The Trust give young people the practical and financial support needed to stabilise their lives, helping develop self-esteem and skills for work.     

The Trust has helped over a million young people to date. Further information about The Prince’s Trust is available at or on 0800 842 842.