DOCSLIB.ORG

Provision, Progression and Partnership

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Provision, Progression and Partnership Provision, progression and partnership www.progresssouthcentral.org.uk Provision, progression and partnership This eBook features a selection of 50 project ‘case studies’ that illustrate the variety of work delivered and funded over the last three years by Progress South Central, the Lifelong Learning Network for Berkshire, Buckinghamshire, Oxfordshire and Surrey. We are a partnership of universities and colleges working to develop and support progression for vocational students into and through higher education. More information about our work can be found on our web pages at www.progresssouthcentral.org.uk. Our work has been focused on four vocational sectors: •• Construction and the built environment •• Creative industries •• Health and Social Care •• Land-based industries In addition, we are working across all sectors on projects relating to: •• IAG •• 14–19 Diplomas •• Progression to HE for apprentices •• Staff development •• Raising learner awareness •• Employer engagement •• Work-based learning •• Research Progress South Central is funded by HEFCE until July 2011. Please note that the case studies represent the ‘state of play’ with the projects concerned at the time of completion of Progress South Central’s involvement with them. In many cases, work may have subsequently continued beyond the LLN’s involvement with the project. Information on the current state of play should be sought from the contact addresses given, where appropriate, at the end of the case study. Dates refer either to the date of the event, in the case of one-off events, or the end date of the project in the case of longer projects. www.progresssouthcentral.org.uk Contents Construction and the built environment 5 ASNs for Foundation degree in Construction Management 5 Development of a Foundation degree in Construction Management 6 Support for Technical Report Route candidates for ICE membership 6 Trip to the ‘Constructionarium’ 7 Creative industries 9 ‘Creative Minds Creative Futures’ 9 Entrepreneurial and business skills for the performing arts 10 Two Foundation degrees in the performing arts 11 Creative Portal 12 HE Experience Days 12 Health and social care 14 Raising aspirations in vocational areas 14 Domiciliary Care Services progression pathway 15 CPD Level 4 module for the work-health trainer role 16 Launch event for the Diploma in Leadership in multi-agency settings 17 ‘Maintaining mental health in children and young people’ 18 Land-based industries 19 BSc top-up in animal biology and conservation 19 Progression agreement for the BSc (Hons) Animal Science at the University of Reading 20 Research Skills School for FE students studying land-based subjects 21 FE Open Day for land-based staff 22 Land-based industries in action 24 14–19 Diplomas 26 ‘Progression Potential’ 26 ‘The new Diplomas – Learner Voice in Surrey’ 27 14–19 Diplomas as routes to HE 27 ‘The 14–19 Dimension – Diplomas and Diversity’ 28 Progression to HE for apprentices 30 Advanced Apprentices – progression to higher education 30 Research into attitudes and aspirations to HE with apprentices employed by Oxford Brookes University 31 www.progresssouthcentral.org.uk IAG 33 An investigation into the information, advice and guidance (IAG) provided for Year 11 students regarding their post-16 options 33 ‘Changing Routes to Higher Education’ 34 ‘Flexible Access Routes and Admissions to HE’ 35 Art factor forum 36 Staff development 38 Professionalising admission to higher education in further education 38 Bursary scheme for HE in FE 39 Learning advice in community settings 40 Valuing the support worker role – care, commitment, development 40 Raising learner awareness 42 Mentoring for progression – prison mentoring (pilot) 42 Mentoring for progression – working with training providers 43 Enrichment sessions: Oxford Brookes University and partner colleges 44 Oxford Brookes University mentoring scheme 45 Employer engagement 47 Sponsorship of business lunch 47 Seminar on Knowledge Transfer Partnerships 47 ‘Develop your workforce: employer’s guide to higher education’ 48 Higher level skills workshops for Train to Gain brokers 49 CPD framework for NHS staff employed in bands 1– 4 50 Work-based learning 51 University Centre Aylesbury Vale 51 ‘Progression via work-based learning’ 51 ‘Building Bridges’ 53 HE management learning for the building services engineering sector 54 Support for work-based learning: a package for work-based mentors of Fd students in the health and social care sector 55 Research 57 Higher education for Slough and East Berkshire – reaching the right learners with the right provision 57 An ethnographic study of vocational students in FE 58 What makes work experience work? 59 www.progresssouthcentral.org.uk Construction and the built environment ASNs for Foundation degree in Construction Management Lead organisation Oxford Brookes University Additional organisations involved Kier Group Date 2008–09 Project summary Progress South Central allocated Additional Student Numbers (ASNs) to Oxford Brookes University in 2008–09 to support the first year of their newly-developed Foundation degree (Fd) in Construction Management. The Fd was developed by the University’s School of the Built Environment in conjunction with a large employer, Kier Group, and was successfully accredited by the Chartered Institute of Building (CIOB). This project supported good practice in the development of work-based learning, as the curriculum and learning outcomes of the Foundation degree were designed in collaboration with Kier and the programme was tailored towards modern contractors who were already working in the industry. This Foundation degree was designed in an innovative way, with students studying via distance learning while receiving support through Brookes Virtual Gateway and with four residential visits throughout the year. In between the residential course visits, students received weekly support from a Kier mentoring programme. In terms of progression opportunities, it was envisaged that successful students would have the opportunity to progress to Oxford Brookes’ BSc (Hons) Construction Management at the end of their Fd. Learner demand for the new Fd had been identified by the CIOB and by ConstructionSkills, the Sector Skills Council for the construction industry. The development formed part of a planned expansion of construction activity across the South East. Impact 35 FTE ASNs were allocated for the Foundation degree and 47 part-time learners began the programme in January 2008. All of the first cohort of students were Kier employees. 36 students progressed successfully to the second year of the Fd in January 2009. As Progress South Central received an ASN allocation for 2008–09 only, only the first cohort of students on this FdSc could be funded by the LLN. Subsequent cohorts have been supported via Oxford Brookes’ HEFCE-funded Employer Engagement project. For more information Oxford Brookes University School of the Built Environment www.progresssouthcentral.org.uk 5 Development of a Foundation degree in Construction Management Lead organisation Aylesbury College Date October 2008 Project summary Progress South Central supported Aylesbury College in their development of a new Foundation degree in Construction Management, both with funding and with brokerage activity in engaging professional advice from the CIOB. The overall aim was to research, develop and write a programme to meet the growth needs of the construction industry in North Buckinghamshire and, after much initial research by the working party at Aylesbury College, the decision was taken to develop a programme specifically in Construction Management. Advice was sought from the CIOB in relation to both the course programme and in relation to the appropriate timing to seek accreditation with CIOB. Suggestions made by the CIOB’s representative were incorporated into the course programme. Impact The Foundation degree was successfully validated in 2008. The outcome is a programme designed totally to meet local and industry needs. For more information Aylesbury College Support for Technical Report Route candidates for ICE membership Lead organisation Institution of Civil Engineers (ICE) Date March 2009 Project summary This project set out to support the Technical Report Route (TRR) to professional membership of the ICE for those who possess the relevant industrial experience but who lack the necessary academic background. Within civil engineering, membership of the ICE is recognised as an international standard of quality and allows a civil engineer to practise in most countries of the world. The Technical Report Route to CEng and IEng status has been established by the ICE in recognition of the fact that there are people working in all parts of the construction industry doing work normally assigned to Incorporated or Chartered Engineers who do not have the appropriate formal qualification, often because they lack the necessary academic background. The project allowed the ICE to promote this route to professionally qualified membership to a number of companies and candidates in Progress South Central’s region and to explore the barriers to progression via this route. 6 www.progresssouthcentral.org.uk Engagement of local employers of potential TRR candidates formed the first stage of the project and the ICE engaged employers both through direct contact of known employers and through advertising TRR workshops to all local members. Identification and induction of potential candidates then proceeded, either through encouragement
Load more

Recommended publications
  • Directory of HE in FE in England 2007
    Directory of HE The Higher Education Academy in FE in England Our mission is to help institutions, discipline groups and all staff to Published by: provide the best possible learning experience for their students. The Higher Education Academy We provide an authoritative and independent voice on policies Innovation Way that infl uence student learning experiences, support institutions, York Science Park lead and support the professional development and recognition Heslington of staff in higher education, and lead the development of research Directory ofHEinFEEngland York YO10 5BR and evaluation to improve the quality of the student learning United Kingdom experience. Directory of HE Tel: +44 (0)1904 717500 The Higher Education Academy is an independent organisation Fax: +44 (0)1904 717505 funded by grants from the four UK higher education funding bodies, [email protected] subscriptions from higher education institutions, and grant and in FE in England www.heacademy.ac.uk contract income for specifi c initiatives. ISBN 978-1-905788-33-0 © The Higher Education Academy February 2007 2007 2007 All rights reserved. Apart from any fair dealing for the purposes of research or private study, criticism or review, no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any other form or by any other means, graphic, electronic, mechanical, photocopy- ing, recording, taping or otherwise, without the prior permission in writing of the publishers. To request copies in large print or in a different format, please contact the Academy. Contents About this directory . 2 How to use this directory . 3 NATIONAL ORGANISATIONS, NETWORKS AND CONSORTIA National quality and funding bodies .
    [Show full text]
  • College Employer Satisfaction League Table
    COLLEGE EMPLOYER SATISFACTION LEAGUE TABLE The figures on this table are taken from the FE Choices employer satisfaction survey taken between 2016 and 2017, published on October 13. The government says “the scores calculated for each college or training organisation enable comparisons about their performance to be made against other colleges and training organisations of the same organisation type”. Link to source data: http://bit.ly/2grX8hA * There was not enough data to award a score Employer Employer Satisfaction Employer Satisfaction COLLEGE Satisfaction COLLEGE COLLEGE responses % responses % responses % CITY COLLEGE PLYMOUTH 196 99.5SUSSEX DOWNS COLLEGE 79 88.5 SANDWELL COLLEGE 15678.5 BOLTON COLLEGE 165 99.4NEWHAM COLLEGE 16088.4BRIDGWATER COLLEGE 20678.4 EAST SURREY COLLEGE 123 99.2SALFORD CITY COLLEGE6888.2WAKEFIELD COLLEGE 78 78.4 GLOUCESTERSHIRE COLLEGE 205 99.0CITY COLLEGE BRIGHTON AND HOVE 15088.0CENTRAL BEDFORDSHIRE COLLEGE6178.3 NORTHBROOK COLLEGE SUSSEX 176 98.9NORTHAMPTON COLLEGE 17287.8HEREFORDSHIRE AND LUDLOW COLLEGE112 77.8 ABINGDON AND WITNEY COLLEGE 147 98.6RICHMOND UPON THAMES COLLEGE5087.8LINCOLN COLLEGE211 77.7 EXETER COLLEGE 201 98.5CHESTERFIELD COLLEGE 20687.7WEST NOTTINGHAMSHIRE COLLEGE242 77.4 SOUTH GLOUCESTERSHIRE AND STROUD COLLEGE 215 98.1ACCRINGTON AND ROSSENDALE COLLEGE 14987.6BOSTON COLLEGE 61 77.0 TYNE METROPOLITAN COLLEGE 144 97.9NEW COLLEGE DURHAM 22387.5BURY COLLEGE121 76.9 LAKES COLLEGE WEST CUMBRIA 172 97.7SUNDERLAND COLLEGE 11487.5STRATFORD-UPON-AVON COLLEGE5376.9 SWINDON COLLEGE 172 97.7SOUTH
    [Show full text]
  • Aylesbury College
    Aylesbury College REPORT FROM THE INSPECTORATE 1997-98 THE FURTHER EDUCATION FUNDING COUNCIL THE FURTHER EDUCATION FUNDING COUNCIL The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. It also assesses and reports nationally on the curriculum, disseminates good practice and advises the FEFC’s quality assessment committee. College inspections are carried out in accordance with the framework and guidelines described in Council Circulars 97/12, 97/13 and 97/22. Inspections seek to validate the data and judgements provided by colleges in self-assessment reports. They involve full-time inspectors and registered part-time inspectors who have knowledge of, and experience in the work they inspect. A member of the Council’s audit service works with inspectors in assessing aspects of governance and management. All colleges are invited to nominate a senior member of their staff to participate in the inspection as a team member. Cheylesmore House Quinton Road Coventry CV1 2WT Telephone 01203 863000 Fax 01203 863100 © FEFC 1998 You may photocopy this report. A college may use its report in promotional material provided quotes are accurate, and the findings of the inspection are not misrepresented. Contents Paragraph Summary Context The college and its mission 1 The inspection 8 Curriculum areas Construction 10 Engineering 16 Business 22 Health and social care 29 Hairdressing and beauty 35 English, sociology, psychology and law 41 Languages 46 Provision for students with learning difficulties and/or disabilities 51 Cross-college provision Support for students 57 General resources 64 Quality assurance 71 Governance 77 Management 83 Conclusions 92 College statistics Aylesbury College Grade Descriptors Retention and Pass Rates Inspectors assess the strengths and weaknesses Where data on students’ achievements appear of each aspect of provision they inspect.
    [Show full text]
  • Designation of a Body for English Higher Education Information Government Consultation Response
    Designation of a body for English higher education information Government consultation response January 2018 Contents Introduction 3 Summary of responses received 4 Main findings from the consultation 4 Question analysis 5 Questions 1-2 5 Question 3 6 Question 4 7 Next steps 8 Annex A: List of organisations that responded to the consultation 9 Annex B: HESA Expression of interest for the role of the DDB 13 2 Introduction In order to meet the relevant consultation requirements set out in the Higher Education and Research Act 2017 (HERA), the Department for Education, on behalf of the new Office for Students (OfS), sought views from respondents across the HE sector, including providers and students on the role of the Designated Data Body (DDB) and the functions that it must carry out. It followed an invitation for expressions of interest in the role which closed on 19 September, and to which one body, the Higher Education Statistics Agency (HESA) provided a submission. The consultation, published 19 October 2017, therefore explored the views of respondents on the suitability of HESA to fulfil the role of the DDB, and on the suitability of any other organisation which consultees wished to suggest, but which had not expressed an interest. The responses to this consultation received both digitally and informal written responses are now informing the OfS’s recommendation to the Secretary of State on designating a data body and decision-making and design in relation to its regulatory framework, which will be published by the end of March 2018. 3 Summary of responses received Overall there was overwhelming support for the HESA as a body that is credible and suitable to fulfil the role of the DDB.
    [Show full text]
  • A Case Study Exploring the Societal Gatekeeper Role of an Ofsted
    A case study exploring the societal gatekeeper role of an Ofsted inspector, using a systems thinking model of creativity, in the business studies curriculum in Further Education colleges in England by Jesvir Kaur Mahil BA (Hons), PGCE, MBA A thesis submitted to the University of Birmingham for the degree of DOCTOR OF PHILOSOPHY School of Education College of Social Sciences University of Birmingham August 2017 0 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. Abstract This study explored my own societal gatekeeper role as an Ofsted inspector, using a systems thinking model of creativity, within the domain of vocational business studies curricula, in Further Education (FE) colleges in England. My research questions sought to explore how business teachers and inspectors define, recognise, measure, reward and promote creativity skills in vocational business education. To provide a definition of creativity, I propose a framework based on its seven key aspects: process, person, place, pressures, product, persuasion and permanence. In addition to evidence-based success, I argue that we recognise the need for trust and freedom, through quality of relationships, to stimulate creativity.
    [Show full text]
  • Develop Your Workforce Employer’S Guide to Higher Education This Booklet Sets out to Explain How Higher Level Skills Can Benefit Your Business
    Develop your workforce Employer’s Guide to Higher Education This booklet sets out to explain how higher level skills can benefit your business. We’ll show how you, your business and workforce can benefit from work-based higher education and the various levels and types of qualification available. We’ll direct you to where you can access higher education near you and provide other useful contact addresses. What are higher level skills? “High level skills – the skills associated with higher education – are good for the individuals who acquire them and good for the economy. They help individuals unlock their talent and aspire to change their life for the better. They help businesses and public services to innovate and prosper. They help towns and cities thrive by creating jobs, helping businesses become more competitive and driving economic regeneration. High level skills add value for all of us.” Foreword, Minister of State for Lifelong Learning, Further and Higher Education ‘Higher Education at Work – High Skills: High Value’, DIUS, April 2008 Why? There are good reasons why you should consider supporting your workforce to achieve qualifications which formally recognise their skills and why those skills will improve your business opportunities: • you will be equipped with the skills needed to meet current and future challenges in line with your business needs • new ideas and business solutions can be generated by assigning employees key project work as part of their course based assignments • your commitment to staff development will increase motivation and improve recruitment and retention • skills and knowledge can be passed on and shared by employees Is it relevant to my business? Universities are keen to work with employers to ensure that courses reflect the real needs of business and industry and suit a wide range of training requirements.
    [Show full text]
  • Using Mobile Technology for Learner Support in Open Schooling
    Using Mobile Technology for Learner Support in Open Schooling A Report to the Commonwealth of Learning Cambridge Distance Education Consultancy Von Hügel Institute St Edmund’s College Cambridge UK February 2009 Contents Page 1. Executive Summary 3 2. Background 5 3. Introduction 8 4. Methodology 12 5. Definitions 13 6. Key Findings 15 7. Strategic Issues for Institutions 23 8. Evaluation, Student Feedback and Quality Assurance 29 9. Conclusions and Recommendations 32 10. References 35 Appendices: Appendix 1. Summary 36 Appendix 2. European Higher Education (HE) Report 48 Appendix 3. UK Schools and Further Education Report 54 Appendix 4. Detailed site visit reports 4.1 Learning2Go 79 4.2 The Open University 89 4.3 Tribal CTAD 92 Appendix 5. Bibliography 95 This report was compiled by Anne Gaskell and Roger Mills, Research Associates at the Von Hügel Institute, St Edmund’s College, Cambridge, UK with help from Merritt Associates. 2 1. Executive Summary ‘Recently (10 th February 2009) Amazon’s vice-president for digital business, Ian Freed confirmed that it plans to let mobile-phone users download Kindle books’. Quoted from the New Statesman 23 rd February 2009. (see www.newstatesman.com ) If there is any doubt that mobile technologies are here to stay, this statement shows that Amazon believes that smartphones, not digital readers like the Kindle or the Sony e- book are the next big thing for e-books. In Japan, ‘mobile phone novels-or mbooks ( Keitai shosetsu ) have become a publishing sensation. Some are professional novels, downloaded onto mobiles, but more startling are the novels - mostly high school romances - that are actually written on mobiles by…….
    [Show full text]
  • Members of the Quality Assurance Agency for Higher Education (QAA) 2019-20
    Members of the Quality Assurance Agency for Higher Education (QAA) 2019-20 The following institutions are members of QAA for 2019-20. To find out more about QAA membership, visit www.qaa.ac.uk/membership List correct at time of publication – 18 June 2020 Aberystwyth University Activate Learning AECC University College Al-Maktoum College of Higher Education Amity Global Education Limited Anglia Ruskin University Anglo American Educational Services Ltd Arden University Limited Arts University Bournemouth Ashridge Askham Bryan College Assemblies of God Incorporated Aston University Aylesbury College Bangor University Barnsley College Bath College Bath Spa University Bellerbys Educational Services Ltd (Study Group) Bexhill College Birkbeck, University of London Birmingham City University Birmingham Metropolitan College Bishop Grosseteste University Blackburn College Blackpool and The Fylde College Bolton College Bournemouth University BPP University Limited Bradford College Brockenhurst College Buckinghamshire New University Burnley College Burton & South Derbyshire College 1 Bury College Cambridge Regional College Canterbury Christ Church University Cardiff and Vale College Cardiff Metropolitan University Cardiff University CEG UFP Ltd Central Bedfordshire College Cheshire College South and West Chichester College Group Christ the Redeemer College City College Plymouth City of Bristol College City, University of London Colchester Institute Coleg Cambria Cornwall College Coventry University Cranfield University David Game College De Montfort
    [Show full text]
  • Colleges Mergers 1993 to Date
    Colleges mergers 1993 to date This spreadsheet contains details of colleges that were established under the 1992 Further and Higher Education Act and subsequently merged Sources: Learning and Skills Council, Government Education Departments, Association of Colleges College mergers under the Further Education Funding Council (FEFC) (1993-2001) Colleges Name of merged institution Local LSC area Type of merger Operative date 1 St Austell Sixth Form College and Mid-Cornwall College St Austell College Cornwall Double dissolution 02-Apr-93 Cleveland College of Further Education and Sir William Turner's Sixth 2 Cleveland Tertiary College Tees Valley Double dissolution 01-Sep-93 Form College 3 The Ridge College and Margaret Danyers College, Stockport Ridge Danyers College Greater Manchester Double dissolution 15-Aug-95 4 Acklam Sixth Form College and Kirby College of Further Education Middlesbrough College Tees Valley Double dissolution 01-Aug-95 5 Longlands College of Further Education and Marton Sixth Form College Teesside Tertiary College Tees Valley Double dissolution 01-Aug-95 St Philip's Roman Catholic Sixth Form College and South Birmingham 6 South Birmingham College Birmingham & Solihull Single dissolution (St Philips) 01-Aug-95 College North Warwickshire and Hinckley 7 Hinckley College and North Warwickshire College for Technology and Art Coventry & Warwickshire Double dissolution 01-Mar-96 College Mid-Warwickshire College and Warwickshire College for Agriculture, Warwickshire College, Royal 8 Coventry & Warwickshire Single dissolution
    [Show full text]
  • PDF the Whole Schedule
    Document Generated: 2019-04-14 Status: This is the original version (as it was originally made). This item of legislation is currently only available in its original format. SCHEDULE Article 2 PART 1 Bodies providing Courses in preparation for a Degree Section 1 (Generally) Abington and Witney College Academy of Circus Arts and Physical Theatre (Circomedia) The Academy of Contemporary Music Academy of Live and Recorded Arts Academy of Music and Sound Access to Music Ltd Accrington and Rossendale College Action on Addiction (Centre for Addiction Treatment Studies) (CATS) Active Learning Adult Learning Wales (Addysg Oedolion Cymru) Air Warfare Centre (AWC), RAF Waddington Airways Aviation AiTS UK All Nations Christian College All Saints Centre for Mission & Ministry Alton College Amersham & Wycombe College Amity University (IN) London Animal Health Trust Architectural Association School of Architecture Armagh Observatory Arts Educational Schools, London Asante Academy of Chinese Medicine Askham Bryan College Ashton Sixth Form College Association of Chartered Certified Accountants Aylesbury College Ayrshire College The Babraham Institute Backstage Academy Barking and Dagenham College Barnet and Southgate College Barnfield College 1 Document Generated: 2019-04-14 Status: This is the original version (as it was originally made). This item of legislation is currently only available in its original format. Barnsley College Basingstoke College of Technology Bath Centre for Psychotherapy & Counselling (BCPC) Bath College BBC Academy Bedford College
    [Show full text]
  • Post-16 Buckinghamshire County Council Travel Policy
    Local Authority Post 16 Transport Policy Statement 2017/2018 Transport policy statement for learners aged 16–18 and continuing learners aged 19 and over Name of Local Authority: Buckinghamshire County Council Department Responsible: Children’s Social Care and Learning 1. Summary of Policy Statement and Main Objectives Buckinghamshire County Council is committed to ensuring that students aged 16–19 have access to educational opportunities at school or college, enabling them to acquire the knowledge, skills and experience necessary for them to pursue their chosen careers and, more importantly, to meet the challenge of employment and personal development in the future. This Policy Statement describes the assistance with transport costs that is available to students aged 16-19, resident in Buckinghamshire, who are undertaking full-time further education courses. This statement is published in line with the Department for Education national guidance: www.gov.uk/government/publications/post-16-transport-to-education-and-training 2. Financial Support Schemes 2.1. The 16-19 Bursary Fund A key priority of the Government is to close the gap in attainment between those from poorer and more affluent backgrounds, and to ensure every young person participates in and benefits from a place in 16-19 education and training. The Government provides funding to tackle disadvantage both through the Education Funding Agency’s (EFA) funding formula and through the £180 million 16-19 Bursary Fund to help young people meet the costs of participating in education and training post-16. The scheme is made up of two elements: Bursaries of £1,200 a year are available for the most vulnerable groups.
    [Show full text]
  • REGISTER of SPONSORS (Tiers 2 & 5 and Sub Tiers Only)
    REGISTER OF SPONSORS (Tiers 2 & 5 and Sub Tiers Only) DATE: 09-January-2017 Register of Sponsors Licensed Under the Points-based System This is a list of organisations licensed to sponsor migrants under Tiers 2 & 5 of the Points-Based System. It shows the organisation's name (in alphabetical order), the sub tier(s) they are licensed for, and their rating against each sub tier. A sponsor may be licensed under more than one tier, and may have different ratings for each tier. No. of Sponsors on Register Licensed under Tiers 2 and 5: 29,794 Organisation Name Town/City County Tier & Rating Sub Tier ?What If! Ltd London Tier 2 (A rating) Tier 2 General Tier 2 (A rating) Intra Company Transfers (ICT) @ Home Accommodation Services Ltd London Tier 2 (A rating) Tier 2 General Tier 5 (A rating) Creative & Sporting ]performance s p a c e [ london london Tier 5 (A rating) Creative & Sporting 01 Telecom Limited Brighton Tier 2 (A rating) Tier 2 General 0-two Maintenance London Tier 2 (A rating) Tier 2 General 1 Stop Print Ltd Ilford Tier 2 (A rating) Tier 2 General 1 Tech LTD London Tier 2 (A rating) Tier 2 General 10 Europe Limited Edinburgh Tier 2 (A rating) Tier 2 General Tier 2 (A rating) Intra Company Transfers (ICT) 10 GROUP LTD T/A THE 10 GROUP LONDON Tier 2 (A rating) Tier 2 General 10 Minutes With Limited London Tier 2 (A rating) Tier 2 General Page 1 of 1952 Organisation Name Town/City County Tier & Rating Sub Tier 1000heads Ltd London Tier 2 (A rating) Tier 2 General 1000mercis LTD London Tier 2 (A rating) Tier 2 General 100Starlings Ltd
    [Show full text]