Parent & Carer Guide 2026–27 Supporting Your Young Person at Capital City College

Contents 1 Welcome to Capital City College 2 Attendance, Behaviour and Expectations 3 Monitoring Progress and Academic Success 4 Study Programmes and Learning at College 5 Additional Support and Inclusion 6 Student Life and Personal Development 7 Safeguarding, Wellbeing and Financial Support 8 A Final Message from Capital City College This guide is intended as a reference document for parents and carers of students at Capital City College. For the most up-to-date information, please visit www.capitalccg.ac.uk2

1. Welcome to Capital City College We are pleased to welcome you and your young person to the Capital City College Community. We recognise that parents and carers play a vital role in supporting a young person’s education, wellbeing and future success. We value a strong partnership between the College, our students and their families, built on open communication and shared expectations. By working together, we can help every student settle into college life, remain engaged in their studies and achieve their full potential. We are London's largest college, serving learners at 12 campuses across central London. We have a strong commitment to ensuring that every learner has access to an excellent learner experience, regardless of where they study, and have dedicated specialist teams to make this a daily reality for our learners. Starting college is an exciting step towards adulthood, higher education and future careers. This guide provides a practical overview of what parents and carers need to know and where to find further information. Understanding the Further Education Transition Moving from school to college is a significant step. Students are treated as young adults and have greater independence and responsibility to manage their learning. Many learners find college engaging because they have chosen a programme that aligns with their interests and future goals. Students gain: High-quality teaching in specialist learning environments Opportunities linked directly to careers, apprenticeships and university progression Valuable skills and confidence through encounters with employers and a wide range of extra-curricular activities New friendship groups and experiences Greater independence and responsibility Your First Point of Contact: Personal Tutor Every student has a Personal Tutor who provides support with: Attendance Progress reviews Wellbeing concerns Target setting Progression planning Signposting to specialist support If you are unsure who to contact, start with your young person's Personal Tutor. College Leadership Each curriculum area is led by a Curriculum Manager (usually campus-based) and a Group Head of School (GHoS) (across all campuses). Each campus is led by an Assistant Principal (AP). These are: Alexandra Centre, Kennet West – Paul Nee Angel – Dominic Eady Enfield – Sharon Wallace Finsbury Park - Seval Fadil Holloway – Katie Pike King's Cross – Puneet Dhaliwal Soho – Carl Boyd Tottenham – Adam Beral Westminster – Terry Tinton Capital City College is led by a team of senior leaders who oversee the curriculum and services. Jasbir Sondhi Group Principal, Education Programmes for Young People and SEND Mark Burrows Group Principal, Adult and Higher Education Debbie Houghton Group Principal, Apprenticeships, Partnerships & Innovation Brooks Seyoum Deputy Principal, Student Services / DSL Toby Clark Deputy Principal, Learner Experience Who to Contact Start with your young person's Personal Tutor for any concerns. For curriculum matters, contact the Curriculum Manager or Group Head of School. For campus matters, contact the Assistant Principal.3

2. Attendance, Behaviour and Expectations Starting college brings greater independence and responsibility. Learners are expected to take ownership of their learning, attendance, punctuality and behaviour. Parents and carers continue to play an important role by encouraging these positive habits, monitoring progress and working with us to address any concerns promptly. Attendance Students are expected to: Attend all timetabled sessions Arrive on time The minimum expectation is 90% attendance. You can monitor your young person's attendance through ProPortal. Behaviour Respect staff, learners, facilities and the local community Follow college standards of behaviour Complete work set by teachers Dress Students should dress appropriately for a learning and professional environment. As a guide: Clothing should be suitable for a workplace environment Clothing should not be offensive or inappropriate Course-specific requirements must be followed Examples include: Business programmes: smart casual dress Healthcare: uniform requirements Construction and technical areas: PPE requirements Attendance Matters The minimum attendance expectation is 90%. Good attendance is the strongest predictor of success. Parents and carers can monitor attendance at any time through ProPortal. Guidance to support learners to attend is available on the college website. If a Student is Sent Home Cool Off – A 24-hour de-escalation period for lower-level behaviour concerns. Suspension – Formal removal from College while serious misconduct or safeguarding concerns are investigated. Parents/carers are informed if the learner is under 18. The aim is always to help learners succeed and remain engaged. Details can be found in our Positive Behaviour Policy.4

3. Monitoring Progress and Success We monitor your young person's progress throughout the year using: Target Grades – Students are given aspirational targets based on their starting points. Progress Reviews – Teachers regularly review whether learners are above target, on track, or require additional support. Assessment Feedback – Students receive written feedback after assessed work and assignments. ProPortal – Progress information is available through ProPortal. Details on how to register and sign in are available on our website. Personal Tutor Reviews – Students meet with their Personal Tutor regularly, including formal one-to-one reviews each term. Parents' Evenings – Online Parents' Evenings take place via SchoolCloud. You can check the dates of upcoming events and book an appointment for the next Parents' Evening online. Intervention Support If a learner falls behind, additional support may be provided, including: • Personal Tutor support • Inclusion Coaches • Targeted academic intervention • Attendance support • Study skills support The earlier concerns are identified, the more effective the support can be. Parent and Carer Information Sessions Throughout the year, we host a range of information sessions for parents and carers. Topics include careers and progression, exam preparation, and practical ways to support your young person with their studies. Details of upcoming sessions will be shared with you during the year. Progress Journey Target Set Aspirational targets based on starting points Regular Reviews Teachers track progress termly Feedback Timely formative feedback given Tutor Support One-to-one guidance and mentoring5

4. Study Programmes and Learning at College Every full-time learner aged 16 to 19 follows a Study Programme. A Study Programme is designed to help young people develop the knowledge, skills and experiences needed to progress into higher education, further study, apprenticeships or employment. Main Qualification A Levels, BTEC, T Levels or another vocational qualification English & Maths *Required until grade 4 or above has been achieved Work Experience & Employability Work-related learning activities for vocational programme learners Personal Development & Enrichment Careers education, tutorials and enrichment activities Through the Study Programme, students develop employability skills, independent learning habits and the wider skills needed for adult life and future progression. If a student has not yet achieved a grade 4 or above in GCSE English and/or maths, government guidelines require them to continue studying these subjects and retake the examinations. Guided Learning Hours and Independent Study College learning is more independent than school. Most students spend around 12 hours each week in lessons for their main course and are expected to complete additional study outside of class. As a guide, A Level students should complete around three hours of independent study per subject, while vocational learners should expect three to six hours a week, depending on assignments and exam preparation. A Levels 4.5 hrs taught per subject/week 1 hr tutorial/week 3 hrs independent study per subject/week Vocational Programmes 10–12 hrs taught/week 1 hr tutorial/week 3 hrs/week per GCSE (if required) 3–6 hrs independent study/week Independent study is essential and directly impacts achievement. Exams, Coursework and Ongoing Assessment Assessment schedules vary across our courses. Learners will be introduced to the assessment schedule for their programme during induction. Main A-level examinations take place during the summer examination series, usually between May and July. GCSE resit examinations take place in November and during the summer series. Many BTEC qualifications include examinations or external assessments in January, as well as further assessments during the summer. Other qualifications, including Functional Skills, ESOL, Construction and Trades, may include on-demand assessments under examination conditions throughout the year.6

5. Additional Support and Inclusion Additional Learning Support (ALS) We are committed to helping every learner achieve their potential. Support is available for learners with learning needs, disabilities, medical conditions or other individual circumstances. Support needs can be discussed at application, enrolment or at any point during the course. Learners with an Education, Health and Care Plan (EHCP) should tell us before enrolment so that appropriate support can be arranged from the start. More information is available on our website. Exam Access Arrangements (EAAs) Exam Access Arrangements help remove barriers and ensure assessments are accessible, without changing what is being assessed. Learners with SEND, disabilities, neurodivergence, mental health conditions, or temporary illnesses or injuries may be eligible. Arrangements are based on individual need and appropriate evidence. They must normally reflect the learner’s usual way of working and be used regularly in lessons and assessments, rather than introduced only for examinations. Further information about eligibility and how to apply is available on our website. Specialist Assessments Individual needs assessments to identify appropriate support In-Class Support Support workers and learning assistants in lessons Assistive Technology Adapted resources and technology tools Exam Access Arrangements Extra time, readers, scribes and other arrangements Communication Support BSL interpreters and communication support workers English & Maths Help Study skills support and GCSE preparation7

6. Student Life and Personal Development SHINE is our personal development and employability framework. Developed with staff and learners, it focuses on the skills and qualities young people need for further study, employment and adult life. Learners complete SHINE self-assessments during the year to recognise their strengths, identify areas for development and track their progress. This helps them build confidence and demonstrate their skills when applying for university, apprenticeships or employment. Students develop SHINE skills through: Lessons Enrichment activities Work experience Careers events Volunteering Leadership opportunities Enrichment and Student Life Enrichment is an important part of the College experience. It supports learners to develop confidence, improve their wellbeing, meet new people and gain skills and experiences beyond their course. Opportunities are available across five areas: Civic Engagement – volunteering, leadership, learner voice, fundraising and community projects. Arts and Culture – creative activities, performances and events celebrating culture, identity and diversity. Nature and Outdoors – educational visits, sustainability projects and outdoor experiences. Sport and Physical Activity – sports teams, fitness activities and wellbeing-focused events. Life and Future Skills – careers, enterprise, digital skills, STEM activities, financial education and independent living skills. Learner Voice and the Students' Union Learners are encouraged to actively shape their college experience. Students can also take on leadership roles, lead campaigns and community projects, represent their peers and work directly with college leaders on issues that matter to learners. Students can shape college life through: Class Representatives Student Councils Student Executive Team Student surveys Campaigns and projects These opportunities allow learners to represent their peers, develop leadership skills and work directly with college leaders. Learner feedback helps us improve our services and the wider college experience.8

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Enterprise, Employability and Careers Planning for the future is an important part of every learner's college experience. Our award-winning careers team provides personalised advice and practical support, helping learners understand their options, make informed choices and prepare confidently for their next steps. Every learner has access to: One-to-one careers guidance Employer encounters, careers fairs and workshops CV writing, applications and interview preparation Apprenticeship and higher education advice University Applications Dedicated support is available for: Personal statements UCAS applications Student finance guidance Interview preparation More Careers information here. Mentoring Capital City College offers a range of mentoring opportunities to help learners settle into college, build confidence, overcome challenges and achieve their goals. Mentoring is designed to provide additional support during key stages of a learner's journey, particularly during the transition into college and when preparing for progression to university, apprenticeships or employment. Mentoring opportunities may include peer mentoring from more experienced students, academic mentoring for subjects such as English and maths, industry mentoring with employers and professionals, and higher education mentoring with university partners. Work Experience Work experience is an important part of every vocational 16-18 Study Programme and helps learners develop the skills, confidence and workplace behaviours needed for their future careers. Students are expected to actively engage with work experience activities, prepare professionally for placements and complete any required hours. These experiences help learners apply their learning in real-world settings, develop employability skills, build professional networks and make informed decisions about their next steps. Requirements vary by course: Work placements (1- or 2-week placements) Employer projects Work-related learning T Level industry placements (45 day placements) Attendance and behaviour policies apply to placement engagement. More Work Experience information here.10

Case Study: T Level Industry Placement Leah Allen, Electrical Engineering student, completed a T Level industry placement at COWI, a leading engineering consultancy in London (December 2025 – March 2026). What Leah Gained Hands-on experience with live engineering projects Technical skills: soldering, technical reporting, digital design Industry software: Bluebeam, Revit, Navisworks Improved communication, problem-solving and collaboration Professional networks in the engineering sector "My desire changed from being a model to becoming an engineer. This is the career plan I am now working towards." Leah Allen, T Level Student Employer Feedback "Leah showed strong enthusiasm, a proactive attitude and a clear willingness to learn. She demonstrated excellent potential." Katerina Papakosta, Assistant Engineer, COWI "Following her placement, Leah applied for a degree apprenticeship with COWI — a testament to the transformational impact of T Level industry placements." Placement Partner11

Case Study: Metallica Scholars Initiative FIRST UK PARTNER — METALLICA'S ALL WITHIN MY HANDS FOUNDATION Capital City College has been selected as the first UK partner for the Metallica Scholars Initiative, with Metallica's All Within My Hands Foundation. The initiative will support more than 1,000 vocational students during 2026-27. This investment will enable more young people to develop the skills, confidence and industry experience needed to progress into careers in sectors such as construction, engineering, healthcare, digital technologies and hospitality. The programme provides additional support including: Mentoring Help with equipment and travel costs Enhanced work experience opportunities Employability training Helping students overcome barriers to success.12

7. Safeguarding, Wellbeing and Financial Support Wellbeing Support Contact: wellbeing@capitalccg.ac.uk Parents and carers should encourage students to seek support early if they are struggling. Specialist teams can offer advice, support and referrals to appropriate services. More information on Safeguarding and Wellbeing is available on the college website. Mental Health and Wellbeing The College provides support for learners experiencing wellbeing or mental health difficulties, including anxiety, depression and panic attacks. Specialist teams can offer advice, support and referrals to appropriate services, while Welfare Advisers can help with issues such as personal difficulties, financial concerns and other circumstances that may affect a learner's studies. Parents and carers should encourage students to seek support early if they are struggling. Students are encouraged to speak to: Their Personal Tutor Student Services Safeguarding and Wellbeing Teams Safeguarding Safeguarding is everyone's responsibility. Capital City College is committed to providing a safe environment for all learners, with a dedicated Safeguarding Team, Safeguarding Hotline and safeguarding-trained staff across all campuses. Students can raise any concerns about their own safety or the safety of others and will be supported appropriately. Safeguarding Contacts Contact: safeguarding@capitalccg.ac.uk A dedicated Safeguarding Hotline is available across all campuses. Safeguarding-trained staff are present at every campus. More information on Safeguarding and Wellbeing is available on the college website. Financial Support Available For most 16–18 year-olds, tuition is free. Additional support may be available for eligible learners, subject to eligibility criteria and available funding. Support may include: • Bursaries (including Vulnerable Student Bursary Fund) • Travel assistance (TfL Zip Oyster for under-18s in London) • Free college meals (where eligible) • Course costs: books, equipment, clothing, exam fees • Childcare support where appropriate Applications are made through the College's online bursary system. Learners must reapply each academic year. Further information here.13

A Final Message from Capital City College Dear Parents and Carers, Starting college is an important milestone for your young person. It brings new opportunities, greater independence and increased responsibility. While we encourage learners to take ownership of their studies and future, your continued support remains vital to their success. You can make a real difference by: ✅ Monitoring attendance and progress regularly ✅ Talking about their studies, targets and future plans ✅ Encouraging independent study ✅ Attending Parents’ Evenings and college events ✅ Celebrating their achievements ✅ Keeping your contact details up to date ✅ Contacting us early if you have any concerns We are committed to providing a safe, supportive and ambitious environment in which every learner can thrive. Through high-quality teaching, personalised support, careers guidance, work experience and enrichment, we will help your young person develop the knowledge, skills and confidence needed for their next steps. We look forward to getting to know you and working in partnership throughout your young person’s time with us. Together, we can give them the best possible opportunity to succeed. With best wishes, Capital City College Working together gives your young person the best opportunity to thrive.14