Art has been a source of inspiration and support throughout Pamela Craven-Davies’ life.

Painting has helped the 51 year old through some incredibly tough times – and is now, as she approaches the completion of her Creative Practice MA at Harrogate College, offering her ‘a new beginning’.

Pamela loved art from a tender age and it threw her a lifeline when she was struggling, due to what was later found to be dyslexia.

She tasted early success at the age of 12 when she won a watercolour painting competition and, despite some discouraging career advice, she persevered and pursued art as a mature student, first at A level and then at university.

In her thirties and with a young family, she then began doing freelance stained glass work and creative activities in schools, colleges and churches in the Harrogate area.

That wasn’t to last, however, as tragedy struck when Pamela lost her second child, who had been born with a brain aneurysm, at the age of two. It was an event that completely changed her life and saw her focus her efforts on the care of her other two children for the next 17 years.

Then, as time passed and her children became more independent, she realised it was time to give her love of art another chance – and she enquired about Harrogate College’s MA.

FILLING THE VOID

“When my son left for university I was overwhelmed with a new grief – and a continuing grief from losing my second child.

“It was at that point I knew it was time to find a way to fill that void and deal with my grief.

“I feel very lucky to have met my tutor, Annabel Smith, and to have had a chat with her about the MA Creative Practice and my situation.

LOCKDOWN CREATIVITY

“For me lockdown has had more benefits than negatives because of my MA. My focus has been to create something every day whilst at home.

“Next to my teenage, almost grown-up children – when they are at home – painting is my safest and most precious place.

“I feel like I have had extra time with my children during lockdown and an opportunity to push everyone around me to accept that I am an artist: and this MA has inspired me to find out about other artists and where I stand in the mix.”

EXHIBITION SUCCESS

As part of her course Pamela exhibited her work, alongside her fellow MA students, for the first time last December – and received a brilliant response.

“I had never exhibited before and I was very nervous and apprehensive. 

“I had not done as much work as I would have liked but I still managed to put on a good display and I sold five artworks. 

“That gave me some confidence and also gave other people confidence in me. I have had offers from Weetons Food Hall, in Harrogate, to display my work during June and July and also at the Wandahome stand at The Great Yorkshire Show. And I am also exhibiting with fellow students at Henshaws Arts and Crafts Centre in Knaresborough: all running simultaneously for my final module. 

“This is now the position I am in, having confidence in myself, finalising and committing to my exhibitions and producing the work I want to show to demonstrate the type of artist I am and how I see things.

“I think this is another beginning. I am aware that life has its twists and turns and it is a journey; I am taking one day at a time.”

LIFELONG LEARNING

To celebrate adult learning, Leeds City College is participating in the Festival of Learning; a year-long recognition of mature learners and their achievements.

Pamela said: “I don’t know what I would have done without adult learning. It has seen me through judgements, disbelief, grief, divorce and voids in my life – and set me on a career path of my choice.

“I have received positive feedback and gained confidence each time I have entered adult learning. I have also taken courses in counselling and teaching at Harrogate College, made friends and found the college to be easily accessible.

“I would urge anyone to take up adult learning no matter what their age or interest. I can see myself doing another degree if I had the opportunity – learning is just amazing and addictive and takes your mind off the problems of life.”

Discover more about our adult offering here.

A selection of Pamela’s work, meanwhile, can be viewed at pamelascreativepractice.com.

We’ve made our college campuses as safe as possible since we reopened to many of our students. Thanks to the success of the NHS vaccine programme rollout and lockdown measures so far, the Government has relaxed some Covid-19 restrictions as of 17 May. You can find our latest campus rules and safety measures below.

Face coverings

You may have seen in the news that face coverings are no longer required in the classroom or communal areas, however, the Department for Education has said that face coverings should be used in response to localised outbreaks or new variants of the virus. Given the infection rates in Yorkshire are currently twice as high as the national average, we are taking a cautious approach to face coverings.

Face coverings must be worn at all times where social distancing cannot be maintained. This includes corridors, communal spaces and classrooms. 

We will review our face covering position regularly and if local infection rates reduce we will update our approach.

Other safety measures on campus

Studying in college is important for the quality of our students’ learning and wellbeing. We will continue to take safety measures seriously to keep our students and staff safe. 

This includes:

• Home testing for staff and students twice a week – see below
• the continuation of 2m social distancing measures
• wearing face coverings in all corridors and communal areas
• the ‘bubble’ grouping system
• increased hand sanitiser stations on campus

If you haven’t already, please speak to your teacher before you return to college. 

We know you may have concerns about being at college during the pandemic, but the safety measures we’ve had in place have proved a real success at controlling the spread of Covid-19. We want to reassure you that we are teaching in a Covid-19 safe environment and we will continue to implement extensive measures to ensure student and staff safety. The safety of students and staff is at the forefront of all our plans for on-site learning.

Testing

To keep everyone even safer on campus, it is expected that all students who attend campus will take a Covid-19 test twice weekly. You can ask for Covid-19 tests at your local pharmacy or you can order these via the Gov.uk website.

Our campuses have had successful safety measures in place and these tests are an additional precaution. Testing is really important because Covid-19 cases can show no symptoms, allowing it to spread without the host realising.

This process may be different if you are an apprentice, higher education or adult learner, so please speak with your teacher to confirm your approach to testing.

For any students who are self-isolating, remote education will continue. If you are a student and have any questions, please speak with your teacher .

How to take a test

Taking a test is quick and easy. Watch this video from Public Health England to see how it’s done. You can also read the guides below.

How to take your tests (with a helper)

https://drive.google.com/file/d/1WGuBzkndBqbjsX4IxYDO_gk-bYsXKt30/view?usp=sharing

How to do a rapid Covid-19 self-test

https://drive.google.com/file/d/1pelamroxJaBwcuSJrRI9lFHMuaw0ZQ0b/view?usp=sharing

Vaccine information

If you’re offered the vaccine, please take this opportunity as it is proving effective against Covid-19. You can find more information about the vaccine here.

What is World Autism Awareness Month?

Celebrated in April each year, this month aims to provide an insight into autism and how it affects not only those living with it, but the people around them too.

Organised by the National Autistic Society, the month runs alongside World Autism Awareness Week (29 March – 4 April) and World Autism Awareness Day (2 April).

What is autism?

Autism is a developmental disorder which impacts a person’s ability to interact and communicate. Symptoms of autism often appear in early childhood and are identified when children don’t reach developmental milestones at the same time as their peers.

There are 700,000 people on the autism spectrum in the UK, which is more than 1 in 100. When you also include their families, autism is a part of daily life for 2.8 million people across the country.

Having autism affects everyday life for individuals and it’s important that we understand some of the common symptoms:

• Not understanding the feelings and thoughts of others.
• Struggling to explain their feelings.
• Typically preferring their own company over making friends.
• Feeling upset if their routine changes.

Although autism does not present itself the same way in every person, many austistic people have common strengths. These include:

• Ability to remember information for long periods of time.
• Ability to learn things in greater detail.
• Strong visual and auditory learners.
• Excel in maths, science, music or art.

Insight on autism

We caught up with a student studying hospitality at Harrogate College to hear their perspective on living with autism.

What does having autism mean to you?

Rebecca*: “My autism is my superpower – it’s something that makes me who I am.”

Are there some tasks you find more difficult?

“I’ve always struggled to make friends and maintain friendships. This is because it’s challenging for me to understand a person’s body language, facial expressions and emotions.”

What are some of the challenges you face and how do you overcome them?

“Going out for the first time after lockdown to go shopping with my mum was really scary and anxiety-provoking. However, I overcame this fear by wearing a hidden disability lanyard which lets people know that I might require some help or support if I have a meltdown, which can happen when I feel overwhelmed.”

What support do you get to help with your autism?

“My therapist helps me work through my feelings; allowing me to understand why I might find things more challenging than other people.

“I’ve also got a therapy cat, who has helped me build up my self-esteem and my self-worth over the past few years. Cats are great for helping young people with autism, as they relieve anxiety and stress.”

What can others do to support you?

“It usually depends on the situation. Sometimes, I like sorting out the problem myself without getting someone else involved. However, it’s good to occasionally have support from an adult.”

What do you enjoy most about your course?

“The supportive network of my tutors and teaching assistant, as they all want me to achieve my best.”

What is your experience at  Harrogate College like?

“My college experience has been so much better than school. I used to get a lot of anxiety about school as I wasn’t given enough support, however the staff always go the extra mile to help me at college.”

How does Harrogate College help with your autism?

“I have a teaching assistant who is really understanding and helpful. During lockdown, they kept in touch with me and supported me in my journey to return to college. They constantly reassured me that college was safe with the new Covid-19 guidelines and we worked together to make sure I felt settled again.”

What are your ambitions for the future?

“My ambition is to open my own cafe, using the skills I’ve learnt from college and from my current job working as a kitchen assistant and barista.”

Support services

If you’d like to get support, there are many local services available.

National Autistic Society – Harrogate and District Branch

Offers support to families in Harrogate, Richmondshire and Craven who have a child or member with autism.

Harrogate Autism Parent Support

A group where parents and carers of children on the autistic spectrum can meet and chat.

Autism Angels

North Yorkshire-based charity which supports families who have a member with autism.

*This is not the student’s real name as they wished to remain anonymous.

On 6 April, people across the world will be raising awareness for International Asexuality Day. 

This day aims to celebrate the full asexual spectrum, focusing on four key themes: advocacy, celebration, education and solidarity. 

What is asexuality?

Asexuality is a spectrum of identities related to an individual not experiencing sexual attraction. It is paired with aromanticism, which refers to people who do not experience romantic attraction. 

These are collectively known as A-spec identities, which encompasses a number of different experiences within these categories. 

Asexual people are part of the LGBTQ+ umberella, because they do not experience attraction to another gender.

Many asexual people have found it helpful to describe their identity in more detail, so there are many sub-identities to be aware of:

• Asexuals – who don’t experience sexual attraction, but may experience other forms of attraction, such as romantic attraction.
• Aromantics – who don’t experience romantic attraction, but may experience sexual attraction.
• Aro-aces – who don’t experience romantic or sexual attraction.
• Grey-asexuals – who experience sexual attraction only very rarely.
• Demisexuals – who experience sexual attraction only after forming a close bond with someone.
• Sex-repulsed asexuals – who have an aversion to the idea of having sex.
• Sex-favourable asexuals – who like sex despite not experiencing sexual attraction.
• Aegosexuals – who can find things arousing despite not feeling sexual attraction.

Why do we have a day dedicated to asexuality?

Asexuality is relatively unfamiliar to many people, so today aims to raise awareness for asexual and aromantic people. 

The day also hopes to tackle discrimination against asexual people, including a range of prejudices, such as negative attitudes, behaviours and feelings toward people who identify as part of the asexual spectrum. This may look like the belief that aromantic and asexual people:

• Are less than human or against human nature.
• Are deficient or broken as a result of mental illness.
• Have just not met the ‘right’ person.
• Are confused or ‘going through a phase’.
• Cannot experience love and have relationships.
• Are ‘prudes’; that asexuality is a choice rather than an orientation.
• Don’t face oppression and are damaging the LGBTQ+ cause.

How can we support A-spec people?

Educating yourself about asexuality is a good place to start. Take a look at some key resources, such as this Shades of Noir video and Stonewall’s six ways to be an ally to asexual people.

Validating the feelings that A-spec people have is a great way to show your support. Society tells these people that they’re broken, which can be a really difficult experience. One way to help is by not assuming that everyone has or wants a partner.

If you think you might identify as asexual, there are plently of resources to help you explore this. This Reddit thread looks at some key asexual FAQs.

Support services

MESMAC

Harrogate-based group which offers support and advice to young LGBTQ+ people (aged 13-25). 

LGBTQ+ Harrogate Youth Group

A group to offer support and advice to young LGBTQ+ people. This organisation offers a safe place to meet as well as useful information sessions.

Galop

A UK-based charity providing advice, support, research and lobbying around the issues of LGBTQ+ policing.

The Asexual Visibility and Education Network

The world’s largest online asexual community.

What is International Transgender Day of Visibility?

31 March 2021 marks the 12th annual International Transgender Day of Visibility (TDoV). This global event takes place to celebrate the success and resilience of trans and non-binary people and raises awareness of transgender rights.

Over the past few generations, we’ve seen a significant increase in transgender movements as a result of the predjudices some people have towards the transgender community. 

Although there are holidays to acknowledge transgender people who have suffered, such as Transgender Day of Remembrance, TDoV highlights the positive elements of what being transgener means and aims to take action in changing the biases of people who don’t understand transgender. 

What is the history?

The day was originally created back in 2009 by Rachel Crandall, who is the head of Transgender Michigan. 

Rachel asked the question – why isn’t there a holiday to celebrate transgender people? 

While we have Transgender Day of Remembrance to commemorate the transgender people who have died without recognition, Rachel wanted to create a better way to celebrate the lives of transgender people.

TDoV was brought about to help empower trans people, encourage allies to voice solidarity within the trans community and educate people about trans issues.

How can I support?

In recent years, there has been increased visibility of our transgender communities. However, 2020 went on record as one of the most dangerous years for transgender and non-binary people, specifically impacting trans women of colour and youth. Therefore, it’s incredibly important that we help make change.

In order to support the transgender community, we need to learn about the issues that are important to them. Have a read of some transgender FAQs here. 

It’s good to have an idea of the appropriate terms to use, which can be viewed on the Stonewall Glossary.

Listen to the experiences of trans people like Shash and Roch on what the Gender Recognition Act reform means to them.

Raise awareness of trans rights and help to build understanding by sharing The Truth About Trans with friends, family and colleagues. 

Becoming an ally of transgender people will help change the culture, making society a better place for the community. It’s important to remember the following tips to help you to become a better ally.

You can’t tell if someone is transgender just by looking 

Transgender people don’t look a certain way. You should always be mindful and assume that there may be transgender people in any space.

Don’t assume a transgender person’s sexual orientation

It’s important to remember that gender identity and sexual orientation are two different things. Gender identity refers to our own personal sense of being a man, woman or neither of those binary genders. However, sexual orientation focuses on who we’re attracted to. 

Transgender people can be gay, lesbian, bisexual, asexual or straight.

Listen to pronouns

If you’re unsure on which pronouns to use, listen first to the pronoun other people use when referring to them. If you must ask which pronoun the person prefers, state your own first, such as “Hi, I use the pronouns she and her. What about you?”

Take a look at more tips on how to become a better ally to transgender people here.

How can we celebrate International Trans Day of Visibility?

The Covid-19 pandemic has limited in-person celebrations, however we can celebrate by looking through useful resources.

Hear from transgender people about their experiences here.

TransEDU provides resources for raising trans awareness including posters and workshop materials.

Gendered Intelligence has produced useful information on the issue of bullying for trans and gender variant students in colleges.

The Department for Health has created a guide for young trans people in the UK.

Accessing support

There are many options for support for transgender and non-binary people across the country. 

TransUnite

A database where you can find a transgender support group near you.

GIRES

A charity that hears and gives a voice to trans and gender non-conforming individuals, including those who are non-binary and non-gender.

Imaan

A charity to support LGBT Muslims and runs a support group for trans Muslims.

Trans Bare All

An organisation running events and retreats to help members of the trans community explore body positivity, emotional wellbeing and intimacy.

SupportLine

Confidential telephone helpline offering emotional support to any individual.

Irwin Mitchell Podcast

In this podcast episode retired pilot and chair of the diversity charity GIRES, Cat Burton, alongside employment expert Helen Dyke discuss how employers can properly support trans employees. A useful resource that aims to help make sure that organisations are diverse and trans-inclusive.

LGBTQ+ Society

As a student at Harrogate College, you have access to the Leeds City College LGBTQ+ Society, which provides a safe space or those who identify as LGBTQ+ to be fully themselves without fear of judgement, criticism or discrimination. The society also welcomes straight allies who are encouraged to attend events.

If you’d like to get involved, visit this page to see what’s going on.

We also have a LGBT+ Forum for staff. Get in touch with Lisa Jordan if you’d like to find out more.

Harrogate College is currently offering Lateral Flow Device (LFD) tests to its students, as are schools and colleges across the country. We are asking students to come in to protect the wellbeing of our college and our community. 

Here is some information on why that is important.

Why should I get tested?

Around one in three people with Covid-19 don’t display any symptoms. Although this person may be feeling fine, this means they could attend college, get on public transport and see many people while spreading the virus.

Asymptomatic testing is key for identifying and isolating individuals who have Covid-19. This means these people can isolate and stop the spread. This will lower virus rates and protect our communities and the NHS.

We should all play our part to reduce the transmission of Covid-19.

The effective testing of students at college means we can return to face-to-face learning safely. Therefore, it’s important for all students identified on the testing timetable to take the opportunity to attend college for testing. 

Getting tested

Before returning to college, there are actions that you should take which you can view here. You must only come into college for testing if your group is identified on our testing timetable.

Students taking the Covid-19 tests will have three tests on campus, which will happen three to five days apart. After this, students will receive LFD self tests to use at home twice per week. 

Your teacher will provide you with more information about what happens when you come in for your test. You can watch this video to understand how testing is done at college.

For further information, you can view our FAQ sheet here. If you have any additional questions, please get in touch with your teachers. 

The need to help others is one that mature student, Alan Stukins, was incredibly keen to pursue. 

Although Alan had been self-employed for many years, he decided to switch priorities from chasing profits to learning how to help people in their time of need. 

With the hope of becoming a paramedic, Alan chose to study the Access to Higher Education Diploma in Health Science Professions.

Finding the right path

Alan has worked in various roles over the past years, but struggled to feel fulfilled by the work he was doing.

“In my previous roles, I felt I was not reaching my full potential. I have been self-employed for a few years, however I felt I had lost part of who I was in constantly chasing profits and struggling to pay the bills. 

“I had always dreamed of becoming a paramedic, knowing that I could make a positive impact on people’s lives and feeling like I’ve made a difference. 

“Returning to education after many years has given me time to reflect. When I was younger, I lacked direction and motivation. However, now at 39 years old, I feel ready to completely change course and pursue a career that I’m excited about.”

Never too late to learn 

When Alan was younger, he felt unable to attend university due to his lack of formal qualifications. 

“Although it’s a daunting step to take, I thought that rather than being 45 and still feeling held back and unhappy with my job, I should go back to education so I can follow the career path I really want.

“I have really enjoyed meeting my classmates at Harrogate College. It’s great to see a range of students from different backgrounds and ages, who are all really supportive and friendly. It’s been fascinating to get back into practical science work; each session is so engaging and the study and research skills I’ve learnt are invaluable.

“The Access course provides a great introduction to things like Harvard referencing, self-directed study and planning scientific assignments. It will prepare me very well for the transition to university, so that I can go on to succeed in the profession.”

Continuing the academic journey

After completing his Access course, Alan hopes to study at university and then work within the ambulance service. 

“Once I’ve completed university, I hope to be an ambulance service paramedic for a few years. After that, I’m open to moving around within that field or returning to university to research and teach. 

“Coming back to college has made me so excited to learn; I can now focus on what I’m passionate about, rather than worrying about income from being self-employed. 

“My biggest achievement has been my ability to commit enough time to studying to get good grades while battling a reduced income from my business due to the pandemic.”

Find out more about the Access to Higher Education Health Science Professions course here.

International Women’s Day is an annual celebration of the social, cultural, economic and political achievements of women.

On 8 March each year, people come together across the globe to rally for women’s equality through widespread activities. 

Why is this day important?

Although the world has made significant progress, no country has yet achieved gender equality. 

According to the United Nations, legal restrictions have kept 2.7 billion women from accessing the same choice of jobs as men. As of 2019, less than 25% of parliamentarians were women. Additionally, one in three women experience gender-based violence. 

This day gives us the opportunity to reflect on the progress made, raise awareness of women’s equality and celebrate acts of courageous women who’ve made an imprint on our history and communities.

Clearly, there is much more to be done in the fight for gender equality, so we want to strive to  make a positive difference for women. 

Themes

This year’s official theme, #ChooseToChallenge, encourages people to speak out against gender bias and inequality. From challenge comes change, so by embodying this theme, we can help create an inclusive world.

The United Nations has also announced the theme ‘Women in Leadership: Achieving an Equal Future in a Covid-19 World’. The current pandemic has demonstrated how effectively women leaders and women’s organisations have been leading the Covid-19 response through their skills, knowledge and networks. This theme focuses on the recent acceptance that women bring different experiences, perspectives and skills to the table.

How are we celebrating International Women’s Day?

On 8 March, we’re hosting a Choose to Challenge call from 4pm to 5pm to share ideas about how to challenge injustices. We will be discussing gender equality, access to education, period poverty or any other issue. 

Everyone is welcome to join. Fill in this form by 3pm on 8 March and we’ll send you a link.

Women in leadership

We spoke with some of our women leaders at college to find out their thoughts on International Women’s Day.

What does International Women’s Day mean to you?

Stephanie Keedy, Programme Manager for Cultural, Contemporary and Heritage Studies at Harrogate College: “International Women’s Day makes me think about how far women have come, even just in my lifetime. There has been so much positive change and progression.”

Anna Crossland, Deputy Head of Department, Curriculum and Quality at Harrogate College: “International Women’s Day is an opportunity to celebrate how many opportunities women now have within the workplace, along with how efficient we have become in multitasking, juggling workplace commitments and family.”

What does the 2021 theme #ChooseToChallenge mean for you in your work life?

Stephanie: “The #ChooseToChallenge means that we should always challenge and question and we have a right to do so.”

Anna: “#ChooseToChallenge is my everyday mantra! I am constantly striving to achieve and thrive on challenges. When I first came into the FE sector I had two young children alongside a full-time teaching post and a degree to complete. 

Moving to now, I am still studying alongside my current role completing a BA in Business and Leadership. The role I am currently in is different every day with different challenges arising, however that is what keeps it interesting and exciting, I don’t think I could cope without a main professional focus.”

Will you/your department be doing anything to celebrate?

Stephanie: “My department, learners included, are collecting our brand new and lightly used bras, which we will be donating to I Support The Girls. This charity works tirelessly to raise money to help women and children who are fleeing the sex slave trade to start a new life. Bras are sought-after in underdeveloped countries, so this is an ideal opportunity to clear out and donate to a fantastic cause.”

Anna: “We are working with the Student Life team to engage  students in the opportunities for women in the STEM area, with clips and activities to complete.”

Why did you choose the career that you are in?

Stephanie: “I always wanted to be a hairdresser and started a three year college course in hairdressing and beauty therapy. My fantastic time at college inspired me to teach the subject;  I have been teaching beauty therapy for a long time and I never tire of it.”

Anna: “I chose my career because I like to work in an area where I know I can have a positive impact. I find working with young people very interesting. It is so satisfying when you meet them later in life and they’re happy and content in the career path that they have chosen, knowing that you had a positive input into their chosen pathway.”

Why did you decide to work within the education sector?

Stephanie: “I enjoy working with learners of all ages. I will never get bored of getting to know learners and seeing them progress. No two days are ever the same.”

Anna: “To be part of the learner journey when students are at such a pinnacle point in the decision phase is very gratifying.”

What does Harrogate College/your department do to overcome gender stereotypes?

Stephanie: “In my department, we are inclusive of all genders. We do have some male hairdressing and barbering learners and always recruit a mixed group in media makeup.”

Anna: “All subject areas are open for all genders, we are not gender specific. Students are enrolled onto courses that match their skill set and area of interest – gender does not come into it.”

In your opinion, why is it important that more women take up leadership roles?

Stephanie: “As more women are successful in management positions, the balance will shift in the right direction. We must do more to encourage women into these roles, but the opportunities must be made available and more accessible.”

Anna: “It is important for more women to take up leadership roles so that young people have more role models. I don’t believe that gender should have anything to do with the decision to take up this type of role, it should go on suitability and the ability to carry out the role effectively.”

What more do you think can be done to encourage more women into leadership roles?

Stephanie: “We must make the pathway clear for the younger generation to see what opportunities they could achieve. I have a daughter myself and want to see her achieve her full potential.”

Anna: “Advice and guidance from a very early age is important. Now that more workplaces are providing a flexible approach, this opens up more opportunities for women that also have commitments at home. This should be promoted to ensure that women know that the support is there and you can do both.”

On International Women’s Day, what is the most important message you want to send out to young women thinking about their careers?

Stephanie: “Be a little bit kind to yourself. Women wear a lot of hats and juggle a lot, so give yourself a break, especially when things haven’t gone so well and start again tomorrow.”

Anna: “I would like to say to women that it is never too late to learn or adapt your pathway. There are so many opportunities there that you can have the work-life balance and be successful. I started my studies after having my first child using my role as a mother as my main motivator to be a role model to my daughter.”

Take a look at the International Women’s Day resources here and the Leeds City College Empowering Women resources here.

Harrogate College has been nationally-recognised for its efforts to encourage staff and students to walk and cycle to college, reducing the impact of traffic.

The college won the bronze level Modeshift STARS accreditation for promoting sustainable and active travel, as well as its green agenda within the community.

Launched in 2008, the STARS Education scheme is supported by the Department for Transport and has seen over 1,400 schools in England achieve accreditation since its inception.

Holly Hansen-Maughan, Performance and Projects Coordinator at Harrogate College, said: “At Harrogate College, sustainable travel and transport is just one part of the college’s commitment to sustainability and the green economy. It’s great to have that recognised with the Modeshift STARs award.

“Our aim is to work with the community stakeholders to implement and coordinate the development of more activities that contribute positively to the environment.”

“We support all the work being done to make the community carbon neutral and we strive to be the centre of green excellence, fitting with the Harrogate district,” Holly added.

Over the last twelve months, the college has worked with Circular Yorkshire, Harrogate Borough Council, North Yorkshire County Council, the Local Business Enterprise, businesses and voluntary organisations.

If you want to find out more, or if your business or organisation wants to get involved in future projects, contact Holly Hansen-Maughan, holly.hansen-maughan@harrogate.ac.uk.