The University for the Creative Arts (UCA)  has begun a new chapter in its illustrious history, with the appointment of Professor Jane Roscoe as its incoming President & Vice-Chancellor.

With a campus in Epsom, UCA is defined by creativity, world-leading research, and innovation. Professor Roscoe joins a specialist university where students build real solutions to human problems, staff are acclaimed for their top teaching quality, and the courses are highly respected among the creative industries.

Professor Roscoe, who has an extensive career in both higher education and the broadcasting industry, will take up the role in February 2024.

“I am delighted to be joining an institution with such a long history of arts education and am looking forward to helping it build a new legacy within the creative industries both here in the UK and around the world,” said Professor Roscoe. “I’m excited to get started and to be working with UCA’s tremendous staff and talented students.”

Professor Roscoe comes to UCA from the University of Greenwich, where she has been Provost and Deputy Vice-Chancellor and Chair in Creative Industries since 2021. Before this she held leadership roles at the University of the West of England, Bristol, and the London Film School. Outside of academia, she has also shaped the schedules for television across Australia, as Head of Channels and Head of International Content at SBS (Special Broadcasting Service).

Together with her career history, Professor Roscoe is a Fellow of the Royal Society of the Arts, a member of BAFTA, the Royal Television Society, the Academy of Arts and Sciences and the International Design Organisation. She also has almost 60 published works, and multiple commissioned research projects, to her name.

This wealth of experience and expertise made her the perfect fit for UCA’s next chapter, according to Jeremy Sandelson, Chair of the Board of Governors:

“We were hugely impressed by Professor Roscoe’s experience within higher education and the creative industries, and her track record will not only complement UCA’s values and ambitions but enhance them further. We are excited to usher in a new era with Professor Roscoe. Her vision for the University will be fresh, inclusive, and ambitious.”

UCA’s interim President & Vice-Chancellor, Professor Nick Foskett, said: “The University is looking forward to working with Professor Roscoe to deliver its ambitious plans for the future.”

Surrey is set to become home to a high-quality training hub in Artificial Intelligence (AI), a move which could have transformative impacts in the way vulnerable residents engage and access public services.

Government announced last week that the University of Surrey and the StoryFutures unit at Royal Holloway, University of London (RHUL) will be the home of a new Centre for Doctoral Training (CDT) in AI for Digital Media Inclusion.

The funding will help establish a unique creative industry hub for high-quality training in responsible AI, inclusive design, and creative skills within the county.

In addition to creating 80 PhD posts, the centre will look at using AI to transform digital media into intelligent content that adapts to individual preferences, such as age, language, and sensory and physical abilities.

The ambition is to place Surrey – and the UK as a whole – as a world leader in media inclusion.

Surrey County Council is proud to back the bid and keen to work with the new centre to establish how public services could be made more accessible to its 1.2 million residents.

In a letter of support, Cllr Tim Oliver, Leader of Surrey County Council, said: “We are excited by the Centre for Doctoral Training’s (CDT) proposed approach to responding to the national need for a new community of experts who individually and collectively will deliver resilience for our digitalised Critical National Infrastructure.

“We recognise and support the CDT’s aim to develop the underpinning research, training, community-building, and knowledge exchange, contributing 80 highly skilled and connected resilience experts to the workforce.

“The funding bid and subsequent CDT and associated research and expertise will have a significant positive impact on our organisation’s ability to deliver high-quality and sustainable services for all.”

Cllr Oliver added the local authority was interested in exploring how new technology could improve the way its most vulnerable residents accessed its services.

There was also potential to look at increasing engagement with businesses, fire prevention, community safety services, and greener futures and net zero.

The Surrey hub will be one of 12 Centres for Doctoral Training in AI across the country that will benefit from £117 million of funding through UK Research and Innovation (UKRI).

It was announced at the global AI Safety Summit held at Bletchley Park last week.

Cllr Oliver added that Surrey County Council has an established track record of working successfully with the county’s universities to drive innovation and economic growth.

Last week the local authority’s cabinet agreed to investment £3 million to support the establishment of a new CoSTAR (Convergent Screen Technologies and performance in Realtime) satellite studio and incubator space on the RHUL campus.

The new centre for the creative industries – which will have direct links to the national lab based a short distance away at Pinewood Studios – will create 300 jobs, support 200 businesses and contribute £30 million to the Surrey economy.

The Council was also partner in a successful bid by Surrey’s Guildford Games Cluster and Warwickshire’s Silicon Spa for £1.5 million from Research England.

The funding will support two of the UK’s biggest gaming clusters to work with higher education to drive innovation, invest in infrastructure and support growth in the wider regional economy through the Games and Innovation Nexus (GAIN) project.

Cllr Matt Furniss, Surrey County Council’s Cabinet Member for Highways, Transport and Economic Growth, said: “The games industry is one of Surrey’s real success stories, showcasing our county and its talented workforce on a global stage.

“This funding has the potential to take this growing, innovative sector to new heights, creating high-quality jobs and generating inward investment into our communities – both of which would be good news for our residents.”

Warnings a failed subcontracted apprenticeship scheme was a “major risk” were ignored leaving a Surrey college with a £25million financial time bomb that it now hopes to solve by selling land for 320 homes.
Brooklands College in Heath Road, Weybridge, borrowed a large sum from the Education and Skills Funding Agency (ESFA) with the money given to SLC Security to run apprenticeship programs at the school between 2011 and 2019.

When SLC Security collapsed, a formal review was launched by the Department for Education’s further education commissioner – and soon after Scotland Yard began its own three-year fraud investigation which closed in May with no arrests – leaving the college holding the can.

The school’s solution has been to look to sell land to developers Cala Homes for a £45 million project to cover the money it owes to the ESFA and a modernisation of its campus. The planning application is due to be decided by Elmbridge Borough Council in November, potentially drawing the saga to a close.

In the months leading up to SLC’s collapse concerns of the school’s financial health had already caught the attention of the Department for Education and the college’s “capacity and capability” to get out of the mess, questioned.

The commissioners said the subcontract was a “major risk” and recommended the college “undertake further work to understand the risk associated with this contractor and to immediately review subcontracted provision”.

The school’s governors, on the other hand, told commissioners they had been given “numerous assurances” by the principal and chief executive over the college’s financial stress testing and auditing of its subcontractors which “showed no issues regarding eligibility, existence of learners or their employment status”.

At no point had any thought had been given by governors to develop a Plan B should the investigation find the college financially liable for any failings, the report read.

The college’s senior leadership team and governors at the time believed “they had undertaken all necessary and appropriate checks and due diligence on all sub-contracted SCL Security provision and from the work they have done, believed that the risk of clawback was low” according to the commissioners’ report.

A spokesperson for the Department for Education said it does not comment on individual cases but that colleges are required to ensure any education subcontractors adhere to regulations.

They added: “In all cases where apprenticeship provision does not meet the funding regulations it is standard procedure to recover those funds.”

A liquidators’ statement for SCL Security published on January 4, 2023, revealed that colleges and the ESFA have claims worth £22.5 million against the company. However, it shows there is only about £6.5m available, far short of how much the college must return to the ESFA.

Brooklands College also plans to seek damages for breach of contract, although this will require “further work” to adjudicate.

A spokesperson for the Metropolitan Police said: “In June 2020, the Metropolitan Police received an allegation of fraud relating to a college based in Heath Road, Weybridge, Surrey. The allegation related to financial transactions between 2011 and 2019. An investigation was undertaken which included assessing all available evidence and speaking to staff at the college. No arrests were made in connection with the investigation. In May 2023 a decision was taken to close the investigation and the college has been informed of this outcome.”

A three-year repayment plan is now in place between the college and the ESFA. The college has also put in place a new leadership team and is working with Cala Homes on a joint planning application. The £45million scheme, the college says, will enable its Grade II listed mansion to be refurbished and restored, open 12 hectares of woodland to the public, provide a community-accessible sports centre, as well as the 320 homes – 128 of which will be classed as affordable housing.

The public consultation into the plans closed on October 23 with 235 people voicing their support for the project against 22 letters of objection.

A spokesperson for the college said: “A new leadership team and a revitalised Board of Trustees have been focussed on putting the college on a solid, long-term, financial footing and have developed a plan to repay the debt and safeguard the college’s future. Our plan will upgrade our teaching facilities to create a modern learning environment that will meet future educational needs, inspire the next generation of students, and secure a sustainable future for Brooklands College in our community.”

_{Image: Visualisation of completed Brooklands College campus site (Cala Homes/Elmbridge BC)}

Budding astronauts and space engineers are set to be wowed and inspired on Saturday 7 October, when space researchers at the University of Surrey take over Guildford town centre.

The University and its event partners, the Institute of Physics, will offer activities for children and adults to try in the Tunsgate Centre and on the High Street.

Thanks to the UK Space Agency, there will be space suits to try on, Winchester Science Centre will host a pop-up planetarium, and there’ll be a working model of a mini Mars rover.

Experts from Surrey Space Centre will be in the Tunsgate Centre.

Laura Cox from the University of Surrey’s Faculty of Engineering and Physical Sciences explained what people can see. She said:

“Come along to see inside a small satellite and have a go at steering it. You can also help spot illegal fishing boats on satellite images, a crime which costs over $15bn annually.

“At the mobile ground station, visitors can see signals from satellites in real-time and the decoded data they are sending from space. And you can learn about different types of space rocks and handle 3D-printed models of real asteroids, comets, and planetary moons.”

Astrophysicists from the School of Mathematics and Physics will be answering astronomy questions, running a constellation activity, offering an escape room-style activity and more.

Local employers in the space sector will also participate, including Surrey Satellite Technology Ltd (SSTL), who will show off models of spacecraft and components of the satellites they make, including a propulsion tank, circuit boards and samples of the exterior panels we see in photos.

Dr Nicola Baresi, an astrodynamicist who plans efficient routes for spacecraft to travel in space, including to the Moon and to other planets in our solar system, says:

“It’s going to be a fun day for people of all ages with lots of space-related activities and experiments to try. Space is a hugely exciting sector and is a thriving industry across Surrey and Hampshire. There are plenty of opportunities for rewarding careers in this area, yet significant skills shortages, something we help tackle at the University of Surrey with our research activities and educational programmes. We’re keen to inspire people and help them realise that they could get a job in the space industry.”

The North East Surrey College Of Technology (NESCOT), situated in Epsom and Ewell, Surrey, England, traces its roots back to the 1950s when it was known as Ewell Technical College. As NESCOT marks its 70th anniversary in 2023, it’s worth delving into its intriguing history.

Originally christened as Ewell County Technical College, the institution welcomed its first cohort of students in September 1953, with an official inauguration following in March of the subsequent year. The college’s establishment was notable not only for its academic pursuits but also for its geographical footprint, occupying what was purportedly the largest arable field in all of England. The construction of this educational institution came at a price tag of £250,000.

Ewell County Technical College earned distinction as an early advocate of “liberal education.” During the mid-1960s, students at the college devoted their Wednesday afternoons to an eclectic array of supplementary courses, ranging from sailing to folk dancing. Additionally, it made strides in student welfare, being among the pioneering technical colleges to appoint a dedicated staff member for this purpose. Today, this commitment to student well-being is upheld through various support services, encompassing Advice and Guidance, Student Finance, counseling, healthcare, childcare, security personnel, and specialized assistance for students with a history of being in care.

In its inaugural academic year, Ewell County Technical College enrolled 789 students, organized into three departments: Building, Science, and General Education. By the mid-1970s, this institution had burgeoned to accommodate a student body of 4,000. Tuition fees for students above the age of 19 ranged from £72 to £120 per academic year, while those under 18 were entitled to claim travel expenses amounting to 15p per return journey.

In 1973, a devastating fire swept through the newly-constructed extension, causing extensive damage estimated at £100,000. The fire, which originated in a science laboratory, left the exact cause shrouded in mystery.

The transformation into NESCOT occurred in 1975 when Ewell County Technical College underwent a name change. Subsequently, in 1988, the college acquired the former Epsom High School. Notably, NESCOT’s theatre bears the name of Adrian Mann, who served as the college’s inaugural chairman of governors. Mann’s dedication to NESCOT extended even after his retirement as chairman in 1963, as he continued to serve as a governor for another decade before being conferred the title of Governor Emeritus.

Throughout its history, NESCOT has been a host to a diverse range of artists and events. Notable musical acts such as Queen, Genesis, Black Sabbath, Deep Purple, Led Zeppelin, and Ralph McTell graced the college’s premises. In 1977, Shepperton Studios chose NESCOT as a filming location for scenes in “The Revenge of the Pink Panther.”

Among the illustrious alumni of NESCOT is the renowned naturalist David Bellamy, who both studied at and later worked as a laboratory technician at the college. Bellamy credited his teachers at NESCOT with kindling his passion for biology. Additionally, Frank Hampson, the celebrated cartoonist behind the Dan Dare comic strips and a recipient of the “best postwar comic illustrator in the world” title in 1975, served as a technician at the college. Dr. Guy Vine, father to the famous Vine brothers, Jeremy and Tim, imparted knowledge in civil and structural engineering at NESCOT.

Over the years, NESCOT has offered a diverse array of courses, reflecting its commitment to comprehensive education. These courses have spanned a wide spectrum, from Advanced Domestic Cookery and Air Conditioning Design to Bacteriology, Biblical and Religious Studies, Certificate in Home Economics, Flower Arrangement, Drug Toxicity, Law, Nursing, and Guest House Management. Additionally, NESCOT has provided classes and refresher courses in Shorthand and Typing.

Notable alumni from NESCOT include Anthoni Salim, a prominent businessman, investor, and money manager; Professor Peter Saville, distinguished psychologist; Joe Wicks, the renowned fitness coach; and Jane Wilson-Howarth, an accomplished author.

As NESCOT enters its seventh decade, its storied history stands as a testament to its commitment to education, innovation, and the cultivation of talent across a diverse range of fields.

_{Image: Courtesy NESCOT}

A primary school situated in Ewell has been confirmed to harbour hazardous concrete that presents a potential risk of structural failure. Danetree Primary School is among the 147 educational facilities across England that have been identified as having reinforced autoclaved aerated concrete (RAAC), a lightweight construction material that was widely used between the 1950s and 1990s but is now regarded as being susceptible to collapse.

A GLF Schools spokesperson for Danetree Primary School told the Epsom and Ewell Times:

“Over the summer the Year 3 block was identified containing RAAC. On Thursday 31 August the Department for Education instructed the Trust to close this building immediately.

“The school then put a plan in place to relocate the Year 3 classes elsewhere within the school, so that the school opened as planned. Parents were advised of this.

“Further surveys have been arranged to clarify longer term plans for the school and we will provide updates to parents as more information is known.”

The Department for Education has recently released a list that reveals all the educational establishments in England where necessary measures were required to address concerns related to concrete structural integrity. The government document affirms that Danetree Primary School has successfully maintained in-person education for all its students, whether on the school premises or in nearby locations. In response to the concrete structural issues, 19 schools in England had to postpone the commencement of the term, while an additional 24 schools implemented remote learning measures, with four schools making a complete shift to remote learning.

Gillian Keegan, the Education Secretary, expressed her regret over this situation and acknowledged that it was far from the ideal way for parents, teachers, and affected students to begin the new academic term. She reassured the public that the safety of students and staff remains the top priority. She also commended the collective efforts of schools, colleges, local councils, dioceses, and academy trusts in ensuring that the majority of the affected educational settings were able to open their doors to all students at the start of the term. The Education Secretary stated, “I know this is the last way parents, teachers and children affected by this wanted to begin the new term, but it will always be my priority to ensure the safety of pupils and staff.”

Image: Danetree Primary School: Google

A “culture of discrimination and inequality” goes unaddressed at a school for children with additional needs, where pupils “fear reprisals” from some senior staff if they report concerns, according to Ofsted inspectors.

An inspection into the independent school was requested “as promptly as possible” by the Department for Education, following complaints from parents.

Inspectors described a “negative culture” across staff, pupils and parents at the school, pupils subject to “racial and homophobic slurs and sexualised language and behaviours” and leaders not showing the “capacity to lead and improve the school”.

Their findings rated Wemms Education Centre, in Long Ditton, inadequate overall and in the areas of behaviour and attitudes, personal development and leadership and management, in a report published on Tuesday (September 12).

The quality of education at the school and its sixth form provision were both rated “good”, and inspectors said teachers were clear about what they wanted pupils to learn and how, with curriculum leaders having “expert subject knowledge”.

But inspectors said leaders’ understanding of safeguarding was “weak”, without a shared understanding of what constituted a “serious concern”. Their report said: “Consequently, referrals to other agencies have been too slow, meaning that pupils are placed at risk of harm. Furthermore, senior leaders are not clear about who the most vulnerable pupils in school are.”

Speaking after the report was published Wemms chief executive, Duncan Murphy, told the LDRS the report did “not mirror other external reviews of life at Wemms” but accepted that growth has not come without its challenges. He said: “It is no secret that the school challenged some areas of the report; now that it has been published, it is important that we focus on what matters the most – being a school that reflects, learns and ensures that every child has the best possible experience under our tutelage.

“In order to achieve this, we have put together a comprehensive action plan outlining active steps we are taking to amplify our strengths and target areas of improvement. Trustees have added additional capacity to the leadership team, and it is also our aim to diversify and professionalise governance so that there is greater rigour and accountability throughout.“

According to inspectors, “strong work” done at the school was “sullied by a culture of discrimination and inequality that goes unaddressed”.

Pupils at the school are those who have been “unable to cope in mainstream education” and typically have social, emotional and mental health needs with almost all having an education, health and care plan in place.

Inspectors said: “Too many pupils do not feel happy or safe at school. They are fearful of the bullying behaviour of other pupils, which goes unaddressed. During inspection, pupils, staff and parents spoke of the negative impact on pupils of racial and homophobic slurs, inappropriate sexualised language and behaviours. Pupils trust only some adults in school to help them. Many pupils fear a lack of empathy, even reprisals, from certain leaders should they report a concern.”

The Ofsted report said pupils believed they were treated “inconsistently and unfairly” and as such “a culture of intimidation, mistrust and fear abounds”.

Six action points were set out by inspectors for the school, with fees of £50,000 per year, to improve.
Inspectors described relationships within and between all groups of staff as “severely flawed” and said the school was a “deeply fractured community”. They said there was a “a widespread lack of trust and confidence” in the school’s leadership and that parents too were “deeply divided” in their views of the school, particularly its leadership.

According to the Wemms website, the school was “proud to declare itself a ‘marmite’ school… you will love us or hate us”. It said: “Our school is for individuals and mavericks who yearn for a bespoke education, which allows them to learn in their own way and at their own pace.”

With parents able to write to the inspectors as part of the process, the Ofsted report said positive and negative opinions were equally received, and a smaller number wrote with neutral views.

Three quarters of parents who completed Ofsted’s online survey said they would recommend the school, but common themes were raised regarding “unsupportive behaviour towards pupils and parents, particularly regarding the management of concerns”.

Less than a quarter of staff who completed a survey said that the school was well led and managed, and only one third believed they were treated fairly and with respect.

But inspectors said around two thirds remained happy to work at the school and believed leaders were considerate of their workload.

Inspectors said: “A negative culture pervades the school and permeates across staff, pupil and parent groups. Some staff, parents and pupils are wary of leaders and feel unable to air their views or concerns. “Leaders should take urgent action to ensure that members of the school community are able to express their views without fear of reprisals. Leaders should work to establish a positive, shared school ethos.” As well as this, there were concerns that leaders’ responses to pupils’ breaking the rules were “inconsistent and unfair” and that sanctions were not applied consistently.

The report said: “Inspectors heard repeatedly from staff, pupils and parents that pupils are not kept safe from bullying and abuse, including the use of racial and homophobic slurs and sexualised language and behaviours.”

They added that there were no established strategies to address these behaviours and that behaviour and anti-bullying policies were not effectively implemented.

The school’s nurse left the organisation during the course of the inspection in May as a result of her concerns, put in writing to the school in March 2023, relating to safeguarding, medication, staff training and a lack of autonomy to practise as a school nurse.

Staff, pupils and parents also raised concerns about the school’s response to pupils’ medical needs.
What does the school do well?

Inspectors said the pupils’ experiences at the school varied widely, and that the move from a site in Leatherhead to Long Ditton in 2022 had “proved popular”.

They said the pupils generally behaved well in lessons, whether working individually or in twos with a teacher and that there was “high academic ambition” across the school.

The report added: “Pupils achieve strongly across a range of subjects, frequently beyond their own and their family’s expectations. Older pupils learn to drive, helping them to be prepared for their futures. However, these successes are not mirrored in other aspects of school life.”

The LDRS understands some parents do not support the inspector’s findings and are looking into lodging a formal complaint about the Ofsted report. One parent said the school had been a “life changer” for their family.

How the school responded

Duncan Murphy, chief executive of Wemms Education Centre, said the school had a “proud history of supporting children with complex and challenging needs” and two positive previous inspections were the reason for moving to the bigger site.

He said the report did not mirror other external reviews of the school, but added that the school “wholly accept and understand that growth has not come without its challenges”.

With the school having challenged aspects of the report, he also pointed to pupils who “achieve strongly” and that many parents would be happy to recommend the school to others.

Mr Murphy said: “However, there have rightly been questions of consistency which we will seek to address with pace and purpose as we build for the future.”

The school would focus on being one that would reflect, learn and ensure that every child at Wemms had “the best possible experience”, he added.

With an action plan outlining steps being taken, as well as changes to governance for “greater rigour and accountability throughout”, Mr Murphy also said concerns regarding discrimination and inequality were being tackled.

He added: “We firmly believe that our community can once more be united behind a shared vision of excellence for those pupils who need a school like ours the most. It is a source of great regret to us that the essence of this aim has been misplaced since the move to a new site last year, but now is an opportunity to drive improvement and ensure a long and successful future for our school and its community.”

A thought-provoking animated film made at the University of Surrey, which encourages its viewers to Remember the Future, has achieved the accolade of ‘Best Environmental Film’ at the Cannes World Film Festival.  

Co-created by the University’s Institute for Sustainability to support its vision of a world where everyone can live fulfilling and healthy lives within the limits of the planet, the film seeks to draw in viewers emotionally and win hearts and minds to the need to collaborate and act. 

Remember the Future was produced and directed by Jon Weinbren, who is the Programme Director for Surrey’s MA in Film, Animation and Digital Arts within the University’s Department of Music and Media. The film shows a tree that is ailing because of environmental damage. The tree is saved from destruction by cooperation between an optimistic, visionary child and a songbird, delivering an upbeat, hopeful way forward. 

Professor Lorenzo Fioramonti, Founding Director of the University of Surrey’s Institute for Sustainability, said: 

“A tree is a symbolic and almost permanent thing. We see it through the seasons and ages, with a child dreaming of a future which rubs out the climate emergency. We see the solutions which are within our reach. We hope this film plants the seed and encourages people to work with each other and be connected.” 

Co-written by Tom Hill and brought to life by a team of artists led by animation director Izzy Barszcz, the film was crafted using digital natural media techniques to create an evocative water-colour feel. It also features an original song composed and performed by Surrey alumna Alice Mills. 

Jon Weinbren said: 

“We experimented with using some of the latest AI-based image generation and style transfer techniques, but the quality we were achieving wasn’t high enough. Instead, our team of animators resorted to ‘traditional’ digital painting techniques to create the hand-crafted look and feel which, along with a beautifully arresting, specially composed song, helps the film engage on a powerful emotional level.” 

Nathalie Hinds, Head of Operations and Partnerships at the Institute for Sustainability, said: 

“Achieving a sustainable world takes cooperation and inspiration, as well as technology and regulation. At Surrey, we’re working on all of these, with the Institute for Sustainability taking an active, leading role. Strategic partners of the Institute, who were lucky to have an exclusive preview of the film, gave feedback how the film not only creates a sense of urgency, but is a true beacon of hope. They hope to use it within their organisations to inspire staff and suppliers.”  

Remember the Future has been entered for other film festivals and will also screen at the Electric Theatre as part of Guildford’s Car Free Day on Sunday 24 September. Find out more about Car Free Day, watch a trailer or see how the film was made on YouTube. 

For information about the MA in Film, Animation and Digital Arts, visit the website. 

It’s almost A-Levels results day and at the University for the Creative Arts (UCA) in Epsom we know there are many students who haven’t decided what degree they want to undertake.

According to the government’s Creative Industries Sector Vision, the plan is to grow these industries by £50bn and support an extra million jobs by 2030, there is no better time for students to consider a degree in the creative industries, whether that’s the arts, business, or technology.

Creative degrees can open doors to careers not previously considered, provide adaptable and future-proofed skills employers are looking for, and in many cases, help young people discover more about themselves and build their confidence.

Sarah Clark, Pro Vice-Chancellor at UCA, has this advice to students and parents navigating the clearing process:

“You’ve got this – don’t panic. Take the time to think about what you want from your course, transferable skills, workplace experience, real-world knowledge and what you want from your university experience, an open-minded community, fun, opportunities to create, or feeling like a name not a number.

Unleash your creative potential. It’s fine to change your mind about what you want to study. At UCA, we consider more than just grades – we want to know about your passions, your personality, and creative interests.

Think bigger and keep an open mind. If you want to pursue a creative career you might be surprised by the range of creative courses on offer such as, Games Design, Modelmaking, Digital Fashion, Crafts, Virtual & Augmented Reality.

Start prepping now. Google universities and courses, arrange an in-person campus tour, follow their social media channels, and make a start on putting together a portfolio of work, just in case – UCA’s blog has some top tips on this.

Contact someone and ask questions. If you’re curious about a course, contact the university through their website or social channels and ask questions. There’s no commitment and you might just learn something from the way they respond. You might also want to get second opinions from your tutors, friends, and family.”

McKenna Marsden, a BA (Hons) Fashion graduate from UCA Epsom added: “UCA is one of the best fashion schools in the country, I loved the place. It gave me a sense of excitement, developed my garment construction and pattern-cutting skills, and tools to develop in my career – I couldn’t be happier with my experience here”.

When you choose to study a degree, you’ll be stepping into more than a games design studio, lecture theatre, print lab or architecture workshop – you’ll be stepping into a lifetime of learning and opportunities, so do your research and choose a course that speaks to you.

UCA.

Samsung Electronics Co. (UK) Ltd has revealed today the winners of its third Solve for Tomorrow: Next Gen Competition, with a refreshed set of resources for 2023 on the theme of inclusivity.

593 secondary schools across the UK and Ireland signed up to receive free online resources including an interactive video tutorial to help inspire the next generation of innovators. Through the lesson, students aged 11-15 learn the basics of Design Thinking and receive insight into creative STEM careers such as design and marketing.

Samsung colleagues also volunteered their time to support with delivering the lesson in schools, judging entries and answering questions about their career. Students then entered their tech-for-good ideas to help design a future where everyone belongs into the Solve for Tomorrow: Next Gen Competition.

Dimanya, Dora and Marina from Nonsuch High School for Girls, (located Ewell’s borders) were awarded 1st place in the 13-15 category with ‘Signify’, an app that helps people with hearing impairments by educating the public about sign language and how to communicate considerately with this community.

In the 13-15 age category, the runners-up were Ella, Mischa and Saliha from Nonsuch High School for Girls – awarded 2nd place for their app ‘Beaumatch’ to help people with darker skin tones find their right match of makeup, haircare, and skincare.

Commenting on the competition, Soohyun Jessie Park, Head of Corporate Social Responsibility at Samsung Electronics UK, said: “The calibre of ideas that our Solve for Tomorrow: Next Gen participants come up with is mind-blowing, proving world-beating innovations really can come from anyone and anywhere. We were thrilled to receive over 1,000 ideas from across the UK and Ireland this year and will continue to find new ways to support our next generation of innovators. Technology is a brilliant enabler of solutions to many of the issues our world faces, and the entries we receive show that young people are maximising their imagination and learning in abundance.”

About Solve for Tomorrow

Solve for Tomorrow originally launched in the US in 2010 and has since seen more than 2.3 million students take part from over 55 countries, in a quest to use technology as a force for good. Every year, the competition is open to young students from all backgrounds with no experience or qualifications needed, empowering the next generation of creators and innovators to imagine a better world, thinking about ways technology can solve some of society’s biggest issues.