Hannah Fenton, Author at Capital City College Group - Page 27 of 62
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‘There was a woman inside me that needed to be revealed’

To mark Trans Awareness Week from 13-19 November, Westminster Kingsway College A Level student Sian* shares her experiences of being a transwoman and what colleges can do to be more supportive and inclusive.

*Name changed to protect anonymity.

Sian was born in November 2003 and knew at an early age that she was different.

“I wasn’t confused. I knew I was born in the wrong body. When I was younger, I was always attracted to feminine things like dresses and make-up, but was told by family members that they’re not for a boy,” she said.

Sian came out to the head librarian at her secondary school who was gender non-conforming and pansexual, but admitted it was hard to tell her family.

She said: “Trans people often feel the whole world’s eyes are on them because society says we’re living a false gender or going through a phase.

“It has been very difficult. My family are aware I’m transgender but are not supportive of me undergoing hormone replacement therapy to support my transition because there’s no way back.”

Sian felt it would be too much of a shock to her parents and was concerned it would affect her relationship with them, which is one of the reasons she gave this interview anonymously.

She is also concerned for her safety having been subjected to verbal abuse and harassment after being outed as a transwoman when a boy revealed he was attracted to her.

Sian’s trans journey has been a gradual process. She initially thought she was gay, then considered herself gender fluid and non-binary before identifying as a transwoman.

“Everyone has a unique story. There are no typical stages for anyone transitioning,” she said.

“I noticed I was very different to my friends when I was at secondary school. At first, I identified as a gay man and later came to the realisation that this was not really me and there was actually a woman inside me who needed to be revealed.

“I started dressing more femininely and began to find out who I truly am. I think I always knew, but it was so hard to break the stigmatisation.”

Sian has been through stages of gender dysphoria while finding her identity.

She said: “Gender dysphoria builds up insecurities that can cause distress, pain or discomfort. Sometimes you wake up and you don’t even want to look at yourself in the mirror because you don’t want to look at your body.” Sian, who is studying A Levels at WestKing, was pleased her teachers have respected her preferred pronouns of she/her and the college had changed her name on her student records.

She said: “Growing up we’re told we’re the person we don’t want to be. In the past I’ve told people that I identify as she/her, but they would keep misgendering me even when I corrected them. It’s disrespectful and can also affect someone’s mental health and well-being.

“It doesn’t matter if you agree with it, you don’t understand it or it doesn’t make sense to you; you don’t get to disagree with someone’s gender or sexuality.”

Sian is a friend of former WestKing student Nilton Pimenta, who has been shortlisted for the Association of Colleges Young Student of the Year award for championing LGBTQ+ rights. Nilton was a Student Governor while taking his A Levels at the college and is now studying for a BA Social Sciences at the University of Manchester.

Sian said: “Nilton helped me a lot when he was at the college. When we first met, I had a conversation with him about my self-identity. He introduced me to an LGBTQ+ youth club called the Mosaic Trust and other trans people who could support me.”

“Having people like Nilton who are very outspoken and ‘out there’ can make a big difference.”

Sian is a student representative on the college’s Equality, Diversity and Inclusion Committee and hopes to improve inclusivity and support for LGBTQ+ students.

Sian’s FOUR top tips on how colleges can better support trans students.

· Use a person’s preferred choice of gender pronouns. It’s the least someone can do to make a trans or gender non-conforming person feel comfortable around them.

· Introduce gender neutral toilets. If you’re a trans person you may feel unsure which toilet to use. Having gender neutral toilets would help take that anxiety away.

· Encourage more LGBTQ+ teachers to share their experiences of being part of that community, how they have overcome challenges in their lives and supported others.

· Put up posters to help educate staff and students about trans people, highlight LGBTQ+ issues and make non-discrimination policies more visible.

Click here to find out more about Student Life at WestKing.

A quick guide to LGBTQ+ terms

Asexual

A person who does not experience sexual attraction. Some asexual people might also use this term in conjunction with terms such as gay, bi, lesbian, straight and queer.

Bi/bisexual

Bi refers to romantic and/or sexual orientation towards more than one gender. Some bi people may also describe themselves using terms such as pan and queer.

Cisgender/cis

Someone whose gender identity is the same as the sex they were assigned at birth. Non-trans is also used by some people.

Gay

Refers to a man who has a romantic and/or sexual orientation towards men. It is also a generic term for lesbian and gay sexuality. Some non-binary people also identify with this term.

Gender

Often expressed in terms of masculinity and femininity, gender is largely culturally determined and assumed from the sex assigned at birth.

Gender dysphoria

The discomfort or distress a person experiences because there is a mismatch between their sex assigned at birth and their gender identity.

Gender identity

A person’s innate sense of their own gender, whether male, female or non-binary, which may or may not correspond to the sex assigned at birth.

Gender reassignment

A way of describing a person’s transition. To undergo gender reassignment usually means to undergo some sort of medical intervention, but it can also mean changing names, pronouns, dressing differently and living in a self-identified gender.

Homosexual

Considered a more medical term to describe someone who has a romantic and/or sexual orientation towards someone of the same gender. Gay is now more generally used.

Homophobia

The fear or dislike of someone, based on prejudice or negative attitudes, beliefs or views about lesbian, gay or bi people.

Lesbian

Refers to a woman who has a romantic and/or sexual orientation towards women. Some non-binary people may also identify with this term.

LGBTQ+

An acronym for lesbian, gay, bi, trans, queer and other sexual identities.

Non-binary

A term for people whose gender identity doesn’t sit comfortably with man or woman.

Pan/pansexual

A person whose romantic and/or sexual attraction towards others is not limited by sex or gender.

Queer

Queer is used by those wanting to reject specific labels of romantic orientation, sexual orientation and/or gender identity. Some LGBT people view the word as a slur.

Sex

Assigned to a person based on their genitalia and reproductive functions. Sometimes the terms sex and gender are interchanged to mean male or female.

Trans

Describes people whose gender is not the same as, or does not sit comfortably with, the sex they were assigned at birth. Trans people may define themselves using one or more terms, including, but not limited to, transgender, transsexual, gender-fluid, non-binary and crossdresser.

Transitioning

The steps a trans person may take to live in the gender with which they identify.

Transphobia

The fear or dislike of someone based on the fact they are trans, including denying their gender identity or refusing to accept it.

Transsexual

A more medical term to refer to someone whose gender is not the same as, or does not sit comfortably with, the sex they were assigned at birth. This term is still used by some people although many prefer the term trans or transgender.

Click here for a full glossary from LGBTQ+ charity Stonewall.

Newlyweds praise ‘magnificent’ food and service at The Escoffier Room

A newly married couple have expressed their joy at the “magnificent” food and service they received after celebrating their wedding at The Escoffier Room.

Shaan and Hannah Haque, from Luton, Bedfordshire, praised staff and students following their reception at Westminster Kingsway College’s award-winning training restaurant in October.

The newlyweds and their guests dined on food cooked and served by the college’s hospitality and culinary arts students, from a menu devised by Chef Lecturer Jonny Warner.

Shaan, 38, said: “I first took Hannah here in an attempt to impress her when we were dating. Little did we know then that we’d return multiple times and eventually celebrate our wedding here.

“The Escoffier Room is a real hidden gem in the heart of London. The service is top quality and worthy of any five-star hotel restaurant in any major city of the world.”

The couple were impressed from their initial enquiry with Marc Whitley, Lecturer on Hospitality and Manager of The Escoffier, who organised food and wine tastings for them with Jonny and planned a photo slideshow and music playlist.

Guests enjoyed canapés and cocktails on arrival with the meal consisting of a lobster ravioli starter followed by a fish course of seabass, artichoke and mushrooms; and a main course of venison, croquette, rosti potatoes and vegetables; followed by a dessert of crème brûlée and rhubarb sorbet.

Hannah, 34, said: “Marc was incredibly helpful and attentive in the planning stages of our big day. He is experienced and confident in organising events and so brought a much-needed calmness and confidence to our often last-minute decision making.”

“The food Jonny and the students produced for our wedding meal was incredible. Words cannot do it justice. You really do have to experience the flavours and impeccable presentation for yourself.”

Shaan said: “There wasn’t much to be heard as our guests enjoyed the delicious canapés. The students served our guests with a smile on their faces and were very professional in their manner, and during our main course my father-in-law was heard to say, ‘This food is amazing, fine dining in England isn’t dead!’.”

The Escoffier Room is one of two training restaurants known as The Vincent Rooms at the college’s Victoria Centre along with its à la carte restaurant The Brasserie.

It is named after acclaimed chef Auguste Escoffier, who was one of the founders of Westminster Kingsway College, and combines his principles of cooking with modern techniques.

Shaan said: “My wife and I enjoyed a beautiful wedding day, in no small part thanks to the magnificent efforts of Marc, Jonny, and all the students. They couldn’t do enough for us.

“We are so grateful to everyone at The Escoffier Room for looking after us so well during our wedding celebrations. Thank you!”

Marc Whitley, Manager of the Escoffier, said: “We were delighted to host Shaan and Hannah’s wedding reception and hear how much they and their guests enjoyed the food and service they had with us, We wish them many years of happiness together.”

Westminster Kingsway College has 15 operational kitchens and two training restaurants and trains more than 2,000 students and apprentices each year.

Book a table at The Escoffier or Brasserie and enquire about wedding receptions and other events.

Find out more about our Hospitality and Culinary Arts courses and apprenticeship training here.

WestKing commended for innovation in careers and enterprise by Association of Colleges

Westminster Kingsway College has been shortlisted in this year’s Association of Colleges Beacon Awards for its careers education and guidance.

The Beacon Awards are one of further education’s premier awards. They celebrate the best and most innovative practice in colleges and the impact they have on the students and communities that they serve.

WestKing is one of just three colleges in the running for The Careers and Enterprise Company Award for Innovation in Careers and Enterprise.

The Careers and Enterprise Company is the national body for careers education in England and set the criteria for the award, which recognises outstanding careers leadership and practice.

Colleges were asked to give examples of effective careers programmes that demonstrate partnerships with schools, employers and other education providers, to help students make informed choices about their future education and careers.

WestKing’s Careers, Employability and Work Placements Teams were boosted by funding from The Careers and Enterprise Company’s Personal Guidance Fund in 2018, which has enabled the college to provide training for staff to ensure quality information, advice and guidance and to better align to industry needs.

Over the past 12 months WestKing has invested in new programmes and partnerships to support its students and the community. The college has developed strategies to drive high-level skills, mentoring and student progression to meet the needs of Londoners and London’s employers, as the capital recovers from the COVID pandemic. Highlights include:

• A tutorial programme linking labour market intelligence to relevant courses in Hospitality and Culinary, Digital Media, Business, Construction, Engineering and Science.

• A partnership with the Creative Careers programme at the Roundhouse in Camden to help students with Special Educational Needs and Disability (SEND) to get into the industry.

• A Nursing Insights Programme run with Great Ormond Street Hospital that has been embedded within the college’s Health and Social Care courses.

• Careers Clusters and Enterprise Adviser Network activities, such as virtual Skillz Up workshops and Insight sessions.

• Better communication with parents through an e-newsletter, virtual events and additional information, advice and guidance.

Carlo Liu, Head of Careers Education and Partnerships, said “We are thrilled to be commended this year for the AoC Beacon Awards. A huge congratulations to all at WestKing with special mention to the Careers, Employability and Work Placements Teams.

“Due to an unprecedented interruption in education coupled with the impact of COVID on the job market, young people are facing so many challenges. Here at WestKing, our focus has been improving the social capital of our learners, by boosting their confidence, helping to widen their career aspirations and their knowledge of the labour market, and by showing them the opportunities open to them.”

Jasbir Sondhi, Vice Principal of Westminster Kingsway College said: “I’d like to especially congratulate Carlo, Mike, Sharon, Dorota and Frankie in the WestKing Careers and Employability team. The team have been instrumental in providing our learners with a plethora of opportunities that raise aspirations and broaden their horizons.

“Each member of the team is committed to ensuring our learners are given access to employers, networks and careers guidance that informs their decision making allowing them to progress on to positive destinations.

“Well done and thank you for the work you do to transform lives.”

The finalists of the Beacon Awards will be announced at the Association of Colleges’ annual conference on 17 November.

Join us for a live Korean cook-along with celebrity chef Judy Joo

Westminster Kingsway College is hosting a live online Korean cookery masterclass with celebrity chef Judy Joo.

Judy is the host of Food Network’s Korean Food Made Simple and runs her own Seoul Bird restaurants in central London. She will be demonstrating how to make kimchi, a traditional Korean dish of salted and fermented vegetables. Here, Judy shares her passion for cooking and explains more about the importance of kimchi in Korean culture.

Food has always been a huge part of my life. My mother was an amazing cook, everything was made from scratch and so growing up I was constantly surrounded by authentic home-cooked Korean food.

I often watched my mum make huge vats of kimchi, which we stored in dozens of glass jars stacked precariously in our laundry room. At home food was a language of love and I learned so much from her. I hope to feed the soul through my cooking in the way her cooking does.

No meal in Korea is complete without kimchi on the table. There are officially 200 different varieties of kimchi so there is always plenty of choice! An incredible 1.5 million tons of kimchi is consumed every year in Korea and so there is no surprise it’s synonymous with Korean culture.

Kimchi, as we know it, began in the 17th Century as a way to primarily prolong the shelf life of fruit and vegetables through fermentation. This humble side dish is now popular worldwide and the Korean Embassy has launched The Kimchi Project with Westminster Kingsway College to make authentic kimchi more accessible in the UK. Kimchi plays a huge part in my cooking at home and at my Seoul Bird restaurants. I use it to spice up many of my fusion dishes and give them a distinct Korean twist. It is that little extra kick that transforms a plate into something extraordinary and truly memorable. Kimchi adds a deep complex flavour and a serious umami hit. At Seoul Bird I serve a zesty kimchi mac and cheese, which has become a menu favourite.

I am thrilled to be sharing the art of making kimchi and my own recipe as a part of the Korean Embassy’s current project Kimchi on the British Table at Westminster Kingsway College on 15 November. This masterclass will teach you how to make kimchi at home and give you an insight into its many health benefits.

There is an old Korean saying – ‘We cannot build a nation by keeping the people hungry and unhealthy’ – as such, kimchi is eaten at every meal. The fermentation process in making kimchi produces good bacteria excellent for gut health and is also known to support heart health and blood sugar management.

Westminster Kingsway College has been pioneering work on culinary nutrition, so alongside my masterclass, Elaine Macaninch, Nutrition Lead and Director of Culinary Medicine UK, will be discussing the many benefits of kimchi, including how it can help to boost your immune system and enhance nutritional value.

Westminster Kingsway College has also facilitated exciting conversations around hospitality and food in the past. In 2018, I spoke at their event A Profession for All, which discussed the key role that women play in the hospitality industry. I am delighted to be joining them alongside the Korean Embassy, to celebrate kimchi as a cornerstone of Korean cuisine and culture through my masterclass.

Here is one of my favourite kimchi recipes from my book Korean Soul Food, Whole Radish Kimchi. I love this kimchi because the radishes provide a much crunchier and more satisfying bite.

Whole Radish Kimchi – Recipe Ingredients

  • 2kg radishes
  • 75g course sea salt
  • 185g gochugaru
  • 85g garlic, peeled
  • 65g ginger, peeled and chopped
  • 2 spring onions, trimmed and chopped
  • 2 tbsp Korean anchovy sauce
  • 1 tsp sea salt
  • 35g brown sugar
  • 85ml dashi stock
  • 65g chives

Method

  1. In a large bowl, toss together the radishes and salt, and add just enough water to cover. Leave to stand at room temperature overnight.
  2. Drain off and discard the salted water. Rinse the radishes well with cold water 4-5 times to remove the salt, then gently squeeze out and excess moisture. Set aside the radishes in a colander and leave to drain for at least 30 minutes.
  3. In a food processor, place the gochugaru, garlic, ginger, spring onions, anchovy sauce, salt, sugar and stock, process until a paste forms, stir in chives.
  4. Mix the spice mixture with the radishes, covering them evenly and coating the leaves on both sides. Transfer to a clean 2.5 litre jar or other non-reactive container, packing them in firmly.
  5. Cover tightly and allow to ferment at room temperature for 24 hours, then transfer to a fridge.
  6. The kimchi is ready to eat immediately but for best flavour, ferment for about two weeks before eating.

Photography students create a snapshot of race, identity and human rights

A Level Photography students at City and Islington College have created a powerful and evocative collection of images exploring race, identity and human rights.

Around 30 students took part in the Thinking Differently project run by the Autograph gallery in Shoreditch, which encourages young people to think differently about social issues that affect their lives.

Professional photographer Alejandra Carles Tolra asked them to reveal ‘what is below the surface’ when creating their images, which have been exhibited on the gallery’s website.

Each student produced a body of research to develop their photographs idea. This included creating mind maps to help them connect aspects of identity from race, gender and religion to experiences from their upbringing, interests, culture and aspirations.

Their final works included self-portraiture expressing experiences and emotional states, still life images using symbolism to create narratives about themselves and documentary photographs capturing family and the life of the community.

Yusuf Uddin, 17, created a striking image of a blurred-out face covered in scars and gold markings, which was inspired by his Muslim faith.

He said: “When I was child, I was not allowed to draw faces because in Islam it is seen as a sin to idolise people and figures. I added the cuts to the face to humanise it, and the gold because it is big part of south Asian culture.

“I really enjoy photography and being able to manipulate images and change their meaning. The project had a really broad brief and so I was able to get more into a creative zone and express myself while exploring different aspects of people and their cultures.”

The project began during lockdown in April with students taking part in online sessions with Alejandra and joining in online talks about Autograph’s collection of works by artists including Rotimi Fani Kayode, Zanele Muholi, Mahtab Hussain and Omar Victor Diop.

As lockdown restrictions lifted the students were able to participate in workshops at the college and work more collaboratively to set up photoshoots in studios and outdoor spaces.

Alejandra gave a first-hand account of the life of a professional photographer, shared her tips with students on documentary photography and gave an insight into creative and sensitive ways of representing communities.

Ali Eisa, Learning and Participation Manager at Autograph, said: “We have a history of working with teachers and schools to share the ways in which visual representation intersects with issues of race, identity and human rights, and how students can make profound commentary on these questions using the camera and their creative minds.”

Visual Arts teacher Jan Evans said: “The Autograph project provided the first opportunity for students to collaborate in the classroom after a tough start to the year often working alone from home. It was great to see them sharing ideas and working together as a team in the workshops led by Ali and Alejandra.

“I am incredibly proud of their work. Their individual response to the project brief were mature, fun and thoughtful and its wonderful their work has been shared with a wider audience.”

“Projects like this are just one of the ways we’ve been exploring to decolonise and enrich our curriculum to reflect the diversity of students at CANDI. We were delighted to work with Ali and the Autograph gallery and hope to do so again next year.”

Apply now for A Level courses

Black History Month – ‘We still have a long way to go to bridge the equality gap’

To mark Black History Month this October, Isatu Taylor, Curriculum Leader for Visual Arts, shares her experiences of life as a black person and what can be done to eradicate racism in society and make colleges more inclusive.

Tell us about your background.

I was born in Portland, Jamaica, and moved to the UK with my sister when I was 14. My mum lived in London as a child and went on to study a degree in Slavonic Studies. She later burnt her British passport in protest at how black students were being treated and came back to Jamaica before returning to England.

Is Black History Month important to you?

It’s sad indictment that we need Black History Month, but I’ll take a month when blackness is on the agenda than not at all. I’ve had people ask why we don’t have a white history month, and I tell them every month is white history month. If you grow up in schools in England you learn European history, and obviously that’s important, but as a black child I didn’t learn anything about black history. Part of the way we unlock our differences is by showing that we’ve all faced atrocities and had moments in history where we’ve done each other great disservice. Black History Month should not just be talking about the issues, but about identifying the challenges to make sure history doesn’t keep repeating itself. We need to get past the ‘here we go again’ mentality and token gestures.

What was it like for you growing up as a black person?

I remember walking into my first classroom in London and everybody appeared to be blond. It was very different in terms of people’s mannerisms, expectations and how children viewed education. People had expectations of what I would be like, asking if smoked weed or if I had seen anybody killed. It wasn’t said in a malicious way, more out of ignorance from all ethnicities, not just white students. I was lucky to be living in London because it was so multicultural. I spent the first few years near King’s Cross where there was a big Bengali community. I connected with the food and culture as it was similar to the Caribbean.

Tell us about a time when you have experienced racism.

My worst experience of racism happened when I had part-time job when I was 16 in McDonald’s. There was large group of men and there had been a mix-up with their order and they thought it would be funny to pour a chocolate milkshake over us and make racially abusive comments. It was a bit frightening, but I manly felt that these guys were idiots. I was brought up to see people as people and think it’s very important that you don’t allow the actions of a few to shape your perspective.

How much has society changed in its attitudes to race since you were younger?

Unfortunately, racism still exists. A look, comment or just a feeling can make you uncomfortable. Racial profiling and stereotyping are still a problematic issue. Groups of black boys are often more animated than their white counterparts and wrongly perceived as more aggressive. More needs to be done to educate people in positions of authority to make them more aware of how these differences manifest themselves and how organisations can be more culturally sensitive. Most of our politicians are white and of a certain class and too many policies are driven by their experiences. We’ve made positive progress but still have a long way to go to bridge the equality gap.

Who are your black heroes and role models and why?

I’d have to say my mum. My son calls her a doctor because he says she knows everything. When she eventually leaves us, I can only hope to have a fraction of her knowledge and wisdom. She raised five children and at one point was also holding down two jobs and doing her master’s degree. She believes in hard work and is a great supporter of what I do. I always admire people who do positive things but always reserve hero status for those I know.

What can be done to stop racism in our society?

Representation is so important. We need more black teachers, especially in primary school, to reflect the pupils in the classroom. Often, if you are a black child, you can go through your whole educational experience without ever being taught by a black person. There is so much research on unconscious bias where people identify and favour with people who have shared experiences. If we’re able to educate people and offer students of all backgrounds the opportunity to be taught by someone of colour, then it will change their perspective. They are not just seeing black people in stereotypical roles, but as people in society.

How do you incorporate black culture into your teaching?

Growing up in the Caribbean I have had a very different experience to a lot of my students. I do reflect on my experiences, but don’t necessarily set about focusing on blackness. Instead, I set an example of promoting tolerance, love, acceptance and understanding. I’ve also discovered cultural similarities from my travels in Asia and talking to my students. By celebrating our differences and also recognising that we have more in common than we do not, our classrooms can be much more inclusive.

How can the further education sector become more racially inclusive?

BAME history and culture need to be much higher up the agenda. Colleges need to commit to planning innovative and meaningful ways to better integrate and put this at the heart of the curriculum. This should include more staff and student training, mentoring and support on diversity issues, and celebrating different cultural groups through workshops, networking and partnership work. In terms of teaching and staffing, FE is in much better shape in terms of diversity than other areas of education but more needs to be done in terms of leadership, how and where staff are recruited and internal progression. The sector has an abundance of teachers from different ethnicities, and we need more of them promoted to senior management roles.

Black History Month – ‘We need to enrich our students’ lives no matter what their backgrounds’

To mark Black History Month this October, Jacqueline Dyett, Head of School for Business, Accounting and Travel and Tourism, shares her experiences of life as a black person and what can be done to eradicate racism in society and make colleges more inclusive.

Tell us about your background.

I was born in the Eastern Caribbean on the island of Montserrat, a British Overseas Territory, and migrated to the United Kingdom after the eruption of the Soufriere Hills Volcano in the late 1990s.

Is Black History Month important to you?

I have mixed feelings about Black History Month. Although it is good to take time to reflect on the contributions of African and Caribbean communities to the UK, it saddens me that we still have to rely on a month to do so, after which these contributions are quickly forgotten until the next year. It seems to be a never-ending cycle where the inequalities faced by our backgrounds persist in everyday life. I look forward to the day when black history is integrated into the social, moral and educational fabric of today’s society.

What was it like for you growing up as a black person?

My experiences were eye openers of the wider societal issue of race and ethnic identity and only served to strengthen my resolve and character. It made me more determined to be successful in the UK regardless of my background. I have benefited academically from my migration to the UK and have enhanced my career as a result of the positive experiences I have had. I continue to be optimistic regardless of the challenges my ethnic background brings. It gives me hope seeing the many encouraging changes over the years. 

Tell us about a time when you have experienced racism.

I led a relatively sheltered life growing up in Montserrat and was not subjected to racism until I went to Vancouver in British Columbia to study Marketing in my early 20s. I distinctly remember boarding a bus and taking a seat next to a passenger who then immediately got up and took another seat at the rear of the bus. This left me feeling very uncomfortable at the time. I was also the only black female West Indian student in my class, and this made for a number of very difficult moments while trying to fit in and be accepted.

How much has society changed in its attitudes to race since you were younger?

There are more black people in positions of leadership and people tend generally to be less openly racist. However, I feel that attitudes to race have simply mutated into various forms, which are now more entrenched institutionally and so less visible and more difficult to eradicate.

Who are your black heroes and role models and why?

My inspirations over the years came from not one person but many people such as Maya Angelou, Michelle Obama and a former Canadian tutor of mine named John Porteous who started me on my accounting journey, as well as my parents and two former managers. Michelle Obama is a strong, black woman, passionate about changing the world and the fate of everyone, as was Maya Angelou. 

What can be done to stop racism in our society?

I agree with Michelle Obama when she stated that “race and racism is a reality that so many of us grow up learning to just deal with. It’s up to all of us – black, white, everyone, no matter how well-meaning we think we might be, to do the honest, uncomfortable work of rooting it out.” I would like to see black history included in the wider national curriculum in all state and public schools. Perhaps then, we will not require a Black History Month.

How can the further education sector become more racially inclusive?

The FE sector is well placed to become more racially inclusive as we have such diverse classrooms. At our School of Business, Accounting and Travel and Tourism, students are taught by staff who they can identify with and relate to, which enables them to feel part of the curriculum and aspire. Our students are today’s workforce, and we need to do our best to enrich their lives no matter what their backgrounds, so that they can individually fulfil their potential.

Degree students praise WestKing’s support during COVID as they celebrate graduation

Students from Westminster Kingsway College praised their lecturers’ support during the pandemic as they were awarded their degrees at this year’s graduation ceremony.

Assistant Principal Keith Turner presented the new graduates with their scrolls as they were announced by Maliheh Hamdollah, Programme Area Leader for Business, at St Stephen’s Church near the college’s Victoria Centre.

Both the classes of 2021 and 2020 were honoured at a joint ceremony after last year’s graduation was cancelled due to the COVID pandemic.

Deputy Executive Principal Gary Hunter announced this year’s student awards at the ceremony, which were presented by Culinary Arts lecturer Vince Kelly.

Valedictorian awards, for the graduates attaining the highest achievement in their year, were presented to Hospitality and Tourism Management student Heather Braveboy and Business Strategy and Enterprise Management student Kathleen Dean, who both gave speeches.

Awards were also presented to outstanding students in Business Strategy and Enterprise Management, Culinary Arts and Business Management, and Hospitality and Tourism Management.

Further awards were given to students who excelled in research, analytics, innovation, entrepreneurship, enterprise, teamwork, peer support and for best dissertation.

Katarzyna Uddin, 33, who graduated with a BA (Hons) Business Strategy and Enterprise Management and received the outstanding student award on her course, hopes to set up an organic café in the next two years.

She said: “I feel very happy that my hard work has been recognised. Getting the award has given me the confidence to know if I work hard and I’m determined I will be able to achieve my dreams.

“We’ve not been able to celebrate for a year, so it’s been nice to finally be able to get together. Most of us felt quite isolated from other students during COVID and it was difficult to finish our degrees at home, but the teaching was amazing. All the lecturers were very encouraging and supportive, and believed in us.

“I want to start my own business and feel I’ve now got the skills and knowledge to run it when it opens. My degree has taught me how to do a proper business plan, marketing and how to understand the finances. I enjoyed working and learning from other people, hearing different people’s views and realising the importance of working as a team if you want to be successful.”

Elizabeth McBride, 23, graduated with a BA (Hons) Hospitality and Tourism Management and won the student award for culinary entrepreneurship.

She said: “It feels too good to be true. I’m so happy to have finally completed my degree because there were so many points during COVID when I wasn’t sure if I was going to be able to do it. It was more difficult and challenging with everything online, but we had one-to-ones with our lecturers if we needed help. You’d send them an email and they’d be there straightaway. It was never a problem, there was a lot of support. It went a lot smoother than most of us thought it would.”

Elizabeth previously completed a Patisserie and Confectionary Level 2 Certificate at WestKing and has been working as a pastry chef in restaurants in London for five years.

She added: “I realised I wanted to make my own cakes, but I just needed to know everything that needed to go into it. The course covered business management, law, finance and marketing – all the topics I needed to know, so it was the perfect course for me. It’s opened my eyes and given me a lot more confidence because now I know more about what goes into running a business.”

Petrena O’Halloran, Head of School for Higher Education and Professional Programmes, welcomed students, staff, parents and guests to the ceremony, which also included speeches by Executive Principal Kurt Hintz, Chair of Governors Alastair Da Costa and Vice Principal Jasbir Sondhi.

Special guests Deborah Homshaw, Managing Director for CH&CO, and Ralph Coulson, People Operations Business Partner at Food+ by Compass, also addressed the students.

Congratulating the students at the ceremony, Petrena said: “We have had an exciting yet challenging year of transition, and you have all demonstrated the amazing ability to overcome challenges and weather the storm while learning creatively.

“All your hard work, your educational journey, your incredibly strong pursuit in the quest for academic excellence, and your unquestionable commitment towards your goals has culminated in this moment. This is a big achievement for you, a first step on the road to success, and you will go on to achieve great triumphs and other prosperous accomplishments.

“Well done to all of you for putting in the necessary hard work to be included in the graduating classes this year.”

Find out more about our Higher Education courses and apply now.

New café for hospitality workers opens at WestKing to aid COVID recovery

A new café exclusively for hospitality workers has opened at Westminster Kingsway College to help boost the industry in the aftermath of the coronavirus pandemic.

The PM Café, run in partnership with the PM Trust and Hospitality Action, is open three days a week at the college’s Victoria Centre, and provides a space to network, get advice and share ideas over a tea or coffee and a pastry or slice of cake.

The opening of the PM Café comes at just the right time for the hospitality sector. The Government’s furlough scheme ended on 30 September, but consumer spending on hospitality and the number of people employed in the sector are still below pre-pandemic levels.

Visitors to the café will have access to information on mental health and wellbeing and can arrange to meet trained mediators from the charity Hospitality Action to get further help and support.

Celebrity chef Brian Turner CBE, who is a Trustee of the PM Trust, said: “By opening this café today we’re recognising the needs of the hospitality industry and providing them with somewhere to go, find friendship and someone to talk to when the going gets tough.

“The mental health problem is much bigger than we ever thought it was. Now is the time to get rid of these problems that have particularly affected young people, but not solely, and provide as much help as we can. It’s a brilliant idea, which we hope will catch on and we’ll be able to open more of these places around London and the rest of the UK.”

WestKing is one of the UK’s leading colleges for Hospitality and Culinary Arts and already features two award-winning training restaurants The Brasserie and The Escoffier Room, known jointly as The Vincent Rooms.

The college’s Hospitality and Culinary Arts students will be overseeing the running of the café and making drinks, pastries and cakes as well as serving customers. Pastries will be available in the morning and cakes in the afternoon with larger bites available from the Brasserie menu during kitchen opening times.

Deputy Executive Principal Gary Hunter said: “The PM Café will create a place of sanctuary where hospitality workers can talk and seek guidance or support over a cup of tea or coffee served by our students.

“The café will also be a fantastic opportunity for our students to get real experience of working in front of house roles and perfecting their culinary skills in creating a selection of pastries and cakes for customers visiting the café to enjoy.”

The PM Trust provides financial support for young people aged 16-24 looking to work in the hospitality sector, to help support their training and development. It was formed in 1949 after the closure of the PM Club, a meeting place for young hotel and restaurant workers in the crypt at St Martin-in-the-Fields on the north-east side of Trafalgar Square.

Hospitality Action has been supporting the UK hospitality industry since 1837. The charity helps workers across the industry with physical or mental health problems and also prepares them for the next phase in their lives if they are no longer able to work.

Gary, who is also a Trustee at the PM Trust, said: “In my role with the PM Trust I have been involved in supporting young hospitality workers in London with advice and financial support, and during the pandemic it became very apparent how many hospitality workers needed more support than ever.”

Tim Jones, Trustee at both PM Trust and Hospitality Action, said: “I am delighted to have played a part in helping to create the new PM Café. In the last century the PM Club operated as a place for young hotel and restaurant workers to meet and relax during the afternoons between shifts. When the club was disbanded the PM Trust was formed to assist young people entering the sector.

“During recent times, it has become apparent that a social wellness hub is needed for those working in the industry, and one of Hospitality Action’s prime roles is to provide support to improve mental health. I am sure the café will be extremely beneficial to many and help the sector to be seen as an attractive career path as it bounces back from the pandemic.”

The PM Café is open on Tuesdays, Wednesdays and Thursdays from 9.30am to 9pm. No proof of employment in the hospitality sector is required.

Apply now for Hospitality and Culinary Arts courses and apprenticeships.

‘People with dyslexia are just as smart as anyone else’

According to the British Dyslexia Association, dyslexia affects 10 per cent of people in the UK but is still poorly understood. Healthcare student Layla Sbila explains how City and Islington College has helped her with the condition as the charity marks Dyslexia Week from 4-10 October.

When I was five, I moved to Dubai with my mum and older sister having been diagnosed with dyslexia two years earlier. It’s a neurological condition that affects my reading, writing and spelling, which I will have to live with all my life.

I find it hard to read properly and tend to mix up words and stutter when I read long sentences or paragraphs. I often blank out words or skip one or two sentences without realising it. Sometimes I see different letters or a different word, so for example I will see and read important as informed. It’s the same for maths, the numbers jumble around and it’s hard for me to understand.

I started at a school in Dubai and my mum told them about my dyslexia. The teachers tried to help. They would get me to write down words and sentences multiple times and ask me to read more often, but what I really needed was more one-to-one support. The teacher would sometimes ask me to read in class, but I couldn’t do it. I would just sit there, my mind blank and I would be unable to speak. I was embarrassed and felt really low, like I couldn’t do anything.

In my mid-teens I changed school, but it was even worse. I didn’t get any support at all. My teachers told my mum there was something wrong with me. They thought my dyslexia was a disease and I was lying about not being able to read or spell. They thought I was lazy. When I put my hand up to ask for help, one of my teachers would make me stand up and read a whole chapter from a book. I would stutter through it all, and because I did not understand what I was reading, it made it even worse. She wouldn’t even explain afterwards and just told me to get on with my work. I felt very vulnerable and lost, and never thought I’d be able to go to college and stay in education.

All I needed was a teacher or teaching assistant to explain what I was reading because for a person with dyslexia it can be ten times harder to understand. People with dyslexia can also be distracted easily and work better in a quiet environment. If my school had provided a support teacher to work more one-to-one with me there wouldn’t have been an issue. I needed someone to understand and reassure me that I’m only telling myself I can’t do something, when actually I can. I left school with no qualifications because of the lack of support for my dyslexia. I felt the school had held me back, but not to the point where I was going to give up on myself. If nobody was going to give me help, I knew I would have to fight for it.

I returned to the UK when I was 16 to live with my maternal grandparents in Haringey and applied to study for a Health and Social Care diploma at City and Islington College (CANDI). I began at Level 1 and I’m now studying at Level 3 and hope to go to university and become a nurse. Last year I also took GCSE English and passed with a grade 4 and this year I’m doing GCSE Maths. At CANDI the teachers break things down, explain things multiple times and double-check to make sure you understand. The college has also given me a support teacher and everyone has gone out of their way to do the best for me. It makes me quite emotional when I look at myself and see how far I’ve come because of the way the teachers at CANDI have helped me. I feel like I’m doing something good for myself now.

It’s often wrongly assumed that dyslexic people are not very bright, or they use it as an excuse because they don’t want to read, learn or understand things. That needs to change. People need to listen and understand more about dyslexia whether that’s at home, in school or the workplace. If you have a child who finds it hard to spell or understand the meaning of easy words, get them tested. If it’s someone at work or school, make sure they take everything in and understand the job or task they are being asked to do. Above all, be patient and kind, and recognise people with dyslexia as individuals and their needs are different.

People with dyslexia are just as smart as anyone else. If you’ve got the right support, you can do anything in life. The support I’ve received at CANDI has turned my life around and made me the person I am today.

Apply now for Health and Social Care courses.
Find out more about how you can support Dyslexia Week.

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