Additional construction training places are positive news, particularly in regions where employers struggle to recruit skilled tradespeople, plant operators, supervisors and managers. But more course capacity will not automatically resolve the skills shortage. Employers still need to provide practical experience, suitable supervision and a clear route from learning into safe, competent work.
New investment is expanding training capacity
The Department for Education has published approved projects under the Post-16 and Construction Skills Capacity Fund. The programme is intended to increase training capacity between 2026 and 2030, including provision serving the East of England.
This is primarily provider-capacity funding rather than a new direct grant for every employer. Its practical value will depend on whether businesses engage with providers, offer meaningful workplace experience and create jobs into which trained learners can progress.
Why more course places are only part of the answer
A learner can complete a course successfully without yet being ready to carry out every aspect of an occupational role unsupervised. Construction competence depends on training, knowledge, practical skill and experience being applied safely in real working conditions.
That distinction matters because construction work takes place in changing environments and often involves plant, work at height, lifting operations, excavations, temporary works and interaction with other contractors. A classroom or controlled training environment can establish important foundations, but competence continues to develop in the workplace.
The legal duty is about capability, not certificates alone
Under Regulation 8 of CDM 2015, those appointing contractors need to take reasonable steps to ensure that they have the necessary skills, knowledge, experience and organisational capability. Contractors must also ensure that people carrying out work under their control have the required skills, knowledge, training and experience, or are developing them under appropriate supervision.
Regulation 13 of the Management of Health and Safety at Work Regulations 1999 also requires employers to take account of employees’ capabilities when allocating work and to provide adequate health and safety training when people are exposed to new or increased risks.
Cards, certificates and qualifications can all form part of the evidence. None removes the employer’s responsibility to consider whether the individual is ready for the actual work being assigned.
Training, qualifications and authorisation serve different purposes
Training develops knowledge and practical ability. Qualifications confirm that specified learning outcomes or occupational standards have been assessed. Competence cards provide standardised evidence connected to training, testing or qualifications. Employer authorisation is the organisation’s decision that a person may carry out a particular task or use specified equipment.
A good skills system keeps those distinctions clear. Someone may be trained but still require supervision. An experienced worker may be competent in the role but need an NVQ to formally demonstrate that competence. A carded operator may still need machine familiarisation and site-specific authorisation.
All Star Safety provides workplace-based construction NVQs, IOSH courses and NPORS plant training and assessment that can form different parts of that wider development pathway.
Build a workforce pipeline rather than reacting to vacancies
Employers should review anticipated contracts over the next 12 to 24 months and identify likely requirements for trades, plant operators, lifting personnel, supervisors and managers. Waiting until mobilisation to discover that the right skills are unavailable usually leaves fewer options and greater pressure on recruitment.
A role-based skills matrix can help by recording mandatory training, occupational qualifications, cards, experience expectations, site-specific training, refresher requirements and authorisation status. Crucially, it should distinguish between people who are trained, those who are developing under supervision and those who are authorised to work independently.
Local colleges and independent providers can also be engaged earlier. Employers may be able to contribute to site visits, work experience, practical demonstrations, mock interviews and progression routes from initial training into employment and workplace assessment.
What should you do now?
- Forecast workforce requirements for the next 12 to 24 months.
- Identify likely regional training providers for the occupations you need.
- Create or update a role-based skills and competence matrix.
- Separate training, qualification, card and authorisation requirements.
- Record workers who are still developing competence.
- Define the supervision required for each developing worker.
- Provide equipment and site familiarisation before independent work.
- Identify suitable mentors and give them time to support learners.
- Use NVQ assessment once experienced workers are carrying out the full occupational role.
- Review competence when roles, equipment or project conditions change.
Our professional view
The construction industry does not simply need more people attending courses. It needs reliable routes from learning into competent employment. The strongest model combines initial training, structured workplace exposure, competent supervision, employer authorisation, occupational assessment and continuing development.
Employers that engage early with training providers and build progression into workforce planning are more likely to turn additional training capacity into a genuine skills pipeline rather than another collection of certificates.
For experienced workers already carrying out their role, our construction NVQ routes provide workplace-based assessment across trade, plant, lifting, supervisory, management and occupational health and safety occupations.